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Theories of Communication for Teaching, Learning, and Assessment

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Added on 2024/06/28

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This report explores the significance of communication in the teaching and learning process, focusing on cognitive learning theory and Ginott's theory of congruent communication. It examines key factors that influenced the development of cognitive learning theory, outlines its principles, and analyzes how Ginott's approach can be applied to foster effective communication between teachers and students. The report emphasizes the importance of creating a positive and supportive learning environment through clear, respectful, and empathetic communication.

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Theories of communication for
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Table of contents
Introduction 3
Cognitive learning theory 4
Key factors of developing cognitive learning theory 5
Principles of Cognitive learning theory 6
Ginott’s theory of congruent communication 7
Conclusion 8
Reference List 9

Introduction
 Communication is an important
part of teaching and learning.
 Different ways of communication
need to be applied in the processes
of teaching and learning.
 Cognitive learning theory is an
important part of communicating
with the students and it will be
explained and analysed in the
report.
 Ginott’s communication theory
will be applied in the teaching and
learning process.

Cognitive learning theory
•Cognitivism is a process that
depends on the behaviour and
thought process of the learners
•Implementation of this theory
has been invented in 1950

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Key factors of developing cognitive
learning theory
 Experimental psychology
 Shifting from behaviourism to
cognitivism
 Acquisition of language
 Application of computer and
artificial intelligence

Principles of Cognitive learning theory
 Sensation
 Perception
 Attention
 Encoding
 Memory

Ginott’s theory of congruent
communication
 Style of speaking should not attack
anyone but with harmonious with the
experienced feelings
 Sane messages should be sent to the
students to provide a guidance to the
students from keeping away of
negativity.
 Self-discipline should be cultivated with
the students
 Acknowledgement should be provided in
spite of vilification the students.
 Strong linkage should be present
between the teachers and students

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Conclusion
Communication should be
initiated from the teachers and the
students should be motivated to
participate in the communication.
The students to improve
performance and incorporate
learning should practice
controlling anger.

Reference List
 Charles, C.M. and Cole, K.M., 2019. Building Classroom Management:
Methods and Models. Pearson.
 Egeberg, H.M., McConney, A. and Price, A., 2016. Classroom management
and national professional standards for teachers: A review of the literature
on theory and practice. Australian Journal of Teacher Education, 41(7), p.1.
 Piaget, J., 1964. Part I: Cognitive development in children: Piaget
development and learning. Journal of research in science teaching, 2(3),
pp.176-186.
 Resnick, L.B., 2017. Toward a cognitive theory of instruction. In Learning
and motivation in the classroom (pp. 5-38). Routledge.
 Saxe, G.B., 2015. Culture and cognitive development: Studies in
mathematical understanding. Psychology Press.
 Woo, J.G. and Jung, J.Y., 2016. Beyond the teacher-three perspectives on
school classroom. Zeitschrift für Pädagogik, 62(3), pp.422-439.

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