I102 User Support Week Four – Lab

Objectives  Effective Listening  Assessing Learners  Exercise – Learning Outcomes

Classroom Communication  Good classroom communication requires the trainer be a good presenter, but also it is vital that the trainer is also a good listener

Listening  When someone communicates a message to another person, the message usually contains two elements: content and feeling  Both elements are important because both give the message meaning  Listening is an active skill which requires effort and practice

Listening is..  Important because without a listener, talking is not communication  Difficult because most of us want to talk and express our own ideas, rather than listening to the ideas of others  Neglected because many of us consider listening a pensive (thoughtful) rather than an active communication skill

The Active Listener:  Defers judgement  Actively takes responsibility for picking up both the content and the feeling of what the speaker's saying  Encourages the speaker to discover his/her own solution by helping to clarify the issues related to the problem (if there is one)

Paraphrasing  Paraphrasing consists of restating in your own words what the other person's statements mean to you  Use of this technique provides the speaker with an indication of how you interpret what s/he is saying

Paraphrasing Steps 1. Focus your attention on the other person and really listen to what is said and how it is said. 2. Ask yourself what this means to you. 3. Restate the ideas expressed by the other person in your own words, using such phrases as "It seems to me that you are saying..." (these phrases avoid any indication of approval or disapproval). 4. Wait for and listen to the other person's response to your paraphrase. 5. Repeat the paraphrasing process until you both agree that you are saying the same thing.

Paraphrasing phrases  I'm not sure if I'm with you, but….  As I hear it, you…..  It appears you….  This is what I think I hear you saying…  In your experience….  It seems to you…..  From your point of view…..

Reflective Listening  This is a more sophisticated version of restating  The interviewer reflects back the feelings and attitudes that are being expressed, rather than words themselves  Particularly effective in acquiring information on a sensitive area

Reflective Listening Phrases  You're feeling….  I'm picking up that you ….  What I hear you saying….  You think , you believe is that the way you feel?  I'm not certain I understand; you're feeling………  Do you feel a little……  I get the impression that…….

Exercise  Listening Quiz – how good a listener are you?

How do I know the trainees have understood?

Assessment  Assessment is used to: Grade student performance Enable student progression Guide improvement Help identify student problems Provide Trainer feedback Motivate Provide statistics Enable a student to gain a qualification

Assessment  Assessments should be: Valid Reliable Transparent Fair Equitable Timely Demanding Efficient

Types of Assessment  Exams Usually a formal written test used to explain concepts Pros: Easy to mark Easy to facilitate Fair Good feedback Cons: Limited retention Boring to mark Unsuitable for some learning styles No practical content

Types of Assessment  Assignments Usually a formal research report or set research task Pros: Self directed Develop individual skills Cons: Difficult to police Time consuming Criteria Difficult to give valid feedback

Types of Assessment  Compulsory tasks Usually a set of tasks that must be completed within a set time Pros: Self directed Develop individual skills Lack of pressure Give timely feedback Cons: Self directed Reliant on attendance Difficult to monitor

Types of Assessment  Practical tests Usually practical tasks that must be completed in a set time Pros: Timely feedback Lack of pressure Cons: Time consuming Reliant on resources Pressure

Types of Assessment  Presentations A demonstration or speech related to a specific topic Pros: Easy to assess Able to be collaborative Develop communication skills Cons: Pressure Time consuming Cant be anonymous

Exercise – Learning Outcomes  In small groups, and using the information from the handout, write at least five learning outcomes to teach two of the following suggested training topics: Mixing concrete Making a clay coil pot Changing the wheel on a car Getting money out of a cash flow machine Using a street map Learning simple greetings Preparing sushi Replacing a window pane Installing a network card Tying a knot Making Irish Coffee

Next Week  Technical Writing topic starts  Schedule for training sessions (week starting 23 th August) will go up on Moodle  Training Plan Due on 22 nd August