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Chapter 16:  Instructional Communication  ,[object Object],[object Object],[object Object],[object Object]
Historical Background
Early Years ,[object Object],[object Object],[object Object],[object Object]
Areas of Modern Instruction ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Teaching as Science ,[object Object],[object Object]
Benjamin Bloom’s Three Domains of Learning (pp. 411-412)
Affective Learning   The acquisition of likes and attitudes, values, and beliefs related to various aspects of knowledge.
Behavioral Learning   The mastery of a motor act or skill.
Cognitive Learning   The recall and recognition of knowledge and the development of intellectual abilities and skills.
 
Anxiety  In the Classroom
Communication Apprehension ,[object Object],[object Object]
CA Continued ,[object Object],[object Object]
CA Continued ,[object Object],[object Object]
CA Continued ,[object Object],[object Object]
Teacher Apprehension (p. 413) ,[object Object],[object Object]
Evaluation Apprehension  (p. 414) ,[object Object],[object Object],[object Object]
Student Motivation (p. 415)
Sir Christopher Ball in his presidential address to the North of England Education Conference in 1995 said, “There are only three things of importance to successful learning:  motivation, motivation, and motivation . . .any fool can teach students who want to learn.”
Motivation  A force or drive that influences behavior to achieve a desired outcome  (Millette & Gorham, 2002, p. 141).
Richmond (1990) ,[object Object],[object Object]
Millette & Gorham (2002)   ,[object Object]
Two Types of Motivation ,[object Object],[object Object]
Teacher Communication
Teacher Clarity (p. 416) The process by which an instructor is able to effectively stimulate the desired meaning of course content and process in the minds of students through the use of appropriately-structured verbal and nonverbal messages  (Chesebro & McCroskey, 1998, 262-263).
Verbal Clarity ,[object Object],[object Object]
Structural Clarity   ,[object Object],[object Object],[object Object],[object Object]
Structural Clarity (cont.) ,[object Object],[object Object]
Teacher Nonverbal Immediacy (pp.417-418) ,[object Object]
Teacher Nonverbal Immediacy cont. ,[object Object],[object Object]
Teacher Nonverbal Immediacy cont. ,[object Object]
Nonverbal Immediacy in the Classroom ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Teacher Humor Assessment (p. 419) ,[object Object]
Humor Outcomes ,[object Object],[object Object],[object Object]
Humor Outcomes ,[object Object],[object Object],[object Object]
Teacher Misbehaviors
Why Teachers Misbehave   ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Three Types of Misbehaviors (pp. 357-358)
Incompetence   The extent to which a teacher does not know his or her content and/or how to present that content effectively in the classroom.
Offensiveness The extent to which a teacher is abusive or harassing in the classroom.
Indolence   The traditional perspective of the absent-minded professor.
Ending the Course
The Course Learning Objectives ,[object Object],[object Object],[object Object],[object Object]
The Course Learning Objectives ,[object Object],[object Object],[object Object],[object Object]
The Course Learning Objectives ,[object Object],[object Object]

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Chapter16

  • 1.
  • 3.
  • 4.
  • 5.
  • 6. Benjamin Bloom’s Three Domains of Learning (pp. 411-412)
  • 7. Affective Learning The acquisition of likes and attitudes, values, and beliefs related to various aspects of knowledge.
  • 8. Behavioral Learning The mastery of a motor act or skill.
  • 9. Cognitive Learning The recall and recognition of knowledge and the development of intellectual abilities and skills.
  • 10.  
  • 11. Anxiety In the Classroom
  • 12.
  • 13.
  • 14.
  • 15.
  • 16.
  • 17.
  • 19. Sir Christopher Ball in his presidential address to the North of England Education Conference in 1995 said, “There are only three things of importance to successful learning: motivation, motivation, and motivation . . .any fool can teach students who want to learn.”
  • 20. Motivation A force or drive that influences behavior to achieve a desired outcome (Millette & Gorham, 2002, p. 141).
  • 21.
  • 22.
  • 23.
  • 25. Teacher Clarity (p. 416) The process by which an instructor is able to effectively stimulate the desired meaning of course content and process in the minds of students through the use of appropriately-structured verbal and nonverbal messages (Chesebro & McCroskey, 1998, 262-263).
  • 26.
  • 27.
  • 28.
  • 29.
  • 30.
  • 31.
  • 32.
  • 33.
  • 34.
  • 35.
  • 37.
  • 38. Three Types of Misbehaviors (pp. 357-358)
  • 39. Incompetence The extent to which a teacher does not know his or her content and/or how to present that content effectively in the classroom.
  • 40. Offensiveness The extent to which a teacher is abusive or harassing in the classroom.
  • 41. Indolence The traditional perspective of the absent-minded professor.
  • 43.
  • 44.
  • 45.