This document discusses communication in the classroom and provides an overview of several instructional design models. It defines communication and describes how teaching is a communication process. It also explains Bloom's taxonomy of learning domains, including cognitive, affective, and psychomotor. Several instructional design models are outlined, including Kibler's model, the ADDIE model, and its five phases of analysis, design, development, implementation, and evaluation. Effective communication in the classroom helps students learn and benefits both students and teachers.

1. The University of Cambodia
ead303: communication in
the classroom
Lectured by:
Mut Somoeun (M.Ed)

3. What is Communication in the
Classroom?
• When communication is effective, both the
student and the teacher benefit.
• Communication makes learning easier, helps
students achieve goals, increases opportunities for
expanded learning, strengthens the connection
between student and teacher, and creates an
overall positive experience

4. What is Communication?
• A process of interaction of ideas between the
communicator and the receiver to arrive at the
common understanding for mutual benefit (Berlo,
1960)
• A process of transmitting information and
common understanding from one person to
another (Keyton, 2011)

5. TEACHING AS A COMMUNICATION PROCESS
• What is teaching?
–Teaching is about establishing effective and
affective communication relationships with
your students
–Teaching is about relationships with students
and about achievements of students
–Teaching is the art and science of helping
others to grow in their knowledge and
understanding
–Effective teachers are effective
communicators

6. TEACHING AS A
COMMUNICATION PROCESS

7. Teaching: Bloom’s Taxomony

8. The Instructional Communication
Process
• Instructional communication is a process in
which the teacher selects and arranges what
the students are to learn (the content), decides
how best to help them learn (the instructional
strategy), and determines how success in
learning will be determined, and how the
students' progress will be communicated by
and to them (evaluation/feedback).

9. • Instructional communication is the process of
the teacher establishing an effective and
affective communication relationship with the
learner so that the learner has the opportunity
to achieve the optimum of success in the
instructional environment.
The Instructional Communication
Process

10. • Instructional Communication is a discipline
that centers on the role that communication
plays in the teaching-learning process
independent of the type of student/ learner, the
subject matter, or the instructional setting –
(Scott A. Myers, 2017)
The Instructional Communication
Process

11. The Instructional Communication Process
(Bloom, Engelhart, Furst, Hill, and Krathwohl, 1956)

13. Three Domains of Learning
(Cognitive, Affective, Psychomotor)
These were developed by Bloom, et al. 1956:
– Benjamin Bloom (Cognitive Domain),
• Cognitive: mental skills (knowledge)
– David Krathwohl (Affective Domain),
• Affective: growth in feelings/ emotional areas (attitude/self)
– Anita Harrow (Psychomotor Domain)
• Psychomotor: manual or physical skills (skills)

14. Cognitive Learning?
• Cognitive is the process of acquiring and understanding
knowledge through our thoughts, experiences, and senses.
• Learning involves acquiring knowledge through
experience, study, or being taught
• Cognitive Learning Theory is a broad theory that explains
thinking and differing mental processes and how they are
influenced by internal and external factors in order to
produce learning in individuals.

15. Cognitive Learning
(Bloom et al., 1956)

16. Affective Learning?
• A theory focuses on the learner’s interests,
emotions, perceptions, tones, aspirations, and
degree of acceptance or rejection of
instructional content (Belanger & Jordan, 2000).
• Objectives include feelings, values,
appreciation, enthusiasms, motivations, and
attitudes (Krathwohl, Bloom, & Masia, 1964).

17. Affective Learning
(Krathwohl, Bloom, and Basia, 1964)

18. Psychomotor Learning?
• Psychomotor learning is the relationship between
cognitive functions and physical movement.
• It is demonstrated by physical skills such as
movement, coordination, manipulation, dexterity,
grace, strength, speed—actions which
demonstrate the fine motor skills, such as use of
precision instruments or tools.

19. Psychomotor Learning
(Bloom et al., 1956 & Krathwohl et al., 1964)

20. The Instructional Strategy
• Instructional strategies are the ways in which
teachers design their communication to teach the
objectives to students
• Students learn in different ways, and they are
likely to have the greatest affect for things that are
taught in the way they learn best
• Varying instructional strategies is necessary to
accomplish different levels of learning.

21. The Feedback/ Evaluation
• Feedback is the response of teachers and
students to messages from each other.
• It serves three primary functions:
– (1) assisting teachers in determining whether the
instructional process choices they have made are
appropriate;
– (2) assisting students in determining whether or
not their interpretation of what they think the
teacher has communicated is correct;
– (3) increasing the likelihood of understanding.

22. • Feedback from students to teachers lets teachers
know they are accomplishing their goals, and lets
them correct problems before affect is diminished
• Feedback from teachers to students accomplishes
the same goals
• When evaluating students' performance is
necessary, teachers will want to be attentive to
whether their students' interpretation of what is
meant by an individual grade matches the
intended message.
The Feedback/Evaluation

23. The Learning Environment/
Instructional Context
• The instructional context refers to the physical
and/or psychological circumstances in which
learning takes place.

24. Kibler's Model of Instruction
• Teachers with a communication-oriented view
of instruction draw on the principles of
learning that have been proposed as a result of
studies in behavioral and educational
psychology.

25. • Learning is seen as behavioral change:
– fostered by teacher communication which reinforces
desired behaviors,
– punishes undesirable behaviors,
– models (providing examples for students to emulate),
– shapes (reinforcing behaviors that approximate the
target behavior so that students gradually come closer
to the goal),
– coaches (actively intervening during a student's
performance of a behavior to give suggestions for
modification).
Kibler's Model of Instruction

26. • Communication-oriented instruction is based on
teachers‘ developing a systematic process for
assessing students' entry level cognitive, affective,
and behavioral base lines, structuring activities
that build on that assessment, and evaluating
learning outcomes during and after instruction.
Kibler's Model of Instruction

27. Change the Communication Process
(Kibler’s Model of Instruction)

28. The ADDIE Model
• In 1975, a group of researchers at Florida State
University developed the ADDIE (Analysis,
Design, Development, Implementation, &
Evaluation) Model of instructional design for
the US Armed Services.

29. • ADDIE is an instructional systems design
(ISD) framework that many instructional
designers and training developers use to
develop courses. The five phases define for
building training and performance support
tools:
– Analysis
– Design
– Development
– Implementation
– Evaluation
The ADDIE Model

30. Analysis
• Biech, Piskurich, and Hodell (2006), the analysis phase of
the ADDIE Model “is the process of gathering data to
identify specific needs – the who, what, where, when, and
why of the design process”.
• The analysis phase clarifies the instructional problems and
objectives, and identifies the learning environment and
learner's existing knowledge and skills.
• The analysis phase helps teachers and instructional
designers determine three basic aspects of learning:
knowledge level, learning needs, and appropriateness of
instruction.

31. Design
• The Design step of the ADDIE Model is the part of the
instructional process where a teacher or instructional
designer determines the objectives of learning, how
learning will eventually be evaluated, and establish a
learning design plan.
• The design phase deals with learning objectives,
assessment instruments, exercises, content, subject
matter analysis, lesson planning, and media selection.

32. • The design phase should be systematic and
specific.
• System means a logical, orderly method that
identifies, develops, and evaluates a set of
planned strategies for attaining project goals.
• Specific means the team must execute each
element of the instructional design plan with
attention to detail.
Design

33. • In the development phase, instructional designers
and developers create and assemble content assets
described in the design phase. Ex. If e-learning is
involved, programmers develop or integrate
technologies.
• Designers create storyboards. Testers debug
materials and procedures. The team reviews and
revises the project according to feedback.
Development

34. Development
• Whether a teacher and/or instructional designer is
designing learning for a physical classroom or an online
classroom, everything that learners will come in contact
with are developed and tested during this phase of the
ADDIE Model.
• In the phase of the ADDIE Model, teachers and/or
instructional designers will actually create learning
materials and then pilot test the materials by seeing
how they work with actual learners.

35. • The implementation phase develops procedures for
training facilitators and learners.
• Training facilitators cover the course curriculum,
learning outcomes, method of delivery, and testing
procedures.
• Preparation for learners includes training them on new
tools (software or hardware) and student registration.
• Implementation includes evaluation of the design.
Implementation

36. • The evaluation phase consists of two aspects:
– Formative and
– Summative.
• Formative evaluation is present in each stage
of the ADDIE process.
• Summative evaluation is conducted on
finished instructional programs or products.
Evaluation

37. Evaluation
• In the evaluation phase, teachers and instructional
designers have two basic goals – measure the
effectiveness of the learning materials and
determine participant learning.
• While feedback has been a constant along the
instructional design process, the evaluation phase
is all about feedback.
• First, teachers and instructional designers can
ascertain whether or not a specific instructional
material or strategy doesn’t work.

41. THANKS FOR YOUR ATTENTION.
Q & A