Week 2 – discussion 1 ese 633 collaborative relationships & transition

 

Week 2 DQ 1

 

Required Resources

Required Text

 

  1. Murawski, W. & Spencer, S. (2011). Collaborate, communicate, and differentiate: How to increase student learning in today’s diverse schools. Thousand Oaks, CA: Corwin

 

 

 

    • Chapter 3: Improving Student Outcomes by Working in Teams
    • Chapter 4: Improving Collaboration Through Powerful Communication

     

     

     

    Articles

     

    1. Tidwell, C. (n.d.). Non-verbal communication modes. Retrieved from http://www.andrews.edu/~tidwell/bsad560/NonVerbal.html

     

     

     

    1. Windle, R., & Warren, S. (n.d.). Communication skills. Retrieved from http://www.directionservice.org/cadre/section4.cfm

     

    Multimedia

     

    1. TED. (n.d.). Amy Cuddy: Your body language shapes who you are [Video file]. Retrieved from http://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are

     

     

     

    1. TIME. (n.d.). Amy Cuddy, Power Poser [Video file]. Retrieved from http://content.time.com/time/specials/packages/article/0,28804,2091589_2092033,00.html

     


    Websites

     

    1. Greenwich Public Schools (n.d.). Differentiation: Definition and research. Retrieved from http://webshare.greenwich.k12.ct.us/teplhandbook/Differentiation_Research.html
    2. National Center on Universal Design for Learning. (2012). UDL guidelines 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines

     

     

     

    1. Rister, A. (n.d.). Nonverbal communication. Retrieved from http://alexrister1.wordpress.com/tag/nonverbal-communication-2/

     

     

     

    1. University College Dublin, School of Nursing Midwifery and Health Systems. (n.d.). Paraverbal communication. Retrieved from http://ucdpreceptors.hseland.ie/module3/modes3.asp

     

    Week 2 – Discussion 1

     

    Did You Say What I Think You Said?

     


    This discussion is your opportunity to demonstrate your abilities with the objective evaluate verbal, non verbal, and para-verbal cues that impact communication with educators, administrators, parents, and community members. This discussion is aligned with the Course Learning Outcome 3.

    In addition to our expressive communication style, which we explored last week, we also convey messages using non-verbal cues that may include eye-contact, facial expressions, gestures, posture, proximity, and demeanor (Tidwell 2003). Part of being a strong collaborator is making sure the message we expected to communicate comes across to the team as intended. This means while we may be communicating a message verbally, our nonverbal cues are sending an alternative message.

    Amy Cuddy, Voted Number One on Time Magazine’s list of “Game Changers”, is a top communication researcher who studies how nonverbal cues impact people’s judgment (Time, 2013). She suggests that in order to subtly and nonverbally emote confidence you must keep in mind how you dress, your gestures, facial expressions, posture, and proximal engagement (Rister 2011). Additionally, during collaborative meetings, body language and nonverbal cues may have various interpretations depending on one’s cultural background and demographic upbringing. Being attuned to others in the meeting along with your own unspoken signals will promote a sense of leader and stimulate positive collaborative experiences.

    Initial Post: Review the information, photos, and videos posted on the Creating Communication website. Specifically, scroll down the page and view the two Amy Cuddy videos: Game changer: Amy Cuddy, Power Poser  and Amy Cuddy: Your body language shapes who you are.

     

     

     

     

    After watching the videos above, examine each of the photos for the non-verbal messages the body postures convey. Next, visit a busy public place or watch a television show or movie and observe people for 30-minutes. Take note of body language, nonverbal cues, and any other valuable environmental information. Then, construct one paragraph summary for each of the following:

     

    • Where, when, and what you observed;
    • What you learned from your observation such as how nonverbal cues were used and how they were interpreted;
    • Nuances you were more aware of having completed this week’s reading;
    • Explain how you will use this experience and this week’s information to more effectively communicate with other educators, administrators, parents and community members in the role of a special educator. Provide specific examples.

     

    Guided Response – Post replies to at least two peers before the close date of this discussion. In your replies, consider asking questions of peers about their responses to encourage further conversation. In replies, you might provide examples you have read about, experienced, or heard from co-workers that align with what your peer experienced and include suggestions for proactive collaboration. Again, though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion; this will further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic.

     

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