Communication & Educational Models

1. Communication & Educational Models

2. Communication • Process of sending and receiving messages • Transmission requires a mutual understanding between communicator and listener.

3. Education • systematic instruction, schooling or training

4. Learning • Change in an individual as a result of experience • Changes may be in: • knowledge • skills • attitudes • values • behaviors

5. Counseling • Process that assists people in learning • Involves problem solving, identifying goals, and change • Happens within a helping relationship

6. Communication Components • Sender • Receivers • Message - verbal and non-verbal • Feedback - responding after interpretation • Interference - physical and psychological interference

7. Goals for Successful Communication • Descriptive not evaluative • Provisional not dogmatic • Egalitarian not superior

8. Challenges to Communication • Selective perception - we hear what we want to hear • Meanings are more people (non-verbal communication) than words • Failure to listen

9. 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

10. What Makes Learners Learn? • Emphasis on the learner, not the teacher • Achievable objectives based on: • domains of learning • specified levels of learning

11. 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

12. 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

13. Levels of Affective Learning • Receiving • Responding • Valuing • Organization of Values • Characterization by a Value

14. Planning Learning • Assess needs • Establish measurable objectives • Determine content • Select appropriate methods, techniques, and materials • Implement learning experiences • Evaluation

15. define describe identify match list name state select label recall outline recite reproduce cite memorize Cognitive Objectives: Knowledge

16. defend convert discuss estimate explain generalize give examples paraphrase predict select summarize Cognitive Objectives: Comprehension

17. Apply assemble calculate compute demonstrate design manipulate modify Operate plan practice prepare produce show solve use Cognitive Objectives: Application

18. analyze illustrate interpret relate design explain recommend generate assess appraise compare conclude contrast criticize evaluate justify Cognitive Objectives: Critical Thinking

19. asks attends chooses follows gives replies selects uses describes Affective Objectives: Receiving

20. answers assist complies conforms cooperates discusses helps participates Performs practices presents reads recites reports responds tells Affective Objectives: Responding

21. Completes describes differentiates explains follows imitates joins justifies Proposes selects shares Affective Objectives: Valuing

22. Accepts adheres alters arranges combines compares defends discusses Explains generalizes integrates modifies prefers relates synthesizes Affective Objectives: Organization of Values

23. Acts advocates communicates discriminates displays exemplifies influences listens Practices proposes questions selects serves supports uses verifies Affective Objectives: Characterization by a Value

24. 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

25. 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

26. Teaching Methods

27. Strengths Easy Efficient Conveys Information Weaknesses Passive learning Little higher level learning Lecture

28. 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 Discussion

29. Strengths Active participation Higher level learning Weaknesses Learners need time for preparation Group projects may be limited by group dynamics Projects

30. Strengths Higher level thinking active participation More interesting Weaknesses Limited by time and group size Preparation may be time consuming Simulation

31. 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 Demonstration