How to teach comuni. skills 2016

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Information about How to teach comuni. skills 2016

Published on November 7, 2016

Author: HashemYassin

Source: slideshare.net

1. Introduction Hashem Yaseen 2016

2. The importance of both skills and attitudinal approaches to communication teaching. Why take a skills-based approach to communication teaching and learning? Hashem Yaseen 2016

3. The skills approach The attitude approach Hashem Yaseen 2016

4. The skills approach  Communication is a skill  It is a series of learned skills and not simply a matter of personality.  Individual skills can be delineated and learned.  Knowledge of appropriate skills does not translate directly to performance.  Practice with observation and feedback is required to achieve acquisition of new skills and change in learners behaviour.  communication training requires formal instruction that is intentional, systematic,Hashem Yaseen 2016

5. The attitude approach  Block in communication → deeper level of attitudes and emotions. ??  Exploration of the doctor’s thoughts, feelings, and emotions towards patient. ?? Hashem Yaseen 2016

6. Why both skills and attitudes?  The concept of outcome  What you want to achieve?  The capacity ! Hashem Yaseen 2016

7. Why take a predominantly skills –based approach? 1. Skills acquisition is the one essential component of communication teaching and learning. 2. Skills acquisition is important even where are no attitudinal blocks. 3. The skills approach is less threatening to the defensive learner. 4. Skills acquisition can lead to changes in attitudes. Hashem Yaseen 2016

8. Skills vs. Issues  Issues-based approach  Coursework is organized around issues such as ethics , culture , age , death and dying and addiction.  Not preferred  The well-rounded communication curriculum deals with skills , attitudes and specific communication issues. Hashem Yaseen 2016

9. Which teaching and learning methods work in practice? 1 - experiential learning methods 2 - problem-based learning methods 3 - Didactic methods Hashem Yaseen 2016

10. The evidence that specific experiential methods are necessary Hashem Yaseen 2016

11. Teaching methods used to bring about changes in learners communication skills Hashem Yaseen 2016

12. The evidence that specific experiential methods are necessary  Rutter and Maguire 1976  Roe 1980  Evanset al 1989  Madan et al 1998 Hashem Yaseen 2016

13. What makes the mentor so good ? …. “He is gifted with patients.” ! Hashem Yaseen 2016

14. The essential ingredients of experiential communication skills learning  Systematic delineation and definition of essential skills.  Observation of learners.  Well-intentioned , detailed and descriptive feedback .  Video or audio recording and review.  Repeated practice and rehearsal of skills.  Active small group or one-to-one learning. Hashem Yaseen 2016

15. Feedback without observation is like treatment without diagnosis Hashem Yaseen 2016

16. Video or audio recording advantages  Learners who can observe or listen to themselves understand their own strengths and weaknesses much more readily than if they rely on reflection alone.  Recordings encourage a learner – centered approach with the learner being more centrally and actively involved in the analysis  Recordings help to prevent misconceptions and disagreements  Recordings allow feedback to be much more specific as there is always an exact referent for any particular item of discussion  Recordings help feedback to focus on description rather than on evaluation  Recordings allow areas to be reviewed on several occasions and enable the learner to revisit feedback and learning at later date Hashem Yaseen 2016

17. Repeated practice and rehearsal of skills. 1. Practising skills in safety. 2. Enabling ongoing feedback and rehearsal 3. Developing an individual approach. Hashem Yaseen 2016

18. Active small group or one-to-one learning.  Requires learners to take a more active role – to learn by doing rather than by just listening or reading  Experiential study shifts the primary focus away from the lecture and the book to one's own behaviour Hashem Yaseen 2016

19. Where do we start? What de we observe and why? Hashem Yaseen 2016

20.  Adults are motivated by learning that is: 1. Relevant to learners present situations. 2. Practical rather than just theoretical 3. Problem centered rather than subject centered 4. Built on learners previous experience. 5. Directed towards learners perceived needs 6. Planned in terms of negotiated and emergent objectives 7. Participatory, actively involving learners 8. Geared to learner’s own pace 9. Primarily self – directed 10. Designed to promote amore equal relationship with teachers 11. Evaluated through self – and peer assessment Hashem Yaseen 2016

21.  Constructivism characterizes learners and learning as follows: 1. Knowledge is constructed by learner 2. Knowledge is based on learner’s understanding – scientifically collected or academic knowledge is important but it is the only truth. 3. The learner builds cognitive structures through interaction, reflection and inquiry. Hashem Yaseen 2016

22. Using a problem – based approach in practice Hashem Yaseen 2016

23. Using a problem – based approach in practice Hashem Yaseen 2016

24. Using a problem – based approach in practice Hashem Yaseen 2016

25. Using a problem – based approach in practice Hashem Yaseen 2016

26. Hashem Yaseen 2016

27. The balance between self – directed and facilitator – directed learning Hashem Yaseen 2016

28. Why include didactic teaching in the communication skills programme? What place is there for more didactic‫؟‬teaching methods Hashem Yaseen 2016

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