Copyright © 2001 by Harcourt, Inc. 4 Module 4 Communication Skills QA Lesson Planning

Copyright © 2001 by Harcourt, Inc.

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Module 4Module 4

Communication Skills QA Lesson Communication Skills QA Lesson PlanningPlanning


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Learner Communication as a Learner Communication as a Collaborative ProcessCollaborative Process

• Relational Communication – A two-way and naturally collaborative

interaction– Allows us to

• Develop a better understanding of needs

• Work together to best provide for the student’s needs


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Verbal Communication:Verbal Communication:Questioning

Types of Questions Classified by Amount and Specificity of Information Desired

• Open-end or Nondirective Questions – free responseWhat happens when…?How do you feel…?Describe the…

• Closed-end Questions – response limited to a few words.

– Are you…– How many…– How often…

• Dichotomous/Multiple-Choice Questions – directive forms of questioning– Which do you prefer, the ____ or the ____?


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Types of Questions Classified by Strategic Purpose

• Probing Questions – designed to penetrate below generalized or superficial information

1. Requesting Clarification “Can you share an example of that with me?”

2. Encouraging Elaboration “How are you dealing with that situation now?”

3. Verifying Information and Responses“So, if I understand you correctly… Is that right?”


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• Probing Questions • Evaluative Questions – use open- and closed-end

question formats to gain confirmation and to uncover attitudes, opinions, and preferences of customer.

– “How do you feel about…?”

– “Do you se the merits of…?”

– “What do you think…?”


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• Probing Questions • Evaluative Questions• Tactical Questions – used to shift or redirect the topic

of discussion

– “Earlier you mentioned that…”

– “Could you tell me more about how that might affect…”


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• Probing Questions • Evaluative Questions• Tactical Questions

• Reactive Questions – refer to or directly result from information previously provided by the other party.

– “You mentioned that … Can you give me an example of what you mean?”

– “That is interesting. Can you tell me how it happened?”


4Guidelines for Combining Types of Questions for

Maximal Effectiveness(Exhibit 4.1)

Am

oun

t of

an

d S

pec

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ity

of I

nfo

rmat

ion

Des

ired

Ch

oice

fro

mA

lter

nat

ives

Dis

cuss

ion

an

dIn

terp

reta

tion

Con

firm

atio

n a

nd

Agr

eem

ent

Explore and Digfor Details

Gain Confirmation& Discover

Attitudes/Opinions

Change Topics orDirect Attention

Follow-UpPreviously Elicited

Statements

Amount of and Specificity of Information Desired

Open-end QuestionsDesigned to be

Probing in Nature

Closed-end QuestionsDesigned to be

Probing in Nature

Dichotomous orMultiple-choice Questions

Designed to beProbing in Nature


Reactive in Nature


Reactive in Nature


Designed to beReactive in Nature


Tactical in Nature


Tactical in Nature


Designed to beTactical in Nature


Evaluative in Nature


Evaluative in Nature


Designed to beEvaluative in Nature


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Verbal Communication:Verbal Communication:Strategic Application of Questioning

• Generate Student Involvement

• Provoke Thinking• Gather Information• Clarification and Emphasis• Show Interest• Gain Confirmation• Advance the Learning


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Verbal Communication:Verbal Communication:SPIN Questioning System

• Situation Questions – solicits general background information and descriptions of the student’s existing situation– “Who supports you; family/ current friends?”

– “Do you typically buy books or use libraries?”

– “Who is involved in your study decisions?”


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• Situation Questions • Problem Questions – follow and relate to situation questions

probing for specific difficulties, developing problems, and areas of dissatisfaction– “How critical is this event t for your studying?”

– “What kind of problems have you encountered with your current studies?”

– “What types of problems do you experience with your current time management?”


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• Situation Questions

• Problem Questions

• Implication Questions – follow and relate to information from the problem questions assisting the student in understanding the potential challenges of the current problem and the urgency in resolving it– “How does this affect your learning?”– “What impact does your time management have on your studies?”– “How would an improvement affect learning?”– “What happens when a student is late with completing work?”


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• Situation Questions

• Problem Questions

• Implication Questions• Need-payoff Questions – used to propose a solution and develop

commitment from the student, based on the implications of the problem– “Would more frequent studying allow you to increase learning?”

– “If we could provide you increased reliability, would you be interested?”

– “If we could improve the quality of your writing, how would that help you?”

– “Would you be interested in increasing reading effectiveness by 15 percent?”


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Funneling Sequence of ADAPT Techniques Funneling Sequence of ADAPT Techniques for Needs Discoveryfor Needs Discovery

(Figure 4.1)

• Broad bases and general facts describing situation• Non-threatening as no interpretation is requested• Open-end questions for maximum information

Assessment QuestionsAssessment Questions

• Questions probing information gained in assessment• Seeking to uncover problems or dissatisfactions that

could lead to suggested buyer needs• Open-end questions for maximum information

Discovery QuestionsDiscovery Questions

• Show the negative impact of a problem discovered in the discovery sequence

• Designed to activate student’s interest in and desire to solve the problem.

Activation QuestionsActivation Questions

• Projects what life would be like without the problems• Student establishes the value of finding and

implementing a solution

Projection QuestionsProjection Questions

• Confirms interest in solving the problem• Transitions to presentation of solution

Transition QuestionsTransition Questions


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Verbal Communication:Verbal Communication:ListeningListening

(Figure 4.2)

EffectiveActive

Listening

PayAttention

MonitorNon-Verbals

Paraphraseand Repeat

Make NoAssumptions

EncourageBuyer to Talk

Visualize


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Verbal Communication:Verbal Communication:Using Different Types of Listening

• Social Listening• Serious Listening

– Active Listening

– Concentration

– Cognition


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Verbal Communication:Verbal Communication:SIER Hierarchy Active Listening

(Figure 4.3)

Sensing

Interpreting

Evaluating

Responding


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Verbal Communication:Verbal Communication:Giving InformationGiving Information

• Understanding the Superiority of Pictures over Words

• Impact of Grammar and Logical Sequencing


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Nonverbal CommunicationNonverbal Communication

• Facial Expressions• Eye Movements• Placement and Movements of Hands, Arms,

Head, and Legs• Body Posture and Orientation• Proxemics• Variation in Voice Characteristics

– Speaking Rate and Pause Duration– Pitch or Frequency– Intensity and Loudness


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Common Nonverbal ClustersCommon Nonverbal Clusters(Exhibit 4.8)

Cluster Name Cluster Meaning Body Posture & Orientation

Movement of Hands, Arms, & Legs

Eyes & Facial Expression

Openness Openness, flexibility and sincerity

• Moving closer• Leaning forward

• Open hands• Removing coat• Unbutton collar• Uncrossed arms & legs

• Slight smile• Good eye contact

Defensiveness Defensiveness, skepticism, and apprehension

• Rigid body • Crossed arms & legs • Minimal eye contact• Glancing sideways• Pursed lips• Tilted head

Evaluation Evaluation and consideration of message

• Leaning forward • Hand on cheek• Stroking chin• Chin in palm of hand

• Dropping glasses to lower nose

Deception Dishonesty and secretiveness

• Patterns of rocking • Fidgeting with objects• Increased leg movement

• Increased eye movement• Frequent gazes elsewhere• Forced smile

Readiness Dedication or commitment

• Sitting forward • Hands on hips• Legs uncrossed• Feet flat on floor

• Increased eye contact

Boredom Lack of interest and impatience

• Head in palm of hands• Slouching

• Drumming fingers• Swinging a foot• Brushing & picking at items• Tapping feet

• Poor eye contact• Glancing at watch• Blank stare


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Written Communication:Written Communication:Lesson PlansLesson Plans

The Seven Deadly Mistakes of Writing Lesson Plans

1. Not writing a lesson plan, no differentiation.

2. Not fully understanding the students’ needs.

3. Missing the students ability level.

4. Producing a lesson plan with little “drive-up” appeal.

5. Not presenting anything that really makes a difference.

6. Using a standardized boilerplate approach.

7. No one owning the responsibility or having the authority to create quality and effective lesson plans.


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Written Communication:Written Communication:Lesson PlansLesson Plans

7 Common Parts of a Lesson Plan

1. Needs Analysis2. Aims and Objectives.3. Group Description.4. Clear Division of Lesson sets,

bite sized chunks. Methods.5. Effective Scaffolding, Resources,

Materials & Differentiation.6. Assessment7. Reflective Evaluation

Documents

Copyright © 2001 by Harcourt, Inc. 4 Module 4 Communication Skills QA Lesson Planning