LESSON PLAN 12: Communication in the Digital World
LESSON PLAN 12: Communication in the Digital World
Lesson: EFFECTIVE COMMUNICATION
Subject: Communication in the Digital World
Grade: Elementary Level
Duration: 2 hours
AIM; Most of the students' communication takes place online. Knowing how to understand and communicate an online message can help students avoid conflict. Use this activity to help students identify how the differences between face-to-face and online communication affect perception and explore how to avoid misinterpretation of online messages.
1. Target Results:
Developing students' effective communication skills online
Students explore the differences between online communication and face-to-face communication
Cognitive Process Outcomes:
Knows online communication tools.
Gains effective communication skills using online communication tools.
Results of the central discipline:
1- Develops the ability to communicate effectively in a digital environment.
2 – Knows the ways to give meaningful messages in online communication
3 - Understands the importance of communication and interaction
4 – Examines communication problems.
Social Product Outcomes:
Communicate, practice communicating and receiving ideas quickly and clearly
Cooperation, the practice of working together to achieve a common goal
• Ability to share problem and solution-oriented ideas
• Ability to fulfill their duties and responsibilities
• Ability to defend their ideas
Students support their ideas with concrete arguments
• Presenting the product effectively
• Understanding the importance of cooperation and cooperation
2. Materials Used:
3. Resources:
4. Learning Methods and Techniques
Creative Drama , Role Playing , Improvisation
Problem-Based Learning Method
Technical; Brainstorming, collaborative work
5. Groups Considered to Have Been Formed During the Activity:
The class will be divided into 5 groups/pairs of 5 students each.
Implementation Phase
Preparation Phase
Warm-up / Preparation
ACTIVITY 1:
The leader invites the participants to the circle. Participants walk freely in the venue accompanied by music. Instructed not to look at anyone while walking. When the music stops, she/he greets the person in front of him/her with a slight smile. He/she walks again and this time makes a thumbs up gesture to the person coming in front of him/her. They walk again and say their name by shaking hands with the person in front of them. He/she continues walking again. Greet with your feet….etc.
ACTIVITY 2 :
Students are asked which tools they use in online communication. The answers are created on the board in the form of a concept map.
ACTIVITY 3: Write a simple sentence that students can see, then read the sentence using different tones. For example, write "It was great" and read it in the following tones: neutral, excited, sarcastic, indecisive, etc.
Discuss with students how tone is missing when we send messages online so that the message can be misinterpreted. Discuss what other elements are missing when communication takes place online.
Have students suggest what they can add to the message to convey the meaning of the message in the absence of the sender's tone, facial expressions, and body language.
Working in pairs or small groups, have students come up with their own examples of messages that could be misinterpreted. Use phrases, abbreviations, punctuation, etc. to help the sender convey its true meaning. Encourage students to stick to positive messages. Invite students to share their examples.
Before jumping to conclusions about their meaning, discuss ways to handle online messages that might be misinterpreted. For example, students can check literal meaning with the sender, stop and think about things from the sender's perspective before assuming their meaning, etc.
Interim Evaluation:
What are the different and similar aspects of online communication and face-to-face communication?
6.2.1: Animation
1. EVENT:
Stage 1: Instructor leader divides students into groups of 4 each. Each group is given one of the following situations. And they are asked to make an animation according to the situation written in their hands. It is said that they should definitely not use emotions, gestures and facial expressions while animating.
- Your mother said that there was food in the oven when you left the house and that you should turn off the oven after half an hour. You were immersed in the game with your friends and forgot to turn off the oven. You heard the smell coming from the kitchen for a while and you ran to the kitchen with your friends.
- You watch TV at home with your siblings. You have one hour of television a day. But everyone wants to watch a different program. What would you do? Revive the moment of discussion
- You were a candidate for the 3rd class president election and you won. You celebrate with your friends who support you. At the time, one of the other candidates said you didn't deserve to win. Re-enact the event.
- Your teacher gave you an assignment in the Science class that you need to work with in a group. One of your bandmates does not want to fulfill his duties and responsibilities no matter what you do. You gathered as a group and decided to talk to your friend. Revive the speaking moment.
Stage 2; Students are asked to re-enact the above situations using their emotions, gestures and facial expressions in the second stage.
Interim Evaluation: What are the differences between the two animations? Large group discussion by asking questions
Step 3: Each group writes an e-mail on the same situations to report and solve the online problem. What has been written is discussed with the whole group and it is discussed whether the message he wants to give is conveyed correctly.
6.3. Getting information (leading questions)
The teacher briefly summarizes the online communication tools and what they are used for.
Participants are asked the following questions:
Which online tool do you use the most?
What do you pay attention to when using online tools?
6.4. Developing Ideas and Identifying Needs for the Problem
What problems may we encounter when using online tools?
6.5. Product development:
As a group, prepare a presentation that introduces an online tool of your choice. Please indicate at least three items about what we should pay attention to when using these tools in your presentation.
Sharing and Mirroring
Groups share their work with the class. The audience is encouraged to contribute and ask questions.
Evaluation
With your group, create a concept map of online tools that includes what you learned during this lesson.