PRINCIPLES OF PURPOSIVE COMMUNICATION Flashcards
Your gesture and postures must synchronize with your verbal language
CLARITY
Messages must be supported by facts such as research data, statistics or figures. Abstract words must be minimized or avoided.
CONCRETENESS
Be polite in terms of approach and manner of addressing an individual.
COURTESY
Whatever you speak or write about , do it correctly. Be aware also of words that sound alike but differs in meaning. Examples: its – it’s; they’re – there – their; once – one’s – ones; advice – advise, council – counsel; whose – who’s; further – farther; too – to; quite - quiet
CORRECTNESS
Consider the recipient’s profession, level of education, race, ethnicity, hobbies, interests, passions, advocacies, and age when drafting or delivering a message.
CONSIDERATION
Craft interesting messages in terms of sentence structure and word choice.
CREATIVITY
refers to the awareness of commonalities and variations in people’s cultures without labeling them as desirable or undesirable.
CULTURAL SENSITIVITY
Make messages interesting to command more attention and better responses.
CAPTIVATING
Avoid using lengthy expressions and words. Eliminate unnecessary modifiers. Only use slang or professional jargon if you are confident your audience can understand their meaning.
CONCISENESS
Make sure your words, tone of voice and body language all convey the same message.
CONGRUENCY
Repeatedly expose the target audience to the same messages throughout your speech to assert your message and assist your audience in retaining it.
CONSISTENCY
Deliver relevant information, and take cues from their reactions to improve your content.
CONTENT RELEVANCE
Communication should be logical, well-planned, and self-reinforcing. Communication should be consistent with the policies, plans, programs, mission, and objectives of the organization and not in conflict with them.
COHERENCY
Speak adequately, completely and convey yourself fully.
COMPLETENESS
Communication should be done at proper time and with the appropriate level of impact and urgency. Communication reaches the target audience promptly.
TIMELESS AND URGENCY
People are different in behavior, attention, emotions etc. so they may respond differently to the message. This may require constructing different message formats for different roles and levels.
ATTENTION AND STYLE
Students meet with the instructor at regularly scheduled times (synchronous learning), primarily in a classroom. Students in face-to-face courses will normally be expected to be physically present for all or part of the term/semester. Technology may or may not be used to enhance learning.
FACE-TO-FACE
Students do not meet with the instructor at predefined times (asynchronous learning). Online courses do not require students to be physically present at any point during the period. Nearly all instruction, interaction, and activities take place online. Online classes fall into two categories — synchronous and asynchronous — each of which aligns with different students’ interests, personalities, and learning styles.
ONLINE
Lectures are broadcast or classes are conducted by correspondence or over the internet, without the student’s needing to attend a school or college. There is no interaction between the teacher and the student. The students get the course material and other resources via mail or post and have to study at their own pace. There is no teacher present but study centers that help the student get through the course. With the absence of teacher-student interaction in distance learning, the students have to prepare the given course material and submit assignments for evaluation.
DISTANCE LEARNING
refers to virtually interacting with two or more people, irrespective of location or time. On the other hand, distance learning is designed for students who cannot attend regular classes.
ONLINE LEARNING
instruction is delivered through a combination of synchronous and asynchronous learning. Students in hybrid courses will normally be expected to be physically present for part of the term (following class schedule). It is roughly balanced between two formats ( 50/50), combining face-to-face and online teaching into one cohesive experience. With a substantial amount of “seat time” they complement, reinforce and elaborate on one another. Hybrid activities create continuity across synchronous and asynchronous, e.g., assigning students a defined task to do on their own offline during a scheduled synchronous session before coming back online and sharing their reflections with the group, or vice versa.
HYBRID
learning refers to a mostly traditional face-to-face course that is enhanced by incorporating a few class sessions with online or web-based instruction ( 75/25) where technology is used to facilitate activities, deliver content, and/or assess students.
BLENDED
learning refers to instructors and students gathering at the same time and (virtual or physical) place and interacting in “real-time” with from different locations. Students meet via videoconferencing (e.g. Zoom) or other appropriate instructional technology at regularly synchronized scheduled times.
SYNCHRONOUS
learning refers to students accessing materials at their own pace and interacting with each other over longer periods. At the asynchronous end lie activities such as watching pre-recorded lectures, reading assigned materials, and participating in discussion boards. Classes run on a more relaxed schedule, with students accessing class materials during different hours and from different locations
ASYNCRONOUS
