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Behavior Change?. K nowledge. B ehavior. Behavior Change?. K nowledge. B ehavior. Intended Message Perceived Message. Source. Message. Channel. Receiver. Berlo’s Model of Communication. Gillespie’s Model of Communication. Receiver Inputs. Sender Inputs. Attention. Interaction.

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behavior change
Behavior Change?



behavior change1
Behavior Change?



gillespie s model of communication
Gillespie’s Model of Communication

Receiver Inputs

Sender Inputs




Acceptance or Rejection:

Cognitive Affective Intention Behavior

barriers to communication
Barriers to communication
  • Learning style: “Ways of Knowing”
ways of knowing
Ways of Knowing
  • Received knowers
  • Subjective knowers
  • Procedural knowers
  • Constructed knowers
received knowers
Received Knowers

“Knowers who depend on listening and external authority for knowledge…”

  • __________ learning
  • learn from _________
  • information is ___________
subjective knowers
Subjective Knowers

“Knowers who depend entirely on internal resources for valuing and knowing…”

  • ___________ learning
  • knowledge is ____________
  • __________ are important
  • often reject _____________
procedural knowers
Procedural Knowers

“Knowers who obtain knowledge by applying objective, logical, rational procedures…”

  • need to see _________
  • ________ and __________ valued highly
  • knowledge is _________
  • experts only as good as their ____________
constructed knowers
Constructed Knowers

“Knowers who construct their own meaning. Knowledge is contextual; subjective and objective ways of knowing are integrated…”

  • complex, _________ approach
  • knowledge is ___________
  • value and ________ expert advice, ________, personal __________, reason
gillespie s model of communication1
Gillespie’s Model of Communication

Receiver Inputs

Sender Inputs




Acceptance or Rejection:

Cognitive Affective Intention Behavior

improving communication as senders
Improving Communication as Senders
  • Know the ___________
  • Adjust message to their ___________, experience, readiness, __________
  • Adjust to their way of knowing
  • Personalize message
improving communication as senders1
Improving Communication as Senders
  • Proofread!!
  • Get someone else to proofread!
    • Spellcheck, but don’t rely on spellcheck
“I have a spelling checker,It came with my PC;It plainly marks four my revueMistakes I cannot sea.I’ve run this poem threw it,I’m sure your please too no,Its letter perfect in it’s weight,My checker tolled me sew.--Author unknownSource: Hope Health Letter, Sept. 1992
active learning
Active Learning

Actual experience

Simulations, role-playing

90% of say & do

Evaluate, analyze, create, design

Give a talk

Discussion participation

70% of say

See demo

Field trip, exhibits, videos

50% of hear & see

Demonstrate, apply, practice

View charts,


30% of see


Define, describe, list, explain

20% of hear


10% of read

T 16-1, p. 523

writing for low literate readers
Writing for Low Literate Readers
  • Carefully craft your sentences, paragraphs
    • use simple words
    • active, not passive voice
    • be positive, not negative
    • use organizing strategies: headings, grouped information, highlighted info
writing for low literate readers1
Writing for Low Literate Readers
  • Watch your style
    • useful pictures
    • use text and white space purposefully
  • Stick to what is important
    • be concrete, not abstract
    • give examples
Health professionals and even the general public often express concern regarding body weight and fitness levels. Most Americans, young and old, would benefit from exercise in many ways. The heart, lungs, and blood circulation are all improved by regular, aerobic exercise that is pursued at least three to four times a week for at least 20 minutes per session. Exercise on a regular basis with like-minded individuals can also be a way to socialize and make new friends. If fitness and good health are important to you, don’t delay strapping on your cross-country skis or rollerblades!