Download - Assignment 502 Theories, principles and models in education and training TASK B Petra Melville 1
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Assignment 502 Theories, principles and models in education and training TASK B
Petra Melville
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TheoryA supposition or a system of ideas intended to explain something, especially one based on general principles independent of the thing to be explained:Darwin’s theory of evolution
http://www.oxforddictionaries.co
m/definition/english/theory
A plausible or scientifically acceptable general principle or body of principles offered to explain phenomena
www.zazzle.com
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Principle
A fundamental truth or proposition that serves as the foundation for a system of belief or behaviour or for a chain of reasoning:the basic principles of justice
http://www.oxforddictionaries.com/definition/english/principle
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Model
A thing used as an example to follow or imitate:the project became a model for other schemes
A simplified description, especially a mathematical one, of a system or process, to assist calculations and predictions
http://www.oxforddictionaries.com/definition/english/model
Petra Melville
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Effective communication
Achieves the intended result or response Develops or maintains positive
relationshipsEncourages further communicationPromotes mutual respect
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Ineffective Communication
The intended message is misunderstood by the receiver Does not promote mutual trust, respect and
understanding Is incomplete Escalates into further misunderstandings Promotes hostility Results in effective actions
According to Wilson, learning is a result of effective communication, and communication is the art of passing a message. (Wilson, 2009). It is therefore imperative, that the communication which occurs between a teacher and a student, is effective.
Petra Melville
7Shannon and Weaver’s model of communication
www.communicationtheory.org
One of the SIMPLEST models
Sender plays the primary, active role and the receiver plays the secondary, passive role
Understanding NOISE will help to solve various problems
Interprets communication as a one-way process
The communication cycle theory, which elaborates on Shannon and Weaver’s model, gives the receiver an equal, active role, to the sender of the message. The latter is, as opposed to the former model, non-linear. This theory defines communication as a two-way process and stresses the importance of feedback from the receiver. When applied to education, learning occurs best if teaching, as well as communication, is a two way process.
Petra Melville
8Shannon and Weaver’s model of communication
An encoder
A messag
e
A channel
A decoder
A receiver
Based on Wilson, W. Practical Teaching, Cengage Learning, Hampshire, 2009
The communication cycle theory, which elaborates on Shannon and Weaver’s model, gives the receiver an equal, active role, to the sender of the message. The latter is, as opposed to the former model, non-linear. This theory defines communication as a two-way process and stresses the importance of feedback from the receiver.
When applied to education, learning occurs best if teaching, as well as communication, is a two way process.
Petra Melville
9Shannon and Weaver’s model of communication
https://www.google.co.uk/search?q=shannon+and+weaver+in+education+and+training&es_sm=93&biw=1366&bih=667&source=lnms&tbm=isch&sa=X&ei=O9KdVMTQF8eM7Aaf9YHoDg&ved=0CAYQ_AUoAQ#facrc=_&imgdii=_&imgrc=MX7G0pB6YSAH9M%253A%3B4g0pf2ma7VpOsM%3Bhttp%253A%252F%252F2012books.lardbucket.org%252Fbooks%252Fan-introduction-to-organizational-communication%252Fsection_06%252F20ed98da45a6e49b18ecd2272e8d223b.jpg%3Bhttp%253A%252F%252F2012books.lardbucket.org%252Fbooks%252Fan-introduction-to-organizational-communication%252Fs06-02-rethinking-communication.html%3B889%3B333
SEE PREVIOUS 2 SLIDESWhen applied to education, learning occurs best if teaching, as well as communication, is a two way process HENCE the importance of FEEDBACK
Petra Melville
10The communication cycle SEE PREVIOUS SLIDESWhen applied to education, learning occurs best if teaching, as well as communication, is a two way process HENCE the importance of FEEDBACK
Unlike Shannon and Weaver’s model, communication is NOT a one-way process COMMUNICATION IS A TWO WAY PROCESS hence FEEDBACK http://www.prweb.com/releases/2006/05/prweb386581.htm
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Effective listening skills
Adults spend an average of 70% of their time engaged in some sort of communication, of this an average of 45% is spent listening compared to 30% speaking, 16% reading and 9% writing. (Adler, R. et al. 2001).
Ensuring that what is learnt is what is taught How can a teacher ensure that what is learnt is what is taught? A teacher needs to be, first of all, an epitome of an effective communicator and display characteristics such as: the appropriate body language, appearance, tone of voice and posture, embody professionalism (i.e. not letting personal issues affect the communication and ultimately the teaching and learning process), confidence and assertiveness. An effective communicator will also have good listening skills.
http://www.skillsyouneed.com/ips/listening-skills.html#ixzz3N7cMSMn1
Petra Melville
12Effective listening skills (see the report for detailed description of barriers to communication
1. Stop Talking“If we were supposed to talk more than we listen, we would have two tongues and one ear.” Mark Twain.2. Prepare Yourself to ListenRelax. Focus on the speaker. 3. Put the Speaker at EaseHelp the speaker to feel free to speak. Remember their needs and concerns. Nod or use other gestures or words to encourage them to continue. Maintain eye contact but don’t stare – show you are listening and understanding what is being said.4. Remove Distractions5. Empathise6. Be patient7. Avoid personal prejudice8. Listen to the tone 9. Listen for ideas, not just words: infer information to reveal the UNKNOWN AREA (see Johari’s window) 10. Wait and watch for non-verbal communication
http://www.skillsyouneed.com/ips/listening-skills.html#ixzz3N7dzMWGY
How can a teacher ensure that what is learnt is what is taught? A teacher needs to be, first of all, an epitome of an effective communicator and display characteristics such as: the appropriate body language, appearance, tone of voice and posture, embody professionalism (i.e. not letting personal issues affect the communication and ultimately the teaching and learning process), confidence and assertiveness. An effective communicator will also have good listening skills.
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Transactional Analysis
• Parent ego state- the voice of authority • Child ego state- a dependent state. Both
parent and child states are constantly being updated. Seeking assurances; displaying immature behaviours.
• Adult ego state- an independent state. The ability to think and act responsibly and maturely.
Wilson states that the current thinking in the post-compulsory sector is empathy, understanding and negotiation. (Wilson, 2009). What is beneficial for the student is also beneficial for the college-students’ success means the success of the college. Teaching, learning and assessment is therefore a joint project. Developing equal adult relationships can be facilitated through negotiating SMART targets. According to Petty, a teacher should set mastery and developmental SMART targets. Mastery targets are those which are time, not ability dependant and attainable by all students. These can be set from the minimum requirements for passing the programme. Developmental targets can be set for faster learners. SMART targets can also be used to manage difficult behaviour, as learners have a choice in the way they behave.
http://lifestoogood.net/2013/transactional-analysis-communicate-effectively/
Petra Melville
14Transactional Analysis Physical Verbal
Parent Angry or impatient body-language and expressions, finger-pointing, patronising gestures
Always, never, for once and for all, judgmental words, critical words, patronising language, posturing language
Child Emotionally sad expressions, despair, temper tantrums, whining voice, rolling eyes, shrugging shoulders, teasing, delight, laughter, speaking behind hand, raising hand to speak, squirming and giggling
Baby talk, I wish, I dunno, I want, I’m gonna, I don’t care, oh no, not again, things never go right for me, worst day of my life, bigger, biggest, best, many superlatives, words to impress
Adult Attentive, interested, straight-forward, tilted head, non-threatening and non-threatened
Why, what, how, who, where and when, how much, in what way, comparative expressions, reasoned statements, true, false, probably, possibly, I think, I realise, I see, I believe, in my opinion
Developed from various sources
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Transactional Analysis
www.businessballs.com/transactional analyses.htm
Effective Modes Ineffective Modes
Structuring Criticising
Inconsistent
Supporting Interfering
Co-creating Over-adapted
Oppositional
Playful Reckless
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Transactional Analysis
www.businessballs.com/transactional analyses.htm
• OK to OK communication invites OK to OK response
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Transactional Analysis
EFFECTIVE MODES
Mindful process is a requirement for enabling effective modes to be accessed
Mindful process: the here and now, spontaneous, adapting to situations, accessing POSITIVE past experiences
STRUCTURING MODE: the boundary setting mode. Caring whilst firm
SUPPORTING MODE: affirming and considerate
CO-CREATING MODE: developing ways to co-operate with others
PLAYFUL MODE: curious, energetic mode. Playful confrontation
www.businessballs.com
Developing equal adult relationships can be facilitated through negotiating Ground Rules and SMART targets
Petra Melville
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Transactional Analysis
INEFFECTIVE MODES
all originate from OUTDATED experiences
CRITICISING MODE: (you are not OK) unlikely to develop a loyal supportive team. An individual believes that others (some) are incapable
INCONSISTENT MODE: (you are not OK) unpredictable, random behaviour; not helpful
INTERFERING MODE: (you are not OK) an individual who finds it difficult to delegate, offering to do things for other, capable individuals
OVER-ADAPTED MODE: (both not OK) an individual who suffers from depression, anxiety
OPPOSITIONAL MODE: (you are not OK) resisting to others, not free to think for ourselves, reactionary
RECKLESS MODE: no boundaries (you are not OK) not taking responsibility for one’s actions, an individual requiring a great deal of management www.businessballs.com
Developing equal adult relationships can be facilitated through negotiating Ground Rules and SMART targets
Petra Melville
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Johari’s window
https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http%3A%2F%2Fwww.crowe-associates.co.uk%2Fcoaching-and-mentoring-skills%2Fjohari-window-as-a-coaching-tool%2F&ei=le2dVJ_9EIbB7AbGhYGYDg&bvm=bv.82001339,d.ZGU&psig=AFQjCNHew9opJhRxioFtvcsf8tm6z7EaUA&ust=1419722510432851
• Used to enhance the individual’s perception on others
• Based on two ideas:• Trust can be acquired by revealing
information about ourselves to others• Learning about ourselves from the
feedback of others• Each four window pane signifies:
• Personal feelings• Motivation• Whether that information is known or
unknown to oneself or others • Each person is represented by the Johari
window model through these four window panes
The teacher knows very little about the prospective student prior to enrolment and vice versa. Other students know very little about each other at the beginning of the programme. A teacher’s role is to increase the ‘open area’, making the hidden or unknown smaller. A teacher who has developed effective listening skills will also be able to infer information in order to reveal the unknown. This results in more effective learning and teaching, as well as interaction among other students. Initial assessments and negotiating ILPs is an opportunity to find out more about the student’s intrinsic and extrinsic motivation, as well as anxieties. A student conducts research in order to find the right educational setting. The college can communicate the right message about its ethos via a website, a prospectus, a social network and via the first point of contact-the information desk/ enrolment services.
Petra Melville
20Johari’s window please see previous slide and the report
1. Open/self – area or arena1. Information about the person’s attitudes, behaviour, emotions and skills is known by the individual person as well as by others. 2. Main communication arena3. The larger the arena, the more effective the relationship is4. The arena can be increased through:
1. Feedback: LISTENING to the feedback from another person2. Self-disclosure
2. Blind self or blind spot 1. Information about the person’s attitudes, behaviour, emotions and skills is known by others BUT NOT THE INDIVIDUAL2. Caused by misinterpretation/miscommunication3. Reduced by seeking feedback from others
3. Hidden area or façade1. Information about the person’s attitudes, behaviour, emotions and skills is known by the individual person BUT NOT BY OTHERS.2. The individual might feel RELUCTANT to reveal some information 3. May include fears, secrets, past experiences
4. Unknown area1. Information about the person’s attitudes, behaviour, emotions and skills is UNKNOWN by the individual person AS WELL as by others.2. May include talents3. May be caused by repressed traumatic experiences4. Must be uncovered by the individual or by others5. Can be decreased by effective communication
www.businessballs.com