Useful Theories | mia-in-kaunas-2016

Useful Theories (Under construction)

Consciously incompetent:

Performance anxiety:

Self-esteem:

Sexual discourses:

Zone of proximal devolopment (ZPD).

Theory from Lev Vygotsky.

This theory offers a way to understand how children is learning. When they are 100% in their safe-zone they do not develop, since they do things a way, they already know. When in their ZPD, they are can learn new skills, with the encouragement and guidance from a nother person. The last zone is the "uncertainty zone" where the child is exposed to matter, there are to difficult to handle, and therefore wont experience positive progrees.

Eye-to-hand coordination:

Also sometimes referred to as Visual Motor Integration, this is the ability to control hand movement guided by vision. A person who is challenged in this area has difficulty coordinating body movements in response to what he/she is seeing. Problems could be with learning how to write, draw simple pictures and use classroom tools among others.

Nonviolent-communication (NVC): There are four components to the Nonviolent Communication (NVC) model, as developed by Marshall Rosenberg, Ph.D., and shown in the diagram. The 4-Part NVC Process can guide you to express how you are, or they can be used to empathically receive how another is.

Constructive Critism Sandwich (CCS):

You start off by focusing on the strengths—what you like about the "item" in question.
Then, you provide the criticism—things you didn’t like; the areas of improvement.
Lastly, you round off the feedback with a reiteration of the positive comments you gave at the beginning (a), and (b) the positive results that can be expected if the criticism is acted upon.

To reach fully potentiel, it is a good idea to practice the NVC while giving the CCS. Cause when you communicate with people about fx their behavior, it is a sore area, and it can easily be received in a wrong way, if you do not practice NVC in your lifeapproch.

Further reseach: John Hattie, 2014, "visible teaching for teachers".

Link to further reading: http://personalexcellence.co/blog/constructive-criticism/

Frame setting:

Theory from Basil Bernstein.

1. Strong frame setting: The teacher kontrols the scene, the rules, the pace, the way of communication, and the definition of relevance.

2. Weak frame setting: The participant is participatory, in all context. This can obscure the power relation, and the hierarchy is more equalized

Play and learning dimensions.

Theory from Ingrid P. Samuelsson.

1. Form-bound interaction:

The teachers intentions is in centre, as the child is expected to solve the task, the teacher has set as the focus point.

2.Explorative interaction:

The teacher makes the settings more open, and invites to several options. This way the childs creativity and intentions will be in centre.

3. The narrative interaction:

The teacher and child creates a interactive world, with storyline settings, where playing and learning is working together, by the childs creativity and the teachers interaction.

Social constructivism

Theory used by Lev Vygotsky and Jean Piaget in development psykology.

Tells how our cognitive development is enchanced by the social interaction throughout our lifes.

My time in

Kaunas,

Lithuania

Useful Theories (Under construction)

Consciously incompetent:

Performance anxiety:

Self-esteem:

Sexual discourses:

Zone of proximal devolopment (ZPD).

Theory from Lev Vygotsky.

Eye-to-hand coordination:

Nonviolent-communication (NVC): There are four components to the Nonviolent Communication (NVC) model, as developed by Marshall Rosenberg, Ph.D., and shown in the diagram. The 4-Part NVC Process can guide you to express how you are, or they can be used to empathically receive how another is.

Further reading: Marshall Rosenberg, 3rd edition, "Nonviolent communication; A language of life".

Constructive Critism Sandwich (CCS):

You start off by focusing on the strengths—what you like about the "item" in question.

Then, you provide the criticism—things you didn’t like; the areas of improvement.

Lastly, you round off the feedback with a reiteration of the positive comments you gave at the beginning (a), and (b) the positive results that can be expected if the criticism is acted upon.

To reach fully potentiel, it is a good idea to practice the NVC while giving the CCS. Cause when you communicate with people about fx their behavior, it is a sore area, and it can easily be received in a wrong way, if you do not practice NVC in your lifeapproch.

Further reseach: John Hattie, 2014, "visible teaching for teachers".

Link to further reading: http://personalexcellence.co/blog/constructive-criticism/

Frame setting:

Theory from Basil Bernstein.

1. Strong frame setting: The teacher kontrols the scene, the rules, the pace, the way of communication, and the definition of relevance.

2. Weak frame setting: The participant is participatory, in all context. This can obscure the power relation, and the hierarchy is more equalized

Play and learning dimensions.

Theory from Ingrid P. Samuelsson.

1. Form-bound interaction:

The teachers intentions is in centre, as the child is expected to solve the task, the teacher has set as the focus point.

2.Explorative interaction:

The teacher makes the settings more open, and invites to several options. This way the childs creativity and intentions will be in centre.

3. The narrative interaction:

The teacher and child creates a interactive world, with storyline settings, where playing and learning is working together, by the childs creativity and the teachers interaction.

Social constructivism

Theory used by Lev Vygotsky and Jean Piaget in development psykology.

Tells how our cognitive development is enchanced by the social interaction throughout our lifes.