Communication & Educational Models. Communication n Process of sending and receiving messages n...

Communication & Educational Models

Communication

Process of sending and receiving messages Transmission requires a mutual

understanding between communicator and listener.

Education

systematic instruction, schooling or training

Learning

Change in an individual as a result of experience

Changes may be in: knowledge skills attitudes values behaviors

Counseling

Process that assists people in learning Involves problem solving, identifying goals,

and change Happens within a helping relationship

Communication Components

Sender Receivers Message - verbal and non-verbal Feedback - responding after interpretation Interference - physical and psychological

interference

Goals for Successful Communication

Descriptive not evaluative Provisional not dogmatic Egalitarian not superior

Challenges to Communication

Selective perception - we hear what we want to hear

Meanings are more people (non-verbal communication) than words

Failure to listen

Active Listening or “How to talk so your kids

will listen and listen so your kids will talk”

Listen quietly and attentively Acknowledge with a word Paraphrase/give feelings a name Ask clarifying questions - but not too many Show respect for the struggle - don’t rush in with

answers Look for opportunities to show the child a new

picture of himself

What Makes Learners Learn?

Emphasis on the learner, not the teacher Achievable objectives based on:

domains of learning specified levels of learning

Learning Domains (Taxonomy of learning

objectives, Bloom et al.)

Cognitive - the skill to do something Affective - the choice to do something Psychomotor - the physical ability to do

something, manual skills

Levels of Cognitive Learning

1. Knowledge - rote recall of facts

2. Comprehension - can explain or describe

3. Application - ability to use rules

4. Critical thinking - ability to analyze, synthesize, evaluate, select rules to use

Levels of Affective Learning

Receiving Responding Valuing Organization of Values Characterization by a Value

Planning Learning

Assess needs Establish measurable objectives Determine content Select appropriate methods, techniques, and

materials Implement learning experiences Evaluation

Cognitive Objectives: Knowledge

define describe identify match list name state select

label recall outline recite reproduce cite memorize

Cognitive Objectives: Comprehension defend convert discuss estimate explain generalize give examples

paraphrase predict select summarize

Cognitive Objectives: Application Apply assemble calculate compute demonstrate design manipulate modify

Operate plan practice prepare produce show solve use

Cognitive Objectives: Critical Thinking analyze illustrate interpret relate design explain recommend generate

assess appraise compare conclude contrast criticize evaluate justify

Affective Objectives: Receiving

asks attends chooses follows gives replies selects

uses describes

Affective Objectives: Responding answers assist complies conforms cooperates discusses helps participates

Performs practices presents reads recites reports responds tells

Affective Objectives: Valuing

Completes describes differentiates explains follows imitates joins justifies

Proposes selects shares

Affective Objectives: Organization of Values Accepts adheres alters arranges combines compares defends discusses

Explains generalizes integrates modifies prefers relates synthesizes

Affective Objectives: Characterization by a Value Acts advocates communicates discriminates displays exemplifies influences listens

Practices proposes questions selects serves supports uses verifies

Adult Learning

Self directed not dependent or childlike Builds on experiences Readiness to learn based on need Oriented toward performing tasks and

solving problems Motivation is internal not external

People Remember…….

10% of what they read 20% of what they hear 30% of what they see 50% of what they both see and hear 70% of what they say 90% of what they both say and do

Teaching Methods

Lecture

Strengths Easy Efficient Conveys Information

Weaknesses Passive learning Little higher level

learning

Discussion

Strengths Active Participation Remember what

discuss Good for higher level

learning

Weaknesses limited by time and

size of group Learners may not

participate Learners may not be

prepared

Projects

Strengths Active participation Higher level learning

Weaknesses Learners need time for

preparation Group projects may be

limited by group dynamics

Simulation

Strengths Higher level thinking active participation More interesting

Weaknesses Limited by time and

group size Preparation may be

time consuming

Demonstration

Strengths Appeals to several

senses Can show to a large

group Good for psychomotor

domain

Weaknesses Requires equipment Requires prep time Learner is often

passive