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Beliefs Into Practice

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Published on

by Karlo Poljakovic:
Teaching
Belief: We shouldn't correct when we discuss!
Action: We do correct our students, always!.

Published in: Education
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Beliefs Into Practice

  1. 1. “We should recycle waste!” Cognitive, reflect on the knowledge or information we may have about something We don’t recycle! BUT....
  2. 2. Challenge orThreat? Why do people generally resist to change? Agents of Change – How to manage change?
  3. 3. It is a wonderful idea. It’s a great thing. Beneficial. “We should recycle waste!” Cognitive, reflect on the knowledge or information we may have about something An individual’s affective and evaluative response to something.
  4. 4. Consist of an individual’s view of likely consequences or outcomesof an action, together with a positive or negative evaluation of those outcomes. Behavioural Beliefs Reflect not the individual‘s personal beliefs but what the individual believes others (peers) think about the behaviour concerned. Subjective Norms Describes the degree of control (knowledge) individuals believe they have over an innovation. Perceived Behavioural Control
  5. 5. Consist of an individual’s view of likely consequences or outcome of an action, together with a positive or negative evaluation of those outcomes Action Outcomes? Attitudes? Beliefs
  6. 6. Reflects not the individual’s personal beliefs but what the individual believes others think about the behaviour concerned Action Peers? Outcomes? Attitudes? Beliefs
  7. 7. Describes the degree of control individuals believe they have over an innovation. Action Knowledge? Peers? Outcomes? Attitudes? Beliefs
  8. 8. Knowledge? Peers? Outcomes? Attitudes? Intention
  9. 9. Jane - teacher What did you do, Mia? Where does she live? Mia - student I visited my sister. She is live in Sheffield. Below is an extract from a transcript of one of Jane's lessons given on the course. The extract is taken from the beginning of the lesson, when Jane is engaging the students in general conversation and talking about how they spent their weekend She?... She lives She lives in Sheffield. She lives… because that’s what she does all the time. She always lives there…so you say…she lives She lives She lives Lives She’s live in Sheffield. She live in Sheffield. She live She live She lives (Another student arrives in class) How are you, Ivan? We’re just finding out what everyone did at the weekend. What did you do at the weekend
  10. 10. Knowledge? If she thinks she is equipped with the knowledge and skills to lead the students through fluency practice – she’ll jump.Peers? If she thinks her peers do not approve of her not correcting the student – she won’t jump. Outcomes? If she thinks the outcomes of her not correcting is beneficial for the student – she’ll jump. Attitude? If she thinks it is good to do so – she’ll jump. If she doesn’t think it is good – she’ll turn back. What happened in this class? Jane’s belief?
  11. 11. Let’s Break!

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