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