Session 13 slides slideshare
- 1. PDA Dyslexia – Session 13
- 2. Hearing and Listening ‘Hearing – is the physiological processes by which the auditory sensations are received by the ears and transmitted to the brain. Listening – is the complex psychological procedure involving interpreting and understanding the significance of the sensory experience. In other words we can hear what someone says without listening to them.’ The Awesome Power of the Listening Ear, John Drakeford
- 3. Group Exercise • How can you tell when someone is listening to you? • How can you tell when they are not?
- 4. Body Language • Awareness of the other person
- 5. Body Language • Awareness of the other person • Appropriate movements
- 6. Body Language • Awareness of the other person • Appropriate movements • Eye contact
- 7. Body Language • Awareness of the other person • Appropriate movements • Eye contact • Environmental Factors
- 9. Active Listening • Invitations • Encouragement
- 10. Active Listening • Invitations • Encouragement • ‘Useful’ questions
- 11. Active Listening • Invitations • Encouragement • ‘Useful’ questions • Silence
- 13. Feedback • Paraphrasing • Reflecting feelings
- 14. Feedback • Paraphrasing • Reflecting feelings • Reflecting meanings
- 15. Feedback • Paraphrasing • Reflecting feelings • Reflecting meanings • Summarising
- 16. Paired Activity • Think of an event or situation that you are willing to discuss with your partner. • Take it in turns to be the speaker and the listener. • As the listener, actively try to use some of the techniques that have been outlined • The speaker should then give feedback, trying to identify which techniques were used
- 17. Putting it into Practice • Over the next week, try and consciously implement some of the skills and techniques that we have discussed. • Try to be aware of examples of others, and how they help or impede the discussions you have with them.
- 18. Using these skills • Developing a rapport • Building a trusting relationship • Staged and progressive process • Gathering information to build a helpful profile • Remember that the impact of dyslexia may well impact in an individual’s wider life too
- 19. Building a Case History / Profile • Working as a group, identify the range of areas and potential impact that you may need to consider when developing a case history.