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Pplication of Theories, Principles and Models of Communication in Education and Training

This document discusses theories, principles, and models of communication that can be applied to teaching, learning, and assessment. It analyzes Aristotle's model of communication, Lasswell's model, and Shannon and Weaver's model. It then discusses how these models can inform applying communication skills in teaching, such as giving feedback, understanding different learner types, and adapting one's communication style based on Berne's transactional analysis theory. The goal is to successfully communicate with all learners and help them develop their skills and knowledge.

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kibet kennedy
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242 views4 pages

Pplication of Theories, Principles and Models of Communication in Education and Training

This document discusses theories, principles, and models of communication that can be applied to teaching, learning, and assessment. It analyzes Aristotle's model of communication, Lasswell's model, and Shannon and Weaver's model. It then discusses how these models can inform applying communication skills in teaching, such as giving feedback, understanding different learner types, and adapting one's communication style based on Berne's transactional analysis theory. The goal is to successfully communicate with all learners and help them develop their skills and knowledge.

Uploaded by

kibet kennedy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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pplication of theories, principles and models

of communication in education and training


1. Analyse theories, principles and models of communication
2. Explain ways in which theories, principles and models of
communication can be applied to teaching, learning and assessment

In this report I will analyse a range of theories, principles and models


of communication and explain how they can be applied to teaching,
learning and assessing. It is essential as a sports lecturer that I am able
to successfully communicate with all learners, adapting to different
situations and diversity.

Principles of communication?
The principles to effective communication are process, content and
context. This process is complex and nuanced involving items such as
a sender, receiver, a message, channel and finally feedback. The goal
of all communication is for the receiver to understand the message that
is conveyed. For this to happen, it is key I understand:

 Know my audience.
 Know my purpose.
 Know my topic.
 Anticipate objections.
 Present a rounded picture.
 Gain trust with my learners.
 Communicate at the right pace.
 Present information in several ways.
 Develop a practical, useful way to get feedback.
 Use multiple communication technique

Models of Communication:
Aristotle’s Model: This model was developed some 2000 years ago.
Aristotle (the Greek philosopher) includes in this model the five
necessary factors of communication: Speaker, Speech/message,
Audience, Effect and Occasion. Aristotle suggests that the speaker
should construct a speech for separate audiences on separate instance
for separate purpose. This model is applied in public speaking.

Lasswell’s Model (1948): states that for mass communication process


to be understood, each of the phases has to be understood. This model
elaborates on the effect instead of the message itself. Effect implies
observable change in the receiver. It also proposes that any change in
the elements will change the effect.

Shannon and Weaver’s Model (1949): also termed the engineering


model of communication is an exemplary of the process school of
thought. It is also known as the mathematical theory of
communication as it gave a technique to the problem of how to
convey maximum information in a given channel. It proposed the
noise concept. As engineers during World War II, Shannon and
Weaver’s main challenge was in finding out the most efficient human
communication means.

These models of communication allow us as teacher to understand and


recognise the importance e of good communication skills. However,
Shannon and Weaver (1949) most relate to my role as a sports
lecturer.  This model recognises the two participants in a
communication scenario and refers to these as a source and receiver
and is more applicable to teachers. This allows me to think about my
learners individually recognising how to respond to different learners
and more importantly how my communication is delivered. It is also
essential that the environment is established for successful
communication for myself and my learners. 

Application to teaching, learning and assessment


Different people respond to different forms of communication, when
teaching I give consideration to the varying types of learners, Visual,
Aural, Readers, Kinaesthetic (VARK). I aim to design lessons to
include all of the styles. This is established during the first four weeks
of teaching where we look to understand our learners more deeply,
however, it can be an organic process where learners develop
throughout the course.

An important communication tool I use on a daily basis is the use of


feedback whereby I support my learners by discussing strengths and
areas of improvement to improve their skills and knowledge. Shute
(2008) considers feedback as ‘information communicated to the
learner that is intended to modify his or her thinking and behaviour to
improve learning’. I give feedback during every lesson to the group or
individual learners in order to gain an understanding of what
information they have attained.  Also, 1 to 1 sessions are held every 6
weeks to give students feedback on all areas of the course including
main aim, social development and assessments. It is important when
given feedback that I remain positive and think about the terminology
used. According to Walklin, it is not enough to ‘just’ communicate, it
is important to offer feedback in a positive light in order to encourage
and guide the learner into new discovery. This is essential to me when
teaching as my own learners can often be hostile to the feedback as
they are there mainly due to the football academy. Furthermore, this
will enhance my learner’s motivation and ensure they remain
motivated to continue their development. 
Berne’s (1964) theory of Transactional analysis has an important
impact within my teaching. This theory states the importance of
conveying the best possible image and what stance to take when
interacting with others. The theory suggests three ego states, Parent
whereby you are controlling, adult which states you are responsible
and logical and finally a child state whereby you free with your
responses without any concern of others (Gould and Roffey-
Barensten, 2014). This relates to my role at SCL as my
communication can change depending on the learner I am talking too,
the situation that has presented itself and the environment set.

To summarise, this blog has enabled me to reflect on areas of


communication that I can develop and cement within my teaching. I
have identified strengths and areas for improvement that will
hopefully benefit my students

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