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MathTLC Seminar, 4/29/2010. Communication: Which Styles Do I Need? Discussion, Engagement, Accommodation, Dynamic. Shandy Hauk, WestEd, Mark Davis and Nissa Yestness, UNC. Plan. Define some terms Give a few examples State main result/ideas Identify some applications of main result - PowerPoint PPT Presentation
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Communication: Which Styles Communication: Which Styles Do I Need?Do I Need?
Discussion, Engagement, Discussion, Engagement, Accommodation, DynamicAccommodation, Dynamic
Shandy Hauk, WestEd, Mark Davis and Nissa Shandy Hauk, WestEd, Mark Davis and Nissa Yestness, UNCYestness, UNC
MathTLC Seminar, 4/29/2010
PlanPlanDefine some termsDefine some terms
Give a few examplesGive a few examples
State main result/ideasState main result/ideas
Identify some applications of main Identify some applications of main resultresult
Talk about future directionsTalk about future directions
A Definition of A Definition of CultureCulture
A “dynamic social system,” A “dynamic social system,” containing the values, beliefs, containing the values, beliefs, behaviors, and norms of a behaviors, and norms of a “specific group, organization, “specific group, organization, society or other collectivity” society or other collectivity” learned, shared, internalized, learned, shared, internalized, and changeable by all and changeable by all members of the society.members of the society.
DIRECT
INDIRECT
Message Message ApproachApproach
DirectDirectMessage direct through precise, explicit Message direct through precise, explicit languagelanguage
Focus on facts and details/evidence (not on Focus on facts and details/evidence (not on maintaining/repairing relationships) maintaining/repairing relationships)
Face-to-face/one-on-one interaction preferredFace-to-face/one-on-one interaction preferred
Differences of opinion offered/acceptedDifferences of opinion offered/accepted
Convincing others to agree (or agree to Convincing others to agree (or agree to disagree) a prioritydisagree) a priority
Logico-deductive reasoning used to persuadeLogico-deductive reasoning used to persuade
IndirectIndirect
IndirectIndirectMessage implied through metaphorical Message implied through metaphorical languagelanguage
Focus on maintaining/repairing Focus on maintaining/repairing relationships (not on facts or details)relationships (not on facts or details)
Mediators preferredMediators preferred
Harmony importantHarmony important
Face (self-definition) preservation a priorityFace (self-definition) preservation a priority
Agreement/acquiescence may be verbalized Agreement/acquiescence may be verbalized directly but may not represent view of directly but may not represent view of speakerspeaker
“Say what you mean and mean what you say.” – English proverb
“It is good to know the truth, but it is better to speak of palm trees.”
– Arabic proverb
“Hear one and understand ten.” – Japanese proverb
“Nothing done with intelligence is done without speech.” – Greek
proverb
DIRECT
INDIRECT
Message Message ApproachApproach
EXPRESSIVERESTRAINED
Emotional Emotional ApproachApproach
Emotionally Emotionally RestrainedRestrained
Concern that displaying emotion will hurt Concern that displaying emotion will hurt othersothers
Emotions are controlled by keeping them in Emotions are controlled by keeping them in (verbal and non-verbal behaviors)(verbal and non-verbal behaviors)
Even tone and calm, quiet speech used to Even tone and calm, quiet speech used to convey intellectual investment in topic(s)convey intellectual investment in topic(s)
Commitment, trust, credibility, sincerity, Commitment, trust, credibility, sincerity, degree of personal involvement shown by degree of personal involvement shown by avoiding the display of strong emotionavoiding the display of strong emotion
Negative response to requests to express Negative response to requests to express feeling(s)feeling(s)
Emotionally Emotionally ExpressiveExpressive
Concern that hiding emotion will hurt othersConcern that hiding emotion will hurt others
Emotions are controlled by getting them out Emotions are controlled by getting them out (verbal and non-verbal behaviors), often (verbal and non-verbal behaviors), often through humorthrough humor
Variation in pitch, loudness, and speed of Variation in pitch, loudness, and speed of speech used to convey intellectual investment speech used to convey intellectual investment in topic(s)in topic(s)
Commitment, trust, credibility, sincerity, Commitment, trust, credibility, sincerity, degree of personal involvement shown through degree of personal involvement shown through amount of emotion displayedamount of emotion displayed
Negative response to requests to restrain Negative response to requests to restrain display(s)display(s)
“Silence produces peace, and peace produces safety.” – Swahili proverb
“What is nearest the heart is nearest the mouth.” – Gaelic
proverb
“The first to raise their voice loses the argument.” – Chinese proverb
“After a storm, fair weather; after sorrow, joy.” – Russian proverb
EXPRESSIVERESTRAINED
Emotional Emotional ApproachApproach
DISCUSSION
U.S. (Anglo American), Canada, England, Sweden, Norway, Germany, Australia, …
EXPRESSIVERESTRAINED
DIRECT
INDIRECT
ENGAGEMENT
U.S. (African American), France, Greece, Italy, Spain, Cuba, Russia, Israel, …
ACCOMMODATION
U.S. (Native American), Mexico, Costa Rica, Peru, China, Japan, Indonesia, Malaysia, …
DYNAMIC
U.S. (Arab American), Saudi Arabia, Palestine, Lebanon, Pakistan, Iraq, Egypt…
DISCUSSION
EXPRESSIVERESTRAINED
DIRECT
INDIRECT
ENGAGEMENT
ACCOMMODATION DYNAMIC
“Research is formalized curiosity – it is poking and prying with quiet purpose.” – Researcher proverb
“When am I ever going to use this?!?.” – Student proverb
“In teaching you cannot see the fruit of a day's work; it is invisible and remains so, maybe for twenty years.” – Teacher proverb
“We are excited about the seeds being planted today and look
forward to harvesting the fruit of education!” – Administrator
proverb
Discussion StyleDiscussion StyleDirect, Emotionally RestrainedDirect, Emotionally Restrained
Self-perceived strengths:Self-perceived strengths:Confronts problemsConfronts problems
Elaborates argumentsElaborates arguments
Maintains calmMaintains calm
Weaknesses as perceived by other Weaknesses as perceived by other styles:styles:
Blind to nuanceBlind to nuance
Logical but unfeelingLogical but unfeeling
CondescendingCondescending
Engagement StyleEngagement StyleDirect, Emotionally ExpressiveDirect, Emotionally Expressive
Self-perceived strengths:Self-perceived strengths:Provides detailed explanations and Provides detailed explanations and instructionsinstructions
Expresses opinions clearlyExpresses opinions clearly
Shows feelingsShows feelings
Weaknesses as perceived by other Weaknesses as perceived by other styles:styles:
Blind to nuanceBlind to nuance
Dominating and rudeDominating and rude
Over-confidentOver-confident
Accommodation Accommodation StyleStyleIndirect, Emotionally RestrainedIndirect, Emotionally Restrained
Self-perceived strengths:Self-perceived strengths:Considers multiple meanings and Considers multiple meanings and alternate messagesalternate messages
Self-possessed, diplomaticSelf-possessed, diplomatic
Sensitive to feelings of othersSensitive to feelings of others
Weaknesses as perceived by other Weaknesses as perceived by other styles:styles:
AmbiguousAmbiguous
Uncommitted and dishonestUncommitted and dishonest
Hesitant and timidHesitant and timid
Dynamic StyleDynamic StyleIndirect, Emotionally ExpressiveIndirect, Emotionally Expressive
Self-perceived strengths:Self-perceived strengths:Considers multiple meanings and alternate Considers multiple meanings and alternate messagesmessages
Uses third parties to gather information, Uses third parties to gather information, mediatemediate
Skilled at noting change in non-verbal Skilled at noting change in non-verbal behaviorbehavior
Weaknesses as perceived by other styles:Weaknesses as perceived by other styles:AmbiguousAmbiguous
Unreasonable and deviousUnreasonable and devious
BrashBrash
DISCUSSION
EXPRESSIVERESTRAINED
DIRECT
INDIRECT
ENGAGEMENT
ACCOMMODATION DYNAMICConsiders Considers multiple/alternate multiple/alternate meanings; diplomatic; meanings; diplomatic; Self-possessed; Sensitive Self-possessed; Sensitive to feelings of othersto feelings of othersWeaknesses perceived Weaknesses perceived by other styles: by other styles: Ambiguous; Ambiguous; Uncommitted /dishonest; Uncommitted /dishonest; Hesitant / timidHesitant / timid
Confronts problems; Confronts problems; Elaborates arguments with Elaborates arguments with logical reasoning; Maintains logical reasoning; Maintains calmcalmWeaknesses perceived by Weaknesses perceived by other styles: Blind to nuance; other styles: Blind to nuance; Logical but unfeeling; Logical but unfeeling; CondescendingCondescending
Considers Considers multiple/alternate multiple/alternate meanings; Use of 3meanings; Use of 3rdrd parties to gather parties to gather info/mediate; Skilled at info/mediate; Skilled at noting non-verbal noting non-verbal behaviorbehaviorWeaknesses perceived Weaknesses perceived by other styles: by other styles: Ambiguous; Ambiguous; Unreasonable / devious; Unreasonable / devious; BrashBrash
Provides detailed Provides detailed explanations; Expresses explanations; Expresses opinion clearly; Shows opinion clearly; Shows feelingsfeelingsWeaknesses perceived by Weaknesses perceived by other styles: Blind to other styles: Blind to nuance; Dominating / nuance; Dominating / rude; Over-confidentrude; Over-confident
Mathematical Mathematical DiscourseDiscourse
What might “good” mathematical What might “good” mathematical discourse look like in each quadrant?discourse look like in each quadrant?
What might “good” mathematical What might “good” mathematical discourse look like for each of several discourse look like for each of several different collectives involved in this different collectives involved in this project: teachers, students, project: teachers, students, mathematicians, mathematics mathematicians, mathematics education researchers…?education researchers…?
AssessmentAssessmentContexts – How can we use knowledge Contexts – How can we use knowledge of communications styles to revise/edit of communications styles to revise/edit items to elicit student understandings items to elicit student understandings in math?in math?
Situations – Might we create problem Situations – Might we create problem situations that include third-party situations that include third-party mediation or group consensus building mediation or group consensus building as a viable solution strategy?as a viable solution strategy?
DiscussionDiscussionEducator/Researcher partnerships: How Educator/Researcher partnerships: How might we use the ideas of discourse might we use the ideas of discourse styles in thinking about and shaping styles in thinking about and shaping collaboration?collaboration?
Courses/Assessments: How might we Courses/Assessments: How might we use the ideas of discourse styles in use the ideas of discourse styles in thinking about and shaping materials thinking about and shaping materials and assignments? and assignments?