Mentor Training Programme

Module 3
NITTTR,CHD
Module Coordinator
Amandeep Kaur
[email protected]
Communication Skills, Modes and
Knowledge Dissemination

No. of Working hours of the Course: 20 Hours

Total credits: 2
 Learning Outcomes

• Demonstrate effective Communication skills i.e Listening,

Speaking, Reading and Writing
• Select active Learning strategies to enhance student
engagement
• Select and integrate media to enhance interaction in
classrooms
• Evolve strategies for obtaining and providing feedback for
improving effectiveness of teaching learning
Module Outline
• Entire Course was divided into 8 Weeks
• Every Week One Unit was offered
Course Plan
Week 1
Week 5:
Classroom Communication:
Active Learning Strategies
An Introduction

Week 2: Week 6:
Listening and Speaking Use of Media

Week 7
Week 3:
Use of Board
Reading and Writing

Week 4: Week 8
Barriers to effective Feedback
Classroom Communication
Week 1: CLASSROOM COMMUNICATION: An
Introduction

Video : Dr. Paramjit Kaur Tulsi

Module : Dr. Paramjit Kaur Tulsi
Unit 1:Classroom Communication: An
Introduction
Videos Module Content
• Classroom Communication :I • Concept and Process of
• Classroom Communication: II Communication,
• Factors affecting Classroom • Skills in Communication,
Communication : I • Factors effecting Classroom
• Factors affecting Classroom Communication
Communication : II • Principles of Effective Classroom
Communication
Elements in Classroom Communication
 Week 2:Listening And Speaking
Listening
Video : Dr. Archana
E Content :
Er. Amandeep Kaur

Speaking
Video : Dr. Archana
E Content :
Dr. Paramjit Kaur Tulsi
Module 2:Listening and Speaking

Videos Module Content

Listening : Listening :
• Concept and Purpose • Concept and Purpose
• Types of Listening • Types of Listening
• Principles of Effective Listening • Principles of Effective
Speaking: Listening
• Concept and Purpose • Development of Listening
skills among students
• Principles of Effective
Speaking Speaking:
• Introduction
• Speaking
• Principles of effective Speaking
Listening
“ Listening is the process of receiving, constructing
meaning and responding to a spoken or a non-verbal
message”
International Reading Association,1995
Hearing and Listening

Hearing- Listening-
Physical & physical &
natural process, mental process,
passive active
HURIER MODEL OF LISTENING
H Hearing

U Understanding

R REMEMBERING

I INTERPRETING

E EVALUATING

R RESPONDING
Speaking
Speaking involves use of a language. The
effectiveness of speaking depends upon the
following three factors:
• Verbal content
• Tonal quality
• Non-verbal behaviour
Non-verbal communication
• facial expression, gestures, body postures, eye
contact
• Mode, volume, pitch, rhythm, articulation,
pronunciation)
• Clothing, jewellery, cosmetics, tattoos, piercing,
hairstyle)
• Time
• Space
Skill Purposes

Speaking • Explain, state, describe---

- Give instructions
- Ask questions
- Supplement information
- Provide or obtain feedback
- Maintain discipline
Listening - Understand the content of communication
- Understand the feelings
- Respond and provide feedback to speaker
- Motivate the speaker to continue
- Build relation
Week 3:Reading and Writing
Reading
Video Author: Ms. Suditi
Module Author: Ms. Suditi

Writing
Module 3:Reading and writing

Videos Module Content

3.1 Reading Reading
• Concept, Purpose and Types • Concept, Purpose,
• Stages • Types, Stages and Strategies
for effective reading
• Strategies for Effective Reading
Writing
3.2Writing
• Concept, Purpose
• Concept, Purpose
• Steps in writing
• Principles of Effective Writing
Skills • Principles of Effective writing
Reading
Reading is an important component of communication
skills. It is the means of stimulating a response in a
written communication model. All spheres of life
personal, professional, and academic, rely upon reading
to disseminate information and knowledge.
These five competencies are:
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
Writing
‘Writing is a form of communication that allows
students to put their feelings and ideas on paper, to
organize their knowledge and beliefs into convincing
arguments, and to convey meaning through well-
constructed text. In its most advanced form, written
expression can be as vivid as a work of art.’
Skill Purposes
Reading - Broaden perspective
- Understand content
- Refresh and update knowledge
- Develop judgement, critical thinking
- Understand task, activities, assignments
- Evaluate tasks, activities, assignments etc.

- Express thoughts or feelings

Writing
- Give instructions
- Instructional material, assignments, tasks etc.
- Provide feedback
- Evaluate performance
- Take notes to remember
Week 4:Barriers to effective
Classroom Communication

Video Author: Dr. Paramjit kaur Tulsi

Module Author:Dr. Paramjit kaur Tulsi
Module 4:Barriers to effective Classroom
Communication

Module Content
• Introduction
• Teacher related barriers
Message related barriers
• Instructional methods and
media related barriers
• Students/ Learners related
barriers
• Learning environment related
barriers
Factors affecting classroom communication
Week 5: Active Learning Strategies
Video Author: Er. Amandeep kaur
Module Author: Er. Amandeep kaur
Module 5:Active Learning Strategies

Videos Module Content

• Concept
• Active Learning:Concept • Characteristics of Active learning
• Active Learning Cycle • Active Learning Cycle
• Active Learning Techniques • Techniques of Active learning
• Active Learning and Los’
 Active Learning
Active learning is generally defined as any
instructional method that engages students in
the learning process. In short, active learning requires
students to do meaningful learning activities and think
about what they are doing.
 Elements of Active Learning

“Students are simply more likely to internalize, understand, and

remember material learned through active engagement in the
learning process”
(Bonwell & Sutherland, 1996)

“[when students are allowed to] talk and listen, read, write, and
reflect as they approach course content through problem-
solving exercises, informal small groups, simulations case
studies, role-playing, and other activities-all of which require
students to apply what they are learning”
(Meyers & Jones, 1993)
Benefits of Active Learning
 Development of different Communication skills
 Help to understand course material with active participation

 Develop critical thinking skills

 Develop teamwork and interpersonal skills

 Enables students to show initiatives

 Better meets the needs of students with varying learning

styles
 Increase student motivation, investment and performance
ROLE OF TEACHER IN ACTIVE LEARNING
CLASSROOMS

• Facilitate the environment of learning

• Set Learning Goals for the Class
• Clearly define the purpose of the activity
• Monitoring and Evaluating Student Performance
DIFFERENT LEARNING OUTCOMES AND
ACTIVE LEARNING STRATEGIES
Levels of Bloom’s Taxonomy Active Learning Strategies
Remembering One minute paper, Note taking, Muddiest point, One
and understand page lesson summarisation, Analogies, Image
(Knowledge and analysis, Concept map, open ended question, Venn
Comprehension) diagram
Application Think pair share, Concept mapping, Image analysis,
Role play, Simulation, Practice based exercises,
Demonstration ,Projects, Venn diagram, Reciprocal
questioning, Numbered head together, Visioning and
Futuring
Analyse Structured problem solving, Fish bowl discussion,
Think pair share, List pros & cons, Application based
exercises, Venn diagram, Peer review
Evaluation Case studies, Projects, Simulation, Critiques,
(Synthesis) Visioning & futuring, Problem based learning, Project
based learning, Concept map
Creation Project based learning
Active Learning Techniques

I. Individual Techniques

I. Cooperative Techniques

I. Collaborative Techniques
Cooperative Learning Collaborative Learning
Structured group ideal size 3-4 students Any situation in which group can work
together

Group works toward common goal such as There is the belief that students already have
positive interdependence, individual the necessary social skills, and that they will
accountability, heterogeneous grouping build on their existing skills in order to reach
Students receive training in small group their goals.
social skills.
Activities are structured with each student Students organize and negotiate efforts
having a specific role. themselves.

The teacher observes, listens and The activity is not monitored by the
intervenes in a group when necessary. instructor. When questions are directed
towards the teacher, the teacher guides the
students to the information needed.

Students submit work at the end of class Students retain drafts to complete further
for evaluation work.
Week 6: Use of Media
Video Author: Er. Amandeep kaur
Module Author: Dr. Paramjit Kaur Tulsi /Er. Amandeep kaur
Module 6:Use Of Media

Videos Module Content

• 6.1 Introduction and Concept
6.1 Introduction and Concept • Concept
• Media – Introduction and Types • Types of Media
• Purpose of media in classrooms
• Why to use Media in Classrooms
• Factors affecting selection of Media
6.2 Role of digital Media in
6.2 Role of digital Media in Teaching Learning
Teaching Learning
• Introduction: Digital Media
• No Video Recorded • Types of Digital Media Tools
• Advantages of Using Digital Media
• Factors to consider while using
Digital Media in Classrooms
 MEDIA

“Media refers to anything that carries information

between a source and a receiver ”.

(Dewdney & Ride, 2006, Flew, 2004, Heinich, 1996)

 Different types of media are

1. Visual Media

2. Audio Media

3. Computer related Media

DIGITAL MEDIA

Digital media includes any format or devices used to convey

content using signals in simple terms the electronics ways to
capture, process, store and communicate the information
(Jankowska ,2004)
 MEDIA SELECTION PROCEDURE IN
CLASSROOM
State & Classify the Objectives to be achieved
List the teaching/learning activities
Finalize the mode of teaching/learning
Identify various possible media having attributes which
suit the teaching/learning activities
Select the medium or media which best satisfy the
media selection factors
Week 7:Use of Board in Classrooms

Video Author: Er. Amandeep kaur

Module Author: Er. Amandeep kaur
 Module 7: Use of Board (White/Black)

Videos Module Content

• Introduction, Merits and • Significance of Board
Demerits of Using Board • Merits and Demerits,
• Dos’ and Don’ts for Using Board • Equipment and Material
required,
• Dos’ and Don’ts,
• Effective utilization of Board
 Dos’ needs To be Followed While
Using Board
1. Preplanning

- Type of the content

- Availability of material’s required for the effective use of

the Board
- Keep The Board Clean
 Dos’ To be Followed While Using
Board
1. Preplanning

- Position Of the Board In the Classroom

 Dos’ To be Followed While Using
Board
2. Organisation Of Board space
Dos’ To be Followed While Using Board
3. Writing on Board

Style of writing
Lettering
Size of Font
Spacing
Speed of Writing
Do’s To be Followed While Using Board
4. Sketching on Board
- Complicated Diagrams/ Figure
 Dos’ To be Followed While Using Board
4. Sketching on Board

- Develop Diagrams as the lesson develop

Dos’ To be Followed While Using Board
5. Use with other teaching aids
-Three dimensional figure and Equations
Don’ts To be Followed While Using Board
1. Do Not Use abbreviation
2. Avoid the Use of Corner of The Board
3. Do not Turn your back to the students
4. Do not use double line or underline headings
5. Don’t erase part of a problem and assume that
students can recreate the whole problem
instantaneously.
Week 8: Feedback

Video Author: Er. Amandeep kaur

Module Author: Er. Amandeep kaur
Module 8:Feedback

Videos Module Content

• Feedback : Concept and • Concept and purpose
Purpose • Types of Feedback
• Types of Feedback • Principles for obtaining and
• How to provide Feedback Providing feedback
• Role of Feedback Assessment
 INTRODUCTION

“ Receivers' are not just passive absorbers of the

messages; they receive the message and
response to them. This response of a receiver
to sender message is called feedback ”.
 TYPES OF FEEDBACK
• Intrinsic Feedback

• Extrinsic feedback
FORMS OF EXTRINSIC FEEDBACK
• Positive and Negative Feedback
• Reinforcement and Punishment
• Intended and non-intended
Feedback
( Cole and Chan, 1987)
 FORMS OF EXTRINSIC FEEDBACK

• Evaluative and non-evaluative Feedback

• Verbal, Symbolic and non-verbal Feedback
• Corrective Feedback

(Cole & Chan, 1987)

 Introduction

W- Why to Provide?
W- Who Will Provide?
W- What to Provide?
W- When to Provide?
H- How to provide?
 OBTAINING AND PROVIDING FEEDBACK
Task Providing Feedback Type of Feedback Obtaining Feedback Type of Feedback

Written
Written

Forma

Forma
Summ

Summ
verbal

verbal
Non-

Non-
ative

ative
Oral

Oral
tive

tive
Assignment   --  --  -- --  

Seminar       --  

Written Tests   --     -- -- 

Tutorial   -- --      

Practical Work          

Group  --   --  --  -- 
Discussion

Project Work          
E – Content Details
• Self Learning Module
• Practice Task involved in each module
• References, Web resources are available in each Module
• Link provided for video lectures recorded by Various ICT based Short Term
Programmes at NITTTR, Chandigarh
*(Plagiarism was also checked after Completion for Each Module using Turnitin Software)
Video Based Lectures

• Outline creation of Lecture scripts

• Preparation of Slides
• Recording Of Lecture at ETV Studio NITTTR, Chandigarh
*(Plagiarism was also checked after Completion for Each Slide Using Turnitin Software)
Assessment of the Course
• Self Practice Task for each Module
Assessment of the Course
• Peer Graded assignment /activities during the
course
THANKS
Module 3:Reading and writing

Videos Module Content

3.3 Non Technical Writing • Introduction
• Noting
• No Video Recorded
• Drafting
• Memo
• Meeting Procedure
- Notice
- Agenda
- Minutes of Meeting
• Executive Summary