masalah mr x dari group 9.ppt

7/27/2019 masalah mr x dari group 9.ppt

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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


2/25

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.


3/25

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


5/25

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?


7/25

Hypothesis

There is miss communication betweenstudents and Prof. Fibula, so he does not

want to teach Block 1 anymore.


8/25

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


9/25

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


10/25

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.


12/25

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


13/25

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


14/25

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.


15/25

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


16/25

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


17/25

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


24/25

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


25/25

Thank You

nuhun

masalah mr x dari group 9.ppt

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