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    SPCM 492 - Personality & Communication Lesson Plan One: Justification of Instructional Methods

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    The document outlines a lesson plan for a communication course that introduces students to the True Colors personality assessment. The plan includes: 1) a lecture on the history and four personality types of True Colors, 2) having students complete the True Colors assessment, and 3) a think-pair-share discussion where students discuss how their personality type affects communication and why understanding others' types is important.

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    SPCM 492 - Personality & Communication Lesson Plan One: Justification of Instructional Methods

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    api-532866314
    69 views3 pages
    The document outlines a lesson plan for a communication course that introduces students to the True Colors personality assessment. The plan includes: 1) a lecture on the history and four personality types of True Colors, 2) having students complete the True Colors assessment, and 3) a think-pair-share discussion where students discuss how their personality type affects communication and why understanding others' types is important.

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    The document outlines a lesson plan for a communication course that introduces students to the True Colors personality assessment. The plan includes: 1) a lecture on the history and four personality types of True Colors, 2) having students complete the True Colors assessment, and 3) a think-pair-share discussion where students discuss how their personality type affects communication and why understanding others' types is important.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    69 views3 pages

    SPCM 492 - Personality & Communication Lesson Plan One: Justification of Instructional Methods

    Uploaded by

    api-532866314
    The document outlines a lesson plan for a communication course that introduces students to the True Colors personality assessment. The plan includes: 1) a lecture on the history and four personality types of True Colors, 2) having students complete the True Colors assessment, and 3) a think-pair-share discussion where students discuss how their personality type affects communication and why understanding others' types is important.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 3

    SPCM 492 – PERSONALITY & COMMUNICATION

    LESSON PLAN ONE


    LESSON OBJECTIVES FOR TRUE COLORS ASSESSMENT METHOD
    1. Understand the purpose of the True Colors Assessment and the four
    Lecture
    primary personality types. (Orange, Gold, Green, & Blue)
    2. Complete personal assessment to discover primary personality type. Activity
    3. Think, pair, and share to complete prompted discussion questions
    Discussion
    regarding communicative tendencies based upon personality type.

    JUSTIFICATION OF INSTRUCTIONAL METHODS


     Lecture: The lecture will provide a baseline knowledge of the history/applicability of the True
    Colors Assessment as well as an outline of each primary personality.
     Personal Assessment Activity: By completing the True Colors Assessment students will
    discover their dominant primary personality.
     Think-Pair-Share Discussion: The discussion will connect both the lecture content and
    assessment activity. By answering the discussion questions with a partner, the student is able to
    apply and share their learning to their own experiences.

    DAILY PLAN AT A GLANCE ESTIMATED TIME


    I. INTRODUCTION & ANNOUNCEMENTS 5 MINUTES
    II. ICE BREAKER ACTIVITY | THANKSGIVING FOOD 5 MINUTES
    III. LECTURE | HISTORY OF TRUE COLORS 10 MINUTES
    IV. ACTIVITY | PERSONAL ASSESSMENT HANDOUT 10 MINUTES
    V. LECTURE | MEET THE COLORS 10 MINUTES
    VI. THINK-PAIR-SHARE DISCUSSION 10 MINUTES

    DAILY PLAN OUTLINE


    PART I. INTRODUCTION
    Welcome to another week of SPCM-492 Personality & Communication! This week we will be covering
    one of my personal favorites: The True Colors Assessment!

    PART II. ICE BREAKER ACTIVITY | THANKSGIVING FOOD


    As we approach Thanksgiving Break next week it only makes sense that we begin by sharing which food
    item we are most excited to consume!
    PART III. LECTURE | HISTORY OF TRUE COLORS
     Personality Profiling System
     Developed by Don Lowry in 1978
     4 Primary Personalities
     Designed to uncover key social information

    PART IV. ACTIVITY | PERSONAL ASSESSMENT HANDOUT


     Each student completes hard copy assessment handout

    PART V. LECTURE | MEET THE COLORS


     ORANGE
    O Energetic, spontaneous, & charming
     Action-oriented
     Enjoy taking risks
     Competitive nature
     Boundary pushers
     GOLD
    O Punctual, organized, & precise
     Enjoy structure and organization
     Time is key
     Stick to the plan
     Rules, respect, order, and dependability
     GREEN
    O Analytical, intuitive, & visionary
     Innovative thinking and problem solving
     Big picture people
     Effective analyzers
     Need to be right
     BLUE
    O Empathetic, compassionate, & cooperative
     Highly social
     Value relationships and harmony
     Enjoy developing connections
     Prefer working with others

    PART VI. DISCUSSION | THINK-PAIR-SHARE


    1. Instructor pairs students.
    2. Share your personal assessment/color breakdown with your partner.
    3. Answer the following discussion questions with your partner: How does your true color
    affect your communicative tendencies? Why might it work to your advantage to have an
    understanding of your friend’s, colleague’s, and family member’s true color?
    4. Each group shares responses with the large group.
    5. Connect back to the role personality plays within communication.

    EVALUATIVE INSTRUMENT
    Post-Application Activity Discussion Questions: Students understanding of the concepts will be
    assessed through discussion post-application activity. Discussion responses will be assessed on the
    following guidelines:

    GUIDELINES FOR EVALUATING CLASS DISCUSSION RESPONSES


    Exceptional Average Poor

    Clearly understands the concept Does not appear to understand


    Seems to grasp the concept but
    and is able to accurately apply the concept and fails to apply
    could better apply the concept to
    the concept to their life and the concept to their life or
    their own communication.
    communicative tendencies. communicative tendencies.

    Application Paper: This lesson will also be assessed through the reflection paper in which the
    assessment is connected to the associated reading assigned for that week. The paper should include
    excerpts from the text as well as personal opinions, anecdotes, or experiences.

    Discussion Post: Reading student’s discussion posts regarding the lesson will also give insight into their
    understanding of the concepts.

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