This assignment ties thematically into texts concerning Mob Mentality, Cliques, and Groupthink. Students are asked to evaluate the psychology behind groupthink and relate it to written and world texts they have encountered.
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The purpose of this text is to provide students with an introduction to the field of Instructional Design and building upon skills that will help the novice designer become more effective in their professional career. This text will go beyond theory to discuss such topics as recommended skillsets and traits for designers, the importance of cultivating strong communication and leadership skills and how to incorporate emotional intelligence into your wheelhouse of professional skills. In addition, tips on the management of projects as well as the instructional design process will be discussed. In an effort to broaden the concept of the instructional design profession, you will find sections devoted to instructional design in various professional venues, (i.e., consulting, educational {higher education and K-12}).
In the educational realm of instructional design, one current topic among designers is how to incorporate openly licensed material into instructional texts. We will provide a section on open educational resources and licensing to assist you in becoming knowledgeable on best practices and dealing with cutting edge initiatives in the educational world.
Effective instructional designers should be able to speak comfortably in public in various venues whether it is a business meeting, training a small group of individuals, or, presenting at a large conference. For an instructional designer, it is important to hone these leadership skills and prepare yourself for the inevitable public speaking situation. This text will provide information on how to improve upon your public speaking skills.
The Externalities Game is a non-cooperative game that teaches students about the concept of environmental externalities and allows them to directly experience the moral dimensions of collective action problems. It has been particularly effective for teaching students about the moral aspects of the climate change. Grades are used to create the tension between earning individual grade points at the expense of group benefit. This is part of a research project funded by the National Science Foundation.
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Students make predictions about "Bridge to Terabithia" and its characters, complete character studies, and relate the characters' experiences to their own as they identify ways to make and keep friends.
During this module students use multiple experiences (reading, video,
the outdoors, a survey of their water footprints, writing, and lots of
discussion) to examine how life today, in comparison to pre-industrial
times, makes our connections to water virtually invisible. Students use
the class's water footprint results to find out how agricultural and
industrial water uses link us to people distant in both place and time.
They weigh the consequences of these invisible connections in creating
the lost sense of dependence and responsibility that typifies
unsustainability. Students study the variability of water footprints
within our class to help identify more sustainable personal choices.
They consider the activity of a local watershed association to educate
and involve people in improving the quality of local streams as a model
of how community action can accomplish what individuals cannot.
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This is the first lesson in a sequential unit. Students make connections between their own feelings about caring for something and similar feelings that are expressed in works of art
This lesson is part of a sequential unit. Students study works of art that depict two people who care for each other and study how the artists use line, color, shape, and space to convey the sense of a caring relationship. Students then use these principles to create their own drawings of two caring people
This lesson is part of a sequential unit. Students look at works of art that convey the idea of working together and think about how artists use space -- foreground, middle ground, and background -- to communicate this concept. In groups they use their knowledge of space to create a three-dimensional tableau that communicates the concept of working together
This lesson is part of a sequential unit. In this lesson we celebrate by creating a hat that expresses the ideas of caring relationships and working together that were explored in this unit.
Fact or Opinion asks students to demonstrate their explanatory and analytical writing skills.
Students work in groups to role-play or tell stories about real life situations related to fairness, community, diversity or social justice themes. Students then perform their skits or stories for others as part of a class-wide “fairness fair.”
Why work with faity tales when teaching English to children? ( Elementary Education)Children learn vocabulary in English, but also internalize grammar and, above all, how sentences are formulated correctly. Through the English stories we read or hear, we can practice intonation, but also fluency in the language. And, like any other story (regardless of the language in which it is written), we encourage the habit of reading and creativity of the little ones.Through this ILP the teacher seeks to stimulate and improve the listening, writting and reading comprehension skills of children.UNESCO ICT Competency Framework: Knowledge Acquisition, Knowledge Deepening and Knowledge creation.- Understanding ICT in Education: Policy understanding / Policy application / Policy innovation.- Curriculum and Assesment: Basic Knowledge / Knowledge application / Knowledge Society Skills.- Pedagogy: ICT- enhanced teaching / Complex Problem-solving / Self Management.- Application Digital skills: Application / Infusion / Transformation.- Organization and Administration: Standard classroom / Collaborative Groups / Learning Organizations.- Teacher Professional Learning: Digital Literacy / Networking / Teacher as Innovator.
This curriculum introduces the Family Group Decision Making (FGDM) model of working with families in child welfare and is based on a core belief that within families lies the wisdom to find solutions to protect their own children and resolve other issues of concern. The six modules cover the historical perspective of FGDM; models of FGDM; cultural competency; micro, mezzo, and macro level skills utilized in FGDM; practice; and outcome measures. In addition to lecture content, modules include instructional guides and suggestions, interactive exercises, topics for discussion, video and other resource suggestions, and a pre- and posttest instrument with answer sheet. An appendix of handouts, workshop evaluation form, references, and list of information sources and resources is included. (128 pages)Okamura, A., Quinnett, E. (2000).
Home-school or teacher-parent partnerships and collaboration are easier in theory than in practice. The author explores some common obstacles to full and equal partnerships, from mutual decision making, perceptions and assumptions, turf issues, expert-novice mind-set, and language. A checklist for professional practice is included.
This module explores the implementation, process, and outcomes of the Family Unity Meeting in San Diego County, which provides a case study for Family Group Decision Making. Module I covers factors that distinguish between families that accept or reject an invitation to a meeting, the meeting process, outcomes, family perspectives on family change, the use of social support, and family satisfaction with services. Module II includes a synopsis of Family Group Conferencing; legislation supportive of FGC; the history, definition, and philosophy of FGC; models of FGC; process of FGC; facilitator's role; trends and evaluation FGC; classroom exercises; videotape suggestions; and a bibliography. Module III is a proposed semester course syllabus that focuses on FGC and strength-based practice. Module IV is a handbook designed for field instructors and students who are engaged in FGC as part of the student's field practicum. (233 pages) Jones, L., & Daly, D. (2004).
Feelings Mandala
A Copyrighted Activity Created by and Re-posted with Permission from
Kristina Marcelli Sargent
https://kristinamarcelli.wordpress.com
Objectives:
The participants will:
1. Be introduced to the art form of mandalas
2. Explore emotions and assign a color for each emotion
3. Reflect on their personal emotions and color in a mandala to represent the frequency of their emotions by using space and color
Audience:
Kristina designed this activity for children but it can easily be adapted to all ages. It is an excellent way for the participants to explore emotions.
The four lessons in this unit explore different aspects of gender for today’s girls and women. Each lesson identifies barriers that limit girls’ and women’s opportunities and asks students to explore how those barriers can be dismantled.
Students review films related to a theme in the central text, then plan, prepare for and host a community film festival.
Students will learn how their values influence financial decisions. Students will understand the difference between a want and need, and they must take care of their needs first when it comes to making financial decisions. They will also learn how opportunity costs and trade-offs can help them with their financial decision making.