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Learning to Communicate

Learning to Communicate. How much information do you already know about this topic area?. Expert – I have done a lot of learning in this area already. Above average – I have learned some information about this topic. Moderate – I know a little about this topic.

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Learning to Communicate

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  1. Learning to Communicate

  2. How much information do you already know about this topic area? • Expert – I have done a lot of learning in this area already. • Above average – I have learned some information about this topic. • Moderate –I know a little about this topic. • Rookie – I am a blank slate…but ready to learn! 0 0 0 0 LE200-C1L1:LQ1

  3. Which of the following can be used to reduce barriers to effective communication? • Include external noise • Use complex words • Use concrete words • Use information-only messages LE200-C1L1:LQ2

  4. Chapter Overview • Lesson 1: Learning to Communicate • Lesson 2: Learning to Listen • Lesson 3: Learning to Think Critically Chapter 1, Lesson 1

  5. Lesson Overview • How the communication process works • Barriers to effective communication • The importance of feedback Chapter 1, Lesson 1

  6. Vocabulary Questions Slide Index (Part 1 of 2) Click any link below to go directly to polling that question. The person who originates and sends a message The person who receives the sender’s message The receiver’s response to the sender’s message The receiver’s key characteristics Turning a message into symbols that will have meaning for the receiver Putting an encoded message into a medium of delivery Click here to return to this index.

  7. Vocabulary Questions Slide Index(Part 2 of 2) Click any link below to go directly to polling that question. Turning the channeled, encoded message into meaning for you The unconscious ways in which people communicate The signals that a person sends in addition to the message Anything that interferes with communication Happens outside your own head Is inside the receiver Click here to return to this index.

  8. Quick Write Have you ever been in a situation where you thought that someone just wasn’t listening to you? How did you feel? Write a few sentences to describe your reaction. (Note to teacher: Click the Show/Hide Response Display Button) Photo courtesy of Shutterstock

  9. How the Communication Process Works • Creation and sending of information, thoughts, and feelings • Takes at least two people: a sender and receiver • Best kind of communication is two-way Photo courtesy of Shutterstock Chapter 1, Lesson 1

  10. Know Your Audience • You need to know some things about your audience before you communicate • Understand audience demographics • Helps you anticipate the receivers response Photo courtesy of Shutterstock Chapter 1, Lesson 1

  11. Being Clear is the Key • Be clear and specific to ensure positive feedback • Don’t wait for feedback – ask the receiver if you were clear Photo courtesy of Shutterstock Chapter 1, Lesson 1

  12. Communication Process Chapter 1, Lesson 1

  13. Activity 1: The Communication Process • Review the section in your textbook on how the communication process works • Create a diagram to identify the elements of the communication process and answer the questions • Provide an example of the communication process from your everyday life Chapter 1, Lesson 1

  14. Communication Cues • It isn’t just about the messages • Nonverbal communication called “tells” or cues • Can be helpful or harmful to communication process Photo courtesy of Shutterstock Chapter 1, Lesson 1

  15. Activity 2: Communication Cues Role-Play • Choose a “current student” and “new student” for the activity • The “current student” will welcome the “new student” and give them a tour of the classroom Chapter 1, Lesson 1

  16. Which of the following is necessary for good communication? • Asking for feedback • Preparing for the communication • Anticipating the receivers response • Understanding audience demographics LE200-C1L1:LQ3

  17. How can you be clear when you communicate? • Ask the receiver if you’ve communicated clearly • Provide vague information when you communicate • Encode the message you are trying to communicate • Understand your audience and how they will react to your message LE200-C1L1:LQ4

  18. Barriers to Effective Communication • Noise–can include the words the sender uses, receiver distractions, or even bad handwriting • External noise • Internal noise • You have no way to eliminate internal noise, but you can reduce it Photo courtesy of Shutterstock Chapter 1, Lesson 1

  19. Ways to Reduce Internal Noise • Know the purpose of your message • Information-only messages • Action-and-information messages • Break through the noise • Use simple words • Use concrete words Photo courtesy of Shutterstock Chapter 1, Lesson 1

  20. Which of the following is an example of external noise? • Anxiety • Hunger • Phone ringing • Daydreaming LE200-C1L1:LQ5

  21. Which type of message simply tells the receiver something? • Concrete message • Simple message • Information-only message • Action-and-information message LE200-C1L1:LQ6

  22. Activity 3: Eliminating Noise • Review the section in your textbook on eliminating noise • Create a bubble map to identify ways to help eliminate noise • Determine if the message is information-only or action-and-information Chapter 1, Lesson 1

  23. The Importance of Feedback • Feedback can be positive or negative • Feedback is important–if you don’t get it, ask for it • Ask questions • Revise your message as needed • Use listener feedback • Watch for cues or body language • Adjust the message as needed Photo courtesy of Shutterstock Chapter 1, Lesson 1

  24. Four Steps to Improve Communication • Focus your message • Magnify the listener’s attention • Penetrate barriers • Listen actively Photo courtesy of Shutterstock Chapter 1, Lesson 1

  25. Activity 4: The Importance of Feedback • Review the section in your textbook on the importance of feedback • Analyze and discuss the scenario • Answer the questions Chapter 1, Lesson 1

  26. What is it called when a sender controls the quality of their messages and how they respond to the receiver’s feedback? • Communication • Feedback loop • Sender-receiver loop • Encoding-channeling-decoding LE200-C1L1:LQ5

  27. Which of the following encourages the sender to think about their message from the receiver’s point of view? • Listen actively • Penetrate barriers • Focus your message • Magnify the listener’s attention LE200-C1L1:LQ6

  28. Activity 5: Steps to Improve Communication • Review the section in your textbook on the four steps to improve communication • Describe the key points in each step • Provide an example of how you can implement each step Chapter 1, Lesson 1

  29. Summary • How the communication process works • Barriers to effective communication • The importance of feedback Chapter 1, Lesson 1

  30. What are some ways you can improve your communication skills? Note to Instructors: Click the Show/Hide Response Display Button LE200-C1L1:LQ9

  31. What is the most interesting thing you learned in this lesson? Why? Note to Instructors: Click the Show/Hide Response Display Button LE200-C1L1:LQ10

  32. Next…. • Done – learning to communicate • Next – learning to listen Photo courtesy of Shutterstock Chapter 1, Lesson 1

  33. The person who originates and sends a message (p. 4) • Sender • Receiver • Feedback • Audience demographics 0 0 0 0 LE200-C1L1:VQ1

  34. The person who receives the sender’s message (p. 4) • Sender • Receiver • Feedback • Audience demographics 0 0 0 0 LE200-C1L1:VQ2

  35. The receiver’s response to the sender’s message (p. 4) • Encoding • Channeling • Decoding • Feedback 0 0 0 0 LE200-C1L1:VQ3

  36. The receiver’s key characteristics--age, race, gender, education level, status, or role in the community (p. 5) • External noise • Internal noise • Communication cues • Audience demographics 0 0 0 0 LE200-C1L1:VQ4

  37. Turning a message into symbols that will have meaning for the receiver (p. 6) • Encoding • Channeling • Decoding • Feedback 0 0 0 0 LE200-C1L1:VQ5

  38. Putting an encoded message into a medium of delivery (p. 6) • Encoding • Channeling • Decoding • Feedback 0 0 0 0 LE200-C1L1:VQ6

  39. Turning the channeled, encoded message into meaning for you (p. 6) • Encoding • Channeling • Decoding • Feedback 0 0 0 0 LE200-C1L1:VQ7

  40. The unconscious ways in which people communicate their true intentions and meaning, regardless of what they are actually saying (p. 7) • Noise • Communication cues • Audience demographics • Nonverbal communication 0 0 0 0 LE200-C1L1:VQ8

  41. The signals that a person sends in addition to the message that may affect how the receiver interprets your meaning (p. 7) • Noise • Communication cues • Audience demographics • Nonverbal communication 0 0 0 0 LE200-C1L1:VQ9

  42. Anything that interferes with communication (p. 8) • Noise • Communication cues • Audience demographics • Nonverbal communication 0 0 0 0 LE200-C1L1:VQ10

  43. Happens outside your own head (p. 8) • Decoding • External noise • Internal noise • Nonverbal communication 0 0 0 0 LE200-C1L1:VQ11

  44. Is inside the receiver (p. 8) • Decoding • External noise • Internal noise • Nonverbal communication 0 0 0 0 LE200-C1L1:VQ12

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