Lesson Note on Communication: Definition, Process and Patterns for SS 2

Class: Senior Secondary School 2 (SS2 / SSS 2)
Term: 3rd Term
Week: 1
Age: 16 years
Duration: 45 minutes
Subject: Office Practice
Curriculum Theme: Office Management
Previous Lesson: .
Topic: COMMUNICATION- DEFINITION
Subject Matter: Meaning of communication, communication process, pattern of communication.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

• Define communication.
• Describe the communication process with its key elements.
• Identify and explain the various patterns of communication.

Affective Domain:

• Appreciate the importance of effective communication in an office setting.
• Participate actively in class discussions regarding communication scenarios.

Psychomotor Domain:

• Accurately draw the communication process diagram.

Social Domain:

• Collaborate with peers to discuss and understand different communication examples.

Reference Materials

The following resources were used in planning this lesson:

• Senior Secondary Schools Education Curriculum
• State Unified Scheme of Work
• Agbo, O. (2018). Office Practice for Senior Secondary Schools. Abuja: Learn Africa Plc.

Instructional Materials

The teacher will teach this lesson with the aid of:

• Communication process chart
• Sample office messages (e.g., memos, emails)
• Diagram posters illustrating communication flow.

Rationale for the Lesson

Understanding communication is important because it is fundamental to all human interaction and is essential for effective operations in any office or organization. This lesson helps pupils grasp how information flows and the different ways people exchange messages, preparing them for future workplace interactions.

Prerequisite/Previous Knowledge

Pupils have a basic understanding of exchanging information with others in their daily lives.

Lesson Content/Board Summary

COMMUNICATION

Meaning of Communication

Communication is the process of exchanging information, ideas, feelings, or messages between two or more people. It involves a sender transmitting a message to a receiver, often with the aim of achieving understanding.

The Communication Process

The communication process describes the steps involved in transmitting a message from the sender to the receiver. It is a cyclical process that ensures the message is sent, received, and understood.

The key elements of the communication process are:

• Sender: The person who initiates the message.
• Encoding: The process of converting the message into a form that can be understood (e.g., words, gestures, symbols).
• Message: The information, idea, or feeling being conveyed.
• Channel/Medium: The means through which the message travels (e.g., face-to-face conversation, phone call, email, letter).
• Receiver: The person to whom the message is directed.
• Decoding: The process by which the receiver interprets and understands the message.
• Feedback: The receiver’s response to the message, which indicates whether the message was understood as intended.
• Noise: Any interference or barrier that distorts or hinders the message during transmission (e.g., actual sound, distractions, language barrier).

Patterns of Communication

Patterns of communication refer to the direction and flow of information within an organization or group.

The main patterns of communication include:

• Vertical Communication: This occurs between different levels of hierarchy within an organization.
  • Downward Communication: Information flows from a superior to a subordinate (e.g., manager giving instructions to an employee).
  • Upward Communication: Information flows from a subordinate to a superior (e.g., an employee submitting a report to their manager).
• Horizontal/Lateral Communication: This occurs between individuals at the same level of hierarchy or across different departments at the same level (e.g., two colleagues discussing a project, managers of different departments coordinating).

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and asks them to recall situations where they shared information with others. The teacher then introduces the topic “Communication” by explaining its relevance in daily life and in an office setting.
Pupils’ Activity: Pupils respond to the teacher’s questions and listen attentively to the introduction.
Learning Point: Pupils are prepared for the lesson and understand its importance.

Step 2: Meaning of Communication

Time: 5 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines communication clearly, emphasizing it as an exchange of information between people. The teacher writes the definition on the board.
Pupils’ Activity: Pupils listen, contribute their understanding, and write down the definition in their notebooks.
Learning Point: Pupils learn the definition of communication.

Step 3: Explanation of Communication Process

Time: 6 minutes
Teaching Skill: Elucidation/Illustration
Teacher’s Activity: The teacher explains the communication process step-by-step, detailing the roles of the sender, message, encoding, channel, receiver, decoding, feedback, and noise.
Pupils’ Activity: Pupils listen carefully, ask questions for clarification, and jot down key points.
Learning Point: Pupils understand the stages and elements involved in effective communication.

Step 4: Diagram of Communication Process

Time: 6 minutes
Teaching Skill: Demonstration/Visualisation
Teacher’s Activity: Using a chart or drawing on the board, the teacher guides pupils on how to draw a simple diagram illustrating the communication process, showing the flow from sender to receiver and the feedback loop.
Pupils’ Activity: Pupils observe the diagram and draw their own version in their notebooks.
Learning Point: Pupils can visually represent the communication process.

Step 5: Explanation of Patterns of Communication

Time: 6 minutes
Teaching Skill: Categorization/Explanation
Teacher’s Activity: The teacher explains the different patterns of communication: vertical (downward and upward) and horizontal/lateral communication, defining each type.
Pupils’ Activity: Pupils listen and take notes on the different communication patterns.
Learning Point: Pupils learn about the various directions communication can flow within an organization.

Step 6: Examples of Patterns

Time: 6 minutes
Teaching Skill: Illustration/Discussion
Teacher’s Activity: The teacher provides practical examples for each pattern of communication (e.g., a principal issuing a directive, a student giving feedback to a teacher, two classmates working on a project). The teacher encourages pupils to suggest their own examples.
Pupils’ Activity: Pupils listen to the examples, discuss them, and provide additional examples.
Learning Point: Pupils connect theoretical concepts of communication patterns to real-life situations.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Define communication.
2. List any three elements of the communication process.
3. Mention two patterns of communication.
4. Give an example of upward communication.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 6 minutes
Teaching Skill: Summarization/Assignment
Teacher’s Activity: The teacher summarizes the key points of the lesson, reiterating the importance of clear and effective communication. The teacher then assigns homework for pupils to research barriers to effective communication.
Pupils’ Activity: Pupils listen to the summary and copy down the homework assignment.
Learning Point: Pupils consolidate their understanding and are given tasks for further learning.

Lesson Keywords

• Communication – The process of exchanging information, ideas, or feelings.
• Sender – The person who initiates a message.
• Receiver – The person to whom a message is directed.
• Feedback – The response from the receiver to the sender.
• Vertical Communication – Communication between different levels of hierarchy.
• Horizontal Communication – Communication between individuals at the same level.

Differentiation

For pupils who grasp concepts quickly, the teacher can challenge them to identify and explain potential barriers to communication within the given patterns. For pupils needing more support, the teacher can provide simplified diagrams and offer one-on-one guidance during the drawing activity.

Note for teachers using this lesson plan

Encourage pupils to think about communication in various contexts, not just in an office, to broaden their understanding. Use real-life examples from the pupils’ environment to make the concepts more relatable. Ensure all pupils attempt to draw the communication process diagram, as it reinforces their understanding of the flow.