Cuin 6371 models of teaching
This presentation is the property of its rightful owner.
Sponsored Links
1 / 62

CUIN 6371 Models of Teaching PowerPoint PPT Presentation


  • 141 Views
  • Uploaded on
  • Presentation posted in: General

CUIN 6371 Models of Teaching. Fall, 2003 Howard L. Jones Session 2 National Training Laboratory. Social Interaction. Teaching About Society Jurisprudential Oliver and Shaver Role Playing/Simulations Teaching Social Skills National Training Laboratory Teaching Academic Content

Download Presentation

CUIN 6371 Models of Teaching

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Cuin 6371 models of teaching

CUIN 6371Models of Teaching

Fall, 2003

Howard L. Jones

Session 2

National Training Laboratory


Social interaction

Social Interaction

  • Teaching About Society

    • Jurisprudential Oliver and Shaver

    • Role Playing/Simulations

  • Teaching Social Skills

    • National Training Laboratory

  • Teaching Academic Content

    & Social Skills

    • Various Forms of Cooperative Learning


Not uncommon thinking

Not Uncommon Thinking

To get the job done, a committee should

consist of three persons…two of whom are absent


Cuin 6371 models of teaching

“If I had to identify, in one word, the reason why the human race has not achieved its full potential, that would be the word ‘meeting’.”

Dave Barry


Less common thinking

Less Common Thinking

All for one; one for all

Alexander Dumas


The eleventh commandment

The Eleventh Commandment

Thou shall not committee!


And to balance from the christian perspective

And to balance from the Christian Perspective

God so loved the world that He didn’t send a committee!


Gourd s axiom

Gourd’s Axiom

A meeting is an event at which the minutes are kept and hours are lost.


Where did they come from

Where Did They Come From?

Original Theory/Philosophy

Application of Original Theory

Model of Teaching


1947 an unusual year

1947…an unusual year

  • Rapid personal and social changes


Agrarian society industrialized society information society

Agrarian SocietyIndustrialized SocietyInformation Society


Transitions in lifestyle

Not too long ago…

Much family sharing

Extensive basic life training

More homogeneous values

Low level of information

Low technology

Many required tasks

Much family work

Extended families nearby

Few broken homes

Little anonymity

Present Norms

Little family sharing

Limited basic life training

More heterogeneous values

Huge surplus of info

High technology

Few required tasks

Little family work

Extended families far away

Many broken homes

General anonymity

Transitions in Lifestyle


1947 an unusual year1

1947…an unusual year

  • Rapid personal and social changes

  • Need for adaptive mechanism that serves both individual rehabilitation and social reconstruction


1947 an unusual year2

1947…an unusual year

  • Rapid personal and social changes

  • Need for adaptive mechanism that serves both individual rehabilitation and social reconstruction

  • The ability to live with ambiguity and change, to work interdependently, to be socially inventive…


Kurt lewin to ronald lippitt

Kurt Lewin to Ronald Lippitt

  • “The American cultural ideal of the self-made man, of everyone standing on his own feet, is as tragic a picture as the initiative-destroying dependence on a benevolent despot. We all need each other. This type of interdependence is the greatest challenge to the maturity of individual and group functioning.”


Albert einstein what i believe 1930

Albert Einstein What I Believe (1930)

  • “A hundred times a dayI remind myself that my inner and outer lives are based on the labors of others – both living and dead – and that I must work to repay thesedebts.”


Growing out of a need

Growing out of a need…

  • …to deal with complex bureaucratic organizations which depersonalize human relations…

  • There is an “eclipse of community” and a sense of helpless isolation.

  • “The ability to live with ambiguity and change, to work interdependently, to be socially inventive, to meet social requirements – are all requirements for social membership.” (Leland Bradford, 1961)


Laboratory training

Laboratory Training…

“…an educational strategy which is based primarily on the experiences generated in the various social encounters by the learners themselves, and which aims to influence attitudes and develop competencies toward learning about human interaction.”

Schein and Bennis, Personal and Organizational Change Through Group Methods


National training laboratory training group t group encounter groups sensitivity training

National Training LaboratoryTraining GroupT-GroupEncounter Groups“Sensitivity Training”


Cuin 6371 models of teaching

Teaching is thecreation of environmentsin which students’ cognitive and social structures can emerge and change


Learning

Learning….

…is viewed as a transaction between the learner and the environment in which neither can be regarded as fixed…The target of education is “change and growth in the individual and his behavior.”

Bradford, Human Forces in Teaching and Learning


Field theory behavior is a function of person environment

Field TheoryBehavior is a Function ofPerson .......................Environment

B = f (P, E)

Kurt Lewin


Essentially

Essentially…

  • A kind of social vacuum is produced

  • Leadership, agenda, expectations…are blurred or missing

  • The group…not just a collection of individuals…possesses its own unique qualities…


Goals

Goals

  • Intrapersonal

  • Interpersonal

  • Group Dynamics

  • Self-Direction


Necessity psychological safety

Necessity… psychological safety


Compass directions activities

Compass DirectionsActivities


Cuin 6371 models of teaching

  • NORTH

  • Acting – “Let’s Do it!”

  • Likes to act, try things, plunge in

    • WESTEAST

    • Paying attention to detail -Speculating –

  • Likes to know who, what, Likes to look at the

  • when, where, why, before acting big picture, the possibilities, before acting

  • SOUTH

  • Caring –

  • Likes to know that everyone’s

  • feelings have been taken into

  • consideration, that their voices have

  • been heard, before acting


Cuin 6371 models of teaching

  • NORTH

  • Acting – “Let’s Do it!”

  • Likes to act, try things, plunge in

    • WESTEAST

    • Paying attention to detail -Speculating –

  • Likes to know who, what, Likes to look at the

  • when, where, why, before acting big picture, the possibilities, before acting

  • SOUTH

  • Caring –

  • Likes to know that everyone’s

  • feelings have been taken into

  • consideration, that their voices have

  • been heard, before acting


Cuin 6371 models of teaching

  • NORTH

  • Acting – “Let’s Do it!”

  • Likes to act, try things, plunge in

    • WESTEAST

    • Paying attention to detail -Speculating –

  • Likes to know who, what, Likes to look at the

  • when, where, why, before acting big picture, the possibilities, before acting

  • SOUTH

  • Caring –

  • Likes to know that everyone’s

  • feelings have been taken into

  • consideration, that their voices have

  • been heard, before acting


Cuin 6371 models of teaching

  • NORTH

  • Acting – “Let’s Do it!”

  • Likes to act, try things, plunge in

    • WESTEAST

    • Paying attention to detail -Speculating –

  • Likes to know who, what, Likes to look at the

  • when, where, why, before acting big picture, the possibilities, before acting

  • SOUTH

  • Caring –

  • Likes to know that everyone’s

  • feelings have been taken into

  • consideration, that their voices have

  • been heard, before acting


Cuin 6371 models of teaching

  • NORTH

  • Acting – “Let’s Do it!”

  • Likes to act, try things, plunge in

    • WESTEAST

    • Paying attention to detail -Speculating –

  • Likes to know who, what, Likes to look at the

  • when, where, why, before acting big picture, the possibilities, before acting

  • SOUTH

  • Caring –

  • Likes to know that everyone’s

  • feelings have been taken into

  • consideration, that their voices have

  • been heard, before acting


Compass questions

Compass Questions

  • What are the potential benefits associated with your “direction?”

  • What are the potential limitations associated with your “direction?”

  • With which other “direction(s)” do you have the most difficulty working as you start a group project? Why?

  • What do you want people in other “directions to know or understand about working with you?


Wilderness survival

Wilderness Survival


Wilderness survival1

Wilderness Survival

Change

+1.2

0.5

+1.6

+0.75

+0.4

+1.0


Synergy

Synergy

To work together


Syntax of ntl model

Syntax of NTL Model

Dilemma


Syntax of ntl model1

Syntax of NTL Model

Dilemma

Invention


Syntax of ntl model2

Syntax of NTL Model

Dilemma

Invention

  • Feedback


Feedback

Feedback….

…communicating to a person or a group about how his, her, or their behavior has affected us or other people.


Feedback is useful if

Feedback is useful if….

  • It describes what a person is doing rather than placing a value on it

  • It is specific rather than general

  • It is directed toward behavior which the receiver can do something about

  • It is well-timed

  • It is asked for rather than imposed

  • It is checked to ensure clear communication


Syntax of ntl model3

Syntax of NTL Model

Dilemma

Invention

Feedback

Generalization


Syntax of ntl model4

Syntax of NTL Model

Dilemma

Invention

Feedback

after Blake and MoutonGeneralization


A focus on the here and now

A Focus on the Here and Now…


Lost at sea

Lost at Sea


Scoring lost at sea

Scoring Lost at Sea

Your RatingCorrect AnswerDifference

__5_ Sextant __8_ Sextant 3

__11_Shaving _5_Shaving 6

Mirror Mirror

__1__Water __1_Water 0

Sum of D1...15

Differences


Wilderness survival and lost at sea

Wilderness Survival and Lost at Sea

Change

+1.2

0.5

+1.6

+0.75

+0.4

+1.0


Johari window

Johari Window

Known to Unknown to

SelfSelf

Known

to Others

Unknown

to Others


Johari window joe ingham harry luft

Johari WindowJoe Ingham & Harry Luft

Known to Unknown to

SelfSelf

Known

to Others

Unknown

to Others


Johari window1

Johari Window

Known to Unknown to

SelfSelf

Arena

Known

to Others

Unknown

to Others


Johari window2

Johari Window

Known to Unknown to

SelfSelf

Arena

Blindspot

Blindspot

Known

to Others

Unknown

to Others


Johari window3

Johari Window

Known to Unknown to

SelfSelf

Arena

Blindspot

Blindspot

Known

to Others

Unknown

to Others

Private


Johari window4

Johari Window

Known to Unknown to

SelfSelf

Arena

Blindspot

Blindspot

Known

to Others

Unknown

to Others

Unknown

Private


Meeting behaviors that we really despise

Meeting behaviors that we really despise…

  • Agnes

  • Beatrice

  • Clarence

  • Dora

  • Simon


Ntl syntax

NTL Syntax

Ability to cope

with change

Laboratory

Method

Model

Insight into Reason

for Interpersonal

Behavior

Skill in Negotiation,

Self-Expression

Acceptance of

Affective Nature

of Human Responses

Tolerance of

Diversity


The tribes program

The Tribes Program


Three perspectives

Three Perspectives

  • Teachers have an extensive array of alternative approaches to use in teaching.

  • Methods make a difference in what is learned as well as how it is learned. The difference is probabilistic.

  • Students are a powerful part of the learning experience being created, and they react differently to any given teaching method.


Not everyone really is enamored with ntl

Not everyone really is enamored with NTL….

For Example….

Check the websites…

Beginning in the ’40s, German psychologist, Kurt Lewin, developed “Sensitivity Training” or “T-groups” to show how people “could be socially and psychologically manipulated to give up their souls....”


But there is a history

But there is a history…

NTL

Group Investigation

Cooperative Learning


Next we deal with

Next we deal with…

  • Group Investigation …and Cooperative Learning and…


John dewey 1859 1956

John Dewey (1859-1956)


To be continued

To be continued…


  • Login