masalah mr x dari group 9.ppt
TRANSCRIPT
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SCENARIO FIBULA
9th
Group AYU PURNAMA SARI(5407100184)BYANICHA AURORA
(54071001087)
POORNIMA GOPAL
(54071001123)
HUDA BT BASURI(54071001115)
NOVELDY CALZOUM BACHRY
(54071001080)
RENDI ER PRATAMA
(54071001081)
RAISSA NURWANY
(54071001085)ARDELIA BIANDA
(54071001088)
PATHMAROOBAN DAMODERAM
(54071001122)
Tutor: dr. Krisna Murti, SpPA, M. Biotech
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Scenario Fibula
Prof. Fibula was surprised to see the empty
classroom in that morning. Instead of attendinghis lecture, all students gather at the faculty hallto follow BEMs activities.
Prof. Fibula asked one of the student about the
schedule. After trying to investigate what waswrong, it becomes clear that Prof. Fibula hadgiven his message to Block 1 Coordinator. Hismessage is about the change of his lecture
schedule. Anyway, because Block 1 Coordinatorwas very busy, the message was not conveyedto the students. Starting at that time, Prof. Fibuladoes not want to teach at Block 1 anymore.
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Term Clarification
1. ScheduleTime table
2. BEMs activities
Activities that is held by organization (BadanEksekutif Mahasiswa) in faculty
3. Investigate
Examine the fact about something in order to tell
the truth4. Message
Information sent to somebody
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5. Block 1 CoordinatorPerson who responsible to arrange all the
activities in block 1
6. Conveyed
Information is received7. Faculty hall
The big room for gathering students
8. Professor
University teacher of the highest rank9. Lecture
Educational for students
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Identify the Problem
1. Prof. Fibula was surprised to see the empty
classroom in that morning
2. Prof. Fibula had given the changes of lecture
schedule to the Block Coordinator
3. The message was not conveyed to the student
4. Block 1s coordinator was very busy5. Prof. Fibula does not want to teach at Block 1
anymore
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Analyze The Problem
Why the students are not in the classroom?
Where the students go in that morning? Why the lectures schedule is change?
What are the changes of lecture schedule?
Why the message was not conveyed to the students?
Why Prof. Fibula does not want to teach at block 1
anymore?
Is it right way that Prof. Fibula does not want to teach
block 1?
What the Block 1s coordinator supposed to do to make
the message conveyed?
What should the students do to solve the problem?
What should he block 1s coordinator to overcome this
problem?
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Hypothesis
There is miss communication betweenstudents and Prof. Fibula, so he does not
want to teach Block 1 anymore.
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Synthesis
Prof. Fibula
Send message
The changing oflecture material
Block 1 Coordinator
Prof. Fibula doesnt
want to teach at Block 1
Busy
Message was not convey
Students follow
BEMs activities
Empty classroom
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Problem Solving
Effective
CommunicationStudent Centered Adult Learning
Ethics of
Communication
Mechanism BarriersWays
-Standard
terminology
-Inform
-Give all
-Eye contact
-Clearly-Ensure
-Focus
-Understand
-Do it now
-Summarize
-Ask
1.Sender
(Prof. Fibula)
-Skill
-Knowledge
-Attitude
-Soc. Position
-Culture
-Feedback
2. Message
(The schedule
changing)
-Content
-Context
-Treatment3. Channel
(Coor. Block1)
-Sensory
-Institutional
4. Receiver
(Students)
-Humans
mind
-Confusing
symbols
-Lack
Of experience-Overuse
abstraction
-Interference
Independent learning
Characteristic
-Goal oriented
-Relevancy
oriented
-Practical
Strategies to teach1. Experience
2. Relevance
3. Organized
4. Dont waste time
5. Clearly goal
6. Add
Kinds Applying
Values
-Verbal
-Non verbal
-Honesty-Legality
-Privacy
-Quality
-Teamwork
-Avoiding
conflict
-Cultural
sensitive
-Social
responsibility
-Professional
-Advancing
profession
-Listen
-Eye contact
-Ask
-Honest
-Respond
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Effective Communication
Sender Message Channel Receiver
Feed forward and Feedback
The sender-message-channel-receiver model (SCMR)
The Mechanism
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The Sender : Prof. Fibula
The sender has to be aware :1. Senders communication skills
2. Senders attitudes
3. Senders knowledge level4. Senders social position
5. Senders culture
6. Feedback received by senderIn this case, Prof. Fibula lack of no 1, 2 and
6 variables whole sending his message.
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The Message : The changes of
schedule
The message has three components:
1. Content is simply communicating what you
desire to communicate.
2. Context involves adapting senders
presentation of the content to audience.
3. Treatmentis the arrangement of the contentby the sender. Its directly supports thecontext and content of the message
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The Channel : Block 1
CoordinatorProf. Fibula used Institutional channels to
conveyed his messageSensory Channel Institutional Channel
Sight
Sound
Touch
Smell
Taste
face-to-face
conversation
printed materials
electronic media
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The Receiver :The students
The receiverof the information has to use:
Same skill set as the sender(The six variables).
An additional variable, credibility of the speaker.
Because Block 1 Coordinator, the message was
not conveyed to student.
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The Ways
Focus the discussion on the information
needed
Use open-ended questions to expand the
discussion
Use closed ended questions to prompt forspecifics
State your understanding of what you are
hearing
Encourage dialogue through eye contact and
expression
Summarize the key points
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The Barrier
1. Human only remember 10% read
20% hear
30% see
50% see and hear70% say
90% do
2. Confusion between the symbol
3. Lack of common experience4. Over use of abstraction
5. Interference
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Student Centered
Learning achieved by the individual
It may not be fully schedule
Flexible, student have a measure of control over
their own learning
The role of teacher changes from a lecturer to a
manager of the learning processMotivation come from the student themselves
Specific needs of the individual
Independent Learning
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Adult Learning
Goal-orientedMust know what the goal to attain
Appreciate the programs
Goals & objectives must be known early
Pursues accuracy rather than speed
The Characteristic
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Relevancy-oriented
Must see a reason for learning something
Choose the applicable to your work/
responsibilitiesPractical
Focus on a lesson most useful to your goal
Makes immediate application of learning
Ask the teachers to explain explicitly howthe lesson will be useful
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The Strategies to Teach
first-hand experience in the subject.
provide enough relevance
well-organized
don't waste time
state clear learning goals for the class.
willing to modify or add to the learning goals
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Ethics in Communication
Kinds
1. Verbal
One person speaks and other listens
2. Non verbal1. Facial expression
2. Gestures
3. Body Language
4. Sounds (not word)
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Some Values
1. Honesty
2. Legality
3. Privacy
4. Quality
5. Teamwork6. Avoiding conflict
7. Cultural sensitive
8. Social responsibility
9. Professional growth
10. Advancing the profession
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How to Apply
1. Listen
Work to understand what the speaker is saying
2. Maintain eye contact
To prove that they are communicating with you3. Ask
4. Be honest and straightforward
5. RespondIt shows our responsibility
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So, the Relationship
AdultLearning
Student Centered
Ethics in
Communication
Effective
Communication
The message should
be understood
The message should
be ethical Looking for the respect
An application of
adult learner
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Thank You
nuhun