DET Unit 3: Theories, Models, and Principles of Communication

This report provides a comprehensive overview of communication theories, models, and principles, focusing on their application in education and training. It explores various models, including linear, interactive, and transactional analysis, highlighting the importance of effective communication within educational settings. The report delves into barriers to communication, personal factors, and environmental influences, and how these can be overcome. It also examines Bloom's Taxonomy, humanism, cognitivism, and motivational theories, explaining how these frameworks can be used to enhance teaching and learning. Furthermore, the report discusses reflective practice, assessment theories, and the practical application of these models in lesson planning and overall teaching strategies, emphasizing the need for inclusive practices and differentiation. The report concludes by referencing relevant literature on communication theories and educational models.

THEORIES MODELS AND
PRINCIPLES OF
COMMUNICATION

THE IMPORTANCE OF PROPER
COMMUNICATION
 Effective communication is essential for a
particular business. Proper communication
has to be maintained in the organization.
 The company policies must be
communicated to the clients along with the
product or service details.
 An effective communication helps to
foster a good working relationship among
the staffs which can transform and improve
the efficiency and improve the morale.
 The communication can be conducted
through verbal and non-verbal ways.

THE THEORIES OF COMMUNICATION
 Institutional analysis- The institution of
education dictates the rules along with
the frameworks on which the
information receipt should adhere to.
There are some institutions which do
this.

LINEAR COMMUNICATION
 Linear- The communication is a particular
process in which a message is transmitted with
the meaning to another. The receiver receives
the message, interpret the message and replies
in turn.
 This type of model is suitable for a special type
of learner. It helps to ensure that the tutors are
mindful enough in communicating the way it is
intended. Hence , the communication should be
concise, clear and tied up with the theories of
differentiation.
 Moreover, even in the communications, people
should be mindful of the differences among the
individuals.

INTERACTIVE
 It is known that communication occurs both verbally and
non-verbally. The process of communication involves both
the decoder and the encoder. The source can be
considered as the message originator and the entities are
the encoder and the decoder.
 These entities receive the information and responds to the
source or the feedback as a result of the feedback form.
 This specific model does not have the strategies to assist
with the communication.
 It can be said that some of the service users can decode
the message which can be influenced by their mental
health conditions.
 Those learners having paranoia will interpret everything
based on their conditions.
 For some of the learners, it is more appropriate to work
with.

TRANSACTIONAL
ANALYSIS
 It can be said that people communicate
in 3 ego states and can easily change
the ego state within a single
communication interaction.
 It becomes difficult for some of the
learners to move from being child
because of enduring the mental issues.
 People having some past psychological
trauma would find difficulty in moving to
the adult interaction.

THE BARRIERS TO
COMMUNICATION
 There can be different barriers to the
smooth communication. Taken for
example, there can be various
environmental factors such as the
absence of proper facilities or the
outdated equipment. The examples also
include a visually impaired person who
struggles in reading in a dimly lit room.
 The social and cultural barriers include
the religious, personal, political and
language barriers. These factors will
collaboratively impact on the
communications.

THE BARRIERS TO
COMMUNICATION
 These barriers can make the communication
process difficult and the tutor may need to become
more flexible in their conduct without any prejudice
or language barrier for understanding each
others.There are some sensitive issues which need to
be approached as per the needs of the learner.
 There are some of the personal factors too that can
become barrier to communication. The personal
concerns can be related to the family, the absence of
confidence or the health.
 All these factors can also include the physiological
barriers such as the hearing related impairments or
the learning disabilities limiting the communicating
abilities in both the sending and receiving the
information.

BLOOM’S TAXONOMY
 The Bloom’s Taxonomy can be applied to the
lesson plans along with the achievement goals
and also as a method of the assessment.
 There are 3 domains of learning provided by
this model for enabling learners gain new
skills, attitude and knowledge.
 The 3 domains are the cognitive, affective and
the psychomotor.
 This is a process through which knowledge
can be acquired and every stage should be
achieved before proceeding to the other stage
such as knowledge, comprehension,
application, analysis, synthesis and evaluation.

HUMANISM
 The learning and the process of learning
can be referred to as a holistic process
which involves both the affective and
cognitive processes.
 The aim is to gain the self-determinism
that is the topmost stage of Maslow’s
Hierarchy of needs.
 Humanism focuses on the personal
development and it is a process about
analysing the results.