CARE Application Mental Maps CARE Application Module Mental

CARE – Application Module – Mental Maps The objective of this topic is to

CARE – Application Module – Mental Maps • Objectives: - Expand the way of

CARE – Application Module – Mental Maps • Content: - Definition - Description of

CARE – Application Module – Mental Maps The map is not the territory Photo

CARE – Application Module – Mental Maps Definition: THE TRUTH DOES NOT EXIST A

CARE – Application Module – Mental Maps Description of the tool: Human perception is

CARE – Application Module – Mental Maps Reality 1 st level or higher level

CARE – Application Module – Mental Maps Internal Representation 2 nd level or deep

CARE – Application Module – Mental Maps The error consists in thinking that the

CARE – Application Module – Mental Maps What kind of mental maps you have

CARE – Application Module – Mental Maps Photo by Taylor Smith in Unsplash What

CARE – Application Module – Mental Maps Photo by Clay Banks in Unsplash NLP

CARE – Application Module – Mental Maps This are two examples of mental models

CARE – Application Module – Mental Maps How it works: Our mental map has

CARE – Application Module – Mental Maps All that, conforms our mental map of

CARE – Application Module – Mental Maps “There is a positive intention motivating each

CARE – Application Module – Mental Maps When people do something that in our

CARE – Application Module – Mental Maps Final reflection: If we understand that our

CARE – Application Module – Mental Maps • Group activity: (Material needs: 3 hats

CARE – Application Module – Mental Maps Open discussion: What is the most important

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CARE Application Mental Maps

CARE – Application Module – Mental Maps The objective of this topic is to understand how we interpret, the reality we perceive, according to our experience, values and beliefs, and then we communicate it to others through language. This communication is reflected in their behavior, according to their own interpretation of it. Photo by Court Prather in Unsplash • Aim:

CARE – Application Module – Mental Maps • Objectives: - Expand the way of representing reality, and discover options and alternatives. - Improve the communication between teacher and student - Challenge beliefs that were formed with education and life experiences Photo by Aaron Burden in Unsplash

CARE – Application Module – Mental Maps • Content: - Definition - Description of the tool - Mental model and language teaching - How it works - How to change it Photo by Andrew Pons in Unsplash

CARE – Application Module – Mental Maps The map is not the territory Photo by Dariusz Sankowski in Unsplash

CARE – Application Module – Mental Maps Definition: THE TRUTH DOES NOT EXIST A mental map is the result of an internal representation that we make about reality through our mental filters, a presupposition which, if it is true or not, is irrelevant because, for each of us the only important thing is the story that we tell ourselves.

CARE – Application Module – Mental Maps Description of the tool: Human perception is divided into three levels: Reality 1 st level or higher level (Territory) Internal Representation 2 nd level or deep level (map) Subjective experience 3 rd level or superficial

CARE – Application Module – Mental Maps Reality 1 st level or higher level (Territory) The upper level does not belong to direct experience, because it is a level of uncertain and unlimited possibilities. We have to choose which of these possibilities allow us to reach our destination and reach our goals.

CARE – Application Module – Mental Maps Internal Representation 2 nd level or deep level (map) By choosing, we eliminate part of the reality and distort another part to form the internal representation through our five senses. We take the territory and make a map, most of the time without our conscious participation. This map is what allows us to reach our goals, but only if we have the correct indications

CARE – Application Module – Mental Maps The error consists in thinking that the map is the territory. When someone says that life is this or that, then they may be confusing the map with the territory, or worse still, trying to convince others that their map is correct. Photo by Sebastian Herrmann in Unsplash

CARE – Application Module – Mental Maps What kind of mental maps you have about your students? You think that you are right? Why? What kind of mental maps do you think students come to our classrooms with? In your opinion it will be interesting to talk about it with your students? Photo by Gerrit Vermeulen in Unsplash

CARE – Application Module – Mental Maps Photo by Taylor Smith in Unsplash What we want to say with this, is that to create a mental map we do not need all the elements of the reality, but we need the right elements and be able to interpret them according with our goal.

CARE – Application Module – Mental Maps Photo by Clay Banks in Unsplash NLP assumes that behavioral problems are problems of an inadequate map, not of an inadequate person, so the challenge will be change the map, not the individual. The techniques of NLP would not have developed if it had not been assumed that every problem of behavior has a remedy inside people, in the way they interpret reality, on their map. And if everything we live is simply an internal representation created by my five senses in a random way? How does it work, how do I make this representation? And if I know how it works, can I change it for another that will help me more to achieve my goals?

CARE – Application Module – Mental Maps This are two examples of mental models or beliefs in language teaching and the possible consequences of them: 1. They (the students) are not interested in study, they are here only for the certification Consequence - the teacher do not inspire, do not work in creative ways of learning, the students do not mastering the content 2. The results of the evaluation only depends of them (the students). Consequence - the teacher do not interact with the students, she/he just transmits the information, do not adapt the content and the way of teaching at the needs of the students Photo by Sebastian Leon Prado in Unsplash Mental model and language teaching:

CARE – Application Module – Mental Maps How it works: Our mental map has been created by the way in which we have been learning to process the information that we perceive of the world. As we learned, and we named things, feelings and sensations, we built beliefs about all that information. Not only that, but at the same time that we built that mental map to be able to locate ourselves in the territory, we were assigning values to things and giving meaning to the experiences that happened to us.

CARE – Application Module – Mental Maps All that, conforms our mental map of the world, that is, our way of perceiving and interpreting the things that happened. Photo by chuttersnap in Unsplash

CARE – Application Module – Mental Maps “There is a positive intention motivating each behavior and a context in which each behavior has value. " This presupposition is the biggest secret about change. Any intention to change is based on the assumption that there is an undesirable state A that is intended to be modified towards a desirable state B. The lack of satisfaction with our present situation is the origin of the desire for change, the search for something better. However, most attempts at change may be destined to fail if we do not consider the positive reasons for current behavior. Photo by Letizia Bordoni in Unsplash How to change it:

CARE – Application Module – Mental Maps When people do something that in our opinion can be silly, they do it for a good reason. It does so because, in some way, the satisfaction that this behavior causes is greater than the harm. For example: overeating has undesirable consequences on health and image for people, but at the same time it represents very important emotional benefits for the person who has that problem. As long as we do not identify a healthier alternative that also provides these benefits, change is impossible. Ask yourself often: What do I gain from this inappropriate behavior? Any other behavioral alternative has to produce that secondary benefit, as Freud called it.

CARE – Application Module – Mental Maps Final reflection: If we understand that our mental map influence our results, we will be able to analyse the situation and work in the perception that we have about the reality and modify the map according with the results that we want to achieve. Photo by Vasily Koloda in Unsplash

CARE – Application Module – Mental Maps • Group activity: (Material needs: 3 hats – red, blue, green or any 3 different colours) One of the hats represents the role of the teacher and the other two hats represents two different interpretation. (In our case we will use the red one for the teacher role) For the discussion you can use the next situation or a real one: Reality - The results of the last evaluation are worse than the teacher expected. (be sure that you are talking about bad RESULTS not bad STUDENTS). 1 – using one of the hats each student has to analyse the Reality and describe his perception 2 – using the other hat each student has to describe another perception of the Reality with which they could agree 3 – using the red hat (teacher) each student has to describe the Reality from the teacher's supposed point of view Photo by Joshua Coleman in Unsplash

CARE – Application Module – Mental Maps • Group activity: (Material needs: 3 hats – red, blue, green or any 3 different colours) The 3 most important objectives of this activity are: - understand that perceptions (mental maps) about the same reality are personal and different - that we can choose the most useful perception for the achievement of our purpose - that our assumption about the mental map of the other person may be correct or not Questions that could help in the analysis of the situation: - What makes you think/feel that your perception is correct? - What could you do to improve the results in this case? - How does affect your results the perception of another person? - You think that it is difficult to change a perception? - Are you disposed to work on this change to get better results? Photo by Joshua Coleman in Unsplash

CARE – Application Module – Mental Maps Open discussion: What is the most important that you have learn in this pill? How could this pill help you in the teaching process? It will bi easy to implement this knowledge in your daily teaching process? Photo by Icons 8 team in Unsplash

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