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Assignment 502 Theories, principles and models in education and training TASK B

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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

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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.

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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.

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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.

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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

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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

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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/

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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

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Developing equal adult relationships can be facilitated through negotiating Ground Rules and SMART targets

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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.

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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

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