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Parkinson’s Law
Workers adjust their pace to the work available
(If there’s less work, they’ll work more slowly…)
Intended Message
Perceived Message
Barriers to communication
Prior expectations; different starting points (prior knowledge/experience)
Inaccurate inferences Differing perceptions of
words Conflicting information Noise» physical» emotional
Barriers to communication
Forgetfulness Information overload Haste in prepping message Ignoring nonverbal cues Close-mindedness;
intolerance Poor listening habits Learning philosophy: “Ways
of Knowing”
Ways of Knowing
Received knowersSubjective knowersProcedural knowersConstructed knowers
Received Knowers
rote-mode learning learn from experts information is right or
wrong
“Knowers who depend on listening
and external authority for knowledge…”
Subjective Knowers
experiential learning knowledge is personal and
private feelings are important often reject “expert”
authority
“Knowers who depend entirely on
internal resources for valuing and knowing…”
Procedural Knowers
need to see evidence reason and common sense
valued highly knowledge is impersonal experts only as good as
their arguments
“Knowers who obtain knowledge by
applying objective, logical, rational procedures…”
Constructed Knowers
complex, balanced approach
knowledge is constructed value and integrate expert
advice, feelings, personal experience, reason
“Knowers who construct their own
meaning. Knowledge is contextual; subjective and
objective ways of knowing are integrated…”
Improving Communication as
Senders
Know the audience Adjust message to their
prior knowledge, experience, readiness, literacy
Adjust to their way of knowing» establish expertise» provide hands-on activities» provide relevant examples» show logic
Personalize message
Improving Communication as
Senders
Test: formative evaluation Proofread!! Get someone else to
proofread!» Spellcheck, but don’t rely
on spellcheck
“The demonstrators were attached by vicious policy dogs…”
“I have a spelling checker,
It came with my PC;It plainly marks four my
revueMistakes I cannot sea.
I’ve run this poem threw it,
I’m sure your please too no,
Its letter perfect in it’s weight,
My checker tolled me sew.
--Author unknown
Source: Hope Health Letter, Sept. 1992
Writing for Low Literate Readers
Carefully craft your sentences, paragraphs» use simple words» active, not passive voice» be positive, not negative» use organizing strategies:
headings, grouped information, highlighted info
Writing for Low Literate Readers
Watch your style» useful pictures» NOT ALL CAPS» use text and white space
purposefully
Stick to what is important» be concrete, not abstract» give examples
Use of Space
Active Learning
Actual experience
Simulations, role-playing
Give a talk
Discussion participation
See demo
Field trip, exhibits, videos
View charts,
photos
Hear
Read
Evaluate, analyze, create, design
Demonstrate, apply,
practice
Define, describe, list,
explain
10% of read
20% of hear
30% of see
50% of hear & see
70% of say
90% of say & do
T 16-1, p. 523