Studied by 34 PeopleTags & Description
Geoff Petty
ICEDIP Model- a creative process that goes through 6 different phases. Creative work is vital when teaching a subject to a learner, it allows them to have self expression
Inspiration
the idea of being able to research and generate new ideas in the learning process
Clarification
Clarifying and focusing on your goal for learning
Distillation
Evaluating ideas and deciding if they are relevant and worth further researching
Incubation
Taking a step back and re-evaluating whether an idea is viable
Perspiration
The effort necessary to continue your ideas
Evaluation
Evaluating the strengths and weaknesses of your ideas and working on them
How to use it-Petty
Creativity! This encourages students to put an effort into their work and increases their focus in the material
In the Classroom- Petty
-Encourage learners to think out of the box when it comes to challenges and ideas -Get them to focus on ideas that are relevant to their lesson -Have students work in small groups to complete problems -prepare activities that challenge their creative thinking and problem- solving skills
Noel Burch
Competency and the conscious-unconscious model (goes through 4 different stages)
Unconscious incompetence (UI)(stage 1)
completing tasks in the wrong way but are unaware of that fact
Conscious incompetence (CI) (stage 2)
Become aware of the fact task is being done incorrectly but doesn't change to fix it
Conscious competence (CC) (stage 3)
Start actively thinking about doing the right thing and then doing it
Unconscious competence (UC) (stage 4)
Ability to do things correctly without thinking or prompting
How to use it-Burch
UI-when you need help with something listen to what other people say CI-reflect on your teaching and be willing to change and improve CC-You still have to work for teaching to come naturally to you but you are performing well UC- at a good level but do not slack back since you have reached this level now
In the Classroom-Burch
-recognize that you have faults that need to be addressed -ask others to give you feedback -never get complacent. do not start thinking there's no room for improvement
Bryk and Schneider
Relational trust
Respect
willingness to listen to other points of view
Regard
this grows as a result of someone willing to go the extra mile
Competence
this can be measured by the confidence that everyone has in the person's ability to perform
Integrity
Recognized through people behaving ethically and keeping promises
In the Classroom-Bryk and Schneider
-Give your students compliments -care for student safety and protection -take pride in having each each student as a part of your class -get to know each other's families -practice -practice mutual dependence
William Purkey- Model
Communication and Invitational Education
Intentionally Disinviting
Most negative level of human interaction, where teachers are deliberately discouraging their students
Unintentionally Disinviting
Where teachers don't intend to be harmful, actions can be uncaring, condescending and thoughtless
Unintentionally inviting
Where teachers are using ways that effect their students in a positive way
Intentionally inviting
most positive level of human interaction, where teachers exude positive qualities and behavior in their students
How to use it- Purkey
-Removing policies that create anxieties and mindless conformity and switch them with ways to encourage learner responsibility and participation -treating all learners as individuals and cater to their specific needs -encourage a team attitude (working in teams) between teachers and learners -establish a sense of trust and respect for everyone who is learning
In the classroom- Purkey
-"Always treat learners as able, valuable, and responsible individuals" -Making sure that all of our lessons are both cooperative and collaborative engagement while students are learning -Show your students they have potential in the classroom in what you are teaching to them
Eric Berne- Model
Transactional Analysis- Where state of mind influences how we communicate, receieve, interpret, and act with the information given (5 stages named "Ego Stages")
Critical parent state (stage 1)
Where the teacher is overbearing and believes that their way is the only correct way
Nurturing parent (stage 2)
Where the teacher expresses concren for the child and gives advice and support
Free child (stage 3)
where the teacher is not afraid to share their feelings with the child
adaptive child (state 4)
where the teacher is not able to express themselves in front of the child openly
Adult state (state 5)
Where the teacher expresses themselves in a calm and rational manner
How to use it-Berne
-examine which of the 5 "ego states" that you may be pursuing when dealing with your students -realize that is in YOUR capacity to choose what ego state to pursue -Be aware that the "parent to child" relationship may only give temporary outcomes (ex. when parents are too strict and critical on their child, they may eventually rebel in the future when they are given any bit of freedom) -emphasize the use of questions when talking (ex. How, WHen, Where, and Why?) -live with the outlook that allows people to change -make your students aware of their ability in the classroom
In the classroom- Berne
-make sure you are in the right state of mind when communicating with students, check you ego state -understand and appreciate the students state of mind -choose the right ego state for the communication that will affect the students for a lasting time
Stephen Covey- Model
EBA (Emotional Bank Account)
Vocab- Covey
Consideration and the Emotional Bank Account, deposits and withdrawals, emotion, understanding, attending, keeping commitment, clarifying, showing integrity
The Model that Covey established is called the Emotional Bank Account. He uses the analogy of making deposits and withdrawals in a bank account to demonstrate our interactions with other people. Instead of a regular bank account, Covey ties in emotion within his model. Covey established five major deposits that build up the EBA: understanding the individual, attending to the little things, keeping commitments, clarifying expectations, and showing personal integrity.
How to use it- Covey
When Covey made his EBA theory, he set very informative guidelines to follow. Many of the following things may seem like common since but it is definitely something people tend to forget depending on who they’re dealing with. Some adults tend to think that children need to think that things such as respect and trust aren’t two-way streets which Covey makes it a point to disagree with. So, the way to follow Covey’s theory is by understanding the individual, by attending to the little things, by keeping commitments, by clarifying expectations, and by showing personal integrity when we make deposits. If necessary, you may need to use Covey’s sixth deposit suggestion, which is explain why you did what you did and apologize sincerely (if necessary).
Classroom use- Covey
You can use Coveys’ theory in a classroom in many ways. Some of the most common ways is to make sure to always listen to what people and your learners specifically have to say. It is an easy way to gain respect as well as piggyback off what they say, rather than not allowing communication. Another good way to use this theory, make sure to always check in and see if what you’re saying, and teaching is understood. Many people will listen and not fully comprehend the meaning of the things being taught. Acting with integrity and kindness can go a long way when attempting to express Coveys’ theory. This includes not playing your students or your colleagues causing lack of professionalism within yourself. While Coveys’ theory is used daily without the intention of doing it, it is always best to remind yourself of ways you can include this into education.
Thomas and Killman- Model
Conflict and Resolution
Avoiding
neither parting ending satisfied
Accommodating
one party sacrificing their own needs for the other party
Compromising
both parties partially satisfied (winning and losing)
Competing
one party winning at the expense of another
collaborating
both parties winning
In the classroom- Thomas and Killman
-treat everyone equal -gather information and remain calm if conflicts arise -make sure to focus on the issue vs the individual people involved -a good way to resolve conflict in the classroom would be to brainstorm ways with the students to best solve the issue
Clayton Alderfer- model
Existence, relatedness and growth model
Existence
where the learner's basic and physical needs are satisfied
Relatedness
where the learner's sense of belonging is satisfied and psychological well being is met through relationships in the classroom
growth
where the learner's sense of self actualization is met through personal development and achievement
satisfaction
that feeling that drives sthe progression of existence to growth through relatedness
progression
the movement through the three categories of existence, relatedness, and growth
regression
the movement through the categories in the opposite direction due to frustration
frustration
the feeling that the three categories are not being met, which causes regression
How to use it- Alderfer
-ensure that the learner's basic needs are met and realize that all learners have different needs -encourage social interaction in the classroom through group activities, allowing the learners to collaborate -realize you only hae limited control over the learner's feeling of self actualization and acknowledge effort and achievement to help the reach it -remember that there may be points where learners regress and be understanding and supportive to ensure they do not give up
in the classroom- Alderfer
-make sure the learner's basic needs are met -notice the efforts and achievements of learners -understand that some learners may need to regress before they have to achieve self actualization
Victor Vroom-Model
Expectancy Theory- The belief that one has when they act or exhibit a certain behavior based on the belief or expectation that their will be followed by a desired reward
Expectation
A learners belief in themselves and the confidence they have in themself to complete the desired outcome at hand
Valence
This is the measure of value the student gives to the desired reward
Instrumentality
The belief the learner has in the teacher to deliver the reward promised to them
How to use it-Vroom
-Find out what your learners WANT out of the session -learners strive when their achievement is acknowledged, but also important to acknowledge effort -support learners and encourage them to believe in themselves (will strengthen the expectation length) -keep promises that you make to your students (they will remember if you break it) NEVER MAKE PROMISES YOU CANT KEEP
In the classroom- Vroom
-make sure the rewards on offer are things the learner really desires -encourage your learners to believe in themselves -always keep your promises and distance yourself from those who don't
Douglas McGregor-Model
Theory X and Theory Y
Theory X
-Avoids Work -Relies on external stimuli (money, promotion)
Theory Y
-Loves to Learn -Driven by students desire to learn
How to use it-McGregor
-Theory X teachers- Theory X learners: teacher is motivated by money and student is there for a mandatory obligation -Theory X teachers- Theory Y learners: Students love of learning motivates/inspires teachers and can create meaningful bonds -Theory Y teachers-Theory X learners: Students have no interest, teachers are very enthusiastic and their passion wins class over through genuine interest in learners theory -Theory Y teachers- Theory Y learners: Both students and teachers have a love and passion for learning
In the classroom-McGregor
For theory X: you could be on top of your students learning if they lack motivation. For theory Y: you can be more hands off and give your students more freedom since they enjoy independence while learning
David McClelland- Model
Needs theory: every person has one of three main driving motivators: the need for achievement, affiliation, or power
Achievement
These learners desire recognition of academic success. Achievement-based students are highly motivated, but they have a fear of failure
Power
These learners desire to be in charge. Power-driven students drive others to high-performance standards, but they may be detached and driven too much by personal ambition
Affiliation
These learners desire for friendly interaction and to be accepted by others. Affiliation-based students are loyal and good team players, but they may lose focus on tasks if social events take over
How to use it- McClelland
The educator first has to identify what needs each of their learners have, then they can work to satisfy those needs by doing these things: -Give the achievement learners as much personal responsibility as necessary, but be aware that their fear of failure may hold them back from academic success if they do make mistakes, reassure them that failing an assignment doesn't make them a failure. achievement learners prefer that the results are under their control and based on their effort compared with any external factors -power learners like to take control, but don't let that desire dominate their academic achievements. Educators should not eliminate their commitment or allow them to get carried away with their own importance if this is having a negative effect on the ret of the class -affiliation learners do great in group activities and social settings make sure they don't let their desires to want to be liked affect their capacity to learn. they enjoy collaboration but do not like competitive situations
In the classroom
-reassure students that when they make mistakes they can bounce back -Don't let the people who crave power undermine your authority -encourage learners not to let their desires to have good social relationships in the class take priority over their school work
Leslie Curzon Model: 14-Point Plan to Motivate Learning
14-Point Plan to Motivate Learning: -Motivation and goals are understood -goals that are too hard/easy have no motivational value -short-term goals should relate to long-term outcomes -lessons should lead to desired outcomes -tasks should reflect the learner's ability -learners should perceive learning as a journey, not a destination -the material must be meaningful and presented with enthusiasm -Students should understand what the teacher is telling them -activities should be varied (students do not get bored) -do not rely on rewards and punishments to motivate -Frequent assessment to see if students are learning -give feedback on performance as soon as possible -effort and achievement should be acknowledged -let learners know of they failed a test (learn from mistakes)
Goals
The object of a person's ambition or effort; an aim or desired result
Feedback
information about reactions to a product, a person's performance of a task
Effort
a vigorous or determined attempt
Achievement
a thing done successfully, typically by effort, courage, or skill
Motivation
the general desire or willingness of someone to do something
Achievable tasks
a task that should stretch your abilities but remain possible
How to use it- Curzon
-match learning goals to both the teacher's and student's expectations -show learners how each lesson connects with long-term learning intentions -set challenging but achievable tasks -make material exciting and meaningful -present the material with enthusiasm -let students know if they do on assignment as soon as possible -let students know if they have failed a test, they need to learn from their mistakes
Carol Dweck- Model
Fixed and growth mindset fixed- intelligence is static growth- intelligence can be developed