4. Telephone cups
Sender/ teacher
Channel
Receiver/ Student
INTRODUCTION ACTIVITY
I have used telephone cups to simplify Shannon and Weaver’s
Communication Theory. Shannon and Weaver also recognised that there is
an interference with the one listening to the telephone conversation and they
called it noise.
1st person 2nd person
A 3rd person
acts as a noise
The initial model consists of sender, channel and receiver
5. Info source Transmi:er Channel Receiver Des3na3on
Noise
message message
Shannon and Weaver’s Model of
Communica3on
This diagram illustrates the model set out by Shannon and Weaver
6. Source (teacher / person)
Info source Transmi:er Channel Receiver Des3na3on
Noise
message message
The Source: The teacher is used to represent the source of communication
7. Transmitter (message / Encoder)
Info source Transmi:er Channel Receiver Des3na3on
message message
Noise
Once the source is know the means of sending the message is determined. There
must be a format for the message to take. The message is what needs saying and it
can take different formats such as writing or speaking
8. Channel – route: verbal, written, electronic,…
Info source Transmi:er Channel Receiver Des3na3on
message message
Noise
The channel represent the route by which the message travels and this can be
verbal, electronic, written,…
9. Noise – interference, choice of word, level of knowledge
Info source Transmi:er Channel Receiver Des3na3on
message message
Noise
Things that affect the outcome of what the teacher says can be seen as a noise. Eg.
This can be the type of vocabulary used is not understood by the learners or
students are talking during lesson. Any distraction we might experience whilst
speaking can be classified as noise.
11. Feedback
Info source Transmi:er Channel Receiver Des3na3on
message message
Noise
Feedback is an area that is missing within Shannon-Weaver’s theory because
communication in the classroom is not one way. With feedback the teacher is able to
tell if the message has been received and understood. Without feedback the teacher
will find it difficult to know if the communication was successful.
25. For an effective communication to take
place Bernes added that the states
have to be equal.
In classroom if a teacher (parent) is
advising a student (child) it will be
effective if it is returned the same way.
That is the student (child) accepts that
he/she is communicating with a
teacher (parent). Level 1 students
often tends to be in the child state as
they start college having come from
schools. Their communication tend to
be adult to adult as the move to a
higher level.