Dr.

Stacey Nickson

KING SAUD UNIVERSITYKING SAUD UNIVERSITY//AUBURN AUBURN UNIVERSITYUNIVERSITY

SUMMER TEACHING INSTITUTESUMMER TEACHING INSTITUTE

COMMUNICATION IN COMMUNICATION IN THE CLASSROOMTHE CLASSROOM

””COMMUNICATION/THINKING STYLESCOMMUNICATION/THINKING STYLES”” & & ““CULTURE CULTURE BUMPSBUMPS””

JUNE 27, 2012 JUNE 27, 2012

COMMUNICATION?

CLASSROOM COMMUNICATIONCommunication ChannelsThinking Styles Self-InventoryThinking Styles Activity

CULTURE BUMPCulture Bumps Brian and AzizNegotiating Differences

OVERVIEW

WHAT CAUSES COMMUNICATION

BREAKDOWNS BETWEEN TEACHERS & STUDENTS?

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

COMMUNICATION ISSUES IN YOUR CLASSROOM

WHAT IS COMMUNICATION?

WHAT IS NOT COMMUNICATION?

WHAT MAKES A PROFESSOR A GOOD COMMUNICATOR IN THE

CLASSROOM? ARE YOU A GOOD COMMUNICATOR? WHY/WHY NOT

It is clear that speaking and writing are one way that we communicate. This is verbal communication…

THERE ARE THREE CHANNELS 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.

SECOND CHANNEL OF COMMUNICATION

LOOK AT THE PHOTOS AND COMPLETE THE SENTENCE

FOR EACH ONE…

QuickTime™ and aNone decompressor

are needed to see this picture.

I Am…

What is the third way that we communicate?

Non-verbal languageDressGesturesSpace/TimePostureEye-contact

BASED ON THE PHOTOS…

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.

THREE CHANNELS OF COMMUNICATION: VERBAL, NON-

VERBAL AND PARALANGUAGE

WHY DO WE COMMUNICATE?

To give informationOr…

LET’S LOOK AT TWO REASONS IN THE CLASSROOM

To instruct, to give informationTo connect, to form teacher/student

relationships

 

STYLES OF THINKING

THE WAY WE THINK AS TEACHERS WILL INFLUENCE

HOWWe teach -

Complete the Thinking Styles Test

A.Score the results (see the guide)

B. Graph the results (if time permits)

THINKING STYLES TEST

THINKING STYLES GROUPS

After completing the Thinking Styles test to determine your own dominate thinking style...

Briefly Go To The Table for Your Thinking Style

In Your “Thinking Style Group” Discuss the Following:

1.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

THINKING STYLES BOARDLikes:- Order, predictability- Logical sequence- Following directionsLearns best with:- Structured environmentDislikes:- Incomplete or unorganized- Questions without right/wrongMakes sense- Step-by-step- A schedule to follow

Concrete Sequential

Likes:- Experimenting- Take risks- Independent problem solvingLearns best with:- Trial-and-error approachesDislikes:- Restrictions and limitations- No optionsMakes sense:- Try it- Concrete examples

Concrete Random

Likes:- Their points to be heard- Analyzing before deciding- Applying logicLearns best with:- Able to work aloneDislikes:- Expressing their emotions- Too little time to be thoroughMakes sense:- Well researched information- Work through ideas thoroughly

Abstract Sequential

Likes:- Listen to others- Group harmony- Healthy relationships with othersLearns best with:- Group activitiesDislikes:- Criticism- Focusing on one thing at a timeMakes sense:- From the heart not the head- Personal examples

Abstract Random

Monira Farid

Abdullah

Alanoud

STUDENT NAME CARDS

EXERCISE: MATCH THE STUDENTS AND THEIR

THINKING STYLES

Part I Student Name Cards...

A.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.

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_____________

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_____________

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 _______________

ABDULLAH 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 ______________________

ALANOUD IS…

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?

“THINKING STYLES” REFLECTION

CULTURE BUMP

THE CULTURE BUMP SYSTEM

THEORY, APPROACH AND APPLICATION

HANDBOOK ON COLLEGE AND UNIVERSITY TEACHING…A GLOBAL

PERSPECTIVE

Is…Simply a cultural

difference that occurs when people have different expectations about behavior

Archer (1991)

Can Apply To…National cultureRegional differencesEthnic differencesGender differencesGenerational

differencesSocio-economic

differencesReligious differencesOTHER ?

CULTURE BUMP

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…

At Alternating Tables List and Discuss the Following:

Identify the Culture Bumps for Brian

Identify the Culture Bumps for Aziz

AS YOU WATCH THE MOVIE…

List all of the Culture

Bumps You Identified

GO TO THE BOARD WITH YOUR GROUP

CULTURE BUMP SKILLS

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

As you watch the second ending….

1.Look at how Brian manages his emotions differently than before?2.What is the question that moves them to common ground?3.Who asks the question that moves them to common ground?4.What does Aziz say that helps Brian’s expectations to be met?5.Identify a “new” Culture Bump” in the 2nd ending?

BRIAN AND AZIZ…2ND ENDING

“THE TOOLKIT”…FREE ON CULTUREBUMP.COM