OVERVIEW
Communication Skills
Leading Discussions
Questioning
Human Relations Skills
Action Plan
COMMUNICATION
Cultural Issues
Effective Speaking
Listening Strategies
Getting & Giving Feedback
Communication Breakdown and Repair
CULTURAL ISSUES IN COMMUNICATION
Eye contact
Speed of communication
Accents
Vocabulary
Asking questions
Reluctance to speak by English Language Learners
Nonverbal communication
EFFECTIVE SPEAKING
(ADAPTED FROM HARTMAN, 2009)
Preconceptions: Are good speakers necessarily good
communicators? Why or why not?
Enthusiasm
Awareness of listeners’ characteristics
Speed
Articulation: volume, pitch, pronunciation
Express complex ideas clearly, but try to “KISS”!
Comprehension monitor and clarify
LISTENING STRATEGIES
•
ACTIVE
•
A N A LY T I C A L
•
N O N J U D G M E N TA L
•
E M PAT H E T I C
•
PARAPHRASE
FEEDBACK
Getting feedback from students
verbal communication
nonverbal communication
test performance
Giving feedback to students
structured for student independence
selective vs. comprehensive
time to maximize impact
COMPREHENSION BREAKDOWN & REPAIR
(ADAPTED FROM HARTMAN, 2009)
How can you recognize when there has been a
breakdown in students’ understanding?
What strategies can you use to clarify students’
understanding?
How do students realize when their own understanding
is wrong or incomplete?
What strategies can students use to clarify their own
understanding?
DISCUSSIONS
What kinds of problems do students tend to
have when listening to a lecture?
What are the advantages of small group
discussions?
What types of discussions might be useful in
PLTL?
DISCUSSION TYPES
(ADAPTED FROM MCKEACHIE & SVINICKI’S “TEACHING TIPS”)
Peer leader reflections: How can I lead these types of discussions
effectively?
1. Interpretation and application of concepts
2. Understanding relationships: connections, comparisons, causality
3. Problem solving: types of problems, alternative approaches
4. Critical thinking: challenge assumptions, identify relevant
date/evidence, draw valid conclusions
5. Evaluation: best approaches, reasoning on conclusions
What are specific examples of these types of questions? Write one
and share it with a partner.
QUESTIONING SKILLS
Wait times
Open vs. closed questions
Preparing for questions likely to be on
tests
Varying questions types and levels
QUESTION TYPES & LEVELS TAXONOMY
(SIGEL ET. AL 1985 - NO SPECIFIC ORDER WITHIN CATEGORY)
Low
Intermediate
High
Label
Sequence
Evaluate
Define
Reproduce
Causal Relation
Describe
Describe
Similarity/Difference
Infer
Similarity/Difference
Estimate
Generalize
Enumerate
Predict Outcome
Classify
Plan
Synthesize
Transform
Analyze
Conclude
Apply
Verify
Propose Alternative
Resolve Conflict
EXAMPLES: QUESTION TYPES & LEVELS
(ADAPTED FROM HARTMAN, 2009)
Low Level
Label: What’s the name for a subatomic particle carrying a negative electrical
charge? What’s the name for an expressed trait in Mendelian genetics? What
term describes a measure of how a function changes as its input changes?
Define: What are acids? What is acceleration? What is an asymptote?
Describe: How is the Periodic Table organized? How does a Punnet Square work?
Intermediate Level
Compare/Contrast: How is a heart like a pump? How is that approach to solving the
problem different from the first one you tried? How is intercellular fluid different
from extracellular fluid?
Sequence: In what order would you do the steps to solve that problem?
What is the order of the stages of meiosis?
Classify: What type of problem is this? What type of cell does this slide show?
EXAMPLES: QUESTION TYPES & LEVELS CONT.
High Level
Predict outcome: What do you think will happen if you mix bleach and
ammonia together? What are the implications of climate change?
Propose alternatives: What are other ways you could solve that
problem?
What are other possible explanations of the results of the research?
Resolve conflict: Each time you solved the problem you got a different
answer. How can you resolve the discrepancies?
Verify: How could you check to make sure that you have written the
correct electron configuration for an atom? How could you check the
accuracy of your calculation?
THINK-PAIR-SHARE
Find a partner. Then:
1. THINK: Write 3 questions - one for each of the 3
levels (low, intermediate & high). Label the level and
type of each question.
2. PAIR: Share your questions with your partner,
specifying the level and types.
3. SHARE: Share your or your partner’s questions with
the rest of us.
HUMAN RELATIONS SKILLS
Enthusiasm
Patience
Cultural Awareness and Responsiveness
Address Self-Concept & Self-Efficacy
Address Anxiety
Increase Motivation
ACTION PLAN
What are three ideas from this presentation that
you might use for training peer leaders?
Write them down in your notes, and share one of
them with our group.