Lesson Plan | Active Methodology | Media and Communication

Premises: This Active Lesson Plan assumes: a 100-minute class duration, prior student study both with the Book and the beginning of Project development, and that only one activity (among the three suggested) will be chosen to be carried out during the class, as each activity is designed to take up a large part of the available time.

Objective

Duration: (5 - 10 minutes)

The objectives stage is critical in guiding learners' attention towards the skills they will develop during the lesson. By clearly outlining what is expected to be achieved, learners can focus their efforts more effectively. This phase also establishes clear expectations, ensuring both the educator and learners understand the desired outcomes of the lesson.

Objective Utama:

1. Enable learners to identify and describe the changes and evolutions in communication methods throughout history.

2. Encourage a discussion on how these shifts in communication methods affect various social groups.

Objective Tambahan:

1. Spark learners' interest and curiosity about historical events and technological advancements.

Introduction

Duration: (15 - 20 minutes)

The introduction aims to captivate learners and link what they've studied at home to the real world. The problem scenarios encourage critical thinking and the use of previous knowledge, while the contextualization underscores the historical and social relevance of communication methods. This sets the stage for deeper discussions and practical applications in class activities.

Problem-Based Situation

1. Imagine living in a time without cell phones, the internet, or TV. How do you think people communicated with family and friends who were far away?

2. Recall a significant historical event, like the moon landing. How did people across the globe learn about it back in the day?

Contextualization

To grasp the significance of communication methods historically, we can compare today's world, where news and information spread like wildfire, with the past, when news could take days, weeks, or even months to reach people in different areas. For instance, the invention of the telegraph in 1837 was a game-changer for communication, allowing messages to travel great distances in just minutes, a task that previously took days or weeks by post or messenger.

Development

Duration: (65 - 75 minutes)

The development phase enables learners to practically and creatively apply their understanding of communication methods. Working collaboratively allows them to cultivate teamwork, presentation, and critical thinking skills. Each activity immerses them in a specific historical context where they must utilise materials and technologies from that time to recreate and understand common communication methods, thereby fostering profound and meaningful learning.

Activity Suggestions

It is recommended that only one of the suggested activities be carried out

Activity 1 - Newsreel from the Past

> Duration: (60 - 70 minutes)

- Objective: Understand and recreate the communication methods of a specific era, while developing research and presentation skills.

- Description: In this activity, learners will be split into groups of up to 5. Each group will act as a 'news agency' from the 1930s, creating a newsreel with materials like paper, coloured pencils, and poster board, simulating news of the time, such as the rise of Hitler in Germany or the Great Depression in America. They'll aim to produce an informative piece that also reflects the technology and communication styles of that era.

- Instructions:

• Divide the class into groups of up to 5 learners.

• Provide a brief overview of the historical and technological context of the 1930s.

• Supply materials such as paper, coloured pencils, poster board, and old magazines for inspiration.

• Each group should select two significant news stories from that time and create a visual 'newsreel,' incorporating drawings, text, and headlines.

• Learners will present their newsreel to the class, mimicking a live broadcast from that period, using the language and presentation style typical of 1930s news.

Activity 2 - Telegraph Simulation

> Duration: (60 - 70 minutes)

- Objective: Understand the significance of Morse code and telegraphy in historical communication while promoting teamwork and coordination.

- Description: Organised into groups, learners will simulate a telegraph operations room from the 1800s. Each group will decode a historical telegraphic message and then send a coded message to another group using simplified Morse code. They'll use flashlights to simulate message transmission, racing to complete their message before the music stops, resembling the quick pace of a professional telegrapher.

- Instructions:

• Divide the class into groups of up to 5 learners.

• Explain the basics of Morse code and provide an example of a coded message.

• Each group will receive a coded message to decode.

• After decoding, each group must encode a new message to send to another group using flashlights as 'telegraphers.'

• Groups should aim to finish message transmission before the music concludes, emulating the speed of a telegrapher.

Activity 3 - Retro Radio

> Duration: (60 - 70 minutes)

- Objective: Explore the evolution of communication through radio while honing communication and creative skills.

- Description: In this activity, learners will produce a radio programme reminiscent of the 1950s. Each group will develop a small radio piece that includes narration, sound effects (using simple materials from the classroom), and advertisements from that era. The goal is to immerse learners in the radio production style characteristic of that decade.

- Instructions:

• Organise students into groups of up to 5.

• Introduce the historical and technological context of the 1950s.

• Provide access to voice recorders or allow learners to use their mobile devices for recording.

• Each group should prepare a small radio piece, such as a drama, comedy, or advertisement, reflecting the style and language of the 1950s.

• Groups will present their pieces to the class, which will then vote on the best production according to presentation quality and adherence to the period style.

Feedback

Duration: (20 - 30 minutes)

This stage aims to allow learners to articulate and reflect on what they've learned during the practical activities. The group discussion consolidates learning by enabling learners to share varied viewpoints and insights. Additionally, the proposed key questions delve deeper into their understanding of the evolution of communication methods and their societal impact, encouraging critical reflection on the role of communication throughout different historical and social contexts.

Group Discussion

After finishing the activities, bring all learners together for a group discussion. Start with a brief introduction: 'Now that everyone has had the chance to explore various historical communication methods, let’s share our findings and experiences. Each group will present their creations and discuss how these communication styles might have impacted different social groups back then. Let’s listen closely, and afterwards we’ll have time for questions and comments.'

Key Questions

1. How did historical communication methods affect how people interacted and obtained information?

2. In what ways did the evolution of these methods influence society and culture during that time?

3. Can we draw connections between historical and current communication methods? How does this influence our communication today?

Conclusion

Duration: (5 - 10 minutes)

The closing phase aims to consolidate understanding, ensuring learners have grasped the key concepts of the lesson and can articulate the importance of communication methods clearly. It also seeks to reinforce the connection between theory and practice, demonstrating the applicability of acquired knowledge in learners’ daily and academic lives.

Summary

In the conclusion stage, the educator should review and recap the main points regarding communication methods, emphasising the changes observed over time and their impact on various social groups. It's important for learners to draw connections between the hands-on activities in class and the theoretical content studied, bolstering their understanding.

Theory Connection

The educator should clarify how practical activities like creating newsreels, simulating telegraph rooms, and producing radio programmes helped reinforce the theory studied at home. Stress how the flipped classroom approach enabled more effective learning by letting students creatively explore and experiment with historical communication concepts.

Closing

Finally, the educator should discuss the relevance of communication methods in daily life, both historically and in present times, and how understanding these methods fosters informed and critical citizenship. This final reflection ensures that learners recognise the significance of what they’ve learned beyond the classroom, influencing their interactions and perceptions in the broader world.