Parkinson’s Law Workers adjust their pace to the work available (If there’s less work, they’ll work more slowly…)

Intended Message Perceived Message

Barriers to communication l Prior expectations; different starting points (prior knowledge/experience) l Inaccurate inferences l Differing perceptions of words l Conflicting information l Noise »physical »emotional

Barriers to communication l Forgetfulness l Information overload l Haste in prepping message l Ignoring nonverbal cues l Close-mindedness; intolerance l Poor listening habits l Learning philosophy: “Ways of Knowing”

Ways of Knowing l Received knowers l Subjective knowers l Procedural knowers l Constructed knowers

Received Knowers l rote-mode learning l learn from experts l information is right or wrong “Knowers who depend on listening and external authority for knowledge…”

Subjective Knowers l experiential learning l knowledge is personal and private l feelings are important l often reject “expert” authority “Knowers who depend entirely on internal resources for valuing and knowing…”

Procedural Knowers l need to see evidence l reason and common sense valued highly l knowledge is impersonal l experts only as good as their arguments “Knowers who obtain knowledge by applying objective, logical, rational procedures…”

Constructed Knowers l complex, balanced approach l knowledge is constructed l value and integrate expert advice, feelings, personal experience, reason “Knowers who construct their own meaning. Knowledge is contextual; subjective and objective ways of knowing are integrated…”

Improving Communication as Senders l Know the audience l Adjust message to their prior knowledge, experience, readiness, literacy l Adjust to their way of knowing »establish expertise »provide hands-on activities »provide relevant examples »show logic l Personalize message

Improving Communication as Senders l Test: formative evaluation l Proofread!! l Get someone else to proofread! »Spellcheck, but don’t rely on spellcheck “The demonstrators were attached by vicious policy dogs…”

“I have a spelling checker, It came with my PC; It plainly marks four my revue Mistakes I cannot sea. I’ve run this poem threw it, I’m sure your please too no, Its letter perfect in it’s weight, My checker tolled me sew. --Author unknown Source: Hope Health Letter, Sept. 1992

Writing for Low Literate Readers l Carefully craft your sentences, paragraphs »use simple words »active, not passive voice »be positive, not negative »use organizing strategies: headings, grouped information, highlighted info

Writing for Low Literate Readers l Watch your style »useful pictures »NOT ALL CAPS »use text and white space purposefully l Stick to what is important »be concrete, not abstract »give examples

Use of Space

Active Learning Actual experience Simulations, role-playing Give a talk Discussion participation See demo Field trip, exhibits, videos View charts, photos Hear Read Evaluate, analyze, create, design Demonstrate, apply, practice Define, describe, list, explain 10% of read 20% of hear 30% of see 50% of hear & see 70% of say 90% of say & do T 16-1, p. 523