Project Think Approach to Communication
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Transcript of Project Think Approach to Communication
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PROJECT-THINK APPROACH TO UNDO SILENCE AND ENHANCE
COMMUNICATION SKILLS
Prajna Pani
Learning is not what we do with students, but what they do themselves - Carl Rogers
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CORPORATE READINESS LAB
PROJECT THINK APPROACH
Stimulus to undo silenceWhen thinking shifts, change happens Not only the alternative pedagogy but the best instructional strategy Close alignment between PTA to Communication and Corporate Communication
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LIMITATIONS
Difficult to attribute impacts to PTA
A question on the efficiency of mentors and guides
Inattention to Individual performance framework
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What’s unique with Project Think Approach ?
ADOPTS BEST PROVEN PRACTICES
Small TalkIntelligent ConversationFunnel Technique Presentation Life Skill Development Model
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Literature Review
The only one pedagogy that fits all
PTA
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LITERATURE REVIEW
LITERATURE REVIEW
John Dewy(1859-1952)
Projects bring conditions when pupils try resourcefulness, ability to make right decisions and activity
Fried Booth(1986:8)
EFL Context: Language tasks evolve from the project itself
Stoller (1997)
Language and content learning
Dell Hymes(1966)Numan (1998)Boyd & Maloof(2000)
CLT- Grammatical & Social Knowledge about how and when to use utterances appropriatelyDevelop learners’ communicative competenceKeep the students actively engaged in constructing & clarifying meaning
Task Based Learning
Use of authentic language and on asking questions to perform meaningful tasks using target language
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LITERATURE REVIEW
LITERATURE REVIEW
Problem- Based
Learning is initiated with a posed problem
Cooperative Learning
Positive interdependence, face - to - face promotive interaction, individual accountability, interpersonal and small - group skills and group processing
Collaborative Learning
Learning is a naturally social act in which the participants talk among themselves (Gerlach, 1994).Five phases: (Reid, Forrestal and Cook, 1989) Engagement, Exploration, Transformation, Presentation, Reflection
Technology Based Learning
CALL, TELL, ICT , CMC Blogs, wikis, and social networking
Constructivism
Learners actively engaged in meaning making (Brader-Araje and Jones, 2002)
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DISCUSSION
Develops thinking and communication
Breaks silenceEncourages intelligent conversations outside the comfort zone
Unconscious learning in language and communication takes place
Students learn to be confident and expressive
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STUDENTS SAY: (80%) STAKEHOLDERS SAY:( 70%)
“Initiation and thought
processes are important”
“Approach is organization
communication”
“Approach will decide the
outcome”
“Approach is in our hands,
not the outcome”
“Despite failure, one gains
useful experiences”
“Good way to gain skills and
confidence”
“With PTA, we get new
things to learn and do new
things”
“Indeed, the PT Approach
facilitates the desired outcome”
“Feel good to found an opportunity
to be a part of the teaching and
learning process”
“A good exercise for making the
students understand and apply the
knowledge”
“Good and enjoyable experience
while guiding the project”
“Project outcomes must be used
for a change and bringing new
ideas. So every project must be
analysed with a real time
situation”
APPROACH IS MORE IMPORTANT THAN THE OUTCOME (70%)
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RECOMMENDATIONS
Improvement of the ratio of
performers in English and
Communication Classes through
involvement, engagement & ‘talking
cure’.
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BLOOM’S REVISED LEARNING TAXONOMYRemembering
In the era of abundance, can the student remember or recall information?
Understanding
Does the student have the ability to explain ideas or concepts?
Applying Can the students interpret the information or use the information in a new way or different way?
Analysing Can the student’s probe to differentiate between the different parts?
Evaluating Can the student justify a stand or decision?Creating Can the student create a new product, idea or
point of view?
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ASSESSMENT TIMELINE (Adapted from CRL Outline, CUTM )PRE – LAB WORK Corporate Exposure (Faculty) Workshop and Meetings - Project Think Approach and Communication
Induction Program for Students :Objective, Methodology, Objective of Choosing Project as a Vehicle to Learn the Course, Process of Carrying out the Project
Pool of topics on general, local techno-management themes Grouping
DURING PROJECT WORK
Win your project
Team Formation Timeline Preparation/ Project Plan Presentation Review of Weekly Status Reports Progress Presentation-I by Groups and Feedback Review of Documentation File/Dossier, and Feedback Progress Presentation-II and Submission of Dossier Containing Documentary
Notes (E.g., compilation of weekly status reports, minutes, photocopies of emails, feedbacks, testimonials )
Final Presentation –III on the Project, Feedback
POST – LAB WORK Project Report Submission Project Showcase Feedback Analysis and Evaluation
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Reflection Stages:One & Two Storming & Norming
Discussions & Brainstorming
Problems used as Triggers
Process of Maturation
Adapted from Capacity Building Workshop for Dryland Management, May 3-5, 2000
LOGICAL FRAMEWORK ANALYSIS (LFA)
Visit to the construction site: cracks in the building
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Reflection Stage Three
Construct their own reality
Develop the outcome and present their findings
Working on minor project provide an opportunity to tap the subconscious mind of each member of the group, communicate, and exchange views and opinions on the problems and design strategic solutions.
Image - Project presentation on Design and Develop a Campaign on Save Water