CUIN 6371 Models of Teaching

1. CUIN 6371Models of Teaching Fall, 2003 Howard L. Jones Session 2 National Training Laboratory

2. 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

3. Not Uncommon Thinking To get the job done, a committee should consist of three persons…two of whom are absent

4. “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

5. Less Common Thinking All for one; one for all Alexander Dumas

6. The Eleventh Commandment Thou shall not committee!

7. And to balance from the Christian Perspective God so loved the world that He didn’t send a committee!

8. Gourd’s Axiom A meeting is an event at which the minutes are kept and hours are lost.

9. Where Did They Come From? Original Theory/Philosophy Application of Original Theory Model of Teaching

10. 1947…an unusual year • Rapid personal and social changes

11. Agrarian SocietyIndustrialized SocietyInformation Society

12. 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

13. 1947…an unusual year • Rapid personal and social changes • Need for adaptive mechanism that serves both individual rehabilitation and social reconstruction

14. 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…

15. 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.”

16. 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.”

17. 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)

18. 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

19. National Training LaboratoryTraining GroupT-GroupEncounter Groups“Sensitivity Training”

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

22. 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

23. Field TheoryBehavior is a Function ofPerson .......................Environment B = f (P, E) Kurt Lewin

24. 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…

25. Goals • Intrapersonal • Interpersonal • Group Dynamics • Self-Direction

26. Necessity… psychological safety

27. Compass DirectionsActivities

28. NORTH • Acting – “Let’s Do it!” • Likes to act, try things, plunge in • WEST EAST • 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

29. NORTH • Acting – “Let’s Do it!” • Likes to act, try things, plunge in • WEST EAST • 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

30. NORTH • Acting – “Let’s Do it!” • Likes to act, try things, plunge in • WEST EAST • 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

31. NORTH • Acting – “Let’s Do it!” • Likes to act, try things, plunge in • WEST EAST • 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

32. NORTH • Acting – “Let’s Do it!” • Likes to act, try things, plunge in • WEST EAST • 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

33. 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?

34. Wilderness Survival

35. Wilderness Survival Change +1.2 0.5 +1.6 +0.75 +0.4 +1.0

36. Synergy To work together

37. Syntax of NTL Model Dilemma

38. Syntax of NTL Model Dilemma Invention

39. Syntax of NTL Model Dilemma Invention • Feedback

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

41. 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

42. Syntax of NTL Model Dilemma Invention Feedback Generalization

43. Syntax of NTL Model Dilemma Invention Feedback after Blake and MoutonGeneralization

44. A Focus on the Here and Now…

45. Lost at Sea

46. Scoring Lost at Sea Your Rating Correct Answer Difference __5_ Sextant __8_ Sextant 3 __11_Shaving _5_Shaving 6 Mirror Mirror __1__Water __1_Water 0 Sum of D1...15 Differences

47. Wilderness Survival and Lost at Sea Change +1.2 0.5 +1.6 +0.75 +0.4 +1.0

48. Johari Window Known to Unknown to Self Self Known to Others Unknown to Others

49. Johari WindowJoe Ingham & Harry Luft Known to Unknown to Self Self Known to Others Unknown to Others

50. Johari Window Known to Unknown to Self Self Arena Known to Others Unknown to Others