[29/04, 5:52 pm] Dylan: By use of relevant examples from the education system in Kenya, examine ways in which the dimensions of curriculum contribute to holistic development of the learner. (08 marks) [29/04, 5:52 pm] Dylan: a) Discuss FIVE procedures that should be followed for effective utilization of instructional media in a CBC classroom. (10 marks) b) Explain FIVE communication barriers that may hinder effective classroom communication when using educational media. (10 marks) c) Artificial Intelligence (AI) and emerging Educational Technologies are influencing teaching and learning in Kenya. Discuss FIVE ways AI-powered tools can enhance competency development among learners under CBC. (10 marks) [29/04, 5:52 pm] Dylan: a) Explain FIVE components of the communication process and illustrate how each influences classroom instruction. (10 marks) b) Using relevant examples, explain FIVE interactions between verbal and non-verbal communication during instruction. (10 marks) [29/04, 5:52 pm] Dylan: By use of relevant examples from the education system in Kenya, examine ways in which the dimensions of curriculum contribute to holistic development of the learner. (8 marks) i) Using your own words distinguish the following curriculum designs: Broadfields curriculum design Core curriculum design Activity design (6 marks) ii) Which one curriculum design in your opinion would benefit learners more and why. (6 marks) c) Analyse five weaknesses of learner-centred curriculum designs. (10 marks) [29/04, 5:52 pm] Dylan: Discuss FIVE procedures that should be followed for effective utilization of instructional media in a CBC classroom. (10 marks) Explain FIVE communication barriers that may hinder effective classroom communication when using educational media. (10 marks) Artificial Intelligence (AI) and emerging Educational Technologies are influencing teaching and learning in Kenya. Discuss FIVE ways AI-powered tools can enhance competency development among learners under CBC. (10 marks) [29/04, 5:52 pm] Dylan: a) Explain FIVE components of the communication process and illustrate how each influences classroom instruction. (10 marks) b) Using relevant examples, explain FIVE interactions between verbal and non-verbal communication during instruction. (10 marks)

a) Here are five components of the communication process and how each influences classroom instruction:

• Sender: The sender is the source of the message, typically the teacher in a classroom.
  • Influence: A teacher's clarity, confidence, and knowledge as a sender directly impact how well students understand the lesson. For example, a teacher who clearly articulates concepts and uses appropriate language ensures the message is well-received.
• Message: The message is the information, ideas, or feelings being conveyed. In a classroom, this is the lesson content, instructions, or feedback.
  • Influence: The content and structure of the message are crucial. A well-organized lesson with clear objectives and relevant examples (the message) is more likely to be understood and retained by students than a disorganized one.
• Channel: The channel is the medium through which the message is transmitted. This can be verbal (spoken words), non-verbal (gestures, facial expressions), or visual (whiteboard, projector).
  • Influence: Choosing the right channel enhances learning. For instance, explaining a complex math problem verbally while simultaneously writing steps on the whiteboard (using both auditory and visual channels) helps students grasp the concept more effectively.
• Receiver: The receiver is the person or group who receives and interprets the message, which are the students in a classroom setting.
  • Influence: Students' prior knowledge, attention span, and learning styles as receivers influence how they decode the message. A teacher might need to rephrase instructions if students appear confused, indicating they haven't effectively received the initial message.
• Feedback: Feedback is the receiver's response to the message, indicating whether the message was understood. In a classroom, this could be student questions, nods, or completed assignments.
  • Influence: Feedback allows the teacher to assess comprehension and adjust instruction. When students ask clarifying questions or correctly answer a pop quiz, it provides feedback that the lesson (message) was effectively communicated, or highlights areas needing further explanation.

b) Here are five interactions between verbal and non-verbal communication during instruction:

• Repeating: Non-verbal cues reiterate or reinforce the verbal message.
  • Example: A teacher verbally says, "Please come forward," while simultaneously gesturing with their hand for students to move closer. The gesture repeats the verbal instruction.
• Contradicting: Non-verbal cues send a message that is opposite to the verbal message.
  • Example: A teacher verbally says, "I'm not upset at all," but their arms are crossed tightly and their brow is furrowed. The non-verbal cues contradict the verbal statement, suggesting they are indeed upset.
• Substituting: Non-verbal cues replace verbal messages entirely.
  • Example: A teacher shakes their head to indicate "no" when a student asks if they can leave early, without saying a word. The head shake substitutes a verbal refusal.
• Complementing: Non-verbal cues add depth, emotion, or further meaning to the verbal message.
  • Example: A teacher explains the importance of a historical event with a serious tone and solemn facial expression, complementing the gravity of the verbal information.
• Accenting/Regulating: Non-verbal cues emphasize certain parts of the verbal message or control the flow of conversation.
  • Example: A teacher pauses and makes eye contact before delivering a key point in a lecture, or raises their voice slightly to emphasize a crucial instruction. This accents the verbal message.