Hover to see how factors connect to Oral Communication Skills. Then click connected factors to explore strategies related to multiple factors.
Communicating effectively requires the ability to to convey thoughts and goals and understand information presented by others. These skills allow adults to communicate with a variety of people, including within academic, workplace, personal, and peer contexts. Ineffective communication skills can cause frustration as misunderstandings may lead to conflicts between parties.
Communication can include exchanges with instructors in classes, peers in collaborative settings, or managers and staff where adults must have the skills to communicate and to use the appropriate level of formality. Oral communication also includes public speaking. There are multiple component skills that contribute to producing and understanding oral communication:
Those adults who struggle with Foundational Reading Skills also often struggle with some or all of the above Oral Communication Skills. Adult learners, through interacting with others over time, have likely developed processes for exchanging information, thoughts, and ideas with others. However, adult learners may still need additional support to develop advanced Vocabulary, Syntax, and Morphological Knowledge. Many cognitive functions decline over the lifespan which may in turn cause difficulty with Oral Communication Skills as one ages.
Using language that is accessible and appropriately leveled for each student allows all learners to feel successful and participate in learning.
Audiobooks allow learners to hear fluent reading and experience books in a flexible format.
When adults can connect and communicate with authentic audiences about their interests and values, learning becomes more personally meaningful and relevant.
Case studies support authentic, active learning experiences centered around real world situations that present an account of a particular set of circumstances for learners to engage with.
Understanding adults' lived experiences and cultural backgrounds and connecting them to instructional practices helps all learners feel like valued members of the community.
Seeing and using new words repeatedly and across contexts is critical for vocabulary acquisition.
Networking and supporting adult learners in expanding social networks provide access to additional resources and Social Supports, which can impact their trajectory and Motivation.
Experiential learning is learning by doing, which may include self-directed learning activities.
When adults are aware that learning involves effort, mistakes, reflection, and refinement of strategies, they are more resilient when they struggle.
Visualizing how ideas fit together helps learners construct meaning and strengthens their recall.
Opportunities for students to practice skills in context, with instructor support and also independently, helps to move concepts and ideas into Long-term Memory.
Metaphors and analogies can support learners by helping to form connections and to notice patterns and similarities that promote learning, self-concept, and higher order thinking.
For adults, the Composition process can become more robust when learners can express ideas through multiple media, which includes visual, audio, and digital production.
Instruction and training presented in multiple formats allows learners to activate different cognitive skills and Background Knowledge that are necessary to remember procedural and content information.
Learning in social contexts has been shown to have significant effects on comprehension of material and retention of new information into Long-term Memory.
Understanding that different individuals may experience and view the same event differently is a higher level cognitive skill that develops in adolescence and throughout adulthood.
Making space and time for physical activity, through brief movement breaks in the classroom or workplace and incorporating it into daily life, has benefits for the body and mind.
Problem-based learning (PBL) is a learner-centered multidisciplinary approach focused on real world applications using active learning methods.
Reflection can take place throughout learning, supporting critical thinking and Problem Solving skills when learners actively question assumptions, and after learning experiences to support Metacognition.
Creating a quiet space free of distractions is critical for adults to be able to focus on learning.
When adults monitor their comprehension, performance, and use of strategies when learning they become more invested in their work, build their Metacognition, and actively participate in the process.
Bringing learners' everyday literacy practices such as text chats into instruction provides regular, low-stakes practice communicating with authentic audiences.
Are you sure you want to delete this Workspace?
Enter the email address of the person you want to share with. This person will be granted access to this workspace and will be able to view and edit it.
Create a new Workspace for your product or project.
Make a copy of this workspace.
Generating summary page
On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Summary" to view your Design Summary Report.
On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Report” to view your Design Summary Report.
By selecting "Show Report" you will be taken to the Assessment Summary Page. Once created, you will not be able to edit your report. If you select cancel below, you can continue to edit your factor and strategy selections.
Item successfully added to workspace!
Issue adding item to workspace. Please refresh the page and try again.