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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