Week 2 Lecture- Strengths/Active Listening
Week 2 Lecture- Strengths/Active Listening BEP 305
Popular in BEP 305- Educational Psychology
verified elite notetaker
Popular in Department
This 8 page Class Notes was uploaded by Emma Foster on Saturday January 24, 2015. The Class Notes belongs to BEP 305 at University of Alabama - Tuscaloosa taught by Ryan Alverson; Coddy Carter; Territa Poole; Adriane Sheffield in Spring2015. Since its upload, it has received 98 views.
Reviews for Week 2 Lecture- Strengths/Active Listening
Report this Material
What is Karma?
Karma is the currency of StudySoup.
Date Created: 01/24/15
BEP 305 STRENGTHSBASED EDUCATION REIMAGINING EXCELLENCE amp ACHIEVEMENT WHAT ARE THE PURPOSES OF EDUCATION Historical and contemporary ideas about the purposes of education can be categorized into a few broad areas 9 Economic 9 Social 9 Political 9 Intellectual 9 Individual Despite differences in educators researchers philosophers politicians and lay people s beliefs about its purposes most look for evidence of and as indicators of success Setting the stage for strengthsbased education I BELIEVE THAT THE INDIVIDUAL WHO IS TO BE EDUCATED IS A SOCIAL INDIVIDUAL AND THAT SOCIETY IS AN ORGANIC UNION OF INDIVIDUALS IF WE ELIMINATE THE SOCIAL FACTOR FROM THE CHILD WE ARE LEFT ONLY WITH AN ABSTRACTION IF WE ELIMINATE THE INDIVIDUAL FACTOR FROM SOCIETY WE ARE LEFT ONLY WITH AN INERT AND LIFELESS MASS EDUCATION THEREFORE MUST BEGIN WITH A PSYCHOLOGICAL INSIGHT INTO THE CHILD39S CAPACITIES INTERESTS AND HABITS IT MUST BE CONTROLLED AT EVERY POINT BY REFERENCE TO THESE SAME CONSIDERATIONS THESE POWERS INTERESTS AND HABITS MUST BE CONTINUALLY INTERPRETEDWE MUST KNOW WHAT THEY MEAN THEY MUST BE TRANSLATED INTO TERMS OF THEIR SOCIAL EQUIVALENTS INTO TERMS OF WHAT THEY ARE CAPABLE OF IN THE WAY OF SOCIAL SERVICE FROM ARTICLE I OF JOHN DEWEY39S MYPEDAGOGIC CREED 1897 Setting the stage for strengthsbased education 9 A Nation at Risk National Commission on Excellence in Education 1983 9 Two perspectives on Education Reform Standards vs Individualization 9 Remediation Nation but is it working Research on Development and Learning Lessons from The Animal School 9 Fixing weaknesses does not promote success 9 Everybody can t amp doesn t have to be a rocket scientist 9People are energized by things that are naturally interesting to them 9 Human development amp learning are complex Not linear Many paths Affected by social and biological factors ENGAGEMENT AS A COMMON GOAL FOR SCHOOLS What is Engagement The emotional behavioral and cognitive investment in an activity which leads to an intrinsically rewarding experience How is Engagement Increased When the Individual assumes a central role in what occurs in the process of accomplishing tasks How does Engagement play a role in Achievement A question that researchers including Clifton Harter Anderson Lopez and others in the positive psychology field along with organizations like Gallup have sought to answer EXCELLENCE AND ACHIEVEMENT REIMAGINED THE LANGUAGE OF STRENGTHS Strengths Theory Summarized Individuals are able to gain far more when they expend effort to build on their greatest talents than when they spend a comparable amount of effort to remediate their weaknesses Clifton amp Harter 2003 Clifton amp Harter 2003 conclude If the roots of engagement lie in strengths then schools must FOCUS on WHAT IS RIGHT WITH STUDENTS EXCELLENCE AND ACHIEVEMENT REIMAGINED THE LANGUAGE OF STRENGTHS Any naturally recurring pattern of thought feeling or behavior that can be productively applied they are the foundation of strengths combined with knowledge and skills The ability to provide consistent nearperfect performance in a given activity Are the result of fully developing and applying talents and strengths STRENGTHS IN ACTION WHAT DO EFFECTIVE TEACHERS DO 9 IDENTIFY STUDENTS STRENGTHS 9 PERSONALIZE LEARNING EXPERIENCES 9 ENCOURAGE AND CULTIVATE STRENGTHS COLLABORATIVES AND NETWORKS 9 DELIBERATELY CREATE OPPORTUNITIES FOR APPLICATION OF STRENGTHS WITHIN AND OUTSIDE OF THE CLASSROOM 9 PROMOTE INTENTIONAL DEVELOPMENT OF STRENGTHS Strengths in action a model for developing strengths STEP 1 Identify and recognize talents STEP 2 Affirm increase selfawareness and validate talents STEP 3 Envision the future by thinking about how talents and strengths can help in reaching goals STEP 4 Plan specific actions that allow for the use of one or more of strengths to set and meet goals STEP 5 Apply strengths to challenges or barriers that might be encountered by identifying any skills and knowledge that might need to be added to talents in order to develop strengths and or by finding resources for support STRENGTHS IN ACTION OUTCOMES FOR STUDENTS 9 Increased selfawareness that allows students to seek and capitalize on opportunities to explore themes of talent 9 More able to explain the behaviors that take place as a result of their top talents 9 Begin to seek activities where talents can be maximized 9 Engagement is improved Barriers to strengthsbased education The environment into which strengthsbased education will be introduced may be largely unsupportive Clabaugh 2005 Schools are like educational factories driven by economic needs Teachers have little freedom Unclear answers for managing weaknesses Time constraints Children may have profound challenges Big Ideas about Strengths Gordon Chapter 3 9 Beware of the Weakness Trap Focusing on students talents and strengths and NOT their weaknesses is the key to helping them become more successful in their learning 9 Current models of schooling are NOT aligned with research on human development and learning Gordon Chapter 4 9 When it comes to education the big picture achievement is really determined by the little picture individual students 9 Engagement which is enhanced by focusing on strengths is a way to link the two school reform perspectives Lopez2009 9 Educators must approach strengthsbased education from a developmental perspective conceptualizing strengths not as static traits but as dynamic qualities that can be developed over time and that lead to personal excellence TAKE AWAYS FOR PRACTICE 9 Find ways to focus on what s right with your students 9 Talk to your students often about what gets them energized 9 Don t ignore students lesser talents weaknesses instead help students learn to manage them by utilizing a variety of resources 9 Encourage your students to try new thingsand different things 9 Help your students set goals for school and home help them find opportunities to use their strengths to achieve these goals 9 Celebrate BIG successes SMALL successes and PROGRESS made along the way BEP 305 Notes Active listening Communication 9 Any means by which an individual relates experiences ideas knowledge facts and feelings to another 9 Effective communication is an essential skill Personal relationships Workplace Classroom What does Communication Involve 9 Two Broad Features Ability to send information Ability to receive information Is one more important than the other Which one seems to get more attention Hearing versus Listening What is the Difference Hearing 9 The physiological act of perceiving sound If you are not hearingimpaired hearing simply happens Listening 9 Requires physiological AND cognitive processes it is largely something one must consciously choose to do and it is a skill that can be learned So WHY do we LISTEN For enjoyment entertainment To obtain information To avoid misunderstanding To build meaningful Relationships To Learn Listening in Relationships 9 Listening allows us to make sense of what people are saying so that we better understand them v Carl Rogers 39 PhD in psychotherapy from Columbia University in 1931 39 39 Often referred to as the father of clientcentered therapy Human beings have a desire to be known Human beings want to be accepted Unconditional Positive Regard is key to personal growth 9 Empathic Presence Visibly Tuning In 9 Empathic Listening Seeking Total Meaning Visibly Tuning In quarely face the speaker Your bodily orientation conveys interest Qpen posture be careful of tightly crossed arms and or legs Lean toward the speaker indicates engagement Eye contact Good eye contact is another way of saying I want to hear what you have to sayquot Relax and be natural Don t fidget instead be comfortable using your body as vehicle of personal contact and expression Listening for Total Meaning Receive information without interrupting allow speaker to tell herhis story at herhis own pace pay attention to body language and nonverbal cues Acknowledge and accept the speaker s words nod use affirming gestures and verbalizations gummarize restate paraphrase reframe return speakers words to herhim allowing speaker to listen to herhimself so what you re saying isquot Ask questions to check for understanding seek clarification give speaker Forms of Poor Listening oNonlistening going through the motions but not truly engaging oPartial listening listening that skims the surface responses sound hollow oTaperecorder listening you can repeat the words but do not capture the affect 0Combative listening keying in on points of disagreement and or looking for opportunities to steer the conversation How does LISTENING get DISTORTED 9 Rehearsing focusing on preparing a response instead of listening 9 Filtering listening through personal familial sociological or cultural biases 9 Evaluating attempting to judge as rightwrong good bad likable unlikable 9 Stereotyping applying labels as diagnostic categories 9 Oversympathizing acting as accomplice agreeing without knowing the whole story 9 Interrupting interrupting for the sake of interjecting a rehearsed response 9 Factmining gathering information while failing to attend to context Facts about Listening and Learning 9 Essential to language development 9 First language skill acquired by children 9 Most frequently used communication form at all levels of education 9 When done effectively results in more successful mastery and achievement Legge 1971 9 Direct instruction produces desirable outcomes 9 Teachers that are trained in active listening have better relationships with students amp parents are more effective in their instructional practices and have higher rates of student achievement McNaughton et al 2007 Listening efficiency for academic purposes involves 9 Ability to take in and integrate input from a number of sources 9 Ability to control attitudes and motivation 9 Ability to control focus of attention and filter out environmental and content distractors 9 Ability to activate and restructure cognitive schemata in a exible manner 9 Ability to employ metacognitive strategies in order to ensure encoding and retention of material 9 Ability to respond appropriately Involves cognitiveI affectiveI and behavioral processes Cognitive Attending Perceiving Interpreting Remembering Monitoring Choosing Preparing Action Affective Empathic Perception Emotion Regulation Empathic Reproduction Managing Personal Motives Behavioral Engage in appropriate or desired responses verbally in writing and in interactions with others What Effective Teachers do 9 Give students opportunities to talk so you can listen 9 Try to put students at ease eg create a culture of belonging 9 Show students that you want to listen by looking and acting interested 9 Set aside potential distracters when possible and don t doodle tap or shuf e papers 9 Listen to understand rather than to oppose 9 Empathize with students try to see their point of view even if you don t agree 9 Show patience allow students time to formulate their thoughts 9 Try not to interrupt 9 Don39t physically distance from students unless there are safety concerns 9 Manage personal feelings eg anger often causes us to get the wrong meaning 9 Empathize before countering arguing or critiquing so that a student is not immediately put on the defensive 9 Ask questions instead of making assumptions BIGGEST IDEAS Active listening is an essential communication skill Active listening is important for meaningful relationships Active listening is about seeking understanding total meaning Active listening allows us to know others and to be known by others Active listening plays an important role in learning Listening for learning involves cognitive affective and behavioral processes Active listening requires practice