Mission Statement Workshop 2010
|
|
- Marylou Spencer
- 6 years ago
- Views:
Transcription
1 Mission Statement Workshop 2010 Goals: 1. Create a group mission statement to guide the work and allocations of the Teen Foundation for the year. 2. Explore funding topics and areas of interest through a Jewish lens. 3. Practice being open to new ideas and differing perspectives and coming to consensus based on group voice. Supplies: (10) Posters with boxes for each step in the workshop (blank templates) (1) Poster with columns for the Jewish communities discussion Mission Statement Notes Sheets (in binders) Jewish Values Sheet (in binders) Workshop description in binder (25) Pens Markers (75) Lens post-it notes Masking tape Long string or rope Timer Bell Laptop to take notes Introduction 9:45-9:50 - What has led to this moment? Very exciting to be creating a mission statement for the year! - Before we start, I ask you all to think about the word trust. We are embarking on a process that celebrates both differing voices and decisions made by consensus. This is going to require that we trust each other, trust the process that we will use, and trust that no matter what we choose we will be making a big impact in the world and engaging in the work of Tikkun Olam.
2 What is a Mission Statement (LC)? 9:50-10:00 Be sure they cover the three parts of the mission- What-Who-How WHAT do we want to Fund? 10-11:40 Bring the stories (funding opportunities) into the room: (10:00-10:05) 1. Have board members turn to the Workshop Descriptions page in their binders. Let them know that this page contains all of the workshops from Saturday morning of the Retreat. Each workshop covered one or multiple stories that answer the question of what we could fund. Ask the board members to review the sheet and see if there are any what stories that were covered during the weekend that compel you. Remind the board that we will be dealing with the "who and how at a later point in the workshop (feel free to point to the blank mission statement poster in explaining this). Examples of what from the weekend: hunger, education, climate change/environment, long term disaster relief, teen health issue, health/clean water, food justice. Examples of who from the weekend (that we will cover later): Ethiopian Israelis, local teens, genocide survivors, etc. Get the stories (funding opportunities) with some board interest onto the walls: (10:05-10:10) 1. Ask the board members: what are the most compelling stories on your sheet or that you know about that you would like to spend this year exploring and potentially funding as a Jewish Community Teen Foundation? Have board members call these stories (potential what ) out and have someone fill in one of the large poster templates for each story and put it up on the wall. It is OK if there are stories or what topics on the sheet that are not called out and put up. We only want to explore stories that have some board interest. 2. See if any posters can be combined. It is OK to move on without combining any posters. Educate board about the stories (funding opportunities) through writing hot facts and gallery walk: (10:10-10:30) 1. Instruct board members to: Choose a story that moves them the most and that they would like to educate the board about. Please go stand next to that story s poster. If a poster is not attended to, ask the board: if we are ok moving on without this story? (take it down). (5) 2. Have poster groups work together (at the poster) to write hot facts on their poster. Ask them to: As a group, share and write on the poster some hot facts that summarize the story and will educate the board. Hot facts can include things you learned that shocked you, compelled you, or something others should know that would compel them to focus on this story. (5)
3 3. Ask board members to come back to the table and turn to the Mission Statement Notes Sheet in their binders. Using this sheet they should go to each poster, review the hot facts, and write on your sheet one hot fact from each poster that most surprises you, moves you, or you find most compelling. (5) 4. Quickly have board members share the most compelling fact you learned and wrote down with the rest of the group. After a board member shares, ask the rest of the group to raise your hand if you also found this to be the most compelling fact you saw today. Go through a couple of these quick shares and move on. (5) Use Jewish values as a lens to look at the stories (funding opportunities) on the walls: (10:25-10:45) 1. Tell board members that: We just went over some hot facts to learn about the different stories on the wall AND the lens we want to look at all of these important stories through is a lens we all have in common, the heritage we all share, our Judaism. Look back at the Values sheet from Friday Night. These values guide our choices and behavior and our philanthropic work for the year. We are lucky that we have these values in common to guide our work; otherwise we would be all over the board. 2. Have the board members turn to the Jewish Values Sheet in their binders. Give them a moment to review the Jewish values on the sheet and select the two Jewish values that we want to use to inform, guide, and instruct our philanthropic work for the year. Feel free to talk with the people around you. Write down your top two guiding Jewish values on the lens post it note. After writing their top two guiding Jewish values on the lens post-it note, they should now copy the same two Jewish values onto another lens post-it note. (If you have 5 or more posters on the wall, have them copy the values onto 2 post-its, leaving each board member with 3 lens post-its.) (5 minutes) 3. Instruct the board members to look at the two guiding Jewish values you wrote on your lens post-its and the hot facts you wrote on your note sheet. Keeping your Jewish values in mind, consider how these values apply to the stories up on the walls. Select the two (*3 if you have 5 or more posters on the walls) stories you think we should focus on as a Jewish Community Teen Foundation for the year to come. After giving the board members some time to decide on the stories they would like the group to focus on, have them take your lens post-it notes and place them on the posters of the stories you selected for the Jewish Community Teen Foundation to focus on this year. Each of your post-its should be on a different poster. (5 minutes) 4. Discuss what the concentration of post-its on the posters says about the group voice. Eliminate posters that seem to have little board interest. Remind board members of consensus based decision-making and ask them to hear the group voice. (10 minutes) Have board members make a case to the entire group using Jewish values and hot facts : (10:45-11:20) 1. Board members should look around the room at the posters left up and the lens post-its with Jewish values on them and go to the poster that you find most compelling and has interest from the group for us to focus on this year.(2 minutes) 2. Have each group look at the guiding Jewish values on that poster and find the two that are most prominent. Once you find the two that came up the most, write them both down on the bottom of the poster in the Guiding Values section. (5 minutes)
4 3. Tell the groups that in a moment, you will have the opportunity to make a case for the poster you are standing at to the rest of the board. As a group, think about what you will share with us about why the story on your poster should be the story we focus on for the year. Be sure to include the hot facts, the two guiding Jewish values you wrote at the bottom of the poster, and any modern application of those values that apply to your poster s story.(10 minutes) Groups will have 2-3 minutes to present their case. 4. Poster groups should share their poster and make a case to the rest of the group. All groups not speaking should be sitting back at the board table. (20 minutes; 2-3 minutes/group, depending on number of groups) Discuss the stories (funding opportunities) and select a what for the mission statement: (11:20-11:40) 1. After hearing all of the cases, have an open discussion about what was heard in the make a case and decide as a group and by consensus which story should be the focus of the Jewish Community Teen Foundation in If there is much agreement on two stories, feel free to combine them to create the what of the mission statement. 2. Fill in the mission statement poster with your new what! Back Pocket Tool If the discussion is going in circles or needs to be refocused, you can have the board members stand at the poster representing the story they believe should be the focus for the year so that the group can see visually where everyone is. Take a Break! 11:40-11:55 WHO do we want to Fund? 11:55-12:20 Discuss our responsibility for communities around the world: 1. Let the board members know that now that we have picked our what that we will fund and focus on for the year, we need to pick our who or community we will partner with and include in the mission statement as well. We will start this process by first talking about communities around the world and discussing our responsibility for Jewish communities. 2. Put the template poster up for this activity and fill in the what component before beginning. The poster contains columns for (if the what is poverty): Local Poverty, Poverty in Jewish Communities around the World, Poverty in Developing Nations, and Poverty in Israel. 3. Ask the board members to consider who around the world is likely to help each one of these communities? Be as specific as possible. Fill in each of the columns as a group with board members shouting out answers to list. Possible answers can include: family, friends, local towns, national governments, etc. Be specific when listing who might help these different people in need. (5) 4. Discuss what the different lists say about who is standing in line to help each group? Based on this, as a Jewish Community Teen Foundation who is our top obligation to help? How does our what connect with this responsibility? (10)
5 Discuss the who stories from the weekend and select a who for the mission statement: (10) 1. Discuss possible who stories and decide as a group which who story or stories to include the mission statement. You can focus on one or more multiple types of stories including: location (locally and Israel), situation (at-risk or victims of genocide), and generation (teens or seniors). Let group take this where it makes sense for them. Reminder to the group: at least one full grant must be made to support a Jewish community locally or around the world. 2. Fill in the mission statement poster with your new who! Back Pocket Tool If you feel the group needs a way to see visually where everyone stands on different who priorities like location, situation, or generation, use the attached rope exercise HOW are we going to make a Difference? 12:20-12:40 Use Jewish values as a framework for making an impact: 1. Review the two Jewish values written on the bottom of the group s selected what poster (you may have more than two values if you combined posters) and ask the group how can these two values be used to dictate how we make an impact and the types of programs we are going to fund that address the what and who we now have in our mission statement? Remind them of the program we did on Friday night where they came up with modern interpretation of the Jewish values. Guiding Jewish Value According to the Maimonides 8 Degrees of Tzedakah, the highest level of tzedakah is helping someone to help themselves. And whoever saves a life, it is considered as if you saved the entire world. Talmud, Sanhedrin 37a Do not let him slip down until he falls completely, for then it will be difficult to raise him; rather strengthen him as he begins to fall. Midrash Possible Funding Strategy - Programs that help people help themselves through teaching job, agriculture, or other skills or providing resources they can reuse. - Providing loans, credit, or savings matching. - Programs that make a deep impact on a few individuals, but will ripple out to the community. - Early intervention programs. 2. Decide as a group which modern interpretation of the value or values to use and fill in your mission statement poster with your new how! Wordsmith the Mission Statement and Celebrate! 1. Ask the group to wordsmith the mission statement into its final form as a group or in small groups and write the final mission statement on a poster.
6 2. Celebrate all of the hard work and the new mission statement! Do group cheer, high five around room,throw kisses, everyone sign mission. If time, have ambassadors go into parent meeting and announce it with signed poster. Closing Circle and then Evaluations 12:40-1:00 Rope Exercise if needed Okay, so we ve got our big issue and our specific focus. Let s see if there is anything else that can be helpful to us in getting even more specific in terms of our grant strategies. Introduce that each foundation will help a Jewish community in need (one or more). Facilitator to use round of rope activity as will be helpful to the group. (If the group has already decide to focus locally, for example, then that round can be skipped). This section is intended to have the teen board members begin to think about grant making strategies and whether they want to give locally, nationally or internationally. Round 1- (5 minutes) Lay the rope down and on one end place a sign that reads, Caring for immediate needs (food, clothes, shelter, safety) and on the other end place a sign that reads, Working toward long-term solutions (Raising minimum wage, improving education, job training.) Teens are asked to think about this idea from a Jewish Teen Foundation perspective and take a Stand on the continuum that shows where they think the group should focus their grant making. Have teens that are standing on the ends and middle of the continuum share about their stance. As people explain their stand, others are free to change their position in the line. Once representatives from the ends and the middle have spoken and those that wish have changed places, ask, What does this round say about the group s desired grant strategy? Answers are recorded on the Group Findings poster. Round 2- (5 minutes) Helping Jewish people in-need, helping secular/non-jewish people in need. (5 minutes) Round 3-(5 minutes) There is a continuum created with a string on the floor. On one end of the string is a sign that reads- Helping locally and on the other of the string is a sign that reads, Helping internationally. Repeat steps above and record findings.
7 Mission Statement Workshop Poster Template Story Title: Hot Facts: Jewish Lens: Guiding Jewish Values 1. 2.
8 Mission Statement Note Sheet Front The mission statement is a couple of sentences that includes: what you want to help, who you want to help and how you want to help. This statement will guide and direct the work of the Teen Foundation over the year. A clear mission statement focuses the board on one issue or set of issues, allowing the board to make a deep philanthropic impact. Story: Story: Story: Hot fact: Hot fact: Hot fact: Story: Story: Story: Hot fact: Hot fact: Hot fact: The Jewish Community Teen Foundation will fund programs that provide for WHAT through WHO. HOW
9 Mission Statement Note Sheet Back Story: Story: Story: Hot fact: Hot fact: Hot fact: Story: Story: Story: Hot fact: Hot fact: Hot fact:
Assessing Children s Writing Connect with the Classroom Observation and Assessment
Written Expression Assessing Children s Writing Connect with the Classroom Observation and Assessment Overview In this activity, you will conduct two different types of writing assessments with two of
More informationPART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS
PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to
More informationWhy Pay Attention to Race?
Why Pay Attention to Race? Witnessing Whiteness Chapter 1 Workshop 1.1 1.1-1 Dear Facilitator(s), This workshop series was carefully crafted, reviewed (by a multiracial team), and revised with several
More informationSight Word Assessment
Make, Take & Teach Sight Word Assessment Assessment and Progress Monitoring for the Dolch 220 Sight Words What are sight words? Sight words are words that are used frequently in reading and writing. Because
More informationUnit Lesson Plan: Native Americans 4th grade (SS and ELA)
Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson
More informationWhy Misquitoes Buzz in People s Ears (Part 1 of 3)
Name: Melissa DiVincenzo Date: 10/25/01 Content Area: Reading/Writing Unit Topic: Folktales Today s Lesson: Summarizing Grade Level: 2 nd Why Misquitoes Buzz in People s Ears (Part 1 of 3) Duration: 1
More informationLearning Lesson Study Course
Learning Lesson Study Course Developed originally in Japan and adapted by Developmental Studies Center for use in schools across the United States, lesson study is a model of professional development in
More informationAirplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group.
Airplane Rescue: Social Studies LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group. 2010 The LEGO Group. Lesson Overview The students will discuss ways that people use land and their physical
More informationFaculty Meetings. From Dissemination. To Engagement. Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY
Faculty Meetings From Dissemination To Engagement Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY Presentation Overview Traditionally, faculty meetings have been forums
More informationIntroduction to Communication Essentials
Communication Essentials a Modular Workshop Introduction to Communication Essentials Welcome to Communication Essentials a Modular Workshop! The purpose of this resource is to provide facilitators with
More informationLiking and Loving Now and When I m Older
Liking and Loving Now and When I m Older A Lesson Plan from Rights, Respect, Responsibility: A K-12 Curriculum Fostering responsibility by respecting young people s rights to honest sexuality education.
More informationExperience Corps. Mentor Toolkit
Experience Corps Mentor Toolkit 2 AARP Foundation Experience Corps Mentor Toolkit June 2015 Christian Rummell Ed. D., Senior Researcher, AIR 3 4 Contents Introduction and Overview...6 Tool 1: Definitions...8
More informationHow to Take Accurate Meeting Minutes
October 2012 How to Take Accurate Meeting Minutes 2011 Administrative Assistant Resource, a division of Lorman Business Center. All Rights Reserved. It is our goal to provide you with great content on
More informationUnit 1: Scientific Investigation-Asking Questions
Unit 1: Scientific Investigation-Asking Questions Standards: OKC 3 Process Standard 3: Experimental design - Understanding experimental designs requires that students recognize the components of a valid
More informationSynthesis Essay: The 7 Habits of a Highly Effective Teacher: What Graduate School Has Taught Me By: Kamille Samborski
Synthesis Essay: The 7 Habits of a Highly Effective Teacher: What Graduate School Has Taught Me By: Kamille Samborski When I accepted a position at my current school in August of 2012, I was introduced
More informationConsequences of Your Good Behavior Free & Frequent Praise
Statement of Purpose The aim of this classroom is to be a comfortable, respectful and friendly atmosphere in which we can learn about social studies. It is okay if you make mistakes because it is often
More informationEvidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators
Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators May 2007 Developed by Cristine Smith, Beth Bingman, Lennox McLendon and
More informationPREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL
1 PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL IMPORTANCE OF THE SPEAKER LISTENER TECHNIQUE The Speaker Listener Technique (SLT) is a structured communication strategy that promotes clarity, understanding,
More informationSleeping Coconuts Cluster Projects
Sleeping Coconuts Cluster Projects Grades K 1 Description: A story, an indoor relay race for pre-readers and new readers to demonstrate the benefits of doing Bible translation in cluster projects, and
More informationTEAM-BUILDING GAMES, ACTIVITIES AND IDEAS
1. Drop the Ball Time: 10 12 minutes Purpose: Cooperation and healthy competition Participants: Small groups Materials needed: Golf balls, straws, tape Each small group receives 12 straws and 18 inches
More informationCAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping
CAFE RE P SU C 3 Classroom Design 4 Materials 5 Record Keeping P H ND 1 Framework 2 CAFE Menu R E P 6 Assessment 7 Choice 8 Whole-Group Instruction 9 Small-Group Instruction 10 One-on-one Instruction 11
More informationCreation. Shepherd Guides. Creation 129. Tear here for easy use!
Shepherd Guides Creation Creation 129 SHEPHERD GUIDE Creation (Genesis 1 2) Lower Elementary Welcome to the story of Creation! As the caring leader of your small group of kids, you are an important part
More informationEVERYTHING DiSC WORKPLACE LEADER S GUIDE
EVERYTHING DiSC WORKPLACE LEADER S GUIDE Module 1 Discovering Your DiSC Style Module 2 Understanding Other Styles Module 3 Building More Effective Relationships MODULE OVERVIEW Length: 90 minutes Activities:
More informationASSET MAPPING WITH YOUTH
ASSET MAPPING WITH YOUTH A Community Environmental Inventory OVERVIEW: In part one of this activity, youth will create maps of their communities that highlight locations and activities that are significant
More informationCustom Program Title. Leader s Guide. Understanding Other Styles. Discovering Your DiSC Style. Building More Effective Relationships
Custom Program Title Leader s Guide Module 1 Discovering Your DiSC Style Module 2 Understanding Other Styles Module 3 Building More Effective Relationships by Inscape Publishing MODULE OVERVIEW Length:
More informationAbout this unit. Lesson one
Unit 30 Abuja Carnival About this unit This unit revises language and phonics done throughout the year. The theme of the unit is Abuja carnival. Pupils describe a happy carnival picture and read a story
More informationg to onsultant t Learners rkshop o W tional C ces.net I Appealin eren Nancy Mikhail esour Educa Diff Curriculum Resources CurriculumR
Curriculum Resources www.curriculumresources.net 714.406.3522 Follow Us for FREE resources, current educational topics, tips, and more! Appealing to Different Learners Workshop Nancy Mikhail Educational
More informationMock Trial Preparation In-Class Assignment to Prepare Direct and Cross Examination Roles 25 September 2015 DIRECT EXAMINATION
Mock Trial Preparation In-Class Assignment to Prepare Direct and Cross Examination Roles 25 September 2015 DIRECT EXAMINATION To prepare direct examination questions: 1. Determine your theory of the case.
More informationIf we want to measure the amount of cereal inside the box, what tool would we use: string, square tiles, or cubes?
String, Tiles and Cubes: A Hands-On Approach to Understanding Perimeter, Area, and Volume Teaching Notes Teacher-led discussion: 1. Pre-Assessment: Show students the equipment that you have to measure
More informationHoughton Mifflin Online Assessment System Walkthrough Guide
Houghton Mifflin Online Assessment System Walkthrough Guide Page 1 Copyright 2007 by Houghton Mifflin Company. All Rights Reserved. No part of this document may be reproduced or transmitted in any form
More informationTASK 2: INSTRUCTION COMMENTARY
TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or
More informationLeader s Guide: Dream Big and Plan for Success
Leader s Guide: Dream Big and Plan for Success The goal of this lesson is to: Provide a process for Managers to reflect on their dream and put it in terms of business goals with a plan of action and weekly
More informationBackstage preparation Igniting passion Awareness of learning Directing & planning Reflection on learning
Part II - Youthpass tools and methods Backstage preparation Igniting passion Awareness of learning Directing & planning Reflection on learning Learning interview An interview to help people talk about
More informationSESSION 2: HELPING HAND
SESSION 2: HELPING HAND Ready for the next challenge? Build a device with a long handle that can grab something hanging high! This week you ll also check out your Partner Club s Paper Structure designs.
More informationTHE REFLECTIVE SUPERVISION TOOLKIT
Sample of THE REFLECTIVE SUPERVISION TOOLKIT Daphne Hewson and Michael Carroll 2016 Companion volume to Reflective Practice in Supervision D. Hewson and M. Carroll The Reflective Supervision Toolkit 1
More informationSection 7, Unit 4: Sample Student Book Activities for Teaching Listening
Section 7, Unit 4: Sample Student Book Activities for Teaching Listening I. ACTIVITIES TO PRACTICE THE SOUND SYSTEM 1. Listen and Repeat for elementary school students. It could be done as a pre-listening
More informationDIBELS Next BENCHMARK ASSESSMENTS
DIBELS Next BENCHMARK ASSESSMENTS Click to edit Master title style Benchmark Screening Benchmark testing is the systematic process of screening all students on essential skills predictive of later reading
More informationThe Werewolf Knight Drama. School Drama TM
The Werewolf Knight Drama School Drama TM This series of learning experiences were designed by, Education Manager at the Sydney Theatre Company Year level: Appropriate for Year 3 to 5 Text: THE WEREWOLF
More informationGrade 6: Module 2A Unit 2: Overview
Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore
More informationChapter 9: Conducting Interviews
Chapter 9: Conducting Interviews Chapter 9: Conducting Interviews Chapter Outline: 9.1 Interviewing: A Matter of Styles 9.2 Preparing for the Interview 9.3 Example of a Legal Interview 9.1 INTERVIEWING:
More informationOutline for Session III
Outline for Session III Before you begin be sure to have the following materials Extra JM cards Extra blank break-down sheets Extra proposal sheets Proposal reports Attendance record Be at the meeting
More informationCreating and Thinking critically
Creating and Thinking critically Having their own ideas Thinking of ideas Finding ways to solve problems Finding new ways to do things Making links Making links and noticing patterns in their experience
More informationScience Olympiad Competition Model This! Event Guidelines
Science Olympiad Competition Model This! Event Guidelines These guidelines should assist event supervisors in preparing for and setting up the Model This! competition for Divisions B and C. Questions should
More informationProvider s Guidebook
Provider s Guidebook Activities and Your Mood Individual Treatment Version June 2008 Revision of group manual to individual version by Victoria K. Ngo, Ph.D. Jeanne Miranda, Ph.D; Stephanie Woo, Ph.D.;
More informationUniversal Design for Learning Lesson Plan
Universal Design for Learning Lesson Plan Teacher(s): Alexandra Romano Date: April 9 th, 2014 Subject: English Language Arts NYS Common Core Standard: RL.5 Reading Standards for Literature Cluster Key
More informationTake a Loupe at That! : The Private Eye Jeweler s Loupes in Afterschool Programming
1 Take a Loupe at That! : The Private Eye Jeweler s Loupes in Afterschool Programming by Mary van Balen-Holt Program Director Eastside Center for Success Lancaster, Ohio Beginnings The Private Eye loupes
More informationStudents will be able to describe how it feels to be part of a group of similar peers.
LESSON TWO LESSON PLAN: WE RE ALL DIFFERENT ALIKE OVERVIEW: This lesson is designed to provide students the opportunity to feel united with their peers by both their similarities and their differences.
More informationKindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney
Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Aligned with the Common Core State Standards in Reading, Speaking & Listening, and Language Written & Prepared for: Baltimore
More informationFearless Change -- Patterns for Introducing New Ideas
Ask for Help Since the task of introducing a new idea into an organization is a big job, look for people and resources to help your efforts. The job of introducing a new idea into an organization is too
More information"Be who you are and say what you feel, because those who mind don't matter and
Halloween 2012 Me as Lenny from Of Mice and Men Denver Football Game December 2012 Me with Matthew Whitwell Teaching respect is not enough, you need to embody it. Gabriella Avallone "Be who you are and
More informationMy Identity, Your Identity: Historical Landmarks/Famous Places
Project Name My Identity, Your Identity: Historical Landmarks/Famous Places Global Project Theme Grade/Age Level Length of Unit Heritage, Identity, & Tradition Grade 5-12 /Ages 10-19 5 weeks Unit Content
More informationKindergarten - Unit One - Connecting Themes
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the Kindergarten Social Studies Course. Kindergarten
More informationCLASS EXPECTATIONS Respect yourself, the teacher & others 2. Put forth your best effort at all times Be prepared for class each day
CLASS EXPECTATIONS 1. Respect yourself, the teacher & others Show respect for the teacher, yourself and others at all times. Respect others property. Avoid touching or writing on anything that does not
More informationGrade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If
Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party
More informationTaking the Lead Working With Adult Learners
Taking the Lead Working With Adult Learners SSCD Lead Teacher Training June, 2007 Sherry Kijowski Today s Agenda Morning (9:00-11:30) SSCD Lead Teacher Overview Adult Learner Research DSTP Overview and
More informationNotetaking Directions
Porter Notetaking Directions 1 Notetaking Directions Simplified Cornell-Bullet System Research indicates that hand writing notes is more beneficial to students learning than typing notes, unless there
More informationWHAT DOES IT REALLY MEAN TO PAY ATTENTION?
WHAT DOES IT REALLY MEAN TO PAY ATTENTION? WHAT REALLY WORKS CONFERENCE CSUN CENTER FOR TEACHING AND LEARNING MARCH 22, 2013 Kathy Spielman and Dorothee Chadda Special Education Specialists Agenda Students
More informationCLASSROOM PROCEDURES FOR MRS.
CLASSROOM PROCEDURES FOR MRS. BURNSED S 7 TH GRADE SCIENCE CLASS PRIDE + RESPONSIBILTY + RESPECT = APRENDE Welcome to 7 th grade Important facts for Parents and Students about my classroom policies Classroom
More informationMultiple Intelligence Teaching Strategy Response Groups
Multiple Intelligence Teaching Strategy Response Groups Steps at a Glance 1 2 3 4 5 Create and move students into Response Groups. Give students resources that inspire critical thinking. Ask provocative
More informationGRADE 2 SUPPLEMENT. Set D4 Measurement: Capacity. Includes. Skills & Concepts. Activity 1: Predict & Fill D4.1
GRADE 2 SUPPLEMENT Set D4 Measurement: Capacity Includes Activity 1: Predict & Fill D4.1 Skills & Concepts H use non-standard units to measure to determine capacity H compare and order containers according
More information4 th Grade Number and Operations in Base Ten. Set 3. Daily Practice Items And Answer Keys
4 th Grade Number and Operations in Base Ten Set 3 Daily Practice Items And Answer Keys NUMBER AND OPERATIONS IN BASE TEN: OVERVIEW Resources: PRACTICE ITEMS Attached you will find practice items for Number
More information1.1 Examining beliefs and assumptions Begin a conversation to clarify beliefs and assumptions about professional learning and change.
TOOLS INDEX TOOL TITLE PURPOSE 1.1 Examining beliefs and assumptions Begin a conversation to clarify beliefs and assumptions about professional learning and change. 1.2 Uncovering assumptions Identify
More information(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics
(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics Lesson/ Unit Description Questions: How many Smarties are in a box? Is it the
More informationThis curriculum is brought to you by the National Officer Team.
This curriculum is brought to you by the 2014-2015 National Officer Team. #Speak Ag Overall goal: Participants will recognize the need to be advocates, identify why they need to be advocates, and determine
More informationEarl Grey School. February, 2016
Earl Grey Phone 204-474-1441 Earl Grey Web Site: www.winnipegsd.ca/schools/earlgrey Earl Grey School February, 2016 Dear Parents/Guardians, Just a reminder to any parents interested in attending our Gr.
More informationRed Flags of Conflict
CONFLICT MANAGEMENT Introduction Webster s Dictionary defines conflict as a battle, contest of opposing forces, discord, antagonism existing between primitive desires, instincts and moral, religious, or
More informationLesson Plan. Preliminary Planning
Lesson Plan Date: 01.20.15 Subject: Social Studies Grade Level: 7th Time Needed: 20 Mins. Preliminary Planning Topic/Central Focus: Examining the history and significance of the Day of the Dead Mexican
More informationMe on the Map. Standards: Objectives: Learning Activities:
Me on the Map Grade level: 1 st Grade Subject(s) Area: Reading, Writing, and Social Studies Materials needed: One sheet of construction paper per child, yarn or string, crayons or colored pencils, pencils,
More informationExecutive Session: Brenda Edwards, Caddo Nation
The Journal Record Executive Session: Brenda Edwards, Caddo Nation by M. Scott Carter Published: July 30th, 2010 Brenda Edwards. (Photo courtesy of Oklahoma Today/John Jernigan) BINGER Brenda Edwards understands
More informationUnderstanding Fair Trade
Prepared by Vanessa Ibarra Vanessa.Ibarra2@unt.edu June 26, 2014 This material was produced for Excellence in Curricula and Experiential Learning (EXCEL) Program, which is funded through UNT Sustainability.
More information(Please take the ACTFL culture teaching survey at uiowa.edu/actflsurvey)
Teaching and Assessing Culture Learning via Portfolio ACTFL Conference November 18, 2006 Nashville, Tennessee Mary E. Wildner-Bassett Zsuzsanna I. Abrams David R. Byrd david-byrd@uiowa.edu (Please take
More informationBEYOND FINANCIAL AID ACTION PLANNING GUIDE
BEYOND FINANCIAL AID ACTION PLANNING GUIDE Now that you are familiar with Beyond Financial Aid (BFA), this action planning guide can support practitioners like you in exploring opportunities to strengthen
More informationGetting Started with Deliberate Practice
Getting Started with Deliberate Practice Most of the implementation guides so far in Learning on Steroids have focused on conceptual skills. Things like being able to form mental images, remembering facts
More informationDeveloping Grammar in Context
Developing Grammar in Context intermediate with answers Mark Nettle and Diana Hopkins PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United
More informationAssociation Between Categorical Variables
Student Outcomes Students use row relative frequencies or column relative frequencies to informally determine whether there is an association between two categorical variables. Lesson Notes In this lesson,
More informationGrade 4: Module 2A: Unit 2: Lesson 4 Word Choice: Using Academic Vocabulary to Apply for a Colonial Trade Job
Grade 4: Module 2A: Unit 2: Lesson 4 Using Academic Vocabulary to Apply for a Colonial Trade Job This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
More informationUDL Lesson Plan Template : Module 01 Group 4 Page 1 of 5 Shannon Bates, Sandra Blefko, Robin Britt
Page 1 of 5 Shannon Bates, Sandra Blefko, Robin Britt Objective/s: Demonstrate physical care in relation to needs. Assessment/s: Demonstrations, formative assessments, personal reflections Learner Objectives:
More informationStarting primary school
Starting primary school When children start in reception they will all be at different stages of their learning and skill development depending on their pre-school opportunities and their birthdate. The
More informationMATH 1A: Calculus I Sec 01 Winter 2017 Room E31 MTWThF 8:30-9:20AM
Instructor: Amanda Lien Office: S75b Office Hours: MTWTh 11:30AM-12:20PM Contact: lienamanda@fhda.edu COURSE DESCRIPTION MATH 1A: Calculus I Sec 01 Winter 2017 Room E31 MTWThF 8:30-9:20AM Fundamentals
More informationPractical Learning Tools (Communication Tools for the Trainer)
Practical Learning Tools (Communication Tools for the Trainer) The following practical learning tools described in detailed below were sourced from the various community work already conducted by the University
More informationCommunity Power Simulation
Activity Community Power Simulation Time: 30 40 min Purpose: To practice community decision-making through a simulation. Skills: Communication, Conflict resolution, Cooperation, Inquiring, Patience, Paying
More informationMAILCOM Las Vegas. October 2-4, Senior Director, Proposal Management BrightKey, Inc.
MAILCOM Las Vegas October 2-4, 2017 CRS#: LD250 Session: Mystery Solved! Cracking the Case on Productivity Day/Date: Tuesday, October 3, 2017 Round/Time: Round 5, 11:30am-12:30pm Presented By: Sally S.
More informationBlank Table Of Contents Template Interactive Notebook
Blank Template Free PDF ebook Download: Blank Template Download or Read Online ebook blank table of contents template interactive notebook in PDF Format From The Best User Guide Database Table of Contents
More informationFunction Tables With The Magic Function Machine
Brief Overview: Function Tables With The Magic Function Machine s will be able to complete a by applying a one operation rule, determine a rule based on the relationship between the input and output within
More informationContents. Foreword... 5
Contents Foreword... 5 Chapter 1: Addition Within 0-10 Introduction... 6 Two Groups and a Total... 10 Learn Symbols + and =... 13 Addition Practice... 15 Which is More?... 17 Missing Items... 19 Sums with
More informationCommon Core Exemplar for English Language Arts and Social Studies: GRADE 1
The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules
More informationWELCOME PATIENT CHAMPIONS!
WELCOME PATIENT CHAMPIONS! 1. MUTE YOUR COMPUTER 2. DIAL INTO THE CONFERENCE LINE: 1-866-814-9555 a. Conference code: 5695726185 3. If you have questions, use the chat box. We will get started soon. Facilitating
More informationThinking Maps for Organizing Thinking
Ann Delores Sean Thinking Maps for Organizing Thinking Roosevelt High School Students and Teachers share their reflections on the use of Thinking Maps in Social Studies and other Disciplines Students Sean:
More informationOn May 3, 2013 at 9:30 a.m., Miss Dixon and I co-taught a ballet lesson to twenty
Argese 1 On May 3, 2013 at 9:30 a.m., Miss Dixon and I co-taught a ballet lesson to twenty students. In this lesson, we engaged the students in active learning and used instructional methods that highlighted
More informationAttention Getting Strategies : If You Can Hear My Voice Clap Once. By: Ann McCormick Boalsburg Elementary Intern Fourth Grade
McCormick 1 Attention Getting Strategies : If You Can Hear My Voice Clap Once By: Ann McCormick 2008 2009 Boalsburg Elementary Intern Fourth Grade adm5053@psu.edu April 25, 2009 McCormick 2 Table of Contents
More informationEVERY YEAR Businesses generate 300,000 tons of waste 90% is USABLE
EVERY YEAR Businesses generate 300,000 tons of waste 90% is USABLE And did you know: 99.5% of teachers spend out of their own pocket for supplies for their classrooms and students Personal expenditures
More information1. Locate and describe major physical features and analyze how they influenced cultures/civilizations studied.
Unit Plan 8th Grade Geography Ciara Timothy SOST 450- Professor Johnson 2.22.2012 Contents: 1. Student Handout 2. Day to Day Outline 3. MN Graduation Standards and Benchmarks 4. Differentiated for Content,
More informationSpeak with Confidence The Art of Developing Presentations & Impromptu Speaking
Speak with Confidence The Art of Developing Presentations & Impromptu Speaking Use this system as a guide, but don't be afraid to modify it to fit your needs. Remember the keys to delivering a successful
More informationMEDIA LAW AND ETHICS: COMM 3404 Learn to Think-Think to Learn Monday 6:00-8:45 p.m. Smith Lab 2150 Off: , Cell:
MEDIA LAW AND ETHICS: COMM 3404 Learn to Think-Think to Learn Monday 6:00-8:45 p.m. Smith Lab 2150 Off: 440.356.3838, Cell: 216.280.9715 MEET THE PROFESSOR: Jay Milano, Esq. Milano Attorneys at Law milano.35@osu.edu
More informationPre-AP Geometry Course Syllabus Page 1
Pre-AP Geometry Course Syllabus 2015-2016 Welcome to my Pre-AP Geometry class. I hope you find this course to be a positive experience and I am certain that you will learn a great deal during the next
More informationThe Task. A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen
The Task A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen Reading Tasks As many experienced tutors will tell you, reading the texts and understanding
More informationHi I m Ryan O Donnell, I m with Florida Tech s Orlando Campus, and today I am going to review a book titled Standard Celeration Charting 2002 by
Hi I m Ryan O Donnell, I m with Florida Tech s Orlando Campus, and today I am going to review a book titled Standard Celeration Charting 2002 by Steve Graf and Ogden Lindsley. 1 The book was written by
More informationbeen each get other TASK #1 Fry Words TASK #2 Fry Words Write the following words in ABC order: Write the following words in ABC order:
TASK #1 Fry Words 1-100 been each called down about first TASK #2 Fry Words 1-100 get other long people number into TASK #3 Fry Words 1-100 could part more find now her TASK #4 Fry Words 1-100 for write
More informationUSF Course Change Proposal Global Citizens Project
This printable form is provided as a resource only for use when collaborating with colleagues or to view the fields required to submit a course proposal. To create a course proposal, login to the system
More informationOffice of Planning and Budgets. Provost Market for Fiscal Year Resource Guide
Office of Planning and Budgets Provost Market for Fiscal Year 2017-18 Resource Guide This resource guide will show users how to operate the Cognos Planning application used to collect Provost Market raise
More information