Transcript of 4/5 lecture

Communication & Educational
Models
Communication
Process of sending and receiving messages
 Transmission requires a mutual
understanding between communicator and
listener.
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Education
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systematic instruction, schooling or training
Learning
Change in an individual as a result of
experience
 Changes may be in:
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 knowledge
 skills
 attitudes
 values
 behaviors
Counseling
Process that assists people in learning
 Involves problem solving, identifying goals,
and change
 Happens within a helping relationship
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Communication Components
Sender
 Receivers
 Message - verbal and non-verbal
 Feedback - responding after interpretation
 Interference - physical and psychological
interference
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Goals for Successful Communication
Descriptive not evaluative
 Provisional not dogmatic
 Egalitarian not superior
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Challenges to Communication
Selective perception - we hear what we
want to hear
 Meanings are more people (non-verbal
communication) than words
 Failure to listen
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Active Listening or “How to talk so your kids
will listen and listen so your kids will talk”
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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:
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 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
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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
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Planning Learning
Assess needs
 Establish measurable objectives
 Determine content
 Select appropriate methods, techniques, and
materials
 Implement learning experiences
 Evaluation
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Cognitive Objectives:
Knowledge
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define
describe
identify
match
list
name
state
select
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label
recall
outline
recite
reproduce
cite
memorize
Cognitive Objectives:
Comprehension
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defend
convert
discuss
estimate
explain
generalize
give examples
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paraphrase
predict
select
summarize
Cognitive Objectives:
Application
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Apply
assemble
calculate
compute
demonstrate
design
manipulate
modify
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Operate
plan
practice
prepare
produce
show
solve
use
Cognitive Objectives: Critical
Thinking
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analyze
illustrate
interpret
relate
design
explain
recommend
generate
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assess
appraise
compare
conclude
contrast
criticize
evaluate
justify
Affective Objectives: Receiving
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asks
attends
chooses
follows
gives
replies
selects
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uses
describes
Affective Objectives:
Responding
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answers
assist
complies
conforms
cooperates
discusses
helps
participates
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Performs
practices
presents
reads
recites
reports
responds
tells
Affective Objectives: Valuing
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Completes
describes
differentiates
explains
follows
imitates
joins
justifies
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Proposes
selects
shares
Affective Objectives:
Organization of Values
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Accepts
adheres
alters
arranges
combines
compares
defends
discusses
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Explains
generalizes
integrates
modifies
prefers
relates
synthesizes
Affective Objectives:
Characterization by a Value
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Acts
advocates
communicates
discriminates
displays
exemplifies
influences
listens
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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
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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
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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
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Strengths
Appeals to several
senses
Can show to a large
group
Good for psychomotor
domain
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Weaknesses
Requires equipment
Requires prep time
Learner is often
passive