communication & educational models. communication n process of sending and receiving messages n...
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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