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Lets revise. PeDeQs. State the PURPOSE of the activity. Use a simple EXAMPLE. Give general DIRECTIONS . Explain specific EXCEPTIONS. Ask for QUESTIONS . Ask a STARTING question. Survival Needs. 5 things Groups – 3 Choose context – Forest, polar ice cap, jungle, mountains - PowerPoint PPT Presentation

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Lets revise

PeDeQs

State the PURPOSE of the activity.Use a simple EXAMPLE.Give general DIRECTIONS.Explain specific EXCEPTIONS.Ask for QUESTIONS.Ask a STARTING question.

State the overall PURPOSE of the activity.When appropriate, use a simple example, outside the topic area, that helps participants understand how to complete the activity.

Give general DIRECTIONS using verbal pictures and gesturesExplain specific EXCEPTIONS and special casesAsk for QuestionsAsk a STARTING question that gets participants visualizing the answers. (Well tell you how to do this kind of great question in Session 7 on Dec. 20)

Lets pretend were in a classroom. I say, a few minutes ago Hanadi asked if some liquids would float on others. She wondered what would happen if we put the same amount of oil and water in a pan balance.

2Survival Needs5 thingsGroups 3Choose context Forest, polar ice cap, jungle, mountainsYou will explore this areaWalk 10km no motorized vehicles- fold and pass/round table/Change with group next to you - justifyTwo areas..Gathering information Giving and Receiving feedbackInformation GatheringCase Study group of retail managers/225/ dicuss current and future strategies agree to them and present.PPT used, our success discussed least importantNo engagement people just listen.Gathering and ProcessingWhy do it?High level/ Building Process

FunctionsActivity 1 match sample and purposeMatch the parts in the right way to complete the table

FunctionSample QuestionPurposePrioritizingWhat would be the most important 5 things to do first..

Lets try an exampleDefine the changes necessary to increase the efficiency and effectiveness of the hiring process.Getting startedHow does the hiring process work?What are the problems and root causes?What are potential improvements?Prioritize the improvements?Develop an implementation planReview and Close

Gathering facts - what would you do? PeDeQs starting question how will they record? Make a list Categorizing group ideas together ie ciclesInquiring a company has been asked to hire - 5 most importan quesiotns your team would like to ask themGenerating Ideas what will YOU improvePrioritizing list the ideas in terms of practical/importantReporting groups set order ask certain groups to review points.Getting feedback identify strengths/ways to improve/dicuss imrovment idea.10Make 5 rectangles..Share the pieces approx equally

Rules: no talking - ne gestures

Warm upWhat science questions do you think some of your students may ask when showing these imagesWhat science questions would you think of when using these images.GIVING ANDRECEIVINGFEEDBACK

Master Trainers Programme

In this session we will discuss strategies for giving effective feedback and receiving feedback from others.

(Feedback term first used with the first Apollo flight to the moon.) Why feedback? to keep (the spaceship) on course.

Since we will be working with our team of co-presenters to help each other, we need to use effective means of communicating what went well and what might need to be improved.

(Discuss group feedback structure) You have two teams to support your success in this Advanced Course. One team is your partner who is doing the same presentation on a different day. The other team includes your three partners who attend the same Entry workshop. (Monday, Wednesday) (Margie and Judy are on all teams, as needed) (A students- no competition. Only helping so all can succeed) Think 1 presenter, 3 coaches. Pair team for presentations.13Lets watch a videoList what ways is he giving feedback Think about the last time you gave feedbackWhat did you do that made the person respnd well?What did you do that made the conversation awkward?

GIVING FEEDBACK

BE CONSTRUCTIVE:BUILD UP DONT TEAR DOWN

GET YOURSELF OUT OF THE WAY

Be CONSTRUCTIVEGet yourself out of the way. Each of us is a unique personality Our heritage, our culture, our family, and our own experiences color and shape everything we do what we think, see, hear and say.As much as possible, put this personal self aside when you are the observer and coach. Be like a video camer)a accurately describing behaviours you have observed, (not the judgements or feelings you have about the behaviour/attribute

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" Blowing out another man's flame won't make yours shine any brighter.~ Author Unknown ~

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WHAT IS CONSTRUCTIVE FEEDBACK?

It is NOT criticism It is NOT personal It is NOT generalized It is NOT closed. It does NOT blame.

How many of us have ever felt hurt when someone criticized us? (human response)Criticism, like insults, shuts communication down, and makes us feel separate (not a team). It lowers morale and productivity.

Criticism feels negative One definition judging severely and finding fault. of course it also means evaluating carefully So we are not sitting as JUDGES for our team members.

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WHAT IS CONSTRUCTIVE FEEDBACK?

TARGETED RESPONSE TO A SPECIFIC ACTION

TO HELP A PERSON LEARN

DELIVERED WITH RESPECT

Constructive feedback is not personal (You were lazy; you didnt prepare) put downs have no place in CF (Why? Refer to session on Adult Learning Styles, preserving self esteem)

It is also not generalized. (I really loved your session Everything was great!)It is a targeted response to an individuals action or behaviour, that is intended to help the person learnAnd is delivered from a place of respect.18

WHAT IS CONSTRUCTIVE FEEDBACK?

IT IS A COLLABORATIVE APPROACH TO PROBLEM SOLVING!

CF does not blame, but presents a collaborative approach to problem-solving. What is the problem were all eager to solve here? (solicit answers)

CF works because it enables us to give honest tough messages to those with whom we work.It motivates a person to ask for help, acknowledge a skill or competency deficiency, and set goals while feeling SUPPORTED AND RESPECTED.19

PRINCIPLES FOR GIVING EFFECTIVE FEEDBACK

1. TIMING/PLACE when and where should u give feedback?

2. ASK FOR SELF ASSESSMENT FIRST

3. FOCUS ON SPECIFICS

LIMIT TO A FEW POINTS5. More PRAISE than correction (PNP sandwich)6. PRAISE expected performance7. Develop Action Plans

Praise and constructive feedback are most effective when given as soon as possible after the behaviour has occurred. Immediate feedback will help to reinforce a correct behaviour and make it more likely to happen again.

When incorrect behaviour is not corrected with feedback, it will probably continue. Whenever possible, give corrective feedback before the situation occurs again.

ASK FOR SELF ASSESSMENT. BEGIN by asking the person for self-assessment. This will involve them in the feedback process. It helps establish an open atmosphere and dialogue between the person doing the coaching and the person being coached. Often the person is well aware of his or her own strengths and weaknesses.

It is also more effective to allow the person to voice (his/her own) opinions before providing your own assessment of performance.

Through self-assessment, the person can gradually assume more responsibility for his or her own abilities and performance.

FOCUS ON SPECIFICS. When you focus on a specific correct or incorrect behaviours, you remove the feedback from the sphere of personality differences and the other person will be more willing and able to change.For example, if someone isnt building group rapport you might say I noticed that when you called on Ms X you forgot to use her name. Or in giving praise about someones communication you might say: When you spoke to the class about xyz, I noticed that you used really good open questioning techniques.

4. LIMIT feedback to a few important points. Identify one or two critical areas and help the person address them one at a time. (You cant examine and try to change many aspects of behaviour at one time. overwhelming.)

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PRINCIPLES FOR GIVING EFFECTIVE FEEDBACK

5. More PRAISE than correction (PNP sandwich)6. PRAISE expected performance7. Develop Action Plans

Positive feedback is one of the strongest factors in bringing about change. Make a positive-negative-positive sandwich of statements (Remember the journaling format?) ALWAYS END ON A POSITIVE. People deserve to be praised for doing their job to the expected level. Too many people take the expected level for granted. Praising expected performance (meeting goals) is just as important as praising exceptional performance. Praise is a strong motivator, and enough praise may be what it takes to turn an average presenter into an exceptional one.Work together to identify the desired performance or result and how it can be achieved.Together determine the steps to accomplish & when they will be accomplished. SUMMARIZE PRINCIPLES: TIMELY, CLEAR, SPECIFIC, MOSTLY POSITIVE, LEADS TO ACTION (CHANGE, IMPROVEMENT)

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TECHNIQUES FOR EFFECTIVE FEEDBACK

Use open-ended questioningWhat? How? Who? Tell me

Reflect Back

Maintain Silence

Use OPEN ENDED QUESTIONS to allow and encourage the person to give more detail and to elaborate.Examples: What (would happen if you.)?How (could you turn xyz into assessment) Who would benefit if you?Tell me more about?AVOID Do you? Did you? Have you?Also be careful when you use the word why. The person may think that you are blaming them or being critical if you use it. They may think that you disagree with them if you use this word.

REFLECTING BACK is about putting what the other person has sai