Interpersonal communication and 21st century skills
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The document discusses interpersonal communication and 21st century skills, noting that interpersonal communication involves a two-way exchange where participants actively negotiate meaning by observing one another and making adjustments, requiring them to initiate, maintain, and sustain conversations. It also lists 21st century skills such as communication, teamwork, and computer skills that are important for students.
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It defines language and the five macro skills of listening, speaking, reading, writing, and viewing that are essential for communication. It provides details on the steps and types of each skill. Communicative competence refers to having the knowledge and ability to use language appropriately in different contexts.
The document also distinguishes between micro and macro linguistic studies. Micro linguistics focuses narrowly on language structures, while macro linguistics takes a broader view of how language is acquired, used culturally, and processed mentally. It provides examples of fields for each type of linguistic study.
Surrey Tuesday )Passion Based
This document profiles Sheryl Nussbaum-Beach, an educator and author focused on connected learning. It provides information about her background, publications, and areas of work including connected learning, digital literacy, and mobilizing collective intelligence. The document emphasizes the need for schools to redefine themselves and prepare students for a changing world where learning occurs anytime, anywhere through participatory and networked models. It highlights trends like openness, mobility, and personalization and discusses how to shift teaching and learning to focus on collaboration, authentic tasks, and developing 21st century skills like multiliteracy.
Coordinated Management Of Meaning
Coordinated Management of Meaning (CMM) focuses on how communication shapes social realities and quality of life. CMM researchers believe that through communication, people co-construct their social worlds and identities. They also coordinate their actions and find coherence in how they make sense of shared experiences. CMM uses concepts like "stories told" versus "stories lived" to understand how communication coordinates social realities or causes misunderstandings between people.
343 week 4
This document summarizes a class discussion on language and identity from English 343. It includes comments from three students - Amy, Jasmine, and Jennifer - discussing how learning a second language has impacted their identity. The document also outlines the goals and agenda for the class, including discussing critical incidents in intercultural communication, key concepts around language and identity, and analyzing immigrant narratives. Students are asked to read an assigned novel and prepare questions for a guest speaker connecting to related research.
UNIT 1 Critical Literacy, communication and Interaction 1
This document provides an overview of the first unit of a critical literacy course. It introduces communication as a dynamic social process through which humans negotiate meaning, interpretation, and identity. Some key aspects covered include:
- Humans are inherently social and communicate to form relationships.
- Communication involves encoding and decoding messages based on shared codes and cultural contexts.
- Models can help analyze communication, but are limited and do not capture the full dynamic process.
- Identity is shaped through interactions with others and group memberships.
- The course will examine different communication codes and what it means to be literate in understanding various codes.
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Interpersonal communication and 21st century skills
- 1. Interpersonal Communication and 21st Century Skills
- 3. By Jeff to the Maxx on Flickr
- 4. By soul_motor on Flickr
- 5. By Tetsumo by Flickr
- 6. Now… Now…
- 7. By pshab on Flickr
- 8. By One More Hill on Flickr
- 9. Interpersonal Communication IS NOT: IS: One-way communication Two-way exchange Memorized (dialogues) Spontaneous (and unpredictable) Only asking (all) the questions Helping each other Strict turn taking Following-up and reacting; maintaining the conversation Ignoring your partner; waiting to say Indicating interest: interactive body language; something eye contact Overly concerned about accuracy Focusing on the message Giving up when you don’t understand If communication fails/falters, asking for clarification
- 10. The active negotiation of meaning among individuals. By ob1left on Fl
- 11. Participants observe and monitor one another to see how their intentions and meanings are being communicated. By Caneles on Flickr
- 12. Adjustments and clarifications can be made accordingly. By Michael Simmons on Flickr
- 13. Participants need to initiate, maintain, and sustain the conversation By Ame Otoko on Flickr
- 14. It’s your turn…
- 16. •Verbal and written communication skills •Honesty and integrity •Interpersonal skills •Teamwork skills •Strong work ethic •Motivation and initiative •Flexibility and adaptability •Computer skills •Analytical skills •Organizational skills
- 37. By ECU Digital Collections on Flickr
- 41. By Nicola Whitaker on Flickr
- 42. Theme: Student Life Unit Enduring Understanding Middle School and High school students across the world share some common school experiences, although differences exist due to culture. Unit Essential Questions •What is my middle school/high school experience? •What is middle school/high school like for students in other cultures? •What do we have in common? What are our differences? Performance Task: Students will attend a “Welcome Party” for the new Foreign Exchange students being held at their school and find the person who has the MOST in common with themselves. They will then introduce that person to another student.
- 43. NOVICE: WL.K12.NM.3.1: Introduce self and others using basic, culturally-appropriate greetings. WL.K12.NH.3.2 Exchange information about familiar tasks, topics, and activities, including personal information. WL.K12.NH.3.3: Exchange information using simple language about personal preferences, needs, and feelings. WL.K12.NH.3.4: Ask and answer a variety of questions about personal information. INTERMEDIATE WL.K12.IM.3.1: Express views and effectively engage in conversations on a variety of familiar topics. WL.K12.IM.3.2: Ask and answer questions on familiar topics to clarify information and sustain a conversation. WL.K12.IM.3.3: Express personal views and opinions on a variety of topics. PRE-ADVANCED/ADVANCED: WL.K12.IH.3.2: Sustain a conversation in uncomplicated situations on a variety of topics. WL.K12.IH.3.3: Express degrees of emotion and respond appropriately to the feelings and emotions of others. WL.K12.IH.3.4: Exchange detailed information related to areas of mutual interest including careers of choice, job opportunities, etc.
- 45. Knowledge and Skills Needed: (What cultural and content knowledge (vocabulary and structures) do the students need to complete their task? (dependent on your Proficiency Level/Standards) How will students prepare for this task? What interpersonal communicative activities would lead up to this task?
Editor's Notes
- Press F5 or enter presentation mode to view the poll\r\nIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:\r\nhttp://www.polleverywhere.com/multiple_choice_polls/NjU2OTkyODkwIf you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.