Effective Communication and Instructional Techniques Dr. Eli Collins-Brown AET520 Instructional...

Effective Communication Effective Communication and Instructional and Instructional

TechniquesTechniquesDr. Eli Collins-BrownDr. Eli Collins-Brown

AET520 Instructional Strategies in Adult Education and AET520 Instructional Strategies in Adult Education and TrainingTraining

University of PhoenixUniversity of Phoenix

Teacher/trainer as FacilitatorTeacher/trainer as Facilitator

Shift from knowledge disseminator to facilitatorShift from knowledge disseminator to facilitatorNeed communication, interpersonal and group Need communication, interpersonal and group skillsskills Awareness of self and othersAwareness of self and others Knowledge of own culture and other’sKnowledge of own culture and other’s Analyze own feelingsAnalyze own feelings Understand power of role modelingUnderstand power of role modeling Sense of ethicsSense of ethics Determine degree of responsibility for others and Determine degree of responsibility for others and

yourselfyourself

Good communication skills send clear messages Good communication skills send clear messages in a sensitive wayin a sensitive way

Components of Effective Components of Effective CommunicationCommunication

Oral CommunicationOral Communication AudibilityAudibility ClarityClarity EnunciationEnunciation Variation and emphasisVariation and emphasis Language usageLanguage usage MannerismsMannerisms

Components of Effective Components of Effective CommunicationCommunication

Nonverbal CommunicationNonverbal Communication Facial ExpressionFacial Expression MovementMovement GesturesGestures MannerismsMannerisms Eye contactEye contact SilenceSilence Physical contactPhysical contact

Listening SkillsListening Skills

Put all of your energy into listeningPut all of your energy into listeningBe aware of your own filters when listening Be aware of your own filters when listening Do not argue mentallyDo not argue mentallyRestrain you impulse to immediately answer questionsRestrain you impulse to immediately answer questionsWhen in doubt about whether to list or to speak, keep When in doubt about whether to list or to speak, keep listeninglisteningDo not assume that you have to do anything but listen Do not assume that you have to do anything but listen Work at listeningWork at listeningListen generously with a willingness to be influencedListen generously with a willingness to be influenced

Interpersonal SkillsInterpersonal Skills

Understanding othersUnderstanding others ParaphrasingParaphrasing Perception CheckingPerception Checking

Being Understood by OthersBeing Understood by Others Feeling DescriptionFeeling Description Behavior DescriptionBehavior Description

ParaphrasingParaphrasing

Message received is the same as was Message received is the same as was intended by speakerintended by speaker Ensures understanding of information, ideas, Ensures understanding of information, ideas,

and suggestions of othersand suggestions of others

GuidelinesGuidelines Be non-judgmentalBe non-judgmental Put the statement into your own wordsPut the statement into your own words Be attentive, interested and open to ideasBe attentive, interested and open to ideas Listen for the feeling behind the wordsListen for the feeling behind the words

Perception CheckingPerception Checking

Used to ensure that you are interpreting Used to ensure that you are interpreting another person’s feelings correctlyanother person’s feelings correctly

Direct checking – what I am hearing, is Direct checking – what I am hearing, is that correct?that correct?

Indirect checking – listen more carefully, Indirect checking – listen more carefully, attention to non-verbal cuesattention to non-verbal cues

Being UnderstoodBeing Understood

Feelings Description – this is how I feelFeelings Description – this is how I feel

Behavior Description – you did this so I Behavior Description – you did this so I responded this wayresponded this way What we think we observedWhat we think we observed Describe behaviors so others know what you Describe behaviors so others know what you

observed and are responding toobserved and are responding to

Assessment and EvaluationAssessment and Evaluation

Used by teachers to better understand Used by teachers to better understand studentsstudents

discover abilities, interests and motivationsdiscover abilities, interests and motivations

Assessment – make judgments about Assessment – make judgments about student progress and teacher’s instructionstudent progress and teacher’s instruction

Evaluation – make judgments about Evaluation – make judgments about achievement of learning objectives or on achievement of learning objectives or on the value or effectiveness of a programthe value or effectiveness of a program

Summative AssessmentSummative Assessment

Learner’s master of specific course materialLearner’s master of specific course materialComparing learning achievement to reference Comparing learning achievement to reference group or performance criteriagroup or performance criteriaDetermine effectiveness of instructional activitiesDetermine effectiveness of instructional activitiesCourse gradesCourse gradesLearner placementLearner placementAccountability for learningAccountability for learningDiagnostics about strengths and weakness in Diagnostics about strengths and weakness in students’ performancestudents’ performanceData on achievement of departments or school Data on achievement of departments or school performanceperformance

Creating Effective Summative Creating Effective Summative AssessmentsAssessments

Must target and tie back to instructional Must target and tie back to instructional objectivesobjectives

Most accurate when they aggregate Most accurate when they aggregate information from a number of sourcesinformation from a number of sources

Relative weighting of various sourcesRelative weighting of various sources

Comprehensive measure of overall Comprehensive measure of overall knowledge, skill, or performance related to knowledge, skill, or performance related to a unit of instructiona unit of instruction

Good AssessmentsGood Assessments

ValidityValidity

ReliabilityReliability

AuthenticityAuthenticity

Formative AssessmentFormative Assessment

Before or during instructionBefore or during instruction

Plan or make adjustments in instructionPlan or make adjustments in instruction

Identify students who are strugglingIdentify students who are struggling

EvaluationEvaluation

Criterion-referenced – based on absolute Criterion-referenced – based on absolute criterion (achieve 80% or higher, etc.)criterion (achieve 80% or higher, etc.)

Norm-referenced – based on comparison Norm-referenced – based on comparison of others’ performance (standardized of others’ performance (standardized tests)tests)

RecapRecap

Effective teachers need more than just Effective teachers need more than just knowledge; they need good knowledge; they need good communication, interpersonal and listening communication, interpersonal and listening skillsskills

Assessment and Evaluation measure how Assessment and Evaluation measure how well a student is doing and the well a student is doing and the effectiveness of a set of instructional effectiveness of a set of instructional activitiesactivities