Effective Communication Basics

Overview

This 45-minute session introduces 6th year LCA and L2 students at an ASD-specific secondary school in Ireland to the fundamentals of effective communication. Emphasising both verbal and non-verbal skills, students will investigate how clarity and active listening improve everyday interactions. The lesson aligns with the IE Curriculum framework for LCA Communications Module and supports mixed ability learners with differentiated, dyslexia-friendly teaching strategies that promote inclusion and success.

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Learning Objectives (Aligned with IE Curriculum)

By the end of the lesson, students will be able to:

• LCA Comm. Obj. 2.1: Recognise key elements of effective communication, including verbal and non-verbal cues.
• LCA Comm. Obj. 2.2: Explain the role of clarity and active listening in interactions.
• LCA Comm. Comp. 3: Demonstrate understanding of communication skills through role-play and discussion.
• IE Framework Standard: Develop self-awareness and interpersonal skills essential for social and vocational settings.

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Success Criteria

Students will show they have achieved the objectives when they:

• Identify and describe at least two verbal and two non-verbal communication techniques.
• Participate actively in group discussions using clear speech or AAC as needed.
• Demonstrate attentive listening through summarising or asking clarifying questions.
• Reflect on how effective communication can improve their daily social or vocational interactions.

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Resources

• Visual communication cue cards (with pictures and keywords)
• Speech bubble templates
• Whiteboard with large print and colour contrast
• Dyslexia-friendly handouts (simple fonts, spaced layout, bullet points)
• Role-play prompt cards
• Timer or stopwatch

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Lesson Structure

1. Introduction (5 minutes)

• Warm greeting and brief sensory check-in (e.g., preferred seating, breaks).
• Activate prior knowledge by asking: "What does it mean to communicate well?" (collect answers visually on whiteboard).
• Introduce key terms: verbal communication (speaking), non-verbal communication (body language, gestures, eye contact). Use images and simple definitions.

Differentiation: Use visual supports and prompt cards for students with language processing difficulties. Provide pre-prepared response sentence starters for less confident communicators.

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2. Exploring Communication Basics (10 minutes)

• Group discussion: Show examples of verbal communication (clear voice, tone) and non-verbal (smiling, posture).
• Students match communication scenarios to pictures of verbal/non-verbal cues.
• Q&A using simple yes/no or multiple choice to ensure understanding.

Dyslexia-friendly tip: Use coloured overlays on materials and present content in small chunks. Use clear, large fonts.

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3. Activity: Role-Play Practice (15 minutes)

• Students work in pairs or triads for short role-plays based on everyday situations (greeting a teacher, asking for help, expressing feelings).
• Each group receives prompt cards outlining verbal and non-verbal behaviours to incorporate.
• Rotate roles so all practice speaking and active listening.
• Teacher models first, highlighting effective behaviours.

Differentiation: Allow alternate communication modes (AAC devices, picture cards) for students who need them. Provide extra time and encourage peer support.

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4. Reflection and Group Discussion (10 minutes)

• Discuss as a group: "Why is it important to listen carefully?" and "How can non-verbal signals help us understand others?"
• Use sentence starters: "I think... because..." or "I felt... when...".
• Encourage students to relate communication skills to their own experiences at school or work placements.
• Teacher writes key points on whiteboard with visuals for recall.

Extension for Advanced Learners: Challenge them to identify subtle non-verbal cues such as facial micro-expressions or tone variations and explain their impact.

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5. Conclusion and Success Check (5 minutes)

• Recap success criteria verbally and visually; ask students to self-assess using thumbs up/thumbs down for their confidence in each area.
• Provide positive feedback and outline what will be covered next lesson (building communication confidence).
• Remind students of strategies to use throughout the day to communicate effectively.

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Assessment

• Observational checklist during role-plays assessing verbal clarity and use of non-verbal cues.
• Participation in discussion showing comprehension of active listening importance.
• Informal self-assessment at end.

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Differentiation Summary

Learner Need	Strategy
Language processing difficulty	Use visuals, prompts, simple language, sentence starters
Dyslexia	Dyslexia-friendly fonts, colour overlays, spaced layout
AAC Users	Include communication devices, picture supports during activities
Advanced learners	Analyse and explain subtle communication cues, deeper reflection
Sensory Sensitivities	Flexible seating, quiet spaces, sensory breaks as needed

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Extension Activity (Optional)

Students can create a personal "Communication Passport": a colourful, illustrated guide listing their preferred communication styles, favourite phrases, and helpful tips for others interacting with them. This fosters self-awareness and advocacy for effective communication through personalised resources.

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This lesson equips students with foundational communication skills critical for social inclusion, learning, and vocational preparation, consistent with their developmental and individual needs under the IE LCA and L2 curriculum framework.