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Copyright © 2001 by Harcourt, Inc.
4
Module 4Module 4
Communication Skills QA Lesson Communication Skills QA Lesson PlanningPlanning
Copyright © 2001 by Harcourt, Inc.
4
Learner Communication as a Learner Communication as a Collaborative ProcessCollaborative Process
• Relational Communication – A two-way and naturally collaborative
interaction– Allows us to
• Develop a better understanding of needs
• Work together to best provide for the student’s needs
Copyright © 2001 by Harcourt, Inc.
4
Verbal Communication:Verbal Communication:Questioning
Types of Questions Classified by Amount and Specificity of Information Desired
• Open-end or Nondirective Questions – free responseWhat happens when…?How do you feel…?Describe the…
• Closed-end Questions – response limited to a few words.
– Are you…– How many…– How often…
• Dichotomous/Multiple-Choice Questions – directive forms of questioning– Which do you prefer, the ____ or the ____?
Copyright © 2001 by Harcourt, Inc.
4
Verbal Communication:Verbal Communication:Questioning
Types of Questions Classified by Strategic Purpose
• Probing Questions – designed to penetrate below generalized or superficial information
1. Requesting Clarification “Can you share an example of that with me?”
2. Encouraging Elaboration “How are you dealing with that situation now?”
3. Verifying Information and Responses“So, if I understand you correctly… Is that right?”
Copyright © 2001 by Harcourt, Inc.
4
Verbal Communication:Verbal Communication:Questioning
Types of Questions Classified by Strategic Purpose
• Probing Questions • Evaluative Questions – use open- and closed-end
question formats to gain confirmation and to uncover attitudes, opinions, and preferences of customer.
– “How do you feel about…?”
– “Do you se the merits of…?”
– “What do you think…?”
Copyright © 2001 by Harcourt, Inc.
4
Verbal Communication:Verbal Communication:Questioning
Types of Questions Classified by Strategic Purpose
• Probing Questions • Evaluative Questions• Tactical Questions – used to shift or redirect the topic
of discussion
– “Earlier you mentioned that…”
– “Could you tell me more about how that might affect…”
Copyright © 2001 by Harcourt, Inc.
4
Verbal Communication:Verbal Communication:Questioning
Types of Questions Classified by Strategic Purpose
• Probing Questions • Evaluative Questions• Tactical Questions
• Reactive Questions – refer to or directly result from information previously provided by the other party.
– “You mentioned that … Can you give me an example of what you mean?”
– “That is interesting. Can you tell me how it happened?”
Copyright © 2001 by Harcourt, Inc.
4Guidelines for Combining Types of Questions for
Maximal Effectiveness(Exhibit 4.1)
Am
oun
t of
an
d S
pec
ific
ity
of I
nfo
rmat
ion
Des
ired
Ch
oice
fro
mA
lter
nat
ives
Dis
cuss
ion
an
dIn
terp
reta
tion
Con
firm
atio
n a
nd
Agr
eem
ent
Explore and Digfor Details
Gain Confirmation& Discover
Attitudes/Opinions
Change Topics orDirect Attention
Follow-UpPreviously Elicited
Statements
Amount of and Specificity of Information Desired
Open-end QuestionsDesigned to be
Probing in Nature
Closed-end QuestionsDesigned to be
Probing in Nature
Dichotomous orMultiple-choice Questions
Designed to beProbing in Nature
Open-end QuestionsDesigned to be
Reactive in Nature
Closed-end QuestionsDesigned to be
Reactive in Nature
Dichotomous orMultiple-choice Questions
Designed to beReactive in Nature
Open-end QuestionsDesigned to be
Tactical in Nature
Closed-end QuestionsDesigned to be
Tactical in Nature
Dichotomous orMultiple-choice Questions
Designed to beTactical in Nature
Open-end QuestionsDesigned to be
Evaluative in Nature
Closed-end QuestionsDesigned to be
Evaluative in Nature
Dichotomous orMultiple-choice Questions
Designed to beEvaluative in Nature
Copyright © 2001 by Harcourt, Inc.
4
Verbal Communication:Verbal Communication:Strategic Application of Questioning
• Generate Student Involvement
• Provoke Thinking• Gather Information• Clarification and Emphasis• Show Interest• Gain Confirmation• Advance the Learning
Copyright © 2001 by Harcourt, Inc.
4
Verbal Communication:Verbal Communication:SPIN Questioning System
• Situation Questions – solicits general background information and descriptions of the student’s existing situation– “Who supports you; family/ current friends?”
– “Do you typically buy books or use libraries?”
– “Who is involved in your study decisions?”
Copyright © 2001 by Harcourt, Inc.
4
Verbal Communication:Verbal Communication:SPIN Questioning System
• Situation Questions • Problem Questions – follow and relate to situation questions
probing for specific difficulties, developing problems, and areas of dissatisfaction– “How critical is this event t for your studying?”
– “What kind of problems have you encountered with your current studies?”
– “What types of problems do you experience with your current time management?”
Copyright © 2001 by Harcourt, Inc.
4
Verbal Communication:Verbal Communication:SPIN Questioning System
• Situation Questions
• Problem Questions
• Implication Questions – follow and relate to information from the problem questions assisting the student in understanding the potential challenges of the current problem and the urgency in resolving it– “How does this affect your learning?”– “What impact does your time management have on your studies?”– “How would an improvement affect learning?”– “What happens when a student is late with completing work?”
Copyright © 2001 by Harcourt, Inc.
4
Verbal Communication:Verbal Communication:SPIN Questioning System
• Situation Questions
• Problem Questions
• Implication Questions• Need-payoff Questions – used to propose a solution and develop
commitment from the student, based on the implications of the problem– “Would more frequent studying allow you to increase learning?”
– “If we could provide you increased reliability, would you be interested?”
– “If we could improve the quality of your writing, how would that help you?”
– “Would you be interested in increasing reading effectiveness by 15 percent?”
Copyright © 2001 by Harcourt, Inc.
4
Funneling Sequence of ADAPT Techniques Funneling Sequence of ADAPT Techniques for Needs Discoveryfor Needs Discovery
(Figure 4.1)
• Broad bases and general facts describing situation• Non-threatening as no interpretation is requested• Open-end questions for maximum information
Assessment QuestionsAssessment Questions
• Questions probing information gained in assessment• Seeking to uncover problems or dissatisfactions that
could lead to suggested buyer needs• Open-end questions for maximum information
Discovery QuestionsDiscovery Questions
• Show the negative impact of a problem discovered in the discovery sequence
• Designed to activate student’s interest in and desire to solve the problem.
Activation QuestionsActivation Questions
• Projects what life would be like without the problems• Student establishes the value of finding and
implementing a solution
Projection QuestionsProjection Questions
• Confirms interest in solving the problem• Transitions to presentation of solution
Transition QuestionsTransition Questions
Copyright © 2001 by Harcourt, Inc.
4
Verbal Communication:Verbal Communication:ListeningListening
(Figure 4.2)
EffectiveActive
Listening
PayAttention
MonitorNon-Verbals
Paraphraseand Repeat
Make NoAssumptions
EncourageBuyer to Talk
Visualize
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4
Verbal Communication:Verbal Communication:Using Different Types of Listening
• Social Listening• Serious Listening
– Active Listening
– Concentration
– Cognition
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4
Verbal Communication:Verbal Communication:SIER Hierarchy Active Listening
(Figure 4.3)
Sensing
Interpreting
Evaluating
Responding
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4
Verbal Communication:Verbal Communication:Giving InformationGiving Information
• Understanding the Superiority of Pictures over Words
• Impact of Grammar and Logical Sequencing
Copyright © 2001 by Harcourt, Inc.
4
Nonverbal CommunicationNonverbal Communication
• Facial Expressions• Eye Movements• Placement and Movements of Hands, Arms,
Head, and Legs• Body Posture and Orientation• Proxemics• Variation in Voice Characteristics
– Speaking Rate and Pause Duration– Pitch or Frequency– Intensity and Loudness
Copyright © 2001 by Harcourt, Inc.
4
Common Nonverbal ClustersCommon Nonverbal Clusters(Exhibit 4.8)
Cluster Name Cluster Meaning Body Posture & Orientation
Movement of Hands, Arms, & Legs
Eyes & Facial Expression
Openness Openness, flexibility and sincerity
• Moving closer• Leaning forward
• Open hands• Removing coat• Unbutton collar• Uncrossed arms & legs
• Slight smile• Good eye contact
Defensiveness Defensiveness, skepticism, and apprehension
• Rigid body • Crossed arms & legs • Minimal eye contact• Glancing sideways• Pursed lips• Tilted head
Evaluation Evaluation and consideration of message
• Leaning forward • Hand on cheek• Stroking chin• Chin in palm of hand
• Dropping glasses to lower nose
Deception Dishonesty and secretiveness
• Patterns of rocking • Fidgeting with objects• Increased leg movement
• Increased eye movement• Frequent gazes elsewhere• Forced smile
Readiness Dedication or commitment
• Sitting forward • Hands on hips• Legs uncrossed• Feet flat on floor
• Increased eye contact
Boredom Lack of interest and impatience
• Head in palm of hands• Slouching
• Drumming fingers• Swinging a foot• Brushing & picking at items• Tapping feet
• Poor eye contact• Glancing at watch• Blank stare
Copyright © 2001 by Harcourt, Inc.
4
Written Communication:Written Communication:Lesson PlansLesson Plans
The Seven Deadly Mistakes of Writing Lesson Plans
1. Not writing a lesson plan, no differentiation.
2. Not fully understanding the students’ needs.
3. Missing the students ability level.
4. Producing a lesson plan with little “drive-up” appeal.
5. Not presenting anything that really makes a difference.
6. Using a standardized boilerplate approach.
7. No one owning the responsibility or having the authority to create quality and effective lesson plans.
Copyright © 2001 by Harcourt, Inc.
4
Written Communication:Written Communication:Lesson PlansLesson Plans
7 Common Parts of a Lesson Plan
1. Needs Analysis2. Aims and Objectives.3. Group Description.4. Clear Division of Lesson sets,
bite sized chunks. Methods.5. Effective Scaffolding, Resources,
Materials & Differentiation.6. Assessment7. Reflective Evaluation