Assessing Relationship Between The Communication And Human Error

You have learned about the relationship between communication and human error. For this blog, you will determine recommendations to correct these errors and assess the relationship.

Based on your module readings and videos, and the article retrieved from the Hunt Library, Poor Communication Skills Means High Risk For Aviation Safety (attached), do the following.

Explain what is meant by “Communication effectiveness and efficiency represent the most important pillars to maintain safety in an airline operation.”
Explore the function of communication and why it is important to an organization.
Why is it needed to maintain a safety culture within an organization?
Explain the butterfly effect in communication and how it can influence aviation safety.
Finally, analyze the different types of communication and determine what leaders need to do to integrate efficient, adequate, and effective communication in the workplace.

This is a blog using the Discussions Tool for your post and replies:

Start with an ‘eye-catching‘ title, then create/write your blog.

Remember, the goal of this activity is to promote critical thinking and to reflect on the topic. Additionally, include properly formatted in-text citations and references to support your position. About a page and can include pictures or videos.

Scenario: At the beginning of the year, Ms. Hendrix, a fourth-grade teacher, collected information about her students’ learning preferences and learning needs. Of her 25 students, 12 prefer to learn visually, 8 prefer to learn through auditory means, and 5 prefer to learn kinesthetically. Additionally, 10 of her students are English learners (ELs) who struggle with reading and writing.

Using the table below, modify Ms. Hendrix’s traditional lesson about Regions into a lesson that incorporates the three UDL guidelines:

1. Multiple Means of Representation (what)

2. Multiple Means of Action and Expression (how)

3. Multiple Means of Engagement (why)

Incorporate at least one technology resource in your modifications.

Goal: Students will read the “What is a Region?” chapter in their textbook and answer the review questions at the end of the chapter in handwritten responses.

Goal: <insert text>

Focus: Understand what a region is

Focus: <insert text>

Materials: Textbook, lecture, Microsoft© PowerPoint© presentation, worksheet

Materials: <insert text>

Instruction:

10:00–10:30 — Whole-group: Teacher summarizes the main ideas in the textbook chapter using a Microsoft© PowerPoint© presentation and lecture

10:30–10:40 — Independent work: Students complete the True or False worksheet that describes examples and non-examples of regions

10:40–10:50 — Independent work: Students start working on the review questions at the end of the textbook chapter and will complete for homework

Instruction: <insert text>

Assessment: Textbook review questions will be graded

Assessment: <insert text>

Traditional Lesson Plan

UDL Lesson Plan