JLZ 300 2024- Unit 3 part 2 Instructional Communication.pptx

JLZ 300 Instructional Communication PART 2  Lesson outcomes By the end of this lesson students should be able to: Evaluate the factors that Instructional communication examines. Apply instructional communication skills in a classroom context. Describ...

JLZ 300 Instructional Communication PART 2  Lesson outcomes By the end of this lesson students should be able to: Evaluate the factors that Instructional communication examines. Apply instructional communication skills in a classroom context. Describe the six essential components of instructional communication. Instructional communication is a discipline that focuses on the role that communication plays in the teaching-learning process with all types of student, learners, subject matter, and instructional settings.  Instructor, Technology and instruction, Design of learning materials, Teaching strategies and preferences, Student learning styles and orientations, Instructor classroom management Instructional practices, communication Instructor and student characteristics, and examines how Development of communication the… relationships influence… How and why students interact with their instructors and peers, Ways students respond favourably to the learning environment.  Applying instructional communication skills in a classroom context: Teacher immediacy Verbal and non-verbal strategies are used to enable the learners to “Warm towards” and be comfortable with the teacher. Teacher clarity Use of lesson structure, skill, and explanation to help learners understand and process content. Manage behavior With the focus on establishing your classroom culture and engaging learner interest and willingness to engage and do the work. Reward and punishment VS Addressing needs. Develop and maintain rapport Positive, supportive connection. Effective questioning skills: An appropriate mix of Lower and Higher Order, as well as open and closed questions. Motivate and encourage learners: Valuing what they value. Growing skills that give results. Short and long-term goal setting. Distinguish between social and instructional communication: Context, intention, expectations, timing, power dynamics, content expertise, and language skills.  Six essential components of instructional communication  (1)Instructional Environment No two instructional environments are alike. It includes elements like the 1. nature of the institution, 2. the nature of the classroom, 3. the culture of the institution (and the surrounding population), 4. the level of instruction (elementary through graduate school), 5. the physical and social climate of the institution, 6. transitory factors (e.g., political environment, presence of athletic programs, size of class), and other elements not noted here. Most of these environmental factors are beyond the control of  Environmental factors that you can control Within your classroom Expectations Culture of learning Appropriate behaviour Materials they need to bring to class Condition of books Homework demands Consequences for actions How they enter the room How they interact with each other How they interact with the content/materials  GROUP ACTIVITY: 10mins Look at the following classroom photographs and analyse the situation; the teacher, learners, All aspects of classroom setup. The layout including desks, materials, posters, teaching styles, etc. The Effect of Classroom Layout on Instructional Communication Traditional Rows Layout Description: Desks in rows facing the front Communication Impact: Teacher-centered, encourages one-way communication Limits student interaction and collaboration Facilitates direct instruction and individual work. U-Shaped Layout Description: Desks arranged in a U- shape Communication Impact: Promotes interaction between students and teacher Enhances visibility and eye contact Encourages group discussion and participation Cluster or Pod Layout Description: Desks grouped in clusters or pods Communication Impact: Facilitates peer interaction and cooperative learning Promotes small group discussions and activities Allows for differentiated instruction Flexible Seating Layout Description: Movable desks and varied seating options Communication Impact: Adapts to different teaching methods and activities Encourages student choice and comfort Supports a dynamic, interactive learning environment Huddle Spaces and Breakout Areas Description: Designated areas for small groups Communication Impact: Enables focused group work and collaboration Reduces distractions and noise levels Supports personalized learning and project-based activities  Optimal Layouts SHOULD ALIGN WITH NEED TO CONSIDER THE MUST BE FLEXIBLE TO ADAPT INSTRUCTIONAL GOALS AND BALANCE BETWEEN TO VARIOUS TEACHING AND ACTIVITIES TEACHER-LED AND STUDENT- LEARNING NEEDS CENTERED LEARNING  (2) Students Students introduce many aspects of variance into the instructional system. Students vary greatly in terms of intelligence, prior learning, personality, and temperament. In most classrooms, students also vary widely in terms of gender, culture, ethnicity, religion, socio-economic status, etc. All these elements impact the way students perceive teachers and teachers' communication behaviours.  (3) Teachers Teachers vary in level of intelligence, content knowledge, pedagogical knowledge, communication competence, and experience are important. So are the teacher's education, personality, and temperament. All these elements influence the instructional environment. Learners will tend to give a new teacher a “honeymoon period” of around three lessons. In this time, you need to earn your credibility or face a (4) Teachers' Verbal and Nonverbal Behaviours No teacher communicates in the same way as any other teacher. Teacher communication behaviours introduce considerable variance’ in the instructional process. What teachers say and what they do nonverbally constitutes a continuous stream of messages which impact the meanings which are stimulated in students' minds. Typically, individual teachers tend to have their distinct behaviour that suits how they teach. If it does not add to the learning, then it should be modified  (5) Student Perceptions of the Teacher Sometimes students have perceptions of the teacher even before they take a given class with that teacher. If the teacher is totally unknown, however, students will begin to develop perceptions of the teacher as soon as they begin to be exposed to her/him. These perceptions may be weak and stereotypical at first, but they become stronger as exposure continues. These perceptions will be generated primarily based on the teacher's verbal and nonverbal communication behaviours - what the teacher says and how he/ she says it.  (6) Instructional Outcomes The primary outcomes of instructional communication are concerned with learning: cognitive (thinking), affective (feeling), and in classes where appropriate, psychomotor (doing). A secondary outcome of interest to teachers (and sometimes to those who evaluate teachers) is student evaluations of the teacher. Many other outcomes can also occur, but they usually are incidental and not of central concern to the instructional communication process. Instructional communication suggests a direct causal pattern Orientation of the teacher is associated with their verbal and nonverbal behaviours; Teachers' verbal and nonverbal behaviours are observable by students; The observation and interpretation of these behaviours are related to students’ perceptions of the source credibility and task attractiveness of the teacher; and Students' perceptions of teacher communication behaviours, source credibility, and task attractiveness are associated with students’ evaluation of the teacher, affective learning, and perceptions of their cognitive Questions ?