CTE 3rd Thursday-What Are You Talking About presentation-2 18 2021 Layshock-Nastvogel-Khoza

Follow My Directions… For success, I needed to - Understand that you are a different person than me Activity... Follow My Directions… For success, I needed to - Understand that you are a

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Need to Know This?”:

Tools of Engagement

So You Don’t Get

These Questions.

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Presented by Drs Layshock, Nastvogel, and Khoza Center for Teaching Excellence Third Thursday Presentation

February 18, 2021

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1 Demonstrate the use of observation to enhance verbal and verbal aspects of communication in the learning process

non-2 Demonstrate an understanding of the value of actionable

empathy in teaching and learning

3 Demonstrate the ability to use stories to form a connection between class content and the students to achieve learning

outcomes

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• Engage in interactive sessions with verbal and non-verbal activities in the classroom.

• Practice strategies to engage interactive and empathetic learning.

• Develop take-away strategies for engaging students in interactive and empathetic learning.

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Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vnFollow My Directions…

Thanks, Keith!

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Follow My Directions…

- Were the directions correct?

- Did they work?

- Did I think about who you were?

Activity

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- Were the directions correct?

- Did they work?

- Did I think about who you were?

- What could I have done differently?

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- Follow what I do

- Sit upright with your arm at your side; moving just 1 arm,

- Bend your elbow 90 deg, like the corner of a book

- Keeping your elbow bent, lift your whole arm up to

about shoulder height and raise your hand,

- Then bring that whole arm forwards a bit

Activity

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Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vnFollow My Directions…

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For success, I needed to

- Understand that you are a different person than me

Activity

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- Use that understanding to consider you and modify my behavior

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→ Work together for same end goal

Activity

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Theory of Mind

Empathy

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● Alan Alda - Founder of the Alan Alda Center for Communicating Science,

Stony Brook University

● Helen Riess, MD - Associate Clinical Professor of Psychiatry at Harvard

Medical School and Director of Empathy Research and Training in

Psychotherapy Research group in the Department of Psychiatry at MGH Founder of Empathetics TM

https://www.medscape.com/viewarticle/935499

3:21-5:18

per Researchers and Teachers of Empathy in Practice

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Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn

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So, how do you get better at something?

- Understand the parts

- Practice

- Use that understanding to consider you and modify my

behavior

Empathy: +

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E - Eye Contact that says, “I see you You exist.”

M - Muscles of Facial Expression (face)

P - Posture, or body language (theirs and yours)

A - Affect (emotion)

T - Tone of Voice

H - Hearing the Whole Person

Y - Your Response (how you feel, not what you’ll say)

an acrostic by

Dr Helen Riess

Empathy

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One of the things we found

is that if you want to communicate with another person…

https://www.medscape.com/viewarticle/935499

10:50-11:19

Alan Alda

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One of the things we found

is that if you want to communicate with another person…

you have to

● Do more listening than they do

● Be aware of what they’re going through; are they following you

○ Are there roadblocks because you’ve use a term they don’t

understand or they’re afraid of

● Understand what they are ready to hear

Alan Alda

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of the person delivering the information

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“ good communication is the responsibility

of the person delivering the information, not

the person receiving it.”

(Alda, p 73; p 109 large print)

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● When communicating, look at people’s faces to see if it looks like they

understand you Do this even when speaking to a group.

● Using jargon (terms specific to your field of knowledge) should be reserved for times when the people you are talking with also know, and have the same

understanding of, the jargon you will use.

of the person delivering the information

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● When communicating, look at people’s faces to see if it looks like they

understand you Do this even when speaking to a group.

● Using jargon (terms specific to your field of knowledge) should be reserved for times when the people you are talking with also know, and have the same

understanding of, the jargon you will use.

● Be careful when assuming the audience knows everything that is being

discussed; provide the foundation and background.

● Consider the amount of new information being introduced in a single setting;

consider how much you would actually remember if it were you.

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“ good communication is the responsibility

of the person delivering the information, not

the person receiving it.”

(Alda, p 73; p 109 large print)

Take-Aways

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or What does it look like?

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connection is made

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Get students to do what they know how to do THEN show them

something they do not know how to do

“Tell me and I forget, teach me and I may remember, involve

me and I learn.” Benjamin Franklin

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● At times, you want students to do what you do learn how you learned, study how you studied but does this make sense??

● Mirror what I am doing

● “The person who communicates something

is responsible for how well the other person

follows” pg.30

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● Is it safe to assume that students will

agree, connect, AND understand simultaneously?

● When the connection is achieved, STAY

THERE and let it sink in so brains are in

sync

● “Slow and steady wins….??”

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● Adjust to your audience

● Do not assume students KNOW

● Get a STORY form a CONNECTION

● RECOGNIZE when a connection is lost…

Take-Aways

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*Speak at a reasonable volume and enunciate your words.

*Make sure the student can see your mouth.

*Whenever possible, use simple English.

*Avoid verb phrases.

*Avoid filler words or phrases.

*If asked to repeat, repeat verbatim.

*Avoid using contractions.

*Wait for the student to finish talking altogether.

*Ask open-ended questions.

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*Using other classroom assessment techniques.

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*Provide clear guidelines for participation.

*Provide specific and clear instructions about policies, grading, and all assignments both orally and in writing.

*Be very explicit about your classroom practices.

*Valuing differences in student experience and preparation.

Be prepared for gaps in understanding and view them as

opportunities for review, collaboration and discussion.

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Chapter 21: “The Improvisation of Daily Life.”

“Not being able to communicate is the Siberia of everyday

life - a place that, crazily we often send ourselves to.” (p 290)

“The solution is “transforming yourself.” (p 290)

“Pay attention to what you pay attention to.” (Bass, p.291)

Lessons Learned from Alda Book

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● Name that emotion, read faces Do 5 a day!

○ Students, colleagues, shopping, home, anywhere

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● Name that emotion, read faces Do 5 a day!

○ Students, colleagues, shopping, home, anywhere

● Start class with a story At least 1 each week!

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● Start one class with a story At least 1 each week!

● In each session, introduce and stay with one-two concepts

○ Use a video, play a game, assign a mini-group presentation

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● In each session, introduce and stay with one-two concepts

○ Use a video, play a game, assign a mini-group presentation

● Ask for feedback, then listen and modify

○ Are you with me?

● Thumbs up/thumbs down (in chat)

○ What questions do you have? I need 3 questions to move on.

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● Ask for feedback, then listen and modify

○ Are you with me?

● Thumbs up/thumbs down (in chat)

○ What questions do you have? I need 3 questions to move on.

● Use gaps of understanding as an opportunity

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● Ask for feedback, then listen and modify

○ Are you with me?

● Thumbs up/thumbs down (in chat)

○ What questions do you have? I need 3 questions to move on.

● Use gaps of understanding as an opportunity

Too much!!!

Tiêu đề	What Are You Talking About? And Do I Really Need to Know This?
Tác giả	Drs. Layshock, Drs. Nastvogel, Drs. Khoza
Trường học	Center for Teaching Excellence
Chuyên ngành	Teaching and Learning
Thể loại	presentation
Năm xuất bản	2021

Định dạng
Số trang	74
Dung lượng	4,14 MB