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COLLABORATIVE LEARNING (Week 3 ('Interpersonal Skill' Grellier…

- - - - Giving feedback
        
        Recognise positive aspects
        
        Don't overload
        
        Avoid destructive crtitcism
      - Listening to feedback
        
        Ask for clarification
        
        Take on feedback
        
        Be open-minded
    - - Listening in small groups
        
        Non-verbal language
        
        eye-contact
        
        Posture
        
        Gestures
      - Personal Space
        
        Public space
        
        Social & consultative spaces
        
        Intimate space
      - Listening to Lectures
    - - Tone
      - Assertiveness & Aggression
      - Successful negotiation
        
        Win-win situation
        
        Deadlocks
        
        Bargaining
- - - - Peer Leader
      - Learning Coach
      - Connecting link
      - Student advocate
    - - Balancing mentor meetings with other commitments
      - Becoming dependent on school work
      - Risk of rejection
      - Negative feedback and criticism
    - - Supportive environment
      - Form positive relationships
      - Apply skills to real life scenarios
      - Expand cultural insight
- - - - 'Fitting together' reading
      - 'Analytic' reading
    - - Skim-reading should only be used in appropriate situations
    - - Only choose relevant readings to the topic
      - Highlight key points
      - Use reading list
    - - Use headings
      - Only read how much you can manage
- - - - Value of inclusive language
      - Recognising non-inclusive sexist language
      - Hints for inclusive non-sexist language
        
        Avoid gender-specific terms
        
        Use relevant words and ideas
        
        Be accurate
    - - Responses to Difficulties
        
        Be open-minded
        
        Respect
      - Opportunities
        
        different academic processes (writing and researching)
        
        different approaches to problem solving
        
        different perspectives
        
        Variety of experiences
    - - Indigenous Australians
    - - Nonverbal language and dress-code
      - Understanding time
      - Verbal language Barriers
      - Meeting new people
- - - - Taking initiative
      - Selective attention
        
        Engage: Body language
        
        Anticipate: Look forward to what speaker has to say
        
        Halt: pay attention
        
        Replay & paraphrase what you just heard
    - - Common Core Standards
      - Set learning goals
      - 'Real world' application
    - - Coming up with conclusions.
      - Defining the problem
      - Comparing, classifying and making connections
      - Planning and organising tasks
      - Memory
        
        Create acronyms
        
        Chunking
    - - Finish strong (Reinforce tasks to keep motivation throughout assignment tasks)
      - Effective Expression
      - Understanding Others' Points of View
- - - - Covert Causes
        
        Unconscious or Shadow Dynamics - repressed emotions
        
        Conscious Disguise or concealment-unacceptence of culture
        
        Blind Spots & Blocks - not able to think out of the box
    - - Normative Power
    - - Conflict Management
      - Problem solving & Decision Making
      - Communication
      - Roles
        
        To become an effective leader you have to assign roles and responsibilites to each member of the team
        
        Informal
        
        Formal
      - Leadership
- - - - Whiteness studies
      - Integrating multiple forms of capital
    - - Positives
        
        Academic Development
        
        Increase student engagement & participation
        
        Interpersonal Development
        
        Forming positive connections
      - Negatives
        
        Balancing life and mentees
        
        Too much expectation
        
        Vulnerabilities
    - - Complexity
      - Diverse Social Relationships
      - Identities
      - Inherent Change
      - Dynamic Dialogue