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Dr. Stacey Nickson

KING SAUD UNIVERSITY / AUBURN UNIVERSITY SUMMER TEACHING INSTITUTE COMMUNICATION IN THE CLASSROOM ” COMMUNICATION/THINKING STYLES ” & “ CULTURE BUMPS ” JUNE 27, 2012. Dr. Stacey Nickson. Communication?. Overview. CULTURE BUMP Culture Bumps Brian and Aziz Negotiating Differences.

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Dr. Stacey Nickson

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  1. KING SAUD UNIVERSITY/AUBURN UNIVERSITYSUMMER TEACHING INSTITUTECOMMUNICATION IN THE CLASSROOM”COMMUNICATION/THINKING STYLES” & “CULTURE BUMPS”JUNE 27, 2012 Dr. Stacey Nickson

  2. Communication?

  3. Overview CULTURE BUMP • Culture Bumps • Brian and Aziz • Negotiating Differences CLASSROOM COMMUNICATION • Communication Channels • Thinking Styles Self-Inventory • Thinking Styles Activity

  4. What causes communication breakdowns between teachers & students?

  5. Communication Issues in Your classroom • At your tables, identify issue in your classrooms between each of the following: Student to student Student to teacher Teacher to student Teacher to teacher

  6. What is communication?

  7. What is NOT communication?

  8. What makes A Professor a good communicator in the classroom? Are you a good communicator? Why/why not

  9. THERE ARE THREE CHANNELS OF COMMUNICATION … • It is clear that speaking and writing are one way that we communicate. This is verbal communication…

  10. Second channel of communication • Repeat the following: • I live in a white house. • President Obama lives in the White House. (Intonation) • Shhh…be quiet • GO AWAY! (Volume) • Whajaeat lasnight? • What did you eat last night? (Speed) • This is paralanguage.

  11. LOOK AT THE PHOTOS AND COMPLETE THE SENTENCE FOR EACH ONE… • I Am…

  12. BASED ON THE PHOTOS… • What is the third way that we communicate? • Non-verbal language • Dress • Gestures • Space/Time • Posture • Eye-contact

  13. Three channels of communication: Verbal, non-verbal and paralanguage • Research shows that __________provides 60% of the meaning in communication. • Research shows that __________provides 38% of the meaning in communication. • Research shows that __________provides 2% of the meaning in communication.

  14. Why do we communicate? • To give information • Or…

  15. LET’S LOOK AT TWO REASONS IN THE CLASSROOM • To instruct, to give information • To connect, to form teacher/student relationships

  16. Styles of Thinking

  17. The way we think as teachers will influence how • We teach -

  18. Thinking Styles Test • Complete the Thinking Styles Test • Score the results (see the guide) B. Graph the results (if time permits)

  19. Thinking Styles Groups • After completing the Thinking Stylestest to determine your own dominate thinking style... Briefly Go To The Table for Your Thinking Style In Your “Thinking Style Group” Discuss the Following: • How does your thinking style influence your learning style? 2. How does your thinking style influence your teaching style? Return to your original tables/groups

  20. Thinking Styles Board

  21. Student Name Cards

  22. Exercise: Match the Students and Their Thinking Styles Part IStudent Name Cards... • Briefly discuss the thinking styles described in the four quadrants on the Thinking Styles Board. B. Read each student’s card aloud and identify the thinking styles of each of the students. Place their name card in the appropriate quadrant on the Thinking Styles Board.

  23. MONIRA IS… • Monira loves socializing. Her professors noticed she was the friendliest girl on campus, but thought if she would just stop talking she would become an accomplished student. They did, however, notice that with group projects she got the group to work well together and make the project fun. Monira’s thinking style is_____________

  24. FARID IS… Farid is considered by many to be unorganized, but that is because he has his own way of doing things. He comes to life when he has the freedom to complete a project his own way, rather than using the standard methods the teacher expects him to follow. He enjoys doing hands-on science projects and especially enjoys doing anything others find “impossible”. Farid’s thinking style is_____________

  25. ABDULLAH IS… • Abdullah is considered a model student. He is well organized. He has the nicest handwriting and his papers are neat and precise. He likes it when the professor tells him what is needed and gives him time to work on it. He consistently follows the proper procedures and is not afraid to ask questions to find out how to do assignments and projects right in order to meet due dates. Abdullah’s thinking style is _______________

  26. ALANOUD IS… • Alanoud barely graduated from high school even though she is really smart. She could never understand why she had to do the homework. However, when her professor let her select her own topic for her term paper and she got to research and write about “horses”, things were different. Alanoud easily wrote over 20 pages of information, did an outstanding job, and received the highest grade in the class. Alanoud’s’s thinking style is ______________________

  27. “THINKING STYLES” REFLECTION • 1. What did you learn about yourself as a “thinker” and how that impacts your teaching? • 2. What did you learn about your students as “thinkers” and changes you can make so they are better able to learn from you?

  28. Culture Bump

  29. The Culture Bump System

  30. Theory, Approach and Application

  31. Handbook on College and University Teaching…A Global Perspective

  32. Culture bump Is… Can Apply To… National culture Regional differences Ethnic differences Gender differences Generational differences Socio-economic differences Religious differences OTHER ? • Simply a cultural difference that occurs when people have different expectations about behavior Archer (1991)

  33. A Dramatization of Culture Bumps… “BRIAN AND AZIZ” The Movie Synopsis: Two young men who study together at an American university, meet outside of class for the first time. Brian and Aziz are classmates in a sociology class…

  34. As You Watch The Movie… At Alternating Tables List and Discuss the Following: Identify the Culture Bumps for Brian Identify the Culture Bumps for Aziz

  35. Go To The Board With Your Group List all of the Culture Bumps You Identified

  36. 1.Identify and describe culture bumps 2. Recognize and manage your emotional response to the bump 3. Find common ground in the situation 4. Describe exactly what you expect in the situation and the meaning Culture Bump Skills

  37. Brian and Aziz…2nd Ending As you watch the second ending…. • Look at how Brian manages his emotions differently than before? • What is the question that moves them to common ground? • Who asks the question that moves them to common ground? • What does Aziz say that helps Brian’s expectations to be met? • Identify a “new” Culture Bump” in the 2nd ending?

  38. “The Toolkit”…Free on Culturebump.com

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