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KING SAUD UNIVERSIT Y AUBURN
UNIVERSIT Y
SUMMER TEACHING INSTITUTE
COMMUNICATION IN
THE CLASSROOM
” C O M M U N I CAT I O N / T H I N K I N G S T Y L E S ” &
“ C U LT U R E B U M P S ”
JUNE 27, 201 2
Dr.
Stacey
Nickson
COMMUNICATION?
OVERVIEW
CLASSROOM
COMMUNICATION
 Communicatio
n
Channels
 Thinking
Styles SelfInventory
 Thinking
Styles Activity
CULTURE BUMP
 Culture
Bumps
 Brian and
Aziz
 Negotiating
Differences
WHAT CAUSES COMMUNICATION
BREAKDOWNS BETWEEN
TEACHERS & STUDENTS?
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
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
THERE ARE THREE CHANNELS OF
COMMUNICATION …
It is clear that speaking and
writing are one way that we
communicate. This is verbal
communication…
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.
LOOK AT THE PHOTOS AND
COMPLETE THE SENTENCE
FOR EACH ONE…
I Am…
QuickTime™ and a
None decompressor
are needed to see this picture.
BASED ON THE PHOTOS…
What is the third way that we
communicate?
Non-verbal language
Dress
Gestures
Space/Time
Posture
Eye-contact
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.
WHY DO WE COMMUNICATE?
 To give information
 Or…
LET’S LOOK AT TWO REASONS
IN THE CLASSROOM
 To instruct, to give information
 To connect, to form teacher/student
relationships
ST YLES OF THINKING
THE WAY WE THINK AS
TEACHERS WILL INFLUENCE
HOW
 We teach -
THINKING ST YLES TEST
Complete the Thinking
Styles Test
A. Score the results (see the guide)
B. Graph the results (if time permits)
THINKING ST YLES GROUPS
 Af ter 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 ST YLES BOARD
Likes:
- Order, predictability
- Logical sequence
- Following directions
Learns best with:
- Structured environment
Dislikes:
- Incomplete or unorganized
- Questions without right/wrong
Makes sense
- Step-by-step
- A schedule to follow
Concrete Sequential
Likes:
- Their points to be heard
- Analyzing before deciding
- Applying logic
Learns best with:
- Able to work alone
Dislikes:
- Expressing their emotions
- Too little time to be thorough
Makes sense:
- Well researched information
- Work through ideas thoroughly
Abstract Sequential
Likes:
- Experimenting
- Take risks
- Independent problem solving
Learns best with:
- Trial-and-error approaches
Dislikes:
- Restrictions and limitations
- No options
Makes sense:
- Try it
- Concrete examples
Concrete Random
Likes:
- Listen to others
- Group harmony
- Healthy relationships with others
Learns best with:
- Group activities
Dislikes:
- Criticism
- Focusing on one thing at a time
Makes sense:
- From the heart not the head
- Personal examples
Abstract Random
STUDENT NAME CARDS
Monira
Farid
Abdullah Alanoud
EXERCISE: MATCH THE
STUDENTS AND THEIR THINKING
ST YLES
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
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.
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.
“THINKING ST YLES”
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?
CULTURE BUMP
THE CULTURE BUMP SYSTEM
THEORY, APPROACH AND
APPLICATION
HANDBOOK ON COLLEGE AND
UNIVERSIT Y TEACHING…A GLOBAL
PERSPECTIVE
CULTURE BUMP
Is…
Can Apply To…
 Simply a cultural
difference that
occurs when
people have
different
expectations
about behavior
 National culture
 Regional
differences
 Ethnic differences
 Gender differences
 Generational
differences
 Socio-economic
differences
 Religious
differences
 OTHER ?
A r c h e r ( 1 9 91 )
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…
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
GO TO THE BOARD WITH YOUR
GROUP
List all of the
Culture Bumps
You Identified
CULTURE BUMP SKILLS
1.Identify and
describe
culture bumps
3. Find common
ground in the
situation
2. Recognize and
manage your
emotional
response to the
bump
4. Describe
exactly what you
expect in the
situation and the
meaning
BRIAN AND
ND
AZIZ…2
ENDING
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
nd
2 ending?
“THE TOOLKIT”…FREE ON
CULTUREBUMP.COM