Effective Communications Competency 07 Domain III: Implementing Effective, Responsive Instruction an

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Effective Communications Competency
07Domain IIIImplementing Effective,
Responsive Instruction and Assessment(Approximate
ly 31 of Test)
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Competency 07The teacher understands and
applies principles and strategies for
communicating effectively in varied teaching and
learning contexts.
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Competency 7 Objectives

• The beginning teacher
• 1. Demonstrates clear, accurate communication
  in the teaching and learning process and uses
  language that is appropriate to students ages,
  interests, and backgrounds.
• 2. Engages in skilled questioning and leads
  effective student discussions, including using
  questioning and discussion to engage all students
  in exploring content extends students
  knowledge and fosters active student inquiry,
  higher-order thinking, problem solving, and
  productive, supportive interactions, including
  appropriate wait time.

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Competency 7 Objectives (continued)
The beginning teacher 3. Communicates
directions, explanations, and procedures
effectively and uses strategies for adjusting
communication to enhance student understanding
(e.g., by providing examples, simplifying complex
ideas, using appropriate communication tools).
4. Practices effective communication
techniques and interpersonal skills (including
both verbal and non-verbal skills and electronic
communications) for meeting specified goals in
various contexts.
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Objective 1 Demonstrates clear, accurate
communication in the teaching and learning
process and uses language that is appropriate to
students ages, interests, and backgrounds.

• Components of Effective communication
• Verify student understanding
• Use Precise Terminology
• Organized Content
• Transition Signals
• Emphasis
• Congruent Verbal and Nonverbal Behavior
• Media
• Much of the effective teacher research
  documents a strong link between clear
  communications and student achievement and
  satisfaction with instruction. In communicating
  effectively with students, teachers concern
  themselves with the following components of
  effective communications. (Kauchak and Eggen,
  1993)

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Objective 1 Components of Effective
Communication

• Verify student understanding
• Effective teachers do not assume that
  students understand the task or assignment. They
  ask students for feedback on their understanding
  of the concept, task or assignment. For example,
  they might have students tell a partner the
  assignment, and then tell them.
• Precise terminology
• In communicating with their students,
  teachers eliminate vague and ambiguous words like
  might, a little, more, some, etc. from their
  explanations or directions.

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Objective 1Components of Effective
Communication

• Organized Content
• Effective teachers know that their
  presentations must be organized so that students
  can clearly understand how everything ties
  together and leads to a single point. Students
  must be able to determine the major point and
  understand how supporting information enhances
  the major point. Example Use outlines, the
  overhead projector and/or write objectives for
  each activity on the chalkboard to help students
  understand the organization of the lesson.

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Objective 1Components of Effective
Communication

• Transition Signals
• A transition signal communicates to the
  students that one idea is ending and another idea
  is beginning to evolve. The transition signal
  might also be used to help students understand
  how one idea links to another idea.
• Emphasis
• In communicating effectively with their
  students, effective teachers distinguish major
  points from minor points by using verbal cues
  (Be sure you get this down., nonverbal cues
  (raised voice or hand gestures), or written
  signals (writing major point on chalkboard or
  using note cards of key points from each days
  lesson to use as review at the beginning of the
  next days lesson.)

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Objective 1Components of Effective
Communication

• Congruent Verbal and Nonverbal Behavior
• For communications to be effective, teachers
  must make sure that their verbal and nonverbal
  communications are saying the same thing to
  students. Sometimes teachers say one thing to
  students and their body language says something
  totally different. Teachers must understand that
  nonverbal signals can sometimes be more powerful
  than verbal communications and make every effort
  to use nonverbal communications that match their
  verbal comments and questions.
• Example Turning or moving away from a
  student are nonverbal signals the teacher does
  not really want to hear the students comment or
  question.

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Objective 1Components of Effective
Communication

• Media
• Effective teachers recognize the value of
  using various types of media to enhance their
  instruction and identify appropriate media
  sources to make their communications more
  effective.
• Examples Different types of media such as
  films/film clips, filmstrips, audio tapes, CDs,
  videotapes, film projector, VCR, DVD, computer
  software, computers, LCD panel, scanner,
  cassettes, tape recorder, and overhead projector
  can be used by teachers to enhance their
  communications with students.
• Handout List of Aids And Materials

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Engages in skilled questioning and leads
effective student discussions, including using
questioning and discussion to engage all students
in exploring content extends students
knowledge and fosters active student inquiry,
higher-order thinking, problem solving, and
productive, supportive interactions, including
appropriate wait time.
Competency 7 Objective 2
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In being effective communicators, teachers must
learn how to ask effective questions of their
students. The quality of answers given by
students are often determined by the quality of
questions asked by the teachers and the amount of
time teachers are willing to wait for an answer.

• Types of questions that teachers can choose
  from
• Cognitive Memory Questions
• Convergent Questions
• Divergent Questions
• Evaluative Questions
• Probing Questions

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Types of questions that teachers can choose from

• Cognitive Memory Questions Memory questions test
  the students knowledge or memory of what has
  been taught. They require little or no thinking,
  just remembering a single answer.
• Convergent Questions Convergent questions
  require students to think, but once thought out,
  there is only one answer. An example might be,
  If the radius of a circle is 10 feet, what is
  the circumference of the circle?
• Divergent Questions Divergent questions have no
  correct answer there can be differences of
  opinion.
• Evaluative Questions Evaluative questions ask
  students to put a value on something. An example
  might be, Should President Nixon have been
  impeached?
• Probing Questions Probing questions are used to
  follow up pupil responses, to force them to think
  more thoroughly. Examples could include Can you
  explain to us why you have that opinion? Can
  you explain the processes that you used to arrive
  at that answer? Can you elaborate on that?
  or Tell me more.

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Effective Questioning Techniques
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Effective Questioning Techniques (continued)
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Objective 3 Communicates directions,
explanations, and procedures effectively and uses
strategies for adjusting communication to enhance
student understanding (e.g., by providing
examples, simplifying complex ideas, using
appropriate communication tools.

• Effective teachers know that if students cannot
  understand explanations, directions, and
  corrective feedback, they cannot be successful in
  accomplishing tasks that they are given.
• Effective teachers establish a routine place
  where directions are posted precede directions
  with a clearly understood signal.
• Note
• Tape record a lesson so that you may review
  exactly what was said and done. Determine whether
  the directions are clear and complete.
• Handout PDAS-Domain V Professional
  Communication and
• Cluster 3 of the Framework.

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Strategies to enhance student understanding

• Routinely ask for a show of fingers (5-Im with
  you 3 Im kind of with you 1 Im lost) to
  check for clarity.
• Have students read aloud parts of a handout and
  ask whether there is a need for clarification.
• Ask students to read aloud information written on
  board or on overhead transparency.
• Handouts must be clear and easy for students to
  understand. Check spelling, punctuation, grammar,
  and usage.
• Use multiple concrete objects and visual aids
• Use alternate methods of explanations and
  demonstrations.
• Give meaningful examples
• Make frequent checks for understanding

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Strategies to enhance student understanding
(continued)

• Make provisions for providing for gaps in
  knowledge or lack of prerequisite of knowledge or
  skills
• Provide redefinitions of complex vocabulary
• Before an assigned task model activity with class
• Monitor individual or group work to insure
  understanding of directions
• Ask probing questions to pinpoint areas of
  possible confusion
• Make a list of all words to be used that might
  cause students difficulty prior to the lesson. Go
  over those words at the beginning
• Make adjustments in lesson plan and reteach as
  necessary
• Organize content
• Modify vocabulary to align with students level
  of understanding

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Objective 4 Practices effective communication
techniques and interpersonal skills (including
both verbal and non-verbal and electronic
communications) for meeting specified goals in
various contexts.

• Communication techniques
• Develop ways to communicate the belief that all
  students can learn. You can do it is one of the
  most powerful statements teachers make.
• Teachers must provide the right instructional
  conditions to make success (or improvement)
  happen for each student.
• Provide credible, specific, and age appropriate
  praise and reinforcement to acknowledge effort,
  progress, and/or achievement.
• Incorporate the use of technology, supplementary
  resources, and outside experts from the
  community.
• Talk to the student NOT about the student.
• Use Multiple Intelligences to identify
  instructional strategies that match students
  needs, abilities, and interests.

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Communication techniques (continued)

• Do as I do, students are watching you
• Keep personal problems out of the classroom
• Express relevance of what is taught
• Use email to communicate with faculty, parents,
  students and supervisors
• Environment defines you
• Appearance shouts out a message
• When you smile the world smiles with you
• Favoritism closes doors
• Handouts You Can Do Better and Ways to Say
  Good
• Class Record of Interpersonal
  and Social Skills

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In communicating with students, teachers must
communicate that they think the students are
valuable, able and responsible. (Purkey and
Novak, 1997)Communication Strategies
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Communication and Classroom Climate

• Students appreciate teachers who make them feel
  valued, respected, and comfortable.
• Teachers who develop positive relationship with
  their students are often those who become role
  models and mentors.
• Teachers who expect a lot from their students
  usually get a lot.
• Teachers who accept students know the
  distinction between the students and their
  behaviors.
• Teachers have established a community of learners
  when students feel favorably toward their
  teacher, fellow students, subject area, and
  themselves.

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QUOTE

• It is my personal approach that creates the
  climate. It is my daily mood that makes the
  weatherI possess tremendous power to make a
  childs life miserable or joyous. I can be a tool
  of torture or an instrument of inspiration. I can
  humiliate or humor, hurt or heal. In all
  situations, it is my response that decides
  whether a crisis will be escalated or
  de-escalated and a child humanized or
  dehumanized.
• 
  Haim Ginott

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Group Activity

• Get into groups by Elem./ MS/HS-Select a group
  leader.
• Homework Assignment Share your Blooms
  Revised Taxonomy Planning Framework unit/lesson
  plans with your group.
• Select one report from the group to share with
  whole group.

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Key Terms

• Application level of learning-The level of
  learning in Blooms Taxonomy that requires that
  the student demonstrate the ability to use
  information (construct something, apply learned
  concepts, etc).
• Blooms Cognitive Taxonomy- A system for
  classifying cognitive teaching objectives that
  represent six levels
• Communication- The different ways (verbal,
  non-verbal, written, etc.) that the teacher uses
  to share information/directions with students or
  ask questions.
• Comprehensive level of learning-The level of
  learning in Blooms Taxonomy that requires that
  the student demonstrate having an understanding
  of the concept (explain, describe, demonstrate,
  etc.).
• Higher order thinking skills-The upper four
  levels of learning in Blooms Taxonomy
  (application, analysis, synthesis, and
  evaluation).

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Key Terms (continued)

• Incongruent communication-When verbal
  communications and non-verbal communications sent
  by the person are conflicting.
• Knowledge level of learning-The level of learning
  in Blooms Taxonomy that requires that the
  student demonstrate that he/she has learned the
  information (recall, recite, list, label, etc.)
• Open-ended question-A question that has no one
  right answer, but is asked to promote thinking
  and to gain the opinions of learners.
• Prompting-Questioning or directing by the
  teacher designed to elicit student responses
  after students have initially been unable to
  answer or have given incorrect or incomplete
  answers.
• Synthesis level of learning-The level of learning
  in Blooms Taxonomy that requires that the
  student demonstrate the ability to do something
  different with learned information.
• Wait time-The amount of time that the teacher is
  willing to wait for an answer to a question.

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Handouts

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• PDAS - Domain V Professional Communication
• Positive Ways to Say You Can Do Better
• Ways to Say Good
• Class Record of Interpersonal and Social
  Skills
• List of Aids and Materials
• Reflection Form