Non-Verbal Communication

Non-Verbal Communication

This discussion is your opportunity to demonstrate your abilities with the objective evaluate verbal, non verbal, and para-verbal cues that impact communication with educators, administrators, parents, and community members. This discussion is aligned with the Course Learning Outcome 3.

In addition to our expressive communication style, which we explored last week, we also convey messages using non-verbal cues that may include eye-contact, facial expressions, gestures, posture, proximity, and demeanor (Tidwell 2003). Part of being a strong collaborator is making sure the message we expected to communicate comes across to the team as intended. This means while we may be communicating a message verbally, our nonverbal cues are sending an alternative message.

Amy Cuddy, Voted Number One on Time Magazine’s list of “Game Changers”, is a top communication researcher who studies how nonverbal cues impact people’s judgment (Time, 2013). She suggests that in order to subtly and nonverbally emote confidence you must keep in mind how you dress, your gestures, facial expressions, posture, and proximal engagement (Rister 2011). Additionally, during collaborative meetings, body language and nonverbal cues may have various interpretations depending on one’s cultural background and demographic upbringing. Being attuned to others in the meeting along with your own unspoken signals will promote a sense of leader and stimulate positive collaborative experiences.

Initial Post: Review the information, photos, and videos posted on the Creating Communication website. Specifically, scroll down the page and view the two Amy Cuddy videos: Game changer: Amy Cuddy, Power Poser and Amy Cuddy: Your body language shapes who you are.

After watching the videos above, examine each of the photos for the non-verbal messages the body postures convey. Next, visit a busy public place or watch a television show or movie and observe people for 30-minutes. Take note of body language, nonverbal cues, and any other valuable environmental information. Then, construct one paragraph summary for each of the following:

  • Where, when, and what you observed;
  • What you learned from your observation such as how nonverbal cues were used and how they were interpreted;
  • Nuances you were more aware of having completed this week’s reading;
  • Explain how you will use this experience and this week’s information to more effectively communicate with other educators, administrators, parents and community members in the role of a special educator. Provide specific examples.
Assignment

 

 Due Date

 

 Format

 

 Grading Percent

 
Did You Say What I Think You Said? Day 3
(1st post)		 Discussion 3
There is no “I” in Team! Day 7 Assignment 12

 

Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.

Learning Outcomes

This week students will:

  1. Evaluate verbal, non-verbal, and para-verbal cues that impact communication with educators, administrators, parents, and community members.
  2. Identify the various roles of team members in providing academic support in an inclusive environment.

Introduction

Now that you have familiarity with the history of special education and special educators from our study and assessments in Week 1, this week you will identify the current role of various team members who provide academic support in an inclusive environment. Keep in mind that you will use this information to guide you through next week where you will further your understanding of inclusion through two instructional delivery methods: the collaborative consultation and co-teaching model.

As you work within the collaborative environment, remember that communication is essential for effective team functioning. Exact numbers vary, yet it is known that the vast majority of our communication in face to face environments is based on nonverbal cues. Therefore, this week you learn how to read non-verbal cues such as gestures, body language, and facial expressions in order to fully interpret the intended message of other team members.

Finally, please be sure to take some time to review this week’s Instructor Guidance; there you will find quite a bit of useful information that will guide you as you progress through the week’s resources and assignments. If you ever need additional guidance, please ask in the Ask Your Instructor discussion.

Required Resources

Required Text

    1. Murawski, W. & Spencer, S. (2011). Collaborate, communicate, and differentiate: How to increase student learning in today’s diverse schools. Thousand Oaks, CA: Corwin
      • Chapter 3: Improving Student Outcomes by Working in Teams
      • Chapter 4: Improving Collaboration Through Powerful Communication

Articles

  1. Tidwell, C. (n.d.). Non-verbal communication modes. Retrieved from http://www.andrews.edu/~tidwell/bsad560/NonVerbal….
  2. Windle, R., & Warren, S. (n.d.). Communication skills. Retrieved from http://www.directionservice.org/cadre/section4.cfm

Multimedia

    1. TED. (n.d.). Amy Cuddy: Your body language shapes who you are [Video file]. Retrieved from http://www.ted.com/talks/amy_cuddy_your_body_langu…
  1. TIME. (n.d.). Amy Cuddy, Power Poser [Video file]. Retrieved from http://content.time.com/time/specials/packages/art…

Websites

  1. Greenwich Public Schools (n.d.). Differentiation: Definition and research. Retrieved from http://webshare.greenwich.k12.ct.us/teplhandbook/D…
  2. National Center on Universal Design for Learning. (2012). UDL guidelines 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines
  3. Rister, A. (n.d.). Nonverbal communication. Retrieved from http://alexrister1.wordpress.com/tag/nonverbal-com…
  4. University College Dublin, School of Nursing Midwifery and Health Systems. (n.d.). Paraverbal communication. Retrieved from http://ucdpreceptors.hseland.ie/module3/modes3.asp

Discussion
To participate in the following discussions, go to this week’s Discussion link in the left navigation.

      1. Did You Say What I Think You Said?

    This discussion is your opportunity to demonstrate your abilities with the objective

evaluate verbal, non verbal, and para-verbal cues that impact communication with educators, administrators, parents, and community members.

    1.  This discussion is aligned with the Course Learning Outcome 3.
    1. In addition to our expressive communication style, which we explored last week, we also convey messages using non-verbal cues that may include eye-contact, facial expressions, gestures, posture, proximity, and demeanor (Tidwell 2003). Part of being a strong collaborator is making sure the message we expected to communicate comes across to the team as intended. This means while we may be communicating a message verbally, our nonverbal cues are sending an alternative message.
    1. Amy Cuddy, Voted Number One on Time Magazine’s list of “Game Changers”, is a top communication researcher who studies how nonverbal cues impact people’s judgment (Time, 2013). She suggests that in order to subtly and nonverbally emote confidence you must keep in mind how you dress, your gestures, facial expressions, posture, and proximal engagement (Rister 2011). Additionally, during collaborative meetings, body language and nonverbal cues may have various interpretations depending on one’s cultural background and demographic upbringing. Being attuned to others in the meeting along with your own unspoken signals will promote a sense of leader and stimulate positive collaborative experiences.

Initial Post: 

    1. Review the information, photos, and videos posted on the

Creating Communication 

    1. website. Specifically, scroll down the page and view the two Amy Cuddy videos:

Game changer: Amy Cuddy, Power Poser 

    1. and

Amy Cuddy: Your body language shapes who you are. 

    1. Then examine each of the photos for the non-verbal messages the body postures convey. Next, visit a busy public place or watch a television show or movie and observe people for 30-minutes. Take note of body language, nonverbal cues, and any other valuable environmental information. Then, construct one paragraph summary for each of the following:
      • Where, when, and what you observed;
      • What you learned from your observation such as how nonverbal cues were used and how they were interpreted;
      • Nuances you were more aware of having completed this week’s reading;
      • Explain how you will use this experience and this week’s information to more effectively communicate with other educators, administrators, parents and community members in the role of a special educator. Provide specific examples.

Guided Response – 

    1. Post replies to at least two peers before the close date of this discussion. In your replies, consider asking questions of peers about their responses to encourage further conversation. In replies, you might provide examples you have read about, experienced, or heard from co-workers that align with what your peer experienced and include suggestions for proactive collaboration. Again, though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion; this will further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic.
    1. Reference the

Discussion Forum Grading Rubric

    1.  for guidance on how your discussion will be evaluated.

Assignment
To complete the following assignment, go to this week’s Assignment link in the left navigation.

  1. There is no “I” in Team!

In this assignment you will demonstrate your understanding of the following learning objective:

  • Identify the various roles of team members in providing academic support in an inclusive environment.

The assignment represents your mastery of the Course Learning Outcome 4.

Murawski and Spencer (2011) define inclusion as “an academic setting that provides support and service in the general education classroom so that students with a disability have equitable access to the same curriculum as their peers” (p. 19). Inclusion can consist of one class period up to a full day (i.e., “full inclusion”). Regardless of the time spent within the general education classroom, the overarching theme of inclusive education is collaboration between the general educator, the special educator, service providers, and paraprofessionals/instructional assistants to provide meaningful and engaging curriculum for all students. Strategies for creating materials and providing instructional delivery vary depending on your role in the collaborative education team.

One method for developing and teaching lessons is through Universal Design for Learning (UDL), which is used “to reduce barriers, as well as optimize levels of challenge and support, to meet the needs of all learners from the start” (National Center on Universal Design for Learning, 2012, para. 2). Team members involved in this type of planning and delivery include the general educator and any other education or service providers who support students with disabilities in the general classroom. Another method that can be incorporated with UDL is Differentiated Instruction (DI), whereby “teachers can structure learning environments that address the variety of learning styles, interests, and abilities found within a classroom”(Willoughby, 2005). This means that teachers provide learning options, challenge levels, and assessment choices in order to engage all students according to their needs and ability levels.

Your paper must meet the following requirements:

Content

  • Curriculum Design (3 Points): Describe the role of the special educator and one other team member (such as the general educator or service provider) in planning curriculum design using UDL and DI.
  • Instructional Delivery (3 Points): Describe the role of the special educator and one other team member (such as the general educator or service provider) in instructional delivery in inclusive settings.
  • Professional Responsibility (2 Points): Describe the professional responsibility of the special educator and one other team member (such as the general educator or service provider) in the collaborative IEP (Individualized Education Plan) team context.

Written Communication

  • Page Requirement (1 point): Four to six pages, not including the title and reference pages.
  • APA Formatting (1 point): Use APA formatting consistently throughout the assignment.
  • Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
  • Source Requirement (1 point): Reference three scholarly sources in addition to the course textbook that provide compelling evidence to support your ideas. All sources on the references page need to be used and cited correctly within the body of the assignment.

Review and Submit the Assignment
Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment to the courseroom for evaluation no later than day 7 of the week.

ESE633: COLLABORATIVE RELATIONSHIPS & TRANSITION

Instructor Guidance

Week 2

Introduction

Often times during a team meeting, instead of listening to what members are saying, we are thinking of our ‘next move’; how we want to respond. When we do this, we stop listening and start hearing what others are saying. Listening involves more than hearing spoken words; it also includes observing non-verbal and para-verbal cues that the sender is also emoting. It is common knowledge that what is said is only about 10% of communication, with the other 90% being other cues including gestures, body language, voice intonation and inflection, and other implicit signals.

According to Silent Messages, author Dr. Albert Mehrabian found that 7% of communication is verbal, 38% is other auditory vocalizations, and 55% is non-verbal such as gestures and body language.

Dr. Mehrabian does admit that studying human nature is not an exact science and that the exact percentages are irrelevant; what is key to note is that nonverbal communication far outweighs its verbal counterpart (as cited in How Much Communication, n.d.).

Another communication researcher, Otto Scharmer, supports the theory that non-verbal communication far exceeds the spoken word. As a world-renowned publisher on transformational change and leadership, he believes that the most effective leaders are those who have mastered generative listening that incorporates effective interpretation of verbal and non-verbal communication.

  • Downloading: When we are engaged in conversation either within a group or in a 1:1 setting, we are cued into words or terms that reinforce our own beliefs, while filtering out other information.
  • Debating: During collaborate team meetings, we use this way of listening from an objective outside perspective, without engaging in the actual debate. Sharmer calls this “listening from the outside”.
  • Reflective: Unlike “Debating”, this type of listening includes personal engagement, where the listener participates in the collaborative dialogue while listening to other’s perspectives.
  • Generative: Sharmer believes this to be the highest level of listening where we are aware of each perspective within the group and within ourselves, and how the school can support finding a common ground and amicable solution. This involves listening to “ourselves, others and the system we create together.” (as cited in Four Ways of Listening, 2008, #2).

The following brief two-minute video provides tips on how to emote proper non-verbal communication cues that demonstrate you are being an active listener. As you watch this short video think about the last time you were engaged in a conversation. Did you use any of these non-verbal cues? Did the other person or people engaged in the conversation? Do you feel your verbal and non-verbal expression and reception aligned? Consider sharing your thoughts on the video as part of your discussions responses this week or start a conversation in our Ashford Café!

 

 

Authentic Experience

Now let’s take the foundation of what you have just read and put theory into practice:

Imagine you are sitting in an academic support team meeting for a 3rd grade student who you’ve notice sits quietly, is very polite, keeps a ‘low profile’, and is slowing falling through the academic cracks because she is not making reading progress that is equal to her peers. Further, imagine:

  • The general educator who is responsible for delivery of the curriculum content to a group of inclusive students
  • The special educator who is responsible for helping the general educator create lessons that meet the Common Core State Standards (CCCS), are differentiated to address various learning styles, and are scaffolded to meet the needs of students learning at different academic levels
  • The student’s parents who are not education experts but experts on their child’s academics and behaviors
  • The assistant principal who attends meets for students with a disability whenever her schedule allows. She isn’t necessarily an expert on special education but is very involved with the student body.

As you lead this meeting, you need to take into account what everyone is and is not saying and how they are communicating the messages they do send, both verbally and para-verbally. This means you will need to observe body language, gestures, eye-contact, voice inflection and intonation, and overall personal comportment. As you watch the video below ask yourself: What are team members saying and what are they not saying? View the video below for an engaging example of what is ‘not’ being said, in this six-minute Mr. Bean – The Exam video. Although this is a comedy sketch, and over-exaggerated, its purpose is for you to take note of para-verbal and non-verbal cues as a means of communication; you’ll see that even without words, the message comes through loud and clear. Consider sharing your thoughts on the video as part of your discussions responses this week or start a conversation in our Ashford Café!

 

 

Week 2 Discussion Guidance

During this week’s discussion, “Did you say what I think you said?”, we continue learning how to problem-solve by strengthening our receptive and expressive acumen. Part of being an effective communicator is accurately receiving the intended verbal and non-verbal message, and sending an explicit and implicit response. After reading “Amy Cuddy’s research on body language reveals that we can change other people’s perceptions — and even our own body chemistry — simply by changing body positions” (Amy Cuddy, n.d., Introduction) you will conduct your own observation of spontaneous communication, paying close attention to non-verbal cubes and valuable environmental feedback. When observing communication with ‘the sound muted’ take note of each person’s hand position, where their eyes are directed, how they are sitting or standing, and each person’s facial expressions. The environment can also provide additional information such as a park setting, a conference room, inside the home, or at a restaurant.

 

Week 2 Assignment Guidance

As we have been discussing throughout this course, teaching is a team endeavor that can only be achieved through successful communication! Regardless of the time spent within the general education classroom, the overarching theme of inclusive education is collaboration between the general educator, the special educator, service providers, and paraprofessionals/ instructional assistants to provide meaningful and engaging curriculum for all students. It takes a team of education professionals to create and deliver curriculum that is engaging, dynamic, and meets the needs of all learners in an inclusive environment. Typically, the general educator serves as the content specialist; the special educator serves as the curriculum delivery expert, making sure the lesson has multiple methods of instruction; the resource specialist serves as an expert on one focused area of need such as speech or instructional technology; and paraprofessionals serve as in the role of additional classroom support individually or for the entire group of stakeholders in a class.

For this week’s assignment you will assume the perspective of the special educator and one additional perspective. Using these different mindsets, describe the role in planning curriculum design and instructional delivery using Universal Design for Learning (UDL) and Differentiated Instruction (DI) whereby “teachers can structure learning environments that address the variety of learning styles, interests, and abilities found within a classroom” (Meeting students, 2005). Additionally, you will describe the professional responsibility in the collaborative IEP team context from both viewpoints. For example, as the special educator, what is your role within the IEP team? What are your responsibilities to the school, to the parent, and to your student? What conflicts can you anticipate that will need to be addressed such as education environment, assistive technology, or academic goals?

 

References

Amy Cuddy: Social psychologist. (n.d.). Retrieved from http://www.ted.com/speakers/amy_cuddy.html

Blake (n.d.). How much of communication is really nonverbal? Retrieved from http://www.nonverbalgroup.com/2011/08/how-much-of-…

Differentiating instruction: Meeting students where they are. (n.d.). Retrieved from http://www.glencoe.com/sec/teachingtoday/subject/d…

Laura (2008, April 28). Four ways of listening [Wordpress]. Retrieved from http://auditorylearner.wordpress.com/2008/04/28/fo…

Mr. Bean. (2012, October 10). Mr. Bean – The Exam [Video file]. Retrieved from

Sgarton (2013). 1-IMG_8688 [Photograph]. Retrieved from http://www.morguefile.com/archive/display/873499

Welchlin, K. (2013, June 25). Are you even listening? [Video file]. Retrieved from

Attachments area

Preview YouTube video Game Changer: Amy Cuddy, Power Poser

Preview YouTube video The Exam | Mr. Bean Official

Preview YouTube video Are You Even Listening? – presented by Kit Welchlin