Safe Learning Environment_HEAL2013

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Safe Learning Environment_HEAL2013

  1. 1. Safe Learning Environmentsmaximising your training experienceHealth Education Australia Limited (HEAL)Hung The Nguyenhunguyen250369@gmail.comWednesday, 17 April 2013
  2. 2. Outline➡safe learning environment➡cultural dimensions➡managing rapport➡learning styles➡supervisory space➡receiving feedbackWednesday, 17 April 2013
  3. 3. What we expect from each other★ join in the discussion★ be willing to receive and give feedback★ participate, engage and volunteer★ respect each others views★ maintain confidentiality - what is saidhere, stays here★ give each other a turnWednesday, 17 April 2013
  4. 4. What is a safe learningenvironment??Wednesday, 17 April 2013
  5. 5. SafeWhite, 2009Wednesday, 17 April 2013
  6. 6. SafeincludedWhite, 2009Wednesday, 17 April 2013
  7. 7. SafechallengedincludedWhite, 2009Wednesday, 17 April 2013
  8. 8. SafechallengedengagedincludedWhite, 2009Wednesday, 17 April 2013
  9. 9. Safe supportedchallengedengagedincludedWhite, 2009Wednesday, 17 April 2013
  10. 10. Safe supportedchallengedengagedincludedculturallyWhite, 2009Wednesday, 17 April 2013
  11. 11. What is your role in establishinga safe learning environment?Safe supportedchallengedengagedincludedWednesday, 17 April 2013
  12. 12. What is your role in establishinga safe learning environment?Safe supportedchallengedengagedincludedculturallyWednesday, 17 April 2013
  13. 13. Some things you should knowWednesday, 17 April 2013
  14. 14. Some things you should know...about yourself.Wednesday, 17 April 2013
  15. 15. culturalDIMENSIONSWednesday, 17 April 2013
  16. 16. Being culturally awareWednesday, 17 April 2013
  17. 17. Being culturally aware• culture is a blueprint for actionWednesday, 17 April 2013
  18. 18. Being culturally aware• culture is a blueprint for action- Laksiri JayasuriyaWednesday, 17 April 2013
  19. 19. Being culturally aware• culture is a blueprint for action- Laksiri Jayasuriya• a cultural group can be understood throughthe group’s rituals, customs, heroes andvaluesWednesday, 17 April 2013
  20. 20. Being culturally aware• culture is a blueprint for action- Laksiri Jayasuriya• a cultural group can be understood throughthe group’s rituals, customs, heroes andvalues• cultural blindness occurs when wedon’t accept or perceive people’sbehaviours are guided by their cultureWednesday, 17 April 2013
  21. 21. Being culturally sensitiveWednesday, 17 April 2013
  22. 22. Being culturally sensitive• culture is complex but not chaotic.Wednesday, 17 April 2013
  23. 23. Being culturally sensitive• culture is complex but not chaotic.• we perceive the values of our culture inmoral terms and therefore we tend to viewother peoples values as morally inferiorWednesday, 17 April 2013
  24. 24. “With the education they get, this is all we can expect.”“They are just not used to working hard – look at their history.”“They really don’t seem to care about their health. Life is notvalued as much in their country.”“As soon as you take your eyes off them, they stop working.They haven’t been taught responsibility.”➡ Explanation 1. People from some other nations/cultures are stupid, lazy, amoral, and/orobstructionist.Wednesday, 17 April 2013
  25. 25. ➡ Explanation 2. People from some other nations/cultures differ in cognition in ways that result indifferent perceptions, judgments, decision making andbehaviours.Wednesday, 17 April 2013
  26. 26. Klein, 2004Wednesday, 17 April 2013
  27. 27. People can only see their culture when theyencounter a mismatch b/w their lifelongpatterns of thinking and that of other people.Klein, 2004Wednesday, 17 April 2013
  28. 28. Klein, 2004People cannot adjust mismatches by alteringtheir underlying cognitive processes i.e. howthey think about the world.Wednesday, 17 April 2013
  29. 29. The lens filters and organizes incominginformation, makes sense of the information,structures planning and adaptation activities, andguides interactions and communication.Klein, 2004Wednesday, 17 April 2013
  30. 30. Cultural dimensionsWednesday, 17 April 2013
  31. 31. Cultural dimensionshigh vs low power distanceWednesday, 17 April 2013
  32. 32. Cultural dimensionshigh vs low power distanceshort vs long term time orientationWednesday, 17 April 2013
  33. 33. Cultural dimensionshigh vs low power distanceshort vs long term time orientationmastery vs fatalismWednesday, 17 April 2013
  34. 34. Cultural dimensionshigh vs low power distanceshort vs long term time orientationmastery vs fatalismmasculinity vs femininityWednesday, 17 April 2013
  35. 35. Cultural dimensionshigh vs low power distanceshort vs long term time orientationmastery vs fatalismmasculinity vs femininityhigh vs low tolerance for uncertaintyWednesday, 17 April 2013
  36. 36. Cultural dimensionshigh vs low power distanceshort vs long term time orientationmastery vs fatalismmasculinity vs femininityhigh vs low tolerance for uncertaintyhypothetical vs concrete reasoningWednesday, 17 April 2013
  37. 37. Cultural dimensionshigh vs low power distanceshort vs long term time orientationmastery vs fatalismmasculinity vs femininityhigh vs low tolerance for uncertaintyhypothetical vs concrete reasoningroot cause vs systems approachWednesday, 17 April 2013
  38. 38. Cultural dimensionshigh vs low power distanceshort vs long term time orientationmastery vs fatalismmasculinity vs femininityhigh vs low tolerance for uncertaintyhypothetical vs concrete reasoningroot cause vs systems approachindividualist vs collectivistWednesday, 17 April 2013
  39. 39. IndividualismIndividualism CollectivismWednesday, 17 April 2013
  40. 40. p34, The Australian 07/02/2013. Scandal engulfs feted Chinese swimmer afterplayboy ways revealed. Scott Murdoch.“No matter how capable they are, SunYang isstill a son of the country and he has no right tonegotiate and must submit.”Wednesday, 17 April 2013
  41. 41. Power DistanceLow PD High PDWednesday, 17 April 2013
  42. 42. The Weekend Australian Magazine (11/12/07) Richard Guiliatt ʻBeautiful mindsʼ (Terry Tao)ʻI skipped year 5ʼ Nigel notes, ʻbut I donʼt try tomake a big deal out of it and I donʼt let that defineme. Maybe thatʼs an Australian thing, where youadmire someone for being a good bloke ratherthan something theyʼve achieved. If weʼd grownup in the US it might have been different. InAustralia you can be tremendously good atsomething but if youʼre a whacker, people stillarenʼt going to like you.ʼWednesday, 17 April 2013
  43. 43. Uncertainty AvoidanceTolerance of ambiguity Need for certaintyWednesday, 17 April 2013
  44. 44. MasculinityFeminine MasculineWednesday, 17 April 2013
  45. 45. What about your nationalcultural dimensions?Wednesday, 17 April 2013
  46. 46. ManagingRAPPORTWednesday, 17 April 2013
  47. 47. ManagingRAPPORT๏“What is the correct way of behaving?”๏“I don’t want to be rude, offensive, impolite,aggressive...”Wednesday, 17 April 2013
  48. 48. ➡ Rapport = the relative harmonyand smoothness of relationsbetween people➡ Rapport management = themanagement (or mismanagement)of relations between people.Spencer-Oatey, 2005ManagingRAPPORTWednesday, 17 April 2013
  49. 49. ➡ Rapport orientations:✓enhancement (strengthen)✓maintenance (protect)‣neglect (lack interest or concern)‣challenge (impair)Spencer-Oatey, 2005ManagingRAPPORTWednesday, 17 April 2013
  50. 50. Spencer-Oatey, 2008interactionalgoalsface sensitivitiesRoleexpectationsBases of rapportManagingRAPPORTWednesday, 17 April 2013
  51. 51. FACE➡concerned with people sense ofworth, dignity and identity➡associated with concerns forrespect, honour, status, reputationand competenceSpencer-Oatey, 2005ManagingRAPPORTWednesday, 17 April 2013
  52. 52. FACE➡self as an individual - abilities,appearance, ethics, confidence➡self as a group member - family,ethnic, professional, national, religious➡self as in relation to others - father,doctor, teacher, leaderSpencer-Oatey, 2005ManagingRAPPORTWednesday, 17 April 2013
  53. 53. ROLE EXPECTATIONS (rights and obligations)➡equity - entitled to be treated fairly: that we are notunduly imposed upon (reciprocity), that we are notunfairly ordered about (autonomy), and that we arenot taken advantage of or exploited (cost-benefit)➡associative - entitled to social involvement withothers, in keeping with the type of relationship thatwe have with them (respect, empathy, involvement)Spencer-Oatey, 2008ManagingRAPPORTWednesday, 17 April 2013
  54. 54. Interactional goals➡transactional = achieving specifictasks➡relational = effective relationshipmanagementSpencer-Oatey, 2008ManagingRAPPORTWednesday, 17 April 2013
  55. 55. Managing rapport:๏understanding domains of politeness๏handling speech acts๏degree of (in)directness๏type and frequency of down/up-gradersSpencer-Oatey, 2008ManagingRAPPORTWednesday, 17 April 2013
  56. 56. Spencer-Oatey, 2008interactionalgoalsface sensitivitiesRoleexpectationsBases of rapportactivity typenumber ofparticipantscontext-power-distancerapportorientationculturaldimensionpragmalinguisticconventionsWednesday, 17 April 2013
  57. 57. learningSTYLEWednesday, 17 April 2013
  58. 58. learningSTYLELearning style is an individualnatural or habitual pattern ofacquiring, processing anddelivering information in teaching/learning situations.Wednesday, 17 April 2013
  59. 59. learningSTYLELearning style say little aboutpersonality, motivation, social/culturalpreferences, physical environments.Wednesday, 17 April 2013
  60. 60. learningSTYLEStudent’slearningpreferenceTeacher’slearningstyleWednesday, 17 April 2013
  61. 61. learningSTYLESensory LearnersconcretepracticalproceduralThey look for FACTS.Intuitive LearnersconceptualinnovativetheoreticalThey look for MEANING.From Felder and Silverman’s Index of Learning Styles, 2002Wednesday, 17 April 2013
  62. 62. learningSTYLEVisual LearnersgraphspicturesdiagramsThey look forVISUALrepresentation of theinformation.Verbal LearnersaudiorecordingslecturesdiscussionsThey look for explanationswith WORDS.Wednesday, 17 April 2013
  63. 63. learningSTYLEActive LearnersmanipulateexperimentexploreThey look for SMALLGROUP DIRECTEDactivities.Reflective Learnersthinkevaluateanalyse/synthesiseThey look for SELF-DIRECTED activities.Wednesday, 17 April 2013
  64. 64. learningSTYLESequential LearnersorderlinearThey look for ORDER inthe details to formulatethe big picture.Global LearnerssystematicholisticThey look for the BIGPICTURE and then fill inthe details.Wednesday, 17 April 2013
  65. 65. learningSTYLEWhat is your learning style?Wednesday, 17 April 2013
  66. 66. learningSTYLEEveryone has a mix of learning styles.➡Bring your learning style into balance.Wednesday, 17 April 2013
  67. 67. learningSTYLELearning styles are not fixed.➡Expand the way you learn.Wednesday, 17 April 2013
  68. 68. supervisorySPACEWednesday, 17 April 2013
  69. 69. supervisorySPACE• Understanding what supervisors do?• What do you expect from yoursupervisors?• What do supervisor expect from you?• What kind of relationship is the supervisor-supervisee relationship?Wednesday, 17 April 2013
  70. 70. supervisorySPACE★maintain clinicalcompetence★educate‣ teacher‣ coach‣ role model‣ mentor★maintain professional andethical conduct‣ self-care‣ duty of care to patients‣ duty of care to learners‣ responsible to theprofession★meet organisationrequirement in supervisionWhat do Supervisors do?Ingham, GWednesday, 17 April 2013
  71. 71. supervisorySPACEWhat do you EXPECT fromyour supervisor?Wednesday, 17 April 2013
  72. 72. supervisorySPACEperhaps...Available, approachable,responsive, dependableClinically competentEducationally effectiveProblem solverAdvocateA resourceMonitors and give feedbackCoaches and motivatesDirects, organise, coordinateNurtures, fosters growthWednesday, 17 April 2013
  73. 73. supervisorySPACEWhat do your supervisorEXPECT from you?Wednesday, 17 April 2013
  74. 74. supervisorySPACEhard workerenthusiasticindependentresourcefulconfidentable to handle criticismclinically competentknowledge is broadand specialisedsafecommunicate well -written and verbalteam playerWednesday, 17 April 2013
  75. 75. supervisorySPACEWhat kind of a relationship isthe supervisor-superviseerelationship?Business? = partners Professional? = colleaguesTeacher? = apprenticeEmployer? = employeeCommander? = crewLeader? = team memberWednesday, 17 April 2013
  76. 76. supervisorySPACE‣ establish a relationship early‣ interact often‣ ask for scheduled and opportunistic feedback‣ seek other resources‣ be independent‣ be eclectic‣ review learning plans/goals regularly‣ demonstrate your knowledge and skillsWednesday, 17 April 2013
  77. 77. receivingFEEDBACKWednesday, 17 April 2013
  78. 78. receivingFEEDBACK➡Why have feedback?Wednesday, 17 April 2013
  79. 79. receivingFEEDBACK➡Why have feedback?➡Is feedback an assessment?Wednesday, 17 April 2013
  80. 80. receivingFEEDBACK➡Why have feedback?➡Is feedback an assessment?➡When is feedback useful?Wednesday, 17 April 2013
  81. 81. receivingFEEDBACKWednesday, 17 April 2013
  82. 82. receivingFEEDBACKUseful feedback is:Wednesday, 17 April 2013
  83. 83. receivingFEEDBACK✓TimelyUseful feedback is:Wednesday, 17 April 2013
  84. 84. receivingFEEDBACK✓Timely✓ExpectedUseful feedback is:Wednesday, 17 April 2013
  85. 85. receivingFEEDBACK✓Timely✓Expected✓SpecificUseful feedback is:Wednesday, 17 April 2013
  86. 86. receivingFEEDBACK✓Timely✓Expected✓Specific✓Honest and directUseful feedback is:Wednesday, 17 April 2013
  87. 87. receivingFEEDBACK✓Timely✓Expected✓Specific✓Honest and direct✓DescriptiveUseful feedback is:Wednesday, 17 April 2013
  88. 88. receivingFEEDBACK✓Timely✓Expected✓Specific✓Honest and direct✓Descriptive✓RelevantUseful feedback is:Wednesday, 17 April 2013
  89. 89. receivingFEEDBACK✓Timely✓Expected✓Specific✓Honest and direct✓Descriptive✓Relevant✓Right levelUseful feedback is:Wednesday, 17 April 2013
  90. 90. receivingFEEDBACK✓Timely✓Expected✓Specific✓Honest and direct✓Descriptive✓Relevant✓Right level✓FocusedUseful feedback is:Wednesday, 17 April 2013
  91. 91. receivingFEEDBACK✓Timely✓Expected✓Specific✓Honest and direct✓Descriptive✓Relevant✓Right level✓Focused✓InformativeUseful feedback is:Wednesday, 17 April 2013
  92. 92. receivingFEEDBACK✓Timely✓Expected✓Specific✓Honest and direct✓Descriptive✓Relevant✓Right level✓Focused✓Informative✓BalancedUseful feedback is:Wednesday, 17 April 2013
  93. 93. receivingFEEDBACK✓Timely✓Expected✓Specific✓Honest and direct✓Descriptive✓Relevant✓Right level✓Focused✓Informative✓Balanced✓ActionableUseful feedback is:Wednesday, 17 April 2013
  94. 94. receivingFEEDBACK➡Should I ask for feedback?Wednesday, 17 April 2013
  95. 95. receivingFEEDBACK➡Should I ask for feedback?Considerations:‣what are my learning plan/goals‣when is the appropriate time‣who is the best person‣where should this take placeWednesday, 17 April 2013
  96. 96. receivingFEEDBACK➡Feedback from whom?Wednesday, 17 April 2013
  97. 97. receivingFEEDBACK➡Feedback from whom?SupervisorsPeersYourselfWednesday, 17 April 2013
  98. 98. receivingFEEDBACKAttitudes and skills in receiving feedbackWednesday, 17 April 2013
  99. 99. receivingFEEDBACKPassiveAttitudes and skills in receiving feedbackWednesday, 17 April 2013
  100. 100. receivingFEEDBACKPassive๏ be silentAttitudes and skills in receiving feedbackWednesday, 17 April 2013
  101. 101. receivingFEEDBACKPassive๏ be silent๏ accept feedback providedAttitudes and skills in receiving feedbackWednesday, 17 April 2013
  102. 102. receivingFEEDBACKPassive๏ be silent๏ accept feedback provided๏ tune outAttitudes and skills in receiving feedbackWednesday, 17 April 2013
  103. 103. receivingFEEDBACKPassive๏ be silent๏ accept feedback provided๏ tune out๏ ignore information providedAttitudes and skills in receiving feedbackWednesday, 17 April 2013
  104. 104. receivingFEEDBACKPassive๏ be silent๏ accept feedback provided๏ tune out๏ ignore information provided๏ unpreparedAttitudes and skills in receiving feedbackWednesday, 17 April 2013
  105. 105. receivingFEEDBACKPassive๏ be silent๏ accept feedback provided๏ tune out๏ ignore information provided๏ unprepared๏ be judgemental (verbal andnon-verbal)Attitudes and skills in receiving feedbackWednesday, 17 April 2013
  106. 106. receivingFEEDBACKPassive๏ be silent๏ accept feedback provided๏ tune out๏ ignore information provided๏ unprepared๏ be judgemental (verbal andnon-verbal)ActiveAttitudes and skills in receiving feedbackWednesday, 17 April 2013
  107. 107. receivingFEEDBACKPassive๏ be silent๏ accept feedback provided๏ tune out๏ ignore information provided๏ unprepared๏ be judgemental (verbal andnon-verbal)Active๏ be explicit of the kind of feedback you wantAttitudes and skills in receiving feedbackWednesday, 17 April 2013
  108. 108. receivingFEEDBACKPassive๏ be silent๏ accept feedback provided๏ tune out๏ ignore information provided๏ unprepared๏ be judgemental (verbal andnon-verbal)Active๏ be explicit of the kind of feedback you want๏ be aware of your reaction emotionally andintellectuallyAttitudes and skills in receiving feedbackWednesday, 17 April 2013
  109. 109. receivingFEEDBACKPassive๏ be silent๏ accept feedback provided๏ tune out๏ ignore information provided๏ unprepared๏ be judgemental (verbal andnon-verbal)Active๏ be explicit of the kind of feedback you want๏ be aware of your reaction emotionally andintellectually๏ actively listenAttitudes and skills in receiving feedbackWednesday, 17 April 2013
  110. 110. receivingFEEDBACKPassive๏ be silent๏ accept feedback provided๏ tune out๏ ignore information provided๏ unprepared๏ be judgemental (verbal andnon-verbal)Active๏ be explicit of the kind of feedback you want๏ be aware of your reaction emotionally andintellectually๏ actively listen๏ seek clarificationAttitudes and skills in receiving feedbackWednesday, 17 April 2013
  111. 111. receivingFEEDBACKPassive๏ be silent๏ accept feedback provided๏ tune out๏ ignore information provided๏ unprepared๏ be judgemental (verbal andnon-verbal)Active๏ be explicit of the kind of feedback you want๏ be aware of your reaction emotionally andintellectually๏ actively listen๏ seek clarification๏ summarise what you are hearingAttitudes and skills in receiving feedbackWednesday, 17 April 2013
  112. 112. receivingFEEDBACKPassive๏ be silent๏ accept feedback provided๏ tune out๏ ignore information provided๏ unprepared๏ be judgemental (verbal andnon-verbal)Active๏ be explicit of the kind of feedback you want๏ be aware of your reaction emotionally andintellectually๏ actively listen๏ seek clarification๏ summarise what you are hearing๏ embrace feedbackAttitudes and skills in receiving feedbackWednesday, 17 April 2013
  113. 113. receivingFEEDBACKPassive๏ be silent๏ accept feedback provided๏ tune out๏ ignore information provided๏ unprepared๏ be judgemental (verbal andnon-verbal)Active๏ be explicit of the kind of feedback you want๏ be aware of your reaction emotionally andintellectually๏ actively listen๏ seek clarification๏ summarise what you are hearing๏ embrace feedback๏ reflect and evaluate the informationprovidedAttitudes and skills in receiving feedbackWednesday, 17 April 2013
  114. 114. receivingFEEDBACKPassive๏ be silent๏ accept feedback provided๏ tune out๏ ignore information provided๏ unprepared๏ be judgemental (verbal andnon-verbal)Active๏ be explicit of the kind of feedback you want๏ be aware of your reaction emotionally andintellectually๏ actively listen๏ seek clarification๏ summarise what you are hearing๏ embrace feedback๏ reflect and evaluate the informationprovided๏ explore possible actions for changeAttitudes and skills in receiving feedbackWednesday, 17 April 2013
  115. 115. SummingUp➡safe learning environment➡cultural dimensions➡managing rapport➡learning styles➡supervisory space➡receiving feedbackWednesday, 17 April 2013
  116. 116. Wednesday, 17 April 2013

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