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Project SEARCH Lesson Plan Template

Unit: Time: 60 min Date and Location: Nov. 4th - virtual

STEP ONE: Pre-Planning/Pre-Activities:

Implementation Time Frame: This lesson will be implemented in the second half of the OT and Project
SEARCH collaboration. It will tie together many concepts from previous lessons and create connections to
future material.

Notes to Instructor
 The “Just Right Challenge,” created by occupational therapist A. Jean Ayres, describes the choice of
activities for a child that are neither too easy nor too difficult (Ayres, 2005). Use the just right challenge
for skill layering and other opportunities for high expectations.
 Reference jobs / employment: competitive integrated employment (16+ hours, etc.)
 Build in Critical Thinking Questions and higher-level projects whenever possible

Lesson Plan Summary: This lesson will talk about sending and receiving messages in the work setting using
appropriate communication skills. Interns will discuss the three kinds of communication (verbal, non-verbal
and written), and understand how to use them to transmit information across different settings. The lesson
will also address the differences between talking to an employer versus a co-worker. Interns will then be
given the opportunity to test their knowledge by using real-life scenarios, and asked and compose a
professional email to a co-worker about a sample work problem.

Glossary:

Soft Skills – Personal attributes that enable someone to interact effectively and harmoniously with other
people; skills not taught on the job. (https://languages.oup.com/dictionaries/)

Transmitting Messages – Using appropriate communication skills in order to convey ideas to those around
you.

Receiving Messages – Using appropriate listening skills in order to understand ideas that others present to
you

Communication Skills – Allow you to understand and be understood by others; The abilities you use when
giving and receiving different kinds of information. (https://www.indeed.co.in/career-advice/resumes-
cover-letters/communication-skills)

Conflict Resolution – a way for two or more parties to find a peaceful solution to a disagreement among
them. (https://ctb.ku.edu/en/table-of-contents/implement/provide-information--skills/conflict-
resolution/main#:~:text=Conflict%20resolution%20is%20a%20way,negotiation%20to%20resolve%20the%2
0disagreement.)

Origami - the Japanese art of folding paper into decorative shapes and figures
(https://languages.oup.com/dictionaries/)

Prior to this training the instructor should complete the following:

 Create excitement with the interns by sharing information about the content.
 Instructor is aware of classroom policies on social distancing so the lesson can be modified as needed
 Instructor is aware of intern’s future career goals
 Remind interns to bring their handouts to the lesson

Prior to this training, interns should complete the following pre-work.

 Interns will review the handout provided before the lesson begins
 Interns will have access to the appropriate Zoom links prior to the start of the lesson
 Interns will understand how to operate the functions of Zoom (chat, raise hands, mute/unmute, etc.)

Prepare the location:

 Ensure the AV is on site and working
 Interns will be given the appropriate Zoom links

Who Should Present / Attend the Training? Why is it important for additional Project SEARCH team
members to be present for this lesson and utilize this information?
Instructor:
 Present the lesson
 Facilitate origami communication activity
 Create a safe space for discussion and the sharing of new ideas.
 Check for comprehension throughout the lesson
 Provide links to outside resources

Skills Trainers:
 Assist with any of the above before the lesson begins
 Work with one or more small groups of the interns during the lesson and while answering the critical
thinking questions about sending and receiving in various settings
 Apply the lesson material in the internship rotation

Department Staff:
 Detail what forms of communication exist in their department
 Set expectations as to how to appropriately transmit messages in their department

What you will need: Materials & Resources

Handouts: PowerPoint slides with information and visuals
Email template

Technology: Zoom link

Other materials needed A plain piece of paper, pencils/pens

for activities:
Critical Thinking Questions 1. Knowledge / Remembering
 What is a soft skill? List two examples of soft skills.
 Describe the three different kinds of communication
http://www.mandela.ac.za
/cyberhunts/bloom.htm 2. Comprehension / Understanding
 What are some qualities of good communicators?
 How is communicating with your employer different than
communicating with a co-worker?

3. Applying
 How can you talk to a co-worker about a problem when your
employer is not present?
 What solutions do you have for the case studies? Is there more
than one?
 What is another example you can think of where written
communication is preferred over verbal?
 What could you do to practice or improve your communication
skills outside of work?

4. Analyzing
 Explain why the origami activity did not go well. What things
could have made it better?
 What are the benefits of verbal communication?
 What are the benefits of written communication?
 Compare and contrast written and verbal communication.

5. Evaluating
 What would you suggest a friend could do if thy are having
problems sending or receiving messages at work?
 Do you think texting a co-worker or employer is good or bad?
 What would you do if a co-worker was communicating with you
inappropriately?

6. Creating
 Create a sample email to a co-worker about a work-related
problem.
 What is your plan for communication at work?
 What solutions do you have for when there is an issue at work
and your employer is not there to intervene?

Enduring Understandings Interns will understand the difference between the different types of
communication (verbal, non-verbal and written). Interns will recognize the
importance of effective sending and receiving of messages in the workplace.
Interns will identify the differences between talking to a co-worker verses and
employer while at work. Interns will come up with solutions to
communication when an employer is not able to assist in workplace relations.
 Mastery Objectives
Knowledge Skills Check for Understanding / Evaluation
What will they know as a What will they be able to do as a What will the Instructor ask/do to
result of the training? result of the training? determine interns’ level of
understanding? How can the intern
demonstrate their level of understanding
Be able to understand the Be able to use the three different Ask what kind of communication is being
three different kinds of kinds of communication in a used in the case studies presented.
communication (verbal, variety of settings.
non-verbal and written)

Understand the differences Be able to speak to both Interns will practice communicating with
between talking to a co- employers and co-workers in an employers and co-workers by
worker verses an appropriate manner. participating in a role-play activity, and
employer. composing a sample email.

Identify skills needed to Demonstrate ability to Suggest ways to improve communication

send and receive messages understand and transmit during the case study examples. Creating
in the workplace. messages across a variety of a clear and professional email.
settings.

Understand how to engage Be able to talk with a co-worker Interns will participate in role-play
in problem solving with a about an issue at work, and activity with their peers to practice
co-worker about a collaborate for a solution. problem solving communication.
problem.

Boundary Spanning Remember this is a business focused program and each Project SEARCH
program has to follow all policies, procedures, and guidelines of the host
business. To the extent that it is appropriate, encourage the group to think
outside each of their organizational silos and departmental silos. Tap into the
diverse expertise and perspectives of all partners and of others they know in
their organization and outside of their organizations.

 What info and learning opportunities the business is offering employees

(current and new) and clients/customers? (ex: orientation, classes for
existing employees, online modules)
 What are other intern groups in the organization doing? (ex: If you are in
a setting that has multiple intern groups, has there already been training
made and expectations set for other intern groups?)
 What are other Project SEARCH programs doing? (ex: Ask your national
consultant about what like organizations are doing and consider what
other Project SEARCH programs are doing via P.S. Let’s Chat.)
 What are other transition programs doing?
 What similar lessons can you draw from? (ex: What similar lessons have
you taught in PS or other transition programming that can be applied to
this?)

Safe Space Ensure the training environment is a safe space where interns can share
information, challenges and successes. Recognize that interns have different
 levels of readiness. Some interns may not have the background necessary for
the information presented.

For example:
1. Provide safety rules, such as: exits, restrooms, alarms, where to gather if
an alarm goes off, when breaks will be, take a break if you need one
2. Allow interns to move, fidget, stand, lean, and create accommodation to
stay awake and focus
3. Avoid acronyms and jargon
4. Describe all slides and written materials for low or non-readers.
5. Place anyone with audio-visual disabilities in the front of the room (lip
reading, etc.)
6. Avoid activities that require standing up for people using wheelchairs or
with other mobility limitations.
7. Acknowledge everyone’s opinions

Differentiation Strategies Differentiation is an approach for meeting the needs of individual learners. It
involves adapting content, process or a product to accommodate a student’s
Differentiation Video– It’s readiness, interest and learning profile.
Not as Hard as You Think” Using differentiated training strategies enables students to access the training
content in a variety of ways allowing for different and preferred learning
https://www.youtube.co styles. Strategies to engage and support learning could include the use of
m/watch?v=h7-D3gi2lL8 technology, videos, and games as well as small group work.
Reference: Dr. Carol Ann Tomlinson, Teacherthought.com

As we prepare to teach our interns, remember all learners, learn differently.

Everyone needs to be involved and engaged in the learning process. It’s
important to relate the skills being taught to the team’s own experiences and
needs in order to actively engage them throughout the training. The
activities, critical thinking questions, videos, and other forms of presentation
should all reinforce the knowledge and skills taught.

 Definitions will be clearly defined for all students. Interns will be

asked to phrase the vocabulary in their own words, and those who
need extra support will be asked to provide an example to check
understanding.

 Case studies are of various levels of difficulty that can reflect the
ability of the students.

 Scaffolding and relation to other areas where the intern is familiar

when needed (i.e. communication in schools, with teachers and
students, etc.)

 A template for creating a professional email will be provided for

interns who need help with composition (higher level interns may or
may not need the template). · Mini comprehension checks will be
done throughout the lesson to ensure understanding.
Citations & Sources Ayres, J. (2005). Sensory integration and the child: Understanding hidden
sensory challenges. 25th anniversary edition. Los Angeles: Western
Psychological Services.

Bonaccio, S., O’Reilly, J., O’Sullivan, S. L., & Chiocchio, F. (2016). Nonverbal
Behavior and Communication in the Workplace. Journal of
Management, 42(5), 1044–1074.
https://doi.org/10.1177/0149206315621146

Communication Origami - Communication Skills Training Activity. Training

Course Material . (2020).
https://www.trainingcoursematerial.com/free-games-
activities/communication-skills-activities/communication-origami.

Communication Skills: Definitions and Examples. Indeed Career Guide.

https://www.indeed.co.in/career-advice/resumes-cover-
letters/communication-skills.

Easy Peasy and Fun, & ARTantana. (2020, May 27). Easy Origami Fish -
Origami for Kids. Easy Peasy and Fun.
https://www.easypeasyandfun.com/easy-origami-fish/.

Potential Unearthed. (2016, May 21). The Communication Cycle .

https://www.potentialunearthed.co.uk/wp-
content/uploads/2017/09/Comms-Cycle-Handout.pdf.

Section 6. Training for Conflict Resolution. Community Tool Box.

https://ctb.ku.edu/en/table-of-contents/implement/provide-
information-enhance-skills/conflict-resolution/main.

Stich, J.-F., Tarafdar, M., & Cooper, C. L. (2018). Electronic communication in

the workplace: boon or bane? Journal of Organizational Effectiveness:
People and Performance, 5(1), 98–106. https://doi.org/10.1108/joepp-
05-2017-0046

Tufts University. (2020). Professional Email Etiquette. Tufts Student Services.

https://students.tufts.edu/career-center/i-need/network/professional-
email-etiquette.

STEP TWO: The Training Plan

Time: 5min As a group, interns will answer weekly check in question to assess readiness to learn. The
Opening/ group will be able to recall details about the lesson that occurred the previous week and
Connect to how they used the lesson in the classroom/workplace. Instructor will introduce the theme
Purpose of the lesson – communication of messages. The interns will recall what soft skills are and
 provide an example.

Training Components
Time: 10min Each intern will be given a piece of paper. The instructor will explain the rules of the activity,
Origami in which interns are not allowed to ask questions or look at another student’s paper. The
Communica instructor will turn off their Zoom camera and explain how to fold the origami shape.
tion Activity
Interns will then be asked to look at their peer’s paper and answer questions about the
activity. Was it easy or hard? Why? Does your origami shape look like the instructors? What
things could have been done to improve the communication?

Time: 10min The instructor will provide an overview of the different types of communication (verbal,
Overview of non-verbal and written) and provide examples for each. The instructor will also review some
Sending and of the techniques commonly used to send and receive messages across settings, including
Receiving eye contact, active listening skills, appropriate gestures, asking for clarification, etc.
Messages
Time: 10min The instructor will give examples of different workers facing a dilemma of communication.
Case Studies Interns will be asked to provide their thoughts and suggestions as to how communication
could be improved in that setting.
Time 10min The instructor will ask the interns to think about the difference in communicating with an
Communica employer verses a co-worker. Interns will create a discussion about how to be professional
tion with when talking to these two kinds of roles. Interns will brainstorm ideas on how to problem
Employer solve with a co-worker when their employer is not present. Interns will then participate in a
vs. Co- role-play activity where they use their communication skills to talk to an “employer” or a
worker “co-worker” and solve a problem.
Time 5min Interns will be given the opportunity to write a professional email. A template will be
Writing provided for interns who need additional assistance. Interns will demonstrate their ability to
Professional clearly communicate a message professionally. Instructor and skills trainer will provide any
Emails additional assistance needed.
Time: 10min As a group, the interns will share their emails and receive feedback. The interns will then
Closing reflect on what they learned during the lesson. Interns will finish by creating a plan to use
effective communication skills this week at school or in the workplace.

STEP Three: Instructor Reflection

What did you learn in the process of presenting this lesson?
Moving on •This should
Interns
•Interns will happen
be
will able
be tonext….
send and
encouraged to receive
continue messages
using theirto their peers,
learning and use these skills as they move
styles
from this into theiranything
Ismoving
there internships.
to share with
forward in Project SEARCH. the families, VR Counselor or other team members?
Training •What
Skillscould
•SkillsTrainer
Trainer may
mayassist in
assist the
in facilitation
the creation of
a communication
brief written skills,
summary
be shared with the department manager / mentor to reinforce and help the
about the intern use theseand
the concepts in
and out oflearning
Intern’s the classroom.
styles that they may be able to share with their future employer.
put them into practice on the internship?
Reflection 1. Will the interns be able to use the information and concepts at their internships?
on the  Yes. Interns will be able top use appropriate communication skills in their
Lesson internships in order to form relationships and solve problems.
2. Do they understand how this information relates to the overall goal of competitive
integrated employment?
 Yes. Interns showed understanding that communication is vital for integration in
the workplace with their peers.
3. Were there any surprises in the comments, questions or training that would impact this
lesson in the future?
  When the Origami lesson was over, some interns desired to make the intended
fish shape. In the future, potentially plan for more time at the end of the lesson to
revisit the origami activity.
4. Did the lesson take less or more time than was planned?
 Lesson took slightly less time than was planned, but excess time was able to be
used as a wrap up and reflection.
5. What could I do differently to improve this lesson?
 Lesson may have been improved by providing interns with some preparatory
reading materials in advance, to become more familiar with the concepts at hand.

Training Plan modified from:

Wiggins, G. P., & McTighe, J. (2006). Understanding by design (Expand 2nd ed.). Upper Saddle River, N.J: Pearson
Education, Inc.
Appendix A

Glossary
Soft Skills Personal attributes that enable
someone to interact effectively
and harmoniously with other
people; skills not taught on the
job
Transmitting Using appropriate
Messages communication skills in order to
convey ideas to those around
you.
Receiving Using appropriate listening skills
Messages in order to understand ideas that
others present to you
Communication Allow you to understand and be
Skills understood by others; The
abilities you use when giving and
receiving different kinds of
information
Conflict A way for two or more parties to
Resolution find a peaceful solution to a
disagreement among them
Origami The Japanese art of folding paper
into decorative shapes and
figures
Appendix B

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Appendix C 1

The Communication Cycle

Communication is an essential part of everyday life. There are a number of communication methods
available to us – from simple chats with colleagues, to presentations and speeches, to text messaging
and videoconferencing – and the range is growing daily. However, the underlying structure of the
communication cycle remains the same, no matter what medium is being used. This article describes
the component parts of the communication cycle and the theory behind it.

What is Communication?

Definition of communication:

“Communication: noun 1a the process or act of communicating;

1b the exchanging or imparting of ideas and information, etc.

2 a piece of information, a letter or a message. 3 social contact.”

Chambers 21st Century Dictionary

At its most basic level, communication is an interactive process for sending and receiving messages
(either verbally or non-verbally). Ideally, the message sent would be identical to the message received;
however this is rarely the case because messages will involve thoughts, emotions, impressions, needs,
wants, and/or facts.

Effective communication obliges the message-sender to design their message and send it in such a
way that is appropriate to their audience, reducing the disparity between the message sent and the
message that is actually received.

When people communicate, human nature dictates that they assume they are doing so effectively. If
anything goes wrong with the interpretation of the message, it is assumed that the responsibility for
this rests with the recipient.

This is because people tend to decide what they want to say and how they want to say it, without
considering their audience properly. Effective communicators, however, will pay a great deal of
attention to each stage of the communication cycle, so that their message is suitably tailored to its
recipient.

1 Version 1.0, Updated 21/05/16

Appendix C2

The Communication Cycle

The communication cycle consists of five elements as shown in the following diagram:

1. Sender

The sender is the individual who wishes to communicate a message. To send effective messages, it is
important to have:

 A knowledge of the audience for that particular message. Failure to understand the audience
will result in delivering messages that can be misunderstood.
 A clear idea of the purpose of the message, i.e. what they wish the receiver to do with the
information contained in the message.

2. Message

The message is the information the sender wishes the audience to receive and understand. The
message is encoded by the sender, i.e. the sender chooses the words and medium that suit the
message they wish to convey. Written, oral and nonverbal communications are all affected by
individual communication styles such as the sender’s tone, the way they present the message, what
information is contained in the communication and what has been omitted.

3. Transmission and noise

The transmission of the message is the actual process of sending it. This could be done via various
verbal and written communication channels; for example email, letters, text, reports, face-to-face,
telephone and videoconferencing.

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Appendix C3

It is important to transmit the message clearly and at an appropriate time, considering any distractions
that could make communication difficult.

Noise is one such distraction. This is anything that could interfere with the transmission of the
message. This can include physical noise such as buzzing on a telephone line or a mobile phone
reception breaking up, to more personal noise such as an individual’s accent, personal experience,
feelings, culture, level of education, etc. which can all interfere with how the message is perceived.

4. Receiver

The receiver tries to interpret the message by decoding the words and
symbols used. However, the receiver will also take into account their
own previous experience, emotions, ideas and beliefs when trying to
make sense of the message.

5. Feedback

The receiver feeds back their understanding of the message to the sender, to make sure that the
message they received was the same message as the sender intended. This feedback can be a verbal
or non-verbal response, for example saying yes or nodding the head.

Why is Communication so Important?

The purpose of communication is to convey a message effectively to others. This process involves
both the sender of the message and the receiver. However, messages can often be misunderstood by
one or more of the parties involved. It is vital to get communication right in the workplace, for example
when a manager needs to inform his workforce of potential redundancies. Misunderstandings in the
transmission of this message could lead to an unhappy and/or unproductive workforce.

A message is successful only when both the sender and the receiver understand to mean the same
thing. If messages are transmitted successfully, thoughts and ideas are communicated effectively.

When transmission is unsuccessful, the thoughts and ideas conveyed do not necessarily reflect their
true meaning, causing a breakdown in communications and relationships.

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