1. Cordelia Kellie Laura Knapp Sheryl Saturnino University of Alaska Anchorage Communication in Education

2. Communication Dilemmas: An Overview Communication conceptions and misconceptions -Class size Teaching styles & concepts Willingness to communicate -Quietness -Feedback -Alaska Native communication

3. Conceptions and Misconceptions Words have meaning Communication is a verbal process Telling is communicating Communication will solve all our problems Communication is a good thing The more communication the better Communication can break down Communication competence = communication effectiveness

4. Class size How it affects willingness to communicate Relationship to quietness Greater/lesser control of class dynamics

5. Traditional Content Centered Teaching Teacher driven – teaching Formal lectured style: Instruction tends to be 1 size fits all Students adapt to instructor’s system to succeed Students passively listen Often learn through memorization Students memorize large amounts of material Exams (i.e., multiple choice testing and essays) are used to assess students’ recall of information

6. Learning Centered Teaching Discovery Informal lectured style Students are actively listening and learning Gives opportunity for students to build their own new understandings and skills through social interaction with other students. Adaptation of teaching to accommodate diverse needs

7. Why implement learner centered learning? Research shows that learner centered teaching leads to increased: Motivation and engagement Ability to connect information to real world scenarios Willingness to communicate Self-esteem and self-perception of ones own knowledge of the subject teacher-student communication Satisfaction with school

8. Alaska Native Communication Social order: Elder/Youth Relationships Effects: Immediacy and participation Willingness to communicate Quietness Feedback Language interpretation

9. Feedback Positive Nods, smiles Negative Frowns, crossed arms Absent Neutral, no discernable response Impact Amount of time to cover material Accuracy of learning Confidence of teacher and student Appropriateness of message Orderliness of class