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Communicating

Girl with raised hand

Girl with raised hand (Tomwang112, iStockphoto)

Girl with raised hand

Girl with raised hand (Tomwang112, iStockphoto)

Format

Communication is the act or process of using words, sounds, signs, and/or behaviors to express or exchange information or to express ideas, thoughts, feelings, etc., to someone else.

Definition

Communication is the act or process of using words, sounds, signs, and/or behaviors to express or exchange information or to express ideas, thoughts, feelings, etc., to someone else.

Communicating is important because it…

  • is essential to development, learning, play, and building relationships
  • impacts all areas of a student’s life both now and in the future such as learning, employment, well-being, quality of life, self-esteem, self-confidence, etc.
  • takes place via various means such as face-to-face, print media, books, the internet, etc.

Developing the Skill of Communicating

Students

Educators

Communicate in a variety of ways for a variety of audiences and purposes (e.g., listen, speak, sign, gesture, read, write, view, represent, ask questions, discuss: ideas, wonderings, solutions; describe: impacts, characteristics, interactions; explain: processes, findings, reasoning; express: theories, feelings, opinions; justify: choices, decisions, solutions; present: data, arguments, conclusions, propose hypotheses, explanations, compromises)

Provide multiple opportunities in various contexts for students to develop and apply skills in all forms of communication.

Provide a variety of audiences (e.g., peers, other students, other educators, parents, outside experts, etc.) with whom students can communicate.

Create multiple and varied purposes (e.g., to inform, to instruct, to persuade, to describe, etc.) for students to communicate

Use appropriate STEM vocabulary to describe processes, objects, places, and events

Introduce appropriate STEM vocabulary in the context of student inquiries (e.g., use scientific words and phrases such as photosynthesis rather than everyday phrases such as “make their own food” when investigating plant growth)

Encourage students to use appropriate STEM vocabulary (e.g., “My prediction is…..”, “I observed that…..”, “We concluded that…”) when describing steps in the inquiry process.

Encourage students to use appropriate STEM vocabulary when describing observations made using their senses (e.g., “The first cotyledons appeared on April 30,” “The peat pellet felt dry so we added more water.”).

Use appropriate vocabulary to connect new experiences with what they already know

Provide opportunities for students to connect new vocabulary to prior knowledge and experiences (e.g., “These tomato seeds are much smaller than the bean seeds we planted last year.”)

Related Skills

Related Learning Strategies

Admit Slip Learning Strategy

Admit Slip

This strategy helps students access prior knowledge by filling in a type of ‘ticket’ which admits them to class.

Chunk-Chew-Check Learning Strategy

Chunk-Chew-Check

This strategy helps students process and make sense of new information.

Exit Slip Learning Strategy

Exit Slip

This strategy helps students reflect on new learning by filling in a type of ‘ticket’ which is used to exit the class

Group Talk

Group Talk

This strategy helps students share and listen to the ideas and questions of others

Key Ideas Round Robin

Key Ideas Round Robin

This strategy helps students consider the perspectives of others as they summarize key ideas

KWL: Know/Want to Know/Learned

KWL: Know/Want to Know/Learned

This strategy helps students reflect on prior knowledge, wonderings and new knowledge.

Students discussing a subject in the classroom

Knowledge Building Circle

This strategy helps students co-construct collective knowledge.

Students viewing a video

Read-View-Listen Strategy

This strategy helps students obtain and summarize information presented in different information transmission types (text, images, audio).

Teens near a graffiti wall

Silent Discussion/Graffiti

This strategy helps students develop collaboration skills as they contribute opinions and personal connections to a topic.

Think-Pair-Share

Think-Pair-Share

This strategy helps students develop collaboration skills as they think about topics individually, in pairs and as a large group.

Vocabulary Preview Learning Strategy

Vocabulary Preview

This strategy helps students to become familiar with vocabulary before a reading or viewing unfamiliar material.

Two girls writing

Write-Around Discussion

This strategy helps small groups of students consolidate knowledge about a topic.

students revising

TAG Feedback

This strategy helps students provide constructive feedback to peers.

Infographic creator icon

Infographic Creator

This strategy helps students communicate data and information through the creation of infographics.

Question mark on its side

Leading Questions

This strategy helps students solve a problem by asking each other leading questions.