Lasswell’s model of communication

Each box contains a range of factors which a teacher should consider in their planning, preparation and
delivery of teaching and learning.

WHO? WHAT? TO WHOM? HOW? WHY?

Teacher Content Learners Strategies Purpose/ effect

• Personality • Level • Age •Active learning • Instruct

• Qualities • Selection • Gender •Student centred • Explain
• Communication • Editing • Culture •Didactic • Inform
skills • Specifications • Needs •Structure • Persuade
• Knowledge • Vocational • Background •Organisation of • Motivate
• Experience • Academic • Learning styles learning • Develop learner
• Enthusiasm • Key Skills • Motivation •IT autonomy
• Motivation • Skills for Life • Confidence •Differentiation • Assessment
• Self-esteem • Communication • Got to do it!
• Self-concept skills • Skills
• Teaching style • Knowledge development
• Attention span
 Evaluating your own communication skills

The following questions can be used as the basis for an audit and evaluation of your
communication skills in teaching and learning. You might use the results to inform you
ILP or your review for your assignment.

1. I use eye contact to include all learners

2. I am aware of my posture when sitting or standing
3. My posture communicates, e.g. confidence, authority, approachability
4. I move around the room and get amongst my learners
5. I adjust the room layout to suit the number of learners, purpose and
communication climate.
6. My students can hear me clearly
7. I am aware of my voice and adjust speed, pause, pitch, volume and stress to suit
learners and purpose.
8. I am a good listener.
9. I let learners finish speaking before I reply.
10. I know learners’ names
11. I avoid unnecessary use of jargon/specific language and ensure that learners
understand new words and phrases.
12. I consciously try to reduce physical barriers to communication.
13. I am aware of the effects of emotions on teaching and learning.
14. I try to create a safe and positive communication climate conducive to learning.
15. I recognise that I might make assumptions about learners.
16. I notice feedback from learners.
17. I am prepared to adjust how and what I am teaching in response to learners’
feedback
18. I consider carefully the structure and clarity of written material.

• What actions can you take to improve your communication and therefore your
teaching?