How do we take all of this information to design training? One method is to use color-coded flashcards for each component. On the front of these cards is the mode of communication and on the back is the label for basic, medium, or advanced formats with a short description. This method works very well in groups by having everyone sit around a table and brainstorm through a process. The great part about using these cards is that it gives everyone a chance to voice what they think is the best option and then provides an opportunity to vote on the best mode.
ON THE MODE OF COMMUNICATION OF CHOLERA
The mining population of Great Britain have suffered more from cholera than persons in any other occupation,--a circumstance which I believe can only be explained by the mode of communication of the malady above pointed out. Pitmen are differently situated from every other class of workmen in many important particulars. There are no privies in the coal-pits, or, as I believe, in other mines. The workmen stay so long in the mines that they are obliged to take a supply of food with them, which they eat invariably with unwashed hands, and without knife and fork. The following is a reply which I received from a relative of mine connected with a colliery near Leeds, in answer to an inquiry I made:---
Models of Communication | The Communication Process
At this point you may be saying to yourself, “There’s no possible way we can do all those things.” Good! You probably shouldn’t be doing all of them, but you should be doing several of them. The good thing is that as you choose to add a new mode of communication it should require proportionately less effort than modes you are already using. You can add new modes efficiently and effectively by leveraging your existing modes of communication. I’ll talk about that next week.
preferred mode of communication - Network World
Language teachers are generally familiar with a four-skills model of communication, in which reading, writing, listening, and speaking proficiencies are assessed individually. A four-skills approach will continue to be a useful model for assessment, as it is often necessary to avoid confounding performance on one dimension, such as listening, with skill in another area, such as reading. Assessing skills individually is desirable in situations where learners have acquired language in a variety of ways, and thus may not share common pathways to proficiency—often the case with adults. Evaluation criteria, such as those of the ACTFL Proficiency Guidelines, describe what individuals can do with language in terms of speaking, writing, listening, and reading. There are five major levels of proficiency for each skill: Distinguished, Superior, Advanced, Intermediate, and Novice. Consider some projects that are often part of a world language classroom. For example, students often prepare a travel brochure or poster about a city or country where the target language is spoken. Think of the project with the three modes of communication in mind. The brochure or poster is the Presentational mode. To adhere to the characteristics of the presentational mode, the student needs to submit draft documents for feedback. The goal is a polished brochure or poster that can be displayed or shared with others because it has gone through revisions until it is “ready to publish.”