Transcript Communication Cycle - smart

TECH2144
Basics of the
Communication
Process
LOGO
Basics of the Communication
Process
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The Communication Cycle
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Communication Cycle
 The Source
- The person who initiates the message
- Precommunication ,sets goals
- learning objectives
- what students are expected to learn
 Encoding
- The teacher stimulates meaning in the mind of student
- may be verbal or nonverbal, but verbal predominates
- The teacher encodes the message to achieve specific
objectives
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Communication Cycle
 Encoding
- Some examples:
- I am encoding messages as I present this slide show
- I encoded messages when I wrote and presented the syllabus
- I am also encoding messages nonverbally in how I respond
to you, e.g. smiling, frowning, yawning etc.
- The first two are intentional. Sometimes the nonverbal cues
are not, although in teaching they should be.
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Communication Cycle
 Encoding
- Important Point: As a teacher, your encoding of
messages should promote YOUR TEACHING
OBJECTIVES.
 The Message:
- ”Messages are verbal and nonverbal behaviors the have
the potential to stimulate meaning in people’s minds.”
- Verbally, the message will be words that form a
message.
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Communication Cycle
 The Message:
- Nonverbally, the message may be carried in a tone of
voice, a facial expression, eye contact, or the way you hold
your body.
 Channels
- The means by which the messages travel
- Could be sound waves with voice
- Could be the print in a book
- Could be light waves in television
- Could be electrical impulses via computer
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Communication Cycle
 The Receiver
- The person who receives the message
- In classroom, often the student
- When the receiver gets the message, he or she will decode it
 Decoding entails:
- hearing and/or seeing the message.
- Interpreting the message. The student processes the incoming
message in the brain and determines what the teacher means.
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 Decoding entails:
- Evaluating the message in the context of the student’s
understanding, her expectations, or background.
- NOTE: Different students will interpret and evaluate
DIFFERENTLY, depending on many individual factors.
- So teachers should remember to check meaning with the
students.
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
Decoding entails:
-
Responding to the message.
-
This will depend, of course, on how they interpreted and
evaluated the message they received.
Recap: Decoding Involves 4 steps:
-
Receiving
-
Interpreting
-
Evaluating
-
Responding
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Communication Cycle

Decoding entails:
-
Responding to the message.
-
This will depend, of course, on how they interpreted and
evaluated the message they received.
Recap: Decoding Involves 4 steps:
-
Receiving
-
Interpreting
-
Evaluating
-
Responding
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Communication Cycle

After decoding the student will be affected in several ways:

Cognition - They know something new

Affect - They feel a certain way about the message they received

Behavior is changed based on the message

Example: I give a homework assignment...they now know they
have homework, they don’t like it, and they cancel their soccer
practice
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Communication Cycle

Other elements in the cycle: Feedback and Noise

Feedback: How the receiver overtly responds - the reply or
message that comes back in response.
-
Not always a response, e.g., on TV, radio, one-way
communication media
-
In the classroom, important to encourage feedback because
it helps the sender know that the receiver indeed got the right
message.
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Communication Cycle

Noise: Anything that interferes with the intended message.
-
Noise is almost ALWAYS present, so plan for it.
-
Teacher generated noise:
- Didn’t plan message clearly, ”fuzzy thinking”
For example, not explaining why a class is necessary in the
program
- Encoding error by teacher, made poor judgements about
what students know already or their psychology
For example, I assume your English is better than it is
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Communication Cycle


Noise also includes many types of environmental factors:
-
Temperature
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Distracting noises, students chatting to each other
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Distracting visuals
Noise also comes in the form of:
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Attitudes
-
Past experiences of the receiver
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Values
-
Personal well being at the time
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Overview of the Cycle
Prior to communication
After to communication
channel
Source
Message
Receiver
noise
noise
Goals
Decoding
Encoding
G. Objectives
Hearing
Creation
Seeing
Adaptation
S. Objectives
Interpretation
Transmission
Feedback
noise
noise
channel
feedback
Comm. Effects
Cognitions
Affect
Evaluation
Behavioral
choices
Response
noise
noise
Communication Cycle
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Communication Cycle


Emphasizing and Evaluating Different Kinds of Communication
-
Intentional vs. accidental
-
Expressive vs. rhetorical
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Content choices vs. Communication choices
Intentional.
-
Type of communication behaviors that teachers CHOOSE
that are likely to lead to the best learning outcomes
-
Accidental: May lead to good learning outcomes but
intentionally choosing communication based on research is
the best way.
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
Emphasizing and Evaluating Different Kinds of
Communication

Expressive vs. Rhetorical
-
Expressive communication is SOURCE centered
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Rhetorical commication is RECEIVER centered
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Whenever possible (not always because we are human
beings) we should as teachers strive for rhetorical
communication
-
More goal oriented, better learning outcomes
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
Emphasizing and Evaluating Different Kinds of
Communication

Content Choices vs. Communication Choices
-
Content - The subject matter to be learned, e.g., math,
reading, computer technology
- Decided by content experts in that field
- Includes types of assignments, readings, how learning is
assessed, etc.
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
Content Choices vs. Communication Choices
-
Communication Choices - What communication
behaviors are most likely to achieve the desired learning
outcomes
-
So knowlege of communication is ADDITIONAL to content
knowledge
-
Associated with ”pedagogy”, which are models of learning
that teaching follows. For example,
-
Constructivism
-
Behaviorism
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Any
Questions?
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