Free Paper Sample: Theories, Principles, and Models of Communication

Introduction

Communication in education and training involves nonverbal, verbal, and para-verbal aspects, and is essential in mediating teacher and student behavior (DeLuca et al., 2018). An educator's ability to communicate effectively is crucial as it enhances the conveyance of information, modifies attitude, stimulates thinking, and encourages effort. Transactional analysis is a communication theory that states that communication occurs in three ego states; parent, child, and adult (DeLuca et al., 2018). In this case, communication occurs in the form of parent to parent, child to adult, and adult to child.

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Save 25%

The second theory is interactive, which states that communication is both verbal and non-verbal, and involves the source, medium, and recipient. The third is the linear theory, which states that communication is the act of sending a meaningful message from one person to another. The last approach is institutional, meaning that organizations have rules governing the behavior of the recipients of the message (DeLuca et al., 2018).

Education centers have various communication structures used to pass information. In this case, the open-door policy is the preferred model. It guarantees freedom of speech and action and behaviors, as individuals can raise their concerns freely, ask questions, and present their ideas anytime (Moon, 2001). The result is that trust builds within the various sections of the learning institutions. Effective communication, which entails fast message delivery, proper explanation, and clarity, is the primary factor in sound cooperation between the participants in a learning process. Poor communication can hinder learning as it may derail information from teachers to the learners (Moon, 2001).

Barriers to Communication

Some of the communication barriers are environmental including inadequate and inappropriate communication facilities or the use of equipment that is not effective (O'Neal et al., 2017). Sociocultural factors, including organizational procedures, political ideology, cultural issues, personal disagreements, language, attitude, and religion, may also hinder effective communication. Issues like health or family issues and lack of confidence may also be communication barriers. Physiological barriers, including hearing problems and other prevailing health issues, impair a person's communication abilities (O'Neal et al., 2017).

In a classroom, communication barriers can complicate learning; hence students may not get the most out of the learning process. Some tutors fail to adopt lessons that engage the students, thus finding it hard to connect with them. Learners with speech and language problems may also have trouble communicating with their peers (Dever & Karabenick, 2011).

Applying the Models, Theories, and Principles to Teaching, Learning, and Assessment

The theories apply to learners aged 8-11 years, who are considered preadolescents (elementary school level). The transactional theory stipulates that at this stage, some learners may not feel comfortable moving out of the child stage due to mental health issues (Walder, n.d). For example, a bipolar student may not bear with colleagues' aggressiveness and hence withdraw from the rest (Firman et al., 2018). Also, those with significant psychological trauma may not move to the adult interaction level.

Some students may have existing mental health issues that impede their ability to code and decode instructions. According to their health status, learners suffering from delusions or paranoia may interpret information with biases (Firman et al., 2018). Therefore, it is the teacher's onus to detect and take relevant actions to assist such students. A formative type of assessment applies in such cases, given that it comes with less pressure on the learners (Moon, 2001). The method is also suitable as it allows a learner to build on the knowledge acquired progressively.

The linear model stipulates sending messages from the sender to the receiver, making communication between teachers and learners possible (Walder, n.d). Therefore, tutors must be aware that their communication may not reach the recipient as intended, depending on the communication barriers like the type of technology used and the environment's noise. There is, therefore, a need to make communications concise and clear, for ease of decoding among the learners (Helding, 2009).

As such, oral examinations and presentations happen in a conducive environment. The teacher must be audible when giving instructions in class and during assessments, considering individual differences among learners (Helding, 2009). Under the institutional theory, there is a need for the tutors to adopt more collaborative teaching in place of the traditional top-down approach. The method is appropriate as it allows learners to gain interest in their personal development (Firman et al., 2018).

In such cases, learners may even participate in suggesting or building on the course and exam content. A suitable method in this category is the heuristic learning approach, which employs a practical way to achieve the learning goals (Helding, 2009). Formative assessment is, therefore, more suitable for elementary-level learners, as it allows for daily monitoring. It is also less stressful and essential in content modification by the teachers and also comes with specific and timely feedback necessary for adjusting the teaching methods (Rice, 2016).

Analyzing the Theories, Principles, and Models of Assessment

Assessments can happen diagnostically at the start of the learning process to assess learners' entry behavior (Firman et al., 2018). It is essential to know their weaknesses, plan the lesson, and identify the appropriate teaching methods. The tutor is enabled to determine the specific needs of the learner. In this case, assessments are through pretests, self-assessment, and interviews (Dever & Karabenick, 2011). Formative assessment provides continuous feedback to ensure learners are on the right track.

The focus here is on improvement and not grading as the intention is to determine the learners' changes and the suitability of the teaching method. Learners can recognize their strengths and weaknesses and how to improve on and address them instantly. Examples of formative assessments are home assignments, observations, role play, a summary of the main issues, concept mapping, questions and answers, class discussions, reflections and journals, and class activities (Jarašuniene et al., 2017).

These methods have the merit of removing the anxiety that comes with the grading process among the learners. Thus, learners are allowed to get assistance in those areas they are not good at but are appropriate for early intervention to enhance learning and ability (Li et al., 2020). Such a method has the demerit that it does not allow for broad-scale assessment, and may even be logistically complicated. It is also time-consuming and needs much more commitment by its implementers (Hinett, 2002). It does not offer a measure that is comparable and objective which is necessary for accountability. Tutors may also possess limited knowledge required for their application (Li et al., 2020).

Summative assessment occurs at the course's termination to assess the course delivery's extent of achievement and effectiveness. It involves exams and other accreditation methods offered at a predetermined point in the study and has an agreed standardized format. It allows tutors to assess the learners' levels of understanding against a benchmark in an unbiased way (Dever & Karabenick, 2011). These can be in the form of projects, accredited exams, portfolios, performances, final exams, and essays. This method has merits in that it reveals the extent of a learner's knowledge acquisition at a certain point and determines the learner’s achievement and progress. However, the disadvantage is that it comes at the end of the course, putting unnecessary pressure on the learners and affecting their performances in the assessment tests (Li et al., 2020).

Using the Theories, Principles, and Models to Assess Learning

The various models, principles, and theories can help formulate and use different educational assessment procedures. Several factors determine the assessment methods used (Hinett, 2002). The assessment's role also specifies the method used; hence, pre-assessments are more applicable in judging the course's current ability and progress. Formative assessment, on its part, measures the progress throughout the process until the end. The results should influence the lesson plan's design for a quick solution if the learner does not fully understand the course to accommodate necessary adjustments (Dever & Karabenick, 2011).

Summative assessments are essential at the course's termination. They can then be compared to pre-assessment results to determine the learner's empirical change after the learning process (Dever & Karabenick, 2011). The product should form part of the lesson plan and design. Many forms of assessment exist; hence, the tutor must identify the evaluation's purpose for the best option. Accreditors' requirements and the suitability of the method play vital roles in making such a choice. Learner's interests and any existing disability are also paramount and should be observed for success in the learning process (Dever & Karabenick, 2011).

There are legal aspects, too, which ensure that learners follow the education authorities' policies. The methods exist in groups, given that some are suitable for advanced levels, including peer or self-assessments, hence require much autonomy on the part of the learners (Thomaes et al., 2010). A modified version that suits low-level learners may be appropriate, as it is a self-guided assessment on their own. The various assessment methods have their merits and demerits. Using multiple methods ensures that the learner has a comprehensive and overall understanding of the syllabus content and can fully apply it to its context even outside class (Thomaes et al., 2010).

Knowledge exists in stages, and learners have to acquire each step progressively. The models are essential as the basis for assessing the learners' achievement of the stated goals. The goals may either be mutually set by the learner, a tutor, or an accreditor. The various types of goals will, however, affect the lesson plans assigned to each learning process. Tutors, learners, and the institutions should mutually agree on the assessment methods, to avert any conflicts among the learners and other stakeholders. The bottom line is that it should have the learner's interest as the motivating factor (Khali & Elkhider, 2016).

References

DeLuca, C., Valiquette, A., Coombs, A., LaPointe-McEwan, D., & Luhanga, U. (2018). Teachers’ approaches to classroom assessment: A large-scale survey. Assessment in Education: Principles, Policy & Practice, 25(4), 355-375. https://www.tandfonline.com/doi/full/10.1080/0969594X.2016.1244514

Dever, B. V., & Karabenick, S. A. (2011). Is authoritative teaching beneficial for all students? A multi-level model of the effects of teaching style on interest and achievement. School Psychology Quarterly, 26(2), 131. https://psycnet.apa.org/record/2011-07320-001

Firman, F., Baedhowi, B., & Murtini, W. (2018). The effectiveness of the scientific approach to improve student learning outcomes. International Journal of Active Learning, 3(2), 86-91. https://www.learntechlib.org/p/208665/

Helding, L. (2009). Howard Gardner's theory of multiple intelligences. Journal of Singing, 66(2), 193. https://search.proquest.com/openview/60617d4b54bd68a8adc3d7847584f711/1?pq-origsite=gscholar&cbl=41612