Here are some examples of closed and open-ended questions:
Closed-ended question: Do you have any children?
Open-ended question: Tell me about your family.
Closed-ended question: Are you currently employed?
Open-ended question: What kind of work do you do?
Closed-ended question: Did you graduate from high school?
Open-ended question: What was your experience in school like?
Closed-ended question: Is your housing stable right now?
Open-ended question: How would you describe your current living situation?
Closed-ended question: Would you say you're feeling depressed?
Open-ended question: How have you been feeling emotionally?
The document provides instructions for an activity where students will be split into groups. Each group will create a 2 minute presentation comparing and contrasting the Shannon-Weaver and Transactional models of communication. Students are given 15 minutes to prepare their presentations which should demonstrate their understanding of the two models in a creative way. The presentation should focus on how each model can be observed in practice.
The Speaking test contains 4 parts that assess different skills:
Part 1 involves a short conversation between candidates and the interlocutor to exchange personal information. Part 2 requires candidates to give a one-minute individual response comparing and contrasting two photographs. Part 3 is a 3-minute collaborative task where candidates discuss visual prompts and make a decision. Part 4 is a 4-minute discussion on the topic from Part 3 led by the interlocutor. The test takes 14 minutes total and evaluates candidates' use of grammar, discourse skills, pronunciation, and interactive communication abilities.
1. The document discusses oral communication and pronunciation of words beginning with "b". It provides sentences to practice pronunciation and a tongue twister.
2. The key elements of communication are defined, including sender, message, channel, receiver, feedback.
3. Communication is the sharing of messages or information between a sender and receiver. It involves encoding and decoding messages through a channel.
This document discusses factors related to assessing speaking proficiency, including the constructs of speaking, oral development processes, task design, and performance conditions. It addresses linguistic features of speech, construction of speaking tasks, and circumstances of performance such as planning and examination context. Key aspects of speaking that can be observed and evaluated are discussed, such as involvement, fragmentation, and editing features. The roles of declarative and procedural knowledge in methodology are also covered.
This document outlines the tasks and requirements for a BTEC Extended Diploma in Health and Social Care assignment on effective communication. It includes four tasks: 1) Producing a booklet explaining forms of communication and needs; 2) Adding a section on communication theories; 3) Analyzing a case study on barriers to communication and proposing strategies; and 4) Participating in interactions and evaluating communication skills. The document provides grading criteria and tips for effectively completing each task, such as including specific theories, strategies, and skills in responses. Overall, the assignment requires demonstrating understanding of effective communication principles and applying them in health and social care contexts.
The document discusses communication strategies used by second language learners. It defines communication strategies as techniques used by speakers to express meaning when facing difficulties in a second language. The document then outlines Tarone's typology of conscious communication strategies, which include avoidance, paraphrase, conscious transfer, appeal for assistance, and mime. It provides examples of different compensatory strategies used by learners such as circumlocution, approximation, use of prefabricated patterns, and code-switching. The document also discusses implications for English language teaching.
Designing tasks and lessons listening and viewingJoyce Lee
The document provides guidance on designing effective listening tasks for language instruction. It discusses different types of tasks such as mechanical, meaningful, and communicative responses. Principles for task selection include matching the task type to the learning objectives, text type, and social context. Tasks should teach listening skills rather than test comprehension. Lesson planning should include pre-listening, during listening, and post-listening activities to scaffold the development of cognitive and metacognitive strategies.
Analysing Students’ Communicative Strategies in Synchronous Telecollaboration...University of Valencia
Talk to be given at the "New Directions in Telecollaborative Research and Practice: The Second Conference on Telecollaboration in University Education" at Trinity College Dublin, 21-23 April, 2016.
Our presentation outlines a study carried out in the context of the European-funded project TILA (Telecollaboration for Intercultural Language Acquisition - Grant Agreement Number 2012-4001/001-001). This two-year project involved secondary school students from France, Germany, the Netherlands, Spain and the United Kingdom.
Our aim in this presentation is to offer insights into the verbal and non-verbal characteristics of synchronous telecollaboration (STC). Our corpus consists of twelve recordings of tandem interactions between Spanish and British secondary school students aged between 14 and 15. In the first stage of our analysis we transcribed the video recordings. The transcriptions include all linguistically coded communication –both spoken and written– as well as annotations of paralinguistic and non-linguistic phenomena. In our analysis we draw on Goffman, 1956, Brown and Levinson, 1987 and Pennock-Speck and del Saz-Rubio, 2013. We focus specifically on Goffman’s (1956: 476) notion of deference, “a symbolic means by which appreciation is regularly conveyed to a recipient”. There are two main types of deference: “avoidance rituals”, similar to Brown and Levinson’s (1987) negative politeness strategies, and “presentation rituals” (Goffman, 1956: 481), akin to Brown and Levinson’s (1987) positive politeness strategies.
This research brings to light empirical evidence of the affordances of STC when compared with other kinds of online peer interaction. Our results show that participants systematically use body language and non-verbal cues along with verbal language to make their interlocutors feel at ease, to resolve potentially embarrassing moments and also to offer them praise. It also provides insights into how TC can enhance Classroom Interactional Competence (CIC) defined by Walsh (2011: 158) as “Teachers’ and learners’ ability to use interaction as a tool for mediating and assisting learning”. We posit that TC promotes CIC and that students benefit from the peer-feedback and the peer-scaffolding that ensue from interaction of this kind.
The document provides instructions for an activity where students will be split into groups. Each group will create a 2 minute presentation comparing and contrasting the Shannon-Weaver and Transactional models of communication. Students are given 15 minutes to prepare their presentations which should demonstrate their understanding of the two models in a creative way. The presentation should focus on how each model can be observed in practice.
The Speaking test contains 4 parts that assess different skills:
Part 1 involves a short conversation between candidates and the interlocutor to exchange personal information. Part 2 requires candidates to give a one-minute individual response comparing and contrasting two photographs. Part 3 is a 3-minute collaborative task where candidates discuss visual prompts and make a decision. Part 4 is a 4-minute discussion on the topic from Part 3 led by the interlocutor. The test takes 14 minutes total and evaluates candidates' use of grammar, discourse skills, pronunciation, and interactive communication abilities.
1. The document discusses oral communication and pronunciation of words beginning with "b". It provides sentences to practice pronunciation and a tongue twister.
2. The key elements of communication are defined, including sender, message, channel, receiver, feedback.
3. Communication is the sharing of messages or information between a sender and receiver. It involves encoding and decoding messages through a channel.
This document discusses factors related to assessing speaking proficiency, including the constructs of speaking, oral development processes, task design, and performance conditions. It addresses linguistic features of speech, construction of speaking tasks, and circumstances of performance such as planning and examination context. Key aspects of speaking that can be observed and evaluated are discussed, such as involvement, fragmentation, and editing features. The roles of declarative and procedural knowledge in methodology are also covered.
This document outlines the tasks and requirements for a BTEC Extended Diploma in Health and Social Care assignment on effective communication. It includes four tasks: 1) Producing a booklet explaining forms of communication and needs; 2) Adding a section on communication theories; 3) Analyzing a case study on barriers to communication and proposing strategies; and 4) Participating in interactions and evaluating communication skills. The document provides grading criteria and tips for effectively completing each task, such as including specific theories, strategies, and skills in responses. Overall, the assignment requires demonstrating understanding of effective communication principles and applying them in health and social care contexts.
The document discusses communication strategies used by second language learners. It defines communication strategies as techniques used by speakers to express meaning when facing difficulties in a second language. The document then outlines Tarone's typology of conscious communication strategies, which include avoidance, paraphrase, conscious transfer, appeal for assistance, and mime. It provides examples of different compensatory strategies used by learners such as circumlocution, approximation, use of prefabricated patterns, and code-switching. The document also discusses implications for English language teaching.
Designing tasks and lessons listening and viewingJoyce Lee
The document provides guidance on designing effective listening tasks for language instruction. It discusses different types of tasks such as mechanical, meaningful, and communicative responses. Principles for task selection include matching the task type to the learning objectives, text type, and social context. Tasks should teach listening skills rather than test comprehension. Lesson planning should include pre-listening, during listening, and post-listening activities to scaffold the development of cognitive and metacognitive strategies.
Analysing Students’ Communicative Strategies in Synchronous Telecollaboration...University of Valencia
Talk to be given at the "New Directions in Telecollaborative Research and Practice: The Second Conference on Telecollaboration in University Education" at Trinity College Dublin, 21-23 April, 2016.
Our presentation outlines a study carried out in the context of the European-funded project TILA (Telecollaboration for Intercultural Language Acquisition - Grant Agreement Number 2012-4001/001-001). This two-year project involved secondary school students from France, Germany, the Netherlands, Spain and the United Kingdom.
Our aim in this presentation is to offer insights into the verbal and non-verbal characteristics of synchronous telecollaboration (STC). Our corpus consists of twelve recordings of tandem interactions between Spanish and British secondary school students aged between 14 and 15. In the first stage of our analysis we transcribed the video recordings. The transcriptions include all linguistically coded communication –both spoken and written– as well as annotations of paralinguistic and non-linguistic phenomena. In our analysis we draw on Goffman, 1956, Brown and Levinson, 1987 and Pennock-Speck and del Saz-Rubio, 2013. We focus specifically on Goffman’s (1956: 476) notion of deference, “a symbolic means by which appreciation is regularly conveyed to a recipient”. There are two main types of deference: “avoidance rituals”, similar to Brown and Levinson’s (1987) negative politeness strategies, and “presentation rituals” (Goffman, 1956: 481), akin to Brown and Levinson’s (1987) positive politeness strategies.
This research brings to light empirical evidence of the affordances of STC when compared with other kinds of online peer interaction. Our results show that participants systematically use body language and non-verbal cues along with verbal language to make their interlocutors feel at ease, to resolve potentially embarrassing moments and also to offer them praise. It also provides insights into how TC can enhance Classroom Interactional Competence (CIC) defined by Walsh (2011: 158) as “Teachers’ and learners’ ability to use interaction as a tool for mediating and assisting learning”. We posit that TC promotes CIC and that students benefit from the peer-feedback and the peer-scaffolding that ensue from interaction of this kind.
Strategies in various speech situations unit 2Adonis Gonzales
This document discusses different types of speech contexts and styles. It identifies five main types of speech contexts: intrapersonal communication which occurs within one's own thoughts, interpersonal communication between two people (dyadic) or small groups of 3-12 people, public speaking to larger audiences, and mass communication through various media. The context affects the appropriate speech style, which can be intimate between close relations, casual among friends, consultative in professional settings, formal in one-directional settings, or frozen unchanged in ceremonies. The document provides examples to illustrate each context and style.
1) The document describes a workshop used to help teachers assess students' speaking skills by making them more aware of the different criteria they could use and how the criteria should depend on the testing context.
2) The workshop involves teachers viewing student speaking samples, discussing what criteria affect their evaluations, being introduced to a list of common criteria, and examining how the criteria selection depends on factors like the test purpose and administration process.
3) The goal is to improve the validity and reliability of speaking assessments by making the criteria choices and weightings more explicit and tailored to the testing context.
The document discusses various methods for assessing speaking skills in tests. It describes a continuum of speaking tasks from imitative to extensive. Imitative tasks involve simple repetition, while intensive tasks assess narrow grammatical skills through short responses. Responsive tasks involve simple interactions, and interactive tasks have longer, more complex exchanges. Extensive speaking includes speeches and presentations with limited feedback. The document also discusses techniques like role plays, interviews and games to assess speaking at different levels.
This document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, and interactive tasks. Imitative tasks involve repeating words or sentences to assess pronunciation. Intensive tasks elicit short stretches of oral production to demonstrate competence in narrow grammatical areas. Responsive tasks involve question-and-answer exchanges and instructions. Interactive tasks assess longer conversations and include job interviews with warm-up, level check, and wind-down stages. Proper task design and reliable scoring methods are important for valid speaking assessments.
This document discusses various types and methods of assessing speaking skills. It describes imitative speaking, which tests pronunciation and comprehension through repetition of words, phrases, and sentences. Intensive speaking assesses grammatical competence through short responses, while extensive speaking evaluates longer monologues. Different task types are outlined for intensive and extensive speaking, such as direct responses, read alouds, and picture-cued storytelling. Scoring speaking presents challenges in clearly defining criteria and establishing reliability.
This document discusses how to assess students' speaking skills. It recommends designing speaking tests with lower teacher participation, creating a list of objectives, including different speaking tasks, designing an evaluation rubric, and providing feedback. Some common speaking tasks are classroom participation, presentations, and weekly voice journals. An example assessment asks students to choose a topic, prepare for 4 minutes, present on the procedure and results, and grade their peers using a rubric. The overall purpose is to determine if learning objectives have been achieved.
This document discusses how to properly assess speaking skills. It emphasizes using a clear test purpose, suitable test constructs, and a range of task types. Speaking tests should include a variety of tasks like monologues, interactions, and paired activities. Assessment should consider cognitive knowledge, processing abilities, and automaticity. Tasks can vary in difficulty based on factors like familiarity and abstractness of topics, as well as speech functions. Tests should use clear instructions and a justified ordering of tasks. Scoring can be done through holistic or analytical scales, with each approach having strengths and limitations.
The document discusses the key aspects and issues related to listening, speaking, reading, writing, language assessment, and implications for language pedagogy. It defines listening as an ephemeral process that involves prosody and fast speech unlike written text. Speaking is used to achieve meaning in social contexts. Reading involves processing at various linguistic levels while pursuing goals. Writing is not just representing speech but uses strategies to develop ideas. Language assessment involves making judgments about learners' language knowledge and use. The implications discussed focus on developing appropriate skills and strategies for learners through different pedagogical approaches.
This document provides an overview of assessing speaking ability. It discusses that speaking is an important part of life and language curriculum, but can be challenging to assess due to its many dimensions. There are two main approaches to assessing speaking - construct-based and task-based. Speaking tasks can be open-ended, structured, or semi-structured. Developing quality speaking tasks involves choosing appropriate topics, scenarios, and materials. Scoring speaking typically uses rating scales which are developed through rater training. Reliability and validity are important concepts to consider when assessing speaking.
The document discusses various types of communication, including oral communication and non-verbal communication. It defines oral communication as the exchange of information through spoken word, either in person or electronically. It then describes different types of oral communication like face-to-face interactions, telephone calls, presentations. The document also covers merits and limitations of oral communication. It discusses various aspects of non-verbal communication including body language, facial expressions, proxemics, chronemics, and haptics. Barriers to communication like physical, psychological and organizational barriers are also summarized.
While assessing Language acquisition, one of the most difficult skill to assess is listening. This presentation explores methods that can be used to assess listening - intensive, responsive, selective and extensive. This also looks at some tasks that can be used to assess listening. The presentation is based on the book published by Brown on Language Assessment Principles and Classroom Practice published by Longman. The presentation was created by Shama Kalam Siddiqui for presentation and talk at Ateneo De Manila University for a Masters in English and Literature Teaching Program.
This document discusses communication for work purposes. It outlines three learning outcomes related to creating clear materials, presenting ideas persuasively, and adopting audience awareness. It then provides an outline covering workplace communication, business letters, and memos. For each topic, it defines the concept and provides examples and guidelines. For workplace communication, it discusses purpose, audience, and tone. It also outlines broad categories of communication and ethics in workplace communication. For business letters, it defines the parts and formats. It also lists frequently written letter types. For memos, it discusses definitions and guidelines for writing them.
The document discusses assessing speaking skills in students. It begins by defining speaking and listing reasons to assess it, such as helping students and teachers understand strengths and weaknesses. It then covers what speaking involves, including micro and macro factors. The document provides guidance on planning a speaking assessment, such as choosing learning outcomes, designing a test or activity, developing a rubric, and considering the testing environment. Sample rubrics are included that assess pronunciation, vocabulary, accuracy, fluency, non-verbal communication skills, and ability to communicate. The document concludes by discussing next steps after assessment, such as remedial planning, feedback, and analyzing results data.
Communication strategies el salvador10-2hr-wbJoAnn MIller
The document discusses communication strategies for language learning. It defines communication strategies as techniques used by speakers to express meaning when facing difficulties. It then outlines several types of strategies, including reductive strategies like message abandonment or topic avoidance. Stalling strategies delay response through fillers like "uh" or "let me think." Compensatory strategies involve circumlocution, approximation, appealing for help, or using gestures. The document provides examples for each strategy and emphasizes the importance of raising learner awareness, modeling strategies, and providing practice opportunities to incorporate these techniques.
The document discusses four perspectives on models of listening and language instruction: (1) listening and repeating, (2) listening and answering comprehension questions, (3) task listening, and (4) interactive listening. It also covers principles of teaching listening such as exposing students to different processing modes, types of listening tasks and texts, considerations of text difficulty and authenticity, teaching listening strategies, and checking comprehension.
This document discusses various methods for assessing speaking skills in language learners. It describes imitative, intensive, responsive, and interactive speaking tasks. Imitative tasks involve repeating words or sentences. Intensive tasks elicit specific grammatical forms through repetition, sentence completion, picture cues, and reading aloud. Responsive tasks use brief question-answer exchanges and paraphrasing. Interactive tasks use oral interviews with warmup, level-check, probing, and wind-down questions. Scoring typically focuses on pronunciation, fluency, and accuracy of the target form.
This document discusses methods for assessing speaking ability. It outlines structured and observational approaches, with the structured approach involving tasks to evaluate specific oral skills and the observational approach unobtrusively observing natural speech. Rating systems can be holistic, providing an overall impression, or analytic, evaluating various communication aspects. Factors like linguistic competence, functional competence, and sociolinguistic competence are also discussed. The document provides details on testing speaking such as format, content, performance conditions, stimulus, timing, scoring, and considers valid assessment formats. Principles of assessment speaking are outlined related to reliability, validity, practicality, authenticity, approach, and wash back.
During this session, best practices and considerations for communicating and building relationships with others virtually will be covered, as well as a high-level overview of the key collaboration tools that are available on the market
1. The document discusses communication strategies used by second language learners when facing difficulties communicating in a less familiar language. It describes classifications and typologies of different strategies.
2. Key strategies discussed include circumlocution, approximation, appealing for assistance, and avoidance techniques. The implications are that explicitly teaching these strategies can help learners communicate more effectively.
3. The case study analyzes the strategies used by an interviewee placed at an A2 language level, such as paraphrasing, borrowing words, and asking for clarification.
The document discusses conversational repair and presuppositions in child language development. It describes how children at different stages will repair a misunderstood message by revising speech sounds, words, or grammar. The ability to effectively engage in repair develops with more sophisticated language skills. Presuppositions, or assumptions about shared knowledge with the listener, also emerge gradually as children's language advances. The document also examines repair in conversations involving speakers with aphasia and how slowed speech rates can improve comprehension.
This document provides an outline for a 2-hour lesson on oral communication. The lesson defines communication and explains the communication process and elements. Students will introduce the topic, discuss importance of communication, learn about effective communication approaches and barriers, and do a practice activity. They will define communication, explain the nature and process, and describe value and elements. The lesson covers sender, message, receiver, feedback, channels, situation, cultural context, and types of communication including one-way, two-way, and transactional. Barriers like internal and external factors are also discussed. Students evaluate their understanding through an activity or analysis.
The document outlines a lesson plan on oral communication that defines communication, explains the communication process using a transaction model, identifies barriers to effective communication, and discusses different types of communication. Students will define communication, discuss elements of effective communication, perform a communication activity, and complete an evaluation. The lesson aims to help students understand the nature and elements of oral communication.
Strategies in various speech situations unit 2Adonis Gonzales
This document discusses different types of speech contexts and styles. It identifies five main types of speech contexts: intrapersonal communication which occurs within one's own thoughts, interpersonal communication between two people (dyadic) or small groups of 3-12 people, public speaking to larger audiences, and mass communication through various media. The context affects the appropriate speech style, which can be intimate between close relations, casual among friends, consultative in professional settings, formal in one-directional settings, or frozen unchanged in ceremonies. The document provides examples to illustrate each context and style.
1) The document describes a workshop used to help teachers assess students' speaking skills by making them more aware of the different criteria they could use and how the criteria should depend on the testing context.
2) The workshop involves teachers viewing student speaking samples, discussing what criteria affect their evaluations, being introduced to a list of common criteria, and examining how the criteria selection depends on factors like the test purpose and administration process.
3) The goal is to improve the validity and reliability of speaking assessments by making the criteria choices and weightings more explicit and tailored to the testing context.
The document discusses various methods for assessing speaking skills in tests. It describes a continuum of speaking tasks from imitative to extensive. Imitative tasks involve simple repetition, while intensive tasks assess narrow grammatical skills through short responses. Responsive tasks involve simple interactions, and interactive tasks have longer, more complex exchanges. Extensive speaking includes speeches and presentations with limited feedback. The document also discusses techniques like role plays, interviews and games to assess speaking at different levels.
This document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, and interactive tasks. Imitative tasks involve repeating words or sentences to assess pronunciation. Intensive tasks elicit short stretches of oral production to demonstrate competence in narrow grammatical areas. Responsive tasks involve question-and-answer exchanges and instructions. Interactive tasks assess longer conversations and include job interviews with warm-up, level check, and wind-down stages. Proper task design and reliable scoring methods are important for valid speaking assessments.
This document discusses various types and methods of assessing speaking skills. It describes imitative speaking, which tests pronunciation and comprehension through repetition of words, phrases, and sentences. Intensive speaking assesses grammatical competence through short responses, while extensive speaking evaluates longer monologues. Different task types are outlined for intensive and extensive speaking, such as direct responses, read alouds, and picture-cued storytelling. Scoring speaking presents challenges in clearly defining criteria and establishing reliability.
This document discusses how to assess students' speaking skills. It recommends designing speaking tests with lower teacher participation, creating a list of objectives, including different speaking tasks, designing an evaluation rubric, and providing feedback. Some common speaking tasks are classroom participation, presentations, and weekly voice journals. An example assessment asks students to choose a topic, prepare for 4 minutes, present on the procedure and results, and grade their peers using a rubric. The overall purpose is to determine if learning objectives have been achieved.
This document discusses how to properly assess speaking skills. It emphasizes using a clear test purpose, suitable test constructs, and a range of task types. Speaking tests should include a variety of tasks like monologues, interactions, and paired activities. Assessment should consider cognitive knowledge, processing abilities, and automaticity. Tasks can vary in difficulty based on factors like familiarity and abstractness of topics, as well as speech functions. Tests should use clear instructions and a justified ordering of tasks. Scoring can be done through holistic or analytical scales, with each approach having strengths and limitations.
The document discusses the key aspects and issues related to listening, speaking, reading, writing, language assessment, and implications for language pedagogy. It defines listening as an ephemeral process that involves prosody and fast speech unlike written text. Speaking is used to achieve meaning in social contexts. Reading involves processing at various linguistic levels while pursuing goals. Writing is not just representing speech but uses strategies to develop ideas. Language assessment involves making judgments about learners' language knowledge and use. The implications discussed focus on developing appropriate skills and strategies for learners through different pedagogical approaches.
This document provides an overview of assessing speaking ability. It discusses that speaking is an important part of life and language curriculum, but can be challenging to assess due to its many dimensions. There are two main approaches to assessing speaking - construct-based and task-based. Speaking tasks can be open-ended, structured, or semi-structured. Developing quality speaking tasks involves choosing appropriate topics, scenarios, and materials. Scoring speaking typically uses rating scales which are developed through rater training. Reliability and validity are important concepts to consider when assessing speaking.
The document discusses various types of communication, including oral communication and non-verbal communication. It defines oral communication as the exchange of information through spoken word, either in person or electronically. It then describes different types of oral communication like face-to-face interactions, telephone calls, presentations. The document also covers merits and limitations of oral communication. It discusses various aspects of non-verbal communication including body language, facial expressions, proxemics, chronemics, and haptics. Barriers to communication like physical, psychological and organizational barriers are also summarized.
While assessing Language acquisition, one of the most difficult skill to assess is listening. This presentation explores methods that can be used to assess listening - intensive, responsive, selective and extensive. This also looks at some tasks that can be used to assess listening. The presentation is based on the book published by Brown on Language Assessment Principles and Classroom Practice published by Longman. The presentation was created by Shama Kalam Siddiqui for presentation and talk at Ateneo De Manila University for a Masters in English and Literature Teaching Program.
This document discusses communication for work purposes. It outlines three learning outcomes related to creating clear materials, presenting ideas persuasively, and adopting audience awareness. It then provides an outline covering workplace communication, business letters, and memos. For each topic, it defines the concept and provides examples and guidelines. For workplace communication, it discusses purpose, audience, and tone. It also outlines broad categories of communication and ethics in workplace communication. For business letters, it defines the parts and formats. It also lists frequently written letter types. For memos, it discusses definitions and guidelines for writing them.
The document discusses assessing speaking skills in students. It begins by defining speaking and listing reasons to assess it, such as helping students and teachers understand strengths and weaknesses. It then covers what speaking involves, including micro and macro factors. The document provides guidance on planning a speaking assessment, such as choosing learning outcomes, designing a test or activity, developing a rubric, and considering the testing environment. Sample rubrics are included that assess pronunciation, vocabulary, accuracy, fluency, non-verbal communication skills, and ability to communicate. The document concludes by discussing next steps after assessment, such as remedial planning, feedback, and analyzing results data.
Communication strategies el salvador10-2hr-wbJoAnn MIller
The document discusses communication strategies for language learning. It defines communication strategies as techniques used by speakers to express meaning when facing difficulties. It then outlines several types of strategies, including reductive strategies like message abandonment or topic avoidance. Stalling strategies delay response through fillers like "uh" or "let me think." Compensatory strategies involve circumlocution, approximation, appealing for help, or using gestures. The document provides examples for each strategy and emphasizes the importance of raising learner awareness, modeling strategies, and providing practice opportunities to incorporate these techniques.
The document discusses four perspectives on models of listening and language instruction: (1) listening and repeating, (2) listening and answering comprehension questions, (3) task listening, and (4) interactive listening. It also covers principles of teaching listening such as exposing students to different processing modes, types of listening tasks and texts, considerations of text difficulty and authenticity, teaching listening strategies, and checking comprehension.
This document discusses various methods for assessing speaking skills in language learners. It describes imitative, intensive, responsive, and interactive speaking tasks. Imitative tasks involve repeating words or sentences. Intensive tasks elicit specific grammatical forms through repetition, sentence completion, picture cues, and reading aloud. Responsive tasks use brief question-answer exchanges and paraphrasing. Interactive tasks use oral interviews with warmup, level-check, probing, and wind-down questions. Scoring typically focuses on pronunciation, fluency, and accuracy of the target form.
This document discusses methods for assessing speaking ability. It outlines structured and observational approaches, with the structured approach involving tasks to evaluate specific oral skills and the observational approach unobtrusively observing natural speech. Rating systems can be holistic, providing an overall impression, or analytic, evaluating various communication aspects. Factors like linguistic competence, functional competence, and sociolinguistic competence are also discussed. The document provides details on testing speaking such as format, content, performance conditions, stimulus, timing, scoring, and considers valid assessment formats. Principles of assessment speaking are outlined related to reliability, validity, practicality, authenticity, approach, and wash back.
During this session, best practices and considerations for communicating and building relationships with others virtually will be covered, as well as a high-level overview of the key collaboration tools that are available on the market
1. The document discusses communication strategies used by second language learners when facing difficulties communicating in a less familiar language. It describes classifications and typologies of different strategies.
2. Key strategies discussed include circumlocution, approximation, appealing for assistance, and avoidance techniques. The implications are that explicitly teaching these strategies can help learners communicate more effectively.
3. The case study analyzes the strategies used by an interviewee placed at an A2 language level, such as paraphrasing, borrowing words, and asking for clarification.
The document discusses conversational repair and presuppositions in child language development. It describes how children at different stages will repair a misunderstood message by revising speech sounds, words, or grammar. The ability to effectively engage in repair develops with more sophisticated language skills. Presuppositions, or assumptions about shared knowledge with the listener, also emerge gradually as children's language advances. The document also examines repair in conversations involving speakers with aphasia and how slowed speech rates can improve comprehension.
This document provides an outline for a 2-hour lesson on oral communication. The lesson defines communication and explains the communication process and elements. Students will introduce the topic, discuss importance of communication, learn about effective communication approaches and barriers, and do a practice activity. They will define communication, explain the nature and process, and describe value and elements. The lesson covers sender, message, receiver, feedback, channels, situation, cultural context, and types of communication including one-way, two-way, and transactional. Barriers like internal and external factors are also discussed. Students evaluate their understanding through an activity or analysis.
The document outlines a lesson plan on oral communication that defines communication, explains the communication process using a transaction model, identifies barriers to effective communication, and discusses different types of communication. Students will define communication, discuss elements of effective communication, perform a communication activity, and complete an evaluation. The lesson aims to help students understand the nature and elements of oral communication.
This document provides an outline for a 2-hour lesson on oral communication. The lesson defines communication and explains the communication process and elements. Students will introduce the topic, discuss importance of communication, learn about effective communication approaches and barriers, and do a practice activity. They will define communication, explain the nature and process, and describe value and elements. The lesson covers sender, message, receiver, feedback, channels, situation, cultural context, and types of communication including one-way, two-way, and transactional. Barriers like internal and external factors are also discussed. Students evaluate their understanding through an activity or analysis.
This document provides an outline for a 2-hour lesson on oral communication. The lesson defines communication and explains the communication process using Gronbeck's model. It discusses the importance of effective communication and identifies barriers. Students will define communication, discuss elements of effective communication, and perform a communication activity. They will analyze their ability to communicate effectively and receive feedback. An optional enrichment activity involves researching other communication models. The lesson evaluates students' understanding through communication-related tasks.
This document discusses communication styles and skills. It begins by outlining seven major conversational styles: dominant, interruptive, manipulative, polite, creative, sarcastic, and passive. It then describes the six elements of the communication process. Several factors that can negatively influence communication are identified, including a sender's past experiences and lack of encoding skills. Nonverbal communication such as body language, proxemics, and paralanguage are also discussed. The importance of listening skills is emphasized. Finally, the document provides steps to enhance communication skills and resolve conflicts, including using positive language and focusing on understanding others' perspectives.
This document provides guidance on developing active listening skills, including clarifying and paraphrasing. It discusses clarifying as a process of bringing vague material into focus in order to understand others better. Paraphrasing is defined as restating a message with fewer words to test understanding. An activity is described where students work in pairs to share experiences and practice paraphrasing by restating what they heard. The document stresses that regular practice with techniques like clarifying and paraphrasing can improve group communication and problem solving.
The document provides a lesson on the nature, elements, process and functions of communication. It begins with learning competencies and objectives for understanding communication. It then discusses defining communication, explaining its nature as a process between two or more people using verbal and nonverbal means. It outlines the elements of communication including sender, message, encoding, channel, receiver, decoding, feedback and context. It explains the process of communication using a diagram. Finally, it discusses the functions of communication including regulation/control, social interaction, motivation, information and emotional expression.
This document discusses using videos and active listening activities in the English classroom. It provides examples of videos that can be used, such as an interview with Joaquin Phoenix and a video of a dog, to model both good and bad active listening skills. Suggested active listening activities include having students discuss topics in groups while some practice active listening and others do not, and telling stories to each other in rounds with decreasing time limits. The document also provides tips and resources for finding and using video clips in the classroom.
Effective communication was discussed in the document. The key objectives of developing communication skills were to help students interact effectively, increase their confidence levels, and develop their social skills and etiquette. Some of the basic conditions for good communication discussed included clarity, speed and tone of speech, choice of words, keeping messages short and simple, and getting feedback. The document emphasized developing excellent communication skills to handle critical situations better and provide better ways to understand others or explain things. It outlined pointers for effective communication between speakers and listeners through both verbal and non-verbal means.
The two-day training workshop aimed to help participants improve their public speaking skills through modules on understanding public speaking, overcoming stage fright, speech preparation and delivery, the use of body language and voice modulation. Key lessons included different types of public speaking, qualities of effective speakers, and models for structuring speeches to capture audience attention and motivate action. Participants had opportunities for individual and group presentations to practice their skills.
Communication is an exchange of ideas or feelings between two or more people using words, verbal cues, nonverbal gestures, and symbols. The communication process involves a sender transmitting a message to a receiver, who then provides feedback. Effective communication requires the message to be clearly understood by the receiver. Breakdowns can occur due to cultural differences, inconsistencies between verbal and nonverbal cues, or lack of feedback from the receiver. The lesson teaches the definition of communication, the communication process, and potential causes of communication breakdowns.
efining Communication
The root of the word “communication” in Latin is communicare, which means to share, or to make common (Weekley, 1967). Communication is defined as the process of understanding and sharing meaning (Pearson & Nelson, 2000).
At the center of our study of communication is the relationship that involves interaction between participants. This definition serves us well with its emphasis on the process, which we’ll examine in depth across this text, of coming to understand and share another’s point of view effectively.
The first key word in this definition is process. A process is a dynamic activity that is hard to describe because it changes (Pearson & Nelson, 2000). Imagine you are alone in your kitchen thinking. Someone you know (say, your mother) enters the kitchen and you talk briefly. What has changed? Now, imagine that your mother is joined by someone else, someone you haven’t met before—and this stranger listens intently as you speak, almost as if you were giving a speech. What has changed? Your perspective might change, and you might watch your words more closely. The feedback or response from your mother and the stranger (who are, in essence, your audience) may cause you to reevaluate what you are saying. When we interact, all these factors—and many more—influence the process of communication.
The second key word is understanding: “To understand is to perceive, to interpret, and to relate our perception and interpretation to what we already know.” (McLean, 2003) If a friend tells you a story about falling off a bike, what image comes to mind? Now your friend points out the window and you see a motorcycle lying on the ground. Understanding the words and the concepts or objects they refer to is an important part of the communication process.
Next comes the word sharing. Sharing means doing something together with one or more people. You may share a joint activity, as when you share in compiling a report; or you may benefit jointly from a resource, as when you and several coworkers share a pizza. In communication, sharing occurs when you convey thoughts, feelings, ideas, or insights to others. You can also share with yourself (a process called intrapersonal communication) when you bring ideas to consciousness, ponder how you feel about something, or figure out the solution to a problem and have a classic “Aha!” moment when something becomes clear.
Finally, meaning is what we share through communication. The word “bike” represents both a bicycle and a short name for a motorcycle. By looking at the context the word is used in and by asking questions, we can discover the shared meaning of the word and understand the message.
Eight Essential Components of Communication
In order to better understand the communication process, we can break it down into a series of eight essential components:
Source
Message
Channel
Receiver
Feedback
Environment
Context
Interference
Each of these eight components serves an integral function.
This document discusses best practices for teaching interpretive listening skills in a foreign language classroom using authentic materials and 21st century technology. It provides 4 steps for listening activities: 1) activate background knowledge and identify the purpose, 2) selectively listen for relevant information, 3) use appropriate top-down and bottom-up listening strategies, and 4) do comprehension checks. Examples are given for each step and suggestions are made for planning an interpretive listening activity about weather using various technology tools and authentic sources.
1) The lesson plan is for a 1 hour class on communication for 7th semester nursing students. It will include a lecture and discussion on the definition of communication, the steps in the communication process, barriers to effective communication, different types of communication, the relationship between communication and language, and communication systems used in hospitals.
2) The objectives are for students to gain an understanding of communication and be able to define it, list the steps, identify barriers, classify types of communication, and recognize hospital systems.
3) Teaching methods include lecture, discussion, use of the blackboard and PowerPoint, and a video. Students will be assigned to write about telecommunication systems used in hospitals.
Instructional plan and presentation communicating effectively in the workplacevmbirch
This document outlines an instructional plan for a 3-day training session on "Communicating Effectively in the Workplace". The training will target women ages 35-60 in leadership positions. It will use lectures, role playing, discussions and presentations to achieve its goals of identifying communication barriers, improving gender communication, and teaching effective communication steps. The plan details the objectives, instructional strategies, resources, implementation process, and evaluation criteria which include quizzes, surveys and participation.
This document discusses the nature and elements of communication. It defines communication as a dynamic process of transmitting and interpreting messages between a sender and receiver. It outlines the key elements of the communication process, including the sender, message, encoding, channel, receiver, decoding, feedback, and context. It also describes three models of communication: linear, interactive, and transactional. Finally, it discusses verbal and nonverbal communication, effective communication skills like listening and empathy, and intercultural communication skills.
The document discusses the history and development of listening instruction. It summarizes that listening was incorporated into language instruction in the 1980s and became an important area of study in the 1990s. However, listening is still regarded as the least important skill. It then outlines different models of listening instruction, including listening and repeating, listening and answering comprehension questions, and listening and carrying out tasks. The focus has shifted from pattern drills to developing communicative competence.
This document provides an overview of training concepts and methods. It defines training as enhancing certain knowledge and skills in a practical way to supplement education. It discusses different learning domains and retention rates. Various training processes like the training cycle and types of training like formal, informal and on-the-job training are explained. Effective communication skills for trainers including verbal, non-verbal communication and the use of training aids are also summarized. Different training methods like presentations, demonstrations, case studies, simulations and small group discussions are described along with guidelines for effective use.
This document discusses the nature and elements of communication. It begins with an activity to demonstrate communication by having students pass a message from one to the other by whispering. It then defines communication as a process of exchanging information between individuals using various channels and contexts. The key elements of communication identified are the speaker, message, encoding, channel, decoding, receiver, feedback, context, and barriers. Communication is described as a process, an interaction, and can be expressed through words, actions, or both. Students then complete activities to identify the components of the communication process and analyze conversations. The document aims to teach the concept of communication through practical examples and activities.
The document discusses analysis modeling principles and techniques used in requirements analysis. It covers key topics such as:
1. The purpose of requirements analysis is to specify a software system's operational characteristics, interface with other systems, and constraints. Models are built to depict user scenarios, functions, problem classes, system behavior, and data flow.
2. Analysis modeling follows principles such as representing the information domain, defining functions, modeling behavior, partitioning models, and moving from essential to implementation details. Common techniques include use case modeling, class modeling, data flow diagrams, state diagrams, and CRC modeling.
3. The objectives of analysis modeling are to describe customer requirements, establish a basis for software design, and define a set
This document provides an overview of software processes and frameworks. It discusses that a software process defines the tasks and activities required to develop high-quality software. Common framework activities include communication, planning, modeling, construction, and deployment. The document also introduces process models and maturity levels, noting that the Capability Maturity Model Integration (CMMI) defines levels of process capability from incomplete to optimized.
This document provides an overview of different software process models. It discusses the build and fix model, why models are needed to address issues like schedule and cost overruns. It covers process models as a "black box" and "white box" approach. Prescriptive models advocate an orderly approach and include activities like communication, planning, modeling etc. The waterfall model is described as having sequential phases of requirements, design, implementation, testing and maintenance. Limitations are noted. Incremental process models deliver software in increments. RAD aims for a very short development cycle through reuse. Evolutionary models produce increasingly complete versions through iterations, such as with prototyping, the spiral model and concurrent development.
The document provides an overview of common software engineering interview questions and their answers. It begins with definitions of basic terms like computer software, computer programs, and software engineering. It then covers the software development life cycle (SDLC) models, phases, best practices for selection, and project management concepts. Finally, it discusses software requirements, design methodologies, testing approaches, maintenance strategies, and tools used in software engineering. The document aims to help readers understand the types of questions they may encounter in a software engineering interview.
The document contains answers to 14 short questions and 6 long questions related to software engineering. Some key topics covered include the software development process, phases of the rational unified process model, risks and risk management approaches, software design concepts like modularity and cohesion/coupling, and software engineering methodologies like agile development and formal methods. Refactoring is discussed as an important part of the software design process to improve code structure and understandability over time.
The prototype model requires building a prototype before developing actual software. A prototype is a crude, initial version of the system with limited functionality. It allows clients with general requirements to provide feedback without fully developed specifications. The process involves requirement gathering, quick decision making, building the prototype, evaluation, refinement, and developing the product. Advantages include reducing risks of incorrect requirements and supporting early marketing. Disadvantages include prototypes becoming the final product and requiring extensive customer involvement.
The incremental model is a process where software development is divided into standalone modules, with each module going through requirements, design, implementation, and testing phases. Each subsequent release of a module adds additional functionality until the complete system is achieved. The key phases are requirement analysis to identify needed functionality, design and development of system functions, testing each existing and new function, and implementation through coding and upgrading the working product. The incremental model is best for projects with lengthy timelines, less skilled teams, or customers wanting early access to prioritized features.
The V-Model is a software development lifecycle model where each phase of the development process is verified by an opposing phase of testing. It follows a sequential design process like the waterfall model. The V-Model contains verification phases on one side and validation phases on the other side joined by the coding phase in a V-shape. Each phase of the verification side plans testing for the corresponding development phase on the validation side. This includes unit testing, integration testing, system testing, and acceptance testing. The V-Model works best for small to medium projects with clearly defined requirements and available technical resources.
The Waterfall model is a sequential software development process introduced by Winston Royce in 1970. It consists of 5 phases: requirements analysis, design, implementation, testing, and maintenance. Each phase must be completed before the next begins and there is no overlapping or iteration between phases. The model is linear and waterfall-like, representing a strict sequence from abstract definition to concrete code.
The document discusses the key tasks in requirements engineering: inception to initially understand user needs, elicitation to gather requirements, elaboration to further analyze and model requirements, negotiation to reconcile conflicts, specification to formally document requirements, validation to verify requirements quality, and management to track requirements throughout the project. The tasks involve collaborative activities like interviews and workshops to capture ambiguous and changing user needs and transform them into clear, consistent requirements that form the basis for subsequent software design and development.
Software Quality Assurance in software engineeringMuhammadTalha436
1. Software quality assurance involves quality control through inspections, reviews and testing throughout development to ensure work products meet specifications.
2. The costs of quality include prevention costs like planning and training, appraisal costs like testing, and failure costs like rework and support; finding and fixing defects early through reviews reduces costs.
3. Formal technical reviews uncover errors at various stages of development to catch them before they become costly defects later on; a review meeting follows constraints and produces an issues list and report that is tracked to resolution.
A Risk Analysis and Management in Software Engineering MuhammadTalha436
The document discusses different approaches to risk management for software projects. Reactive risk management involves reacting to risks as they occur, often in crisis mode, while proactive risk management identifies risks early and plans contingencies. It identifies different types of risks like project risks that threaten schedules, technical risks that impact quality, and business risks that endanger feasibility. Known and predictable risks can be uncovered through evaluation, while unpredictable risks are difficult to foresee.
The document discusses different strategies for software testing. It describes unit testing starting at the component level and progressing outward to integration, validation, and system testing. Validation testing ensures requirements are met through criteria like functional testing and alpha/beta testing with end users. Verification tests that the product is built correctly while validation ensures the correct product is built.
The document discusses key concepts in project management including concerns managers have around quality, risk, cost, schedule, resources, and communication. It identifies reasons why projects fail such as changing requirements or unrealistic deadlines. Effective project management focuses on people, product, process, and project. Key players include stakeholders, team leaders, and software teams. The document provides guidance on organizing teams, defining product scope, decomposing problems, defining processes, and monitoring projects.
This document discusses software engineering and provides definitions and explanations of key concepts:
- Software engineering is defined as an engineering discipline concerned with all aspects of software production. It focuses on practical software development and delivery, whereas computer science focuses more on theory.
- Good software should deliver required functionality, performance, and be maintainable, dependable, usable and acceptable to users.
- A software engineering approach is layered, with quality, process models, methods and tools. Process models define activities for effective delivery. Methods provide tasks for requirements, design, coding and testing. Tools support the process and methods.
- Generic software processes involve communication, planning, modeling, construction and deployment activities in an iterative fashion to develop
The document discusses various topics related to software engineering including:
1) The fundamental activities in the software development process like planning, analysis, design, implementation, testing and maintenance.
2) The different phases of the Rational Unified Process including inception, elaboration, construction and transition.
3) The drawbacks of the spiral model including high costs, expertise required for risk analysis, and poor fit for smaller projects.
The document provides definitions and explanations of key software engineering concepts. It summarizes stakeholders as anyone who directly or indirectly benefits from a system. Prototyping draws criticism for prioritizing quick prototypes over quality. Incremental development delivers software in pieces that build on prior deliveries, while evolutionary development iteratively produces more complete versions. Formal methods are not widely used due to extended timelines, complex mathematics, and incompatibility with other tools. Risk analysis identifies possible losses in development. Information systems link to business objectives by improving processes and maintaining competitive advantages. Process improvement involves measurement, analysis, change identification. Requirements elicitation uses techniques like interviews and prototyping. Architecture design represents effectiveness and reduces risks. Modular design improves
This document contains questions and answers about software engineering topics. It discusses definitions of software engineering, elements of computer-based systems, factors to consider in system modeling, what a system engineering model accomplishes, frameworks, roles of components in software architecture, differences between methods/tools/procedures, stakeholders, real-time systems, distributed systems, software characteristics, categories of software, challenges in software, definitions of software process and activities, work breakdown structures, issues discussed in project closure, process frameworks, generic framework activities, stakeholders, differences between process models, reasons for waterfall model failures, drawbacks of RAD models, disadvantages of classic lifecycles, task regions in spiral models, objectives of win-win spiral models, effectiveness
Software Engineering Important Short Question for ExamsMuhammadTalha436
The document discusses various topics related to software engineering including:
1. The software development life cycle (SDLC) and its phases like requirements, design, implementation, testing, etc.
2. The waterfall model and its phases from modeling to maintenance.
3. The purpose of feasibility studies, data flow diagrams, and entity relationship diagrams.
4. Different types of testing done during the testing phase like unit, integration, system, black box and white box testing.
Software Engineering Past Papers (Short Questions)MuhammadTalha436
1. SWOT analysis is a framework for identifying internal and external factors that can impact a project, product, place or person. It analyzes strengths, weaknesses, opportunities, and threats.
2. Software refactoring is changing software code without altering external behavior to improve internal structure.
3. An embedded system is a programmed system within a larger mechanical or electrical system, often with real-time computing constraints and a dedicated function.
XP 2024 presentation: A New Look to Leadershipsamililja
Presentation slides from XP2024 conference, Bolzano IT. The slides describe a new view to leadership and combines it with anthro-complexity (aka cynefin).
Mastering the Concepts Tested in the Databricks Certified Data Engineer Assoc...SkillCertProExams
• For a full set of 760+ questions. Go to
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This presentation, created by Syed Faiz ul Hassan, explores the profound influence of media on public perception and behavior. It delves into the evolution of media from oral traditions to modern digital and social media platforms. Key topics include the role of media in information propagation, socialization, crisis awareness, globalization, and education. The presentation also examines media influence through agenda setting, propaganda, and manipulative techniques used by advertisers and marketers. Furthermore, it highlights the impact of surveillance enabled by media technologies on personal behavior and preferences. Through this comprehensive overview, the presentation aims to shed light on how media shapes collective consciousness and public opinion.
Collapsing Narratives: Exploring Non-Linearity • a micro report by Rosie WellsRosie Wells
Insight: In a landscape where traditional narrative structures are giving way to fragmented and non-linear forms of storytelling, there lies immense potential for creativity and exploration.
'Collapsing Narratives: Exploring Non-Linearity' is a micro report from Rosie Wells.
Rosie Wells is an Arts & Cultural Strategist uniquely positioned at the intersection of grassroots and mainstream storytelling.
Their work is focused on developing meaningful and lasting connections that can drive social change.
Please download this presentation to enjoy the hyperlinks!
Suzanne Lagerweij - Influence Without Power - Why Empathy is Your Best Friend...Suzanne Lagerweij
This is a workshop about communication and collaboration. We will experience how we can analyze the reasons for resistance to change (exercise 1) and practice how to improve our conversation style and be more in control and effective in the way we communicate (exercise 2).
This session will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
Abstract:
Let’s talk about powerful conversations! We all know how to lead a constructive conversation, right? Then why is it so difficult to have those conversations with people at work, especially those in powerful positions that show resistance to change?
Learning to control and direct conversations takes understanding and practice.
We can combine our innate empathy with our analytical skills to gain a deeper understanding of complex situations at work. Join this session to learn how to prepare for difficult conversations and how to improve our agile conversations in order to be more influential without power. We will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
In the session you will experience how preparing and reflecting on your conversation can help you be more influential at work. You will learn how to communicate more effectively with the people needed to achieve positive change. You will leave with a self-revised version of a difficult conversation and a practical model to use when you get back to work.
Come learn more on how to become a real influencer!
This presentation by OECD, OECD Secretariat, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
This presentation was uploaded with the author’s consent.
This presentation by Professor Alex Robson, Deputy Chair of Australia’s Productivity Commission, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
This presentation was uploaded with the author’s consent.
Competition and Regulation in Professions and Occupations – ROBSON – June 202...
Effective Communication Skills
1. Building Blocks to Peer Success 1
ABOUT THIS ACTIVITY
Time: 70 minutes
Objectives: By the end of this session,
participants will be able to:
•
Define verbal, nonverbal, and
paraverbal communication.
•
List three barriers to effective
communication.
•
List three ways to enhance
communication.
• Define active listening.
•
Identify 3 active listening
techniques.
Training Methods: Brainstorm, Role
Play, Lecture, Small Group Activity,
Skills Practice
In This Activity You Will…
•
Explore communication concepts and
skills through a series of exercises.
•
Develop and validate definitions for
communications concepts.
(10 minutes).
•
Illustrate the definitions through a
discussion of two role plays
(15 minutes).
•
Discuss and practice “active listening
skills” including open and closed-
ended questions, focused questions,
and paraphrasing. (45 minutes).
(continued next page)
Instructions
1.
Introduce session and ask participants for a definition of
communication. The definition should include the idea that
communication is a two-way exchange of information which takes
the following forms: verbal, nonverbal, and paraverbal.
2.
Discuss each form of communication with the class.
• Verbal – Communication through language
•
Nonverbal –
Communication other than through spoken language.
More powerful messages are usually conveyed through
nonverbal cues than through words themselves. 70-
90% of our communication is nonverbal. Examples
of nonverbal communication include:
Body language (e.g., folded arms)
Eye contact
Muscle tension (are neck or jaw muscles taut, fists clenched?)
Posture
Mannerisms (e.g., fiddling with hair, biting nails)
Proxemics (how close we stand when talking. In the US, we stand
between 18 inches to 2 ft. from each other; we get
uncomfortable if that boundary is violated. Proxemics vary
from culture to culture.)
•
Paraverbal –
Communicating not by what you say, but how you
say it. Examples of paraverbal communication
include:
Voice qualities/voice tone (is voice flat or monotone?)
Rate of speech (how fast or slow one talks)
Cadence/rhythm of voice
Volume
Inflection
*
This module comes from the Comprehensive Peer Worker Training, Peer Advanced
Competency Training (PACT) Project Harlem Hospital Center, Division of
Infectious Diseases, 2008.
INTRODUCTION TO COMMUNICATION
SKILLS*
Core Competencies: Communication Skills
2. Building Blocks to Peer Success 2
INTRODUCTION TO COMMUNICATION SKILLS
ABOUT THIS ACTIVITY (CONT.)
Materials:
• Tape
• Markers
•
Handout- Role Plays #1 and #2 (2
copies for trainers)
• Handout - Types of communication
•
Handout - Definition of Active
Listening
•
Handout - Barriers to Effective
Communication
•
Handout - Effective Communication
Strategies
• Handout - Active Listening Strategies
•
Handout - Open and Closed-Ended
Questions
• Handout - Focused
• Handout - Paraphrasing
•
Flip chart paper for exercise, 1
each entitled Barriers to Effective
Communication, Strategies for
Improving Communication, Active
Listening Strategies
Preparation:
• Prepare flip charts
• Copy handouts
3.
To illustrate how powerfully messages are conveyed both
nonverbally and paraverbally, the facilitators will act out two
short role plays in front of the class. The facilitators start by
acting out Role Play #1: Nonverbal Communication.
4.
Ask the class to analyze what was going on in the role play.
Participants should note that in spite of Isabel’s statements that
she was listening to Donna, her nonverbal cues were saying
more convincingly that she did not have the time or the desire
to listen.
5.
Ask the class to observe Role Play #2 and to note the differences
in the attitudes portrayed. After the facilitators act out the
role play, ask participants what messages they feel were being
conveyed in both versions of the role play. The class should
note that in the second interaction, the tone and volume of
the voice (and perhaps some of the body language) conveyed
an entirely different message than came through in the first
interaction.
6.
Lecturette: At the beginning of the session, we talked about
how communication is a 2-way process. One part of that
communication process is how we send messages out, either
verbally, nonverbally or paraverbally. The other part of the
communication process is how we understand the message that
is being sent to us, in other words, how we listen. Have you
ever heard the term active listening? How would you define
active listening?
7.
After acknowledging the participant responses, read and
distribute the following definition of active listening:
Active listening is a way of listening that focuses entirely on what the
other person is saying and confirms understanding of both the content
of the message and the emotions and feelings underlying the message
to ensure that understanding is accurate.
8.
Divide the class into 3 groups. Direct Group #1 to the flip
chart, Barriers to Effective Communication, and ask them
to list all the barriers they can think of that might hinder
communication. Direct Group #2 to the flip chart, Strategies
for Improving Communication and ask them to list all the ways
3. Building Blocks to Peer Success 3
INTRODUCTION TO COMMUNICATION SKILLS
they can think of to improve communication. Direct Group #3
to the flip chart, Active Listening Strategies, and have them list
all the ways that they can think of to engage in active listening.
Give an example of each. Give the groups 10 minutes to compile
their lists.
9.
Ask each group to share their list with the class, making sure that
the Active Listening group goes last, since this topic will segue
way into the next exercise. (See Communication Brainstorm cheat
sheet for possible answers). The groups’ lists may overlap and
that is okay. For the Active Listening group, make sure to define,
discuss, and give examples of the following:
Open- and closed-ended questions
Focused questions
Paraphrasing
10.
Tell the class that we are now going to practice some of the
active listening techniques discussed in the brainstorming
exercise. Hand out the worksheets on closed-ended versus open-
ended questions, focused questions, and paraphrasing. Review the
characteristics of closed-ended and open-ended questions and
ask participants to read one of the closed-ended questions. Ask
for a volunteer to re-phrase it as an open-ended question. (Do
the first example together as a class.)
11. Next, do the same for focused questions and paraphrasing.
12.
Ask participants how it felt to use these active listening
techniques. Ask participants what differences there will be in
both the information they get from their client and the rapport
they will be able to establish.
Summary
Summarize these verbal techniques as ways to get more
information from clients. Each technique has the potential to
provide richer information about what the client has experienced,
is feeling, or is thinking.
TRAINING TIPS
•
Acknowledge that participants are
already good communicators and
good listeners by the very nature of
the positions to which they’ve been
appointed and that they have a lot
of expertise which we can all learn
from.
•
Remind participants that these
are difficult skills and we are just
introducing them so that they can
begin to think about them and
work on them when they have the
opportunity.
•
Handouts can be given out as one
packet.
*
This module is part of the online toolkit Building Blocks to Peer Success. For more
information, visit http://www.hdwg.org/peer_center/training_toolkit.
This module comes from the Comprehensive Peer Worker Training, Peer Advanced
Competency Training (PACT) Project Harlem Hospital Center, Division of Infectious
Diseases, 2008.
4. Building Blocks to Peer Success 4
INTRODUCTION TO COMMUNICATION SKILLS
SESSION
HANDOUT
#1
of
9
ROLE PLAY #1: NONVERBAL COMMUNICATION
Both facilitators are standing in front of the class. Facilitator A approaches Facilitator B.
Facilitator A:
Hi, Isabel. Look, do you have a few minutes? There’s something I really want to talk
to you about.
Facilitator B:
Oh sure, Donna. Of course I have time for you. What is it you wanted to talk to me
about?
Facilitator A:
Well, I’m having a problem with this client I’m working with. I just can’t seem to get a
handle on it. I feel I’m getting mixed messages from Lisa. She tells me that she needs
to find new housing since she can’t keep staying on her sister’s couch but then every
time I see her – she hasn’t made any of her appointments with housing. I feel like she
is at risk of ending up on the street.
Facilitator B:
(Acts distracted and annoyed that Donna is taking up her time. She taps her foot, looks at
her watch, twirls her hair, looks away, picks her nails, etc). Oh really? Well, I just want
you to know that I’m here for you, Donna.
ROLE PLAY #2: PARAVERBAL COMMUNICATION
Facilitator A: Donna, I put that report on your desk this morning.
Facilitator B: (in a loud voice, dripping with sarcasm) Oh thanks, Isabel, I really appreciate that.
(The faciliators remind the class to note how the previous interaction differs from the following one.)
Facilitator A: Donna, I put that report on your desk this morning.
Facilitator B: (in a sincere tone of voice) Oh thanks, Isabel, I really appreciate that.
5. Building Blocks to Peer Success 5
INTRODUCTION TO COMMUNICATION SKILLS
SESSION
HANDOUT
#2
of
9
TYPES OF COMMUNICATION
• Verbal – Communication through language
• Nonverbal –
Communication other than through spoken language. More powerful messages are
usually conveyed through nonverbal cues than through words themselves. 70-90% of
our communication is nonverbal. Examples of nonverbal communication include:
Body language (e.g., folded arms)
Eye contact
Muscle tension (are neck or jaw muscles taut, fists clenched?)
Posture
Mannerisms (e.g., fiddling with hair, biting nails)
Proxemics (how close we stand when talking. In the US, we stand between 18 inches
to 2 ft. from each other; we get uncomfortable if that boundary is violated.
Proxemics vary from culture to culture.)
• Paraverbal –
Communicating not by what you say, but how you say it. Examples of paraverbal
communicatio
n include:
Voice qualities/voice tone (is voice flat or monotone?)
Rate of speech (how fast or slow one talks)
Cadence/rhythm of voice
Volume
Inflection
6. Building Blocks to Peer Success 6
INTRODUCTION TO COMMUNICATION SKILLS
SESSION
HANDOUT
#3
of
9
DEFINITION OF ACTIVE LISTENING
Active listening is a way of listening that focuses entirely on what the other person is saying and
confirms understanding of both the content of the message and the emotions and feelings underlying
the message to ensure that understanding is accurate.
Active listening is not:
• Quickly agreeing with client before they finish speaking
• Passing judgment
• Asking follow-up questions that are for your own information
• Reassuring the client that the situation is “not that bad”
• Giving advice either from your personal experience or from professionals
7. Building Blocks to Peer Success 7
INTRODUCTION TO COMMUNICATION SKILLS
SESSION
HANDOUT
#4
of
9
BARRIERS TO EFFECTIVE COMMUNICATION
• Hearing only part of the message
• Failure to listen
• Listening with a particular mind-set/prejudice
• Reacting emotionally
• Making assumptions
• Accents
• Physical barriers
• Cultural barriers
• Religious barriers
• Time pressures
• Distractions/interruptions
• Failure to wait for feedback/response
• Lack of sensitivity to emotions
• Poor volume, tone, emphasis
• Finishing person’s sentence for him/her
• Not acknowledging person’s experience, emotions, feelings, desires
• Jumping from topic to topic
• Acting phony
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EFFECTIVE COMMUNICATION STRATEGIES
•
Making eye contact (like many nonverbal cues, this is culturally specific; in some cultures, direct eye
contact is a sign of disrespect)
• Use attentive body language: sit slightly forward with a relaxed, easy posture
• Be aware of your gestures
• Stay on the topic
• Don’t be phony, be yourself
• Be cultural sensitive
• Focus on the other person
• Determine what the other person already knows, then fill in the gaps
• Smile or nod
• Don’t monopolize the conversation
• Establish rapport
• Arrange for privacy
• Create an atmosphere free of distractions and interruptions
• Be warm and enthusiastic
• Show interest
• Look bright and alert
• Ask open-ended questions
• Use active listening
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ACTIVE LISTENING STRATEGIES
• Focus on the other person.
• Use attentive body language: sit slightly forward with a relaxed, easy posture.
• Use verbal cues such as “um-hmmm,” “sure,” “ah,” and “yes.”
• Ask open-ended questions.
• Use focused questions to get a more definitive answer than you would with an open-ended question.
Example:
Counselor: “Where do you spend most of your day?”
Client: “I don’t know – it’s hard to say.”
Focused question: “Okay, let’s take yesterday. Was that a regular day for you?
What did you do in the morning?”
•
Use laundry list questions to obtain specific information about something by providing a series
of choices and to get information you haven’t been able to get at with open-ended or focused
questions.
Example: Counselor:
“What side effects have you experienced from the HIV meds you got?”
Client: “I’m not sure what’s the disease and what’s the drugs.”
Laundry List question:
It’s good to distinguish between side effects and disease
symptoms, so let me list what side effects can be caused by…
(name of medicine). Have you had ..(list side effects of
medicines the patient is taking)?”
•
Probe for more information, using open-ended questions or statements to obtain additional
information.
Example: “Tell me what you know about HIV.”
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(cont.)
ACTIVE LISTENING STRATEGIES (CONT.)
• Ask clarifying questions to help interpret what other person is saying.
Example: Client:
“Oh, you know I don’t have a fixed address. I am living here and there.”
Clarifying statement:
Tell me a little bit more about what you mean by here and
there.”
• Paraphrase what the other person has said.
Example: Client:
“I have so much to do – medical appointments, working, taking care of the
kids. I don’t know how I’m going to keep it all together.”
Paraphrase:
“You’re feeling overwhelmed by all of things going on in your life right
now.”
• Mirror or reflect what the other person has said.
Example: Client:
Why should I tell any of my partners that I’m HIV positive? Let them find
out the way I found out – by getting sick.
Mirroring statement:
“It sounds like you’re angry because no one informed you that
you were exposed to HIV.
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CLOSED VS. OPEN-ENDED QUESTIONS
Closed-ended questions invite a yes or no answer. They begin with Do, Does, Did, Is, Are, Was,
Has, Have, Could, Would, and Will.
Open-ended questions cannot be answered by yes or no. They begin with: Who, What, When,
Where, Why, and How.
The purpose of open-ended questions is to facilitate engagement with the client so that the client will
open-up to the worker. This can help to improve the client-worker relationship as well to help
gather more information.
1. Closed: Do you live with somebody?
Open: Tell me about your living arrangements and anyone you live with?
2. Closed: Have you ever been really sick before?
Open: __________________________________________________________________
3. Closed: Do you work?
Open: __________________________________________________________________
4. Closed: Did you have any side effects from the medicines you had to take?
Open: __________________________________________________________________
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FOCUSED QUESTIONS
1. Worker: Where do you spend most of your time?
Client: I don’t know, it’s hard to say.
Focused Question: ________________________________________________________
2. Worker: Who do you have contact with on a regular basis?
Client:
Oh, I guess with some people over at the shelter, and then some other people I meet
for a drink now and then.
Focused Question: ________________________________________________________
3. Worker: How have you been feeling recently?
Client: Pretty lousy.
Focused Question: ________________________________________________________
4. Worker: What kind of work do you do?
Client: A little of this, a little of that. I hustle. Whatever it takes.
Focused Question: ________________________________________________________
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PARAPHRASING
How to Paraphrase:
Repeat the meaning of what the client says, but use different words.
The paraphrase should begin with “You” to reflect what the client is expressing.
1. Client: I don’t know how I got emphysema. I only smoke one cigarette after each meal.
Paraphrase: ______________________________________________________________
2. Client: I feel worse when I exercise, I’d rather just sit around.
Paraphrase: ______________________________________________________________
3. Client:
I have always taken care of myself. I should not have had a stroke. I blame my doctor
for his incompetence.
Paraphrase: ______________________________________________________________
4. Client: My boss just fired me even though it was only the second time I was late this week.
Paraphrase: ______________________________________________________________