Download Closed-end Questions

4
Module 4
Communication Skills QA Lesson
Planning
Copyright © 2001 by Harcourt, Inc.
4
Learner Communication as a
Collaborative Process
• Relational Communication
– A two-way and naturally collaborative
interaction
– Allows us to
• Develop a better understanding of needs
• Work together to best provide for the student’s
needs
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4
Verbal Communication:
Questioning
Types of Questions Classified by Amount and
Specificity of Information Desired
• Open-end or Nondirective Questions – free response
What happens when…?
How do you feel…?
Describe the…
• Closed-end Questions – response limited to a few words.
– Are you…
– How many…
– How often…
• Dichotomous/Multiple-Choice Questions – directive forms of
questioning
– Which do you prefer, the ____ or the ____?
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Verbal Communication:
Questioning
Types of Questions Classified by Strategic
Purpose
•
Probing Questions – designed to penetrate below
generalized or superficial information
1. Requesting Clarification
“Can you share an example of that with me?”
2.
Encouraging Elaboration
“How are you dealing with that situation now?”
3.
Verifying Information and Responses
“So, if I understand you correctly… Is that right?”
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4
Verbal Communication:
Questioning
Types of Questions Classified by Strategic
Purpose
• Probing Questions
• Evaluative Questions – use open- and closed-end
question formats to gain confirmation and to uncover
attitudes, opinions, and preferences of customer.
– “How do you feel about…?”
– “Do you se the merits of…?”
– “What do you think…?”
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4
Verbal Communication:
Questioning
Types of Questions Classified by Strategic
Purpose
• Probing Questions
• Evaluative Questions
• Tactical Questions – used to shift or redirect the topic
of discussion
– “Earlier you mentioned that…”
– “Could you tell me more about how that might
affect…”
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4
Verbal Communication:
Questioning
Types of Questions Classified by Strategic
Purpose
•
•
•
•
Probing Questions
Evaluative Questions
Tactical Questions
Reactive Questions – refer to or directly result from
information previously provided by the other party.
– “You mentioned that … Can you give me an
example of what you mean?”
– “That is interesting. Can you tell me how it
happened?”
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Guidelines for Combining Types of Questions for
Maximal Effectiveness
(Exhibit 4.1)
Discussion and
Interpretation
Confirmation and
Agreement
Choice from
Alternatives
Amount of and Specificity of Information Desired
Amount of and Specificity of Information Desired
Explore and Dig
for Details
Gain Confirmation
& Discover
Attitudes/Opinions
Change Topics or
Direct Attention
Follow-Up
Previously Elicited
Statements
Open-end Questions
Designed to be
Probing in Nature
Open-end Questions
Designed to be
Evaluative in Nature
Open-end Questions
Designed to be
Tactical in Nature
Open-end Questions
Designed to be
Reactive in Nature
Closed-end Questions
Designed to be
Probing in Nature
Closed-end Questions
Designed to be
Evaluative in Nature
Closed-end Questions
Designed to be
Tactical in Nature
Closed-end Questions
Designed to be
Reactive in Nature
Dichotomous or
Multiple-choice Questions
Designed to be
Probing in Nature
Dichotomous or
Multiple-choice Questions
Designed to be
Evaluative in Nature
Dichotomous or
Multiple-choice Questions
Designed to be
Tactical in Nature
Dichotomous or
Multiple-choice Questions
Designed to be
Reactive in Nature
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4
Verbal Communication:
Strategic Application of Questioning
• Generate Student
Involvement
• Provoke Thinking
• Gather Information
• Clarification and Emphasis
• Show Interest
• Gain Confirmation
• Advance the Learning
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4
Verbal Communication:
SPIN Questioning System
• Situation Questions – solicits general background information
and descriptions of the student’s existing situation
– “Who supports you; family/ current friends?”
– “Do you typically buy books or use libraries?”
– “Who is involved in your study decisions?”
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Verbal Communication:
SPIN Questioning System
• Situation Questions
• Problem Questions – follow and relate to situation questions
probing for specific difficulties, developing problems, and areas of
dissatisfaction
– “How critical is this event t for your studying?”
– “What kind of problems have you encountered with your current studies?”
– “What types of problems do you experience with your current time
management?”
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Verbal Communication:
SPIN Questioning System
• Situation Questions
• Problem Questions
• Implication Questions – follow and relate to
information from the problem questions assisting the
student in understanding the potential challenges of the
current problem and the urgency in resolving it
–
–
–
–
“How does this affect your learning?”
“What impact does your time management have on your studies?”
“How would an improvement affect learning?”
“What happens when a student is late with completing work?”
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4
Verbal Communication:
SPIN Questioning System
•
•
•
•
Situation Questions
Problem Questions
Implication Questions
Need-payoff Questions – used to propose a solution and develop
commitment from the student, based on the implications of the
problem
– “Would more frequent studying allow you to increase learning?”
– “If we could provide you increased reliability, would you be interested?”
– “If we could improve the quality of your writing, how would that help
you?”
– “Would you be interested in increasing reading effectiveness by 15
percent?”
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4
Funneling Sequence of ADAPT Techniques
for Needs Discovery
(Figure 4.1)
Assessment Questions
• Broad bases and general facts describing situation
• Non-threatening as no interpretation is requested
• Open-end questions for maximum information
Discovery Questions
• Questions probing information gained in assessment
• Seeking to uncover problems or dissatisfactions that
could lead to suggested buyer needs
• Open-end questions for maximum information
Activation Questions
• Show the negative impact of a problem discovered in the
discovery sequence
• Designed to activate student’s interest in and desire
to solve the problem.
Projection Questions
• Projects what life would be like without the problems
• Student establishes the value of finding and
implementing a solution
Transition Questions
• Confirms interest in solving the problem
• Transitions to presentation of solution
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Verbal Communication:
Listening
(Figure 4.2)
Pay
Attention
Monitor
Non-Verbals
Visualize
Effective
Active
Listening
Encourage
Buyer to Talk
Paraphrase
and Repeat
Make No
Assumptions
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Verbal Communication:
Using Different Types of Listening
• Social Listening
• Serious Listening
– Active Listening
– Concentration
– Cognition
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Verbal Communication:
SIER Hierarchy Active Listening
(Figure 4.3)
Responding
Evaluating
Interpreting
Sensing
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Verbal Communication:
Giving Information
• Understanding the Superiority of Pictures over
Words
• Impact of Grammar and Logical Sequencing
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Nonverbal Communication
• Facial Expressions
• Eye Movements
• Placement and Movements of Hands, Arms,
Head, and Legs
• Body Posture and Orientation
• Proxemics
• Variation in Voice Characteristics
– Speaking Rate and Pause Duration
– Pitch or Frequency
– Intensity and Loudness
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Common Nonverbal Clusters
(Exhibit 4.8)
Cluster Name
Cluster Meaning
Body Posture &
Orientation
Movement of Hands, Arms,
& Legs
Eyes & Facial Expression
Openness
Openness, flexibility and
sincerity
• Moving closer
• Leaning forward
• Open hands
• Removing coat
• Unbutton collar
• Uncrossed arms & legs
• Slight smile
• Good eye contact
Defensiveness
Defensiveness,
skepticism, and
apprehension
• Rigid body
• Crossed arms & legs
• Minimal eye contact
• Glancing sideways
• Pursed lips
• Tilted head
Evaluation
Evaluation and
consideration of
message
• Leaning forward
• Hand on cheek
• Stroking chin
• Chin in palm of hand
• Dropping glasses to lower
nose
Deception
Dishonesty and
secretiveness
• Patterns of rocking
• Fidgeting with objects
• Increased leg movement
• Increased eye movement
• Frequent gazes elsewhere
• Forced smile
Readiness
Dedication or
commitment
• Sitting forward
• Hands on hips
• Legs uncrossed
• Feet flat on floor
• Increased eye contact
Boredom
Lack of interest and
impatience
• Head in palm of hands
• Slouching
• Drumming fingers
• Swinging a foot
• Brushing & picking at items
• Tapping feet
• Poor eye contact
• Glancing at watch
• Blank stare
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4
Written Communication:
Lesson Plans
The Seven Deadly Mistakes of Writing Lesson
Plans
1.
2.
3.
4.
5.
6.
7.
Not writing a lesson plan, no differentiation.
Not fully understanding the students’ needs.
Missing the students ability level.
Producing a lesson plan with little “drive-up” appeal.
Not presenting anything that really makes a
difference.
Using a standardized boilerplate approach.
No one owning the responsibility or having the
authority to create quality and effective lesson plans.
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Written Communication:
Lesson Plans
7 Common Parts of a Lesson Plan
1. Needs Analysis
2. Aims and Objectives.
3. Group Description.
4. Clear Division of Lesson sets,
bite sized chunks. Methods.
5. Effective Scaffolding, Resources,
Materials & Differentiation.
6. Assessment
7. Reflective Evaluation
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