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Communication & Educational Models
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Communication
Process of sending and receiving messages Transmission requires a mutual
understanding between communicator and listener.
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Education
systematic instruction, schooling or training
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Learning
Change in an individual as a result of experience
Changes may be in: knowledge skills attitudes values behaviors
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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”
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
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What Makes Learners Learn?
Emphasis on the learner, not the teacher Achievable objectives based on:
domains of learning specified levels of learning
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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
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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
define describe identify match list name state select
label recall outline recite reproduce cite memorize
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Cognitive Objectives: Comprehension defend convert discuss estimate explain generalize give examples
paraphrase predict select summarize
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Cognitive Objectives: Application Apply assemble calculate compute demonstrate design manipulate modify
Operate plan practice prepare produce show solve use
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Cognitive Objectives: Critical Thinking analyze illustrate interpret relate design explain recommend generate
assess appraise compare conclude contrast criticize evaluate justify
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Affective Objectives: Receiving
asks attends chooses follows gives replies selects
uses describes
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Affective Objectives: Responding answers assist complies conforms cooperates discusses helps participates
Performs practices presents reads recites reports responds tells
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Affective Objectives: Valuing
Completes describes differentiates explains follows imitates joins justifies
Proposes selects shares
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Affective Objectives: Organization of Values Accepts adheres alters arranges combines compares defends discusses
Explains generalizes integrates modifies prefers relates synthesizes
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Affective Objectives: Characterization by a Value Acts advocates communicates discriminates displays exemplifies influences listens
Practices proposes questions selects serves supports uses verifies
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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
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Lecture
Strengths Easy Efficient Conveys Information
Weaknesses Passive learning Little higher level
learning
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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
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Projects
Strengths Active participation Higher level learning
Weaknesses Learners need time for
preparation Group projects may be
limited by group dynamics
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Simulation
Strengths Higher level thinking active participation More interesting
Weaknesses Limited by time and
group size Preparation may be
time consuming
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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