D A Y 1 (1).pdf
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The document outlines the key activities over 5 days of a self-mastery training program. Day 1 includes lectures and assessments on understanding thinking styles, personality profiling, and emotional intelligence. Day 2 focuses on communication skills with lectures on receiving and transmitting messages. Day 3 covers learning techniques with lectures on learning before, during, and after doing tasks. Day 4 includes lectures on leadership and personal values. The final day discusses higher-level concepts like wonderment, world view, and wisdom, and includes worksheets to create life maps and plans.
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This document outlines a 5-day training schedule focused on self mastery. Day 1 includes lectures and activities on understanding thinking styles, personality types, and emotions. Day 2 focuses on communication skills and exercises. Day 3 covers learning approaches like learning before, during, and after doing. Day 4 addresses leadership, values, and spirituality. Day 5 consists of life planning worksheets and exercises to create a personal life plan.Awl 12 1 meeting #10
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Communication video.
Instructions
:
Read the article,
Dealing with Difficult People
, and review the resources on Nonviolent Communication (NVC) in the Week 4 module. Plan, organize, and practice your video content. Keep your video to
four minutes or less
while you address the following components:
Briefly share an experience you have had with one of the difficult personalities outlined in article. The experience could be one in which you were directly involved, or one in which you were an observer. Ideally, your scenario will be from a clinical experience or healthcare-related employment; however, it could also be from your personal or family life.
Please do not use actual names
. Address the following components:
Provide background to help set up the interaction you witnessed or were involved in. For instance, where did the interaction take place, who was involved, what precipitated the event, etc.
Describe how the person behaved, using specifics from one of the difficult personality types in the article. What impact did the behavior have on those around them? How did others respond? Was the response constructive or harmful? Why?
Using the principles of nonviolent communication outlined in this weeks resources, provide an example of a response to the difficult person using NVC language. Ensure that you identify and illustrate the steps outlined in the NVC process.
Remember
Speak clearly.
A well-rehearsed video is the key to success!
Review the grading rubric so you are aware of how the points are allocated.
Communication Video Assignment Rubric
Video length
1 point
Four minutes or less
0 points
More than 4 minutes
Prompt #1:
Share experience
5 points
Response completely addresses all five prompts: Provides background: who, what, where; describes behavior; classifies "difficult" personality type; discusses impact on others; describes and categorizes others' response
4 points
Response addresses four of the prompts
3 points
Response addresses three of the prompts
2 points
Response addresses two of the prompts
1 point
Response addresses less than two of the prompts
Prompt #2: Example of NVC response
4 points
Observation step identified and illustrative response given; Feelings step identified and illustrative response given; Needs step identified and illustrative response given; Requests step identified and illustrative response given
3 points
Three of the steps identified with examples given
2 points
Two of the steps identified with examples given
1 point
One step identified with example given
0 points
No steps identified and/or no examples of responses given
.Communication video.Instructions Read the article, De.docx
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油
Communication video.
Instructions
:
Read the article,
Dealing with Difficult People
, and review the resources on Nonviolent Communication (NVC) in the Week 4 module. Plan, organize, and practice your video content. Keep your video to
four minutes or less
while you address the following components:
Briefly share an experience you have had with one of the difficult personalities outlined in article. The experience could be one in which you were directly involved, or one in which you were an observer. Ideally, your scenario will be from a clinical experience or healthcare-related employment; however, it could also be from your personal or family life.
Please do not use actual names
. Address the following components:
Provide background to help set up the interaction you witnessed or were involved in. For instance, where did the interaction take place, who was involved, what precipitated the event, etc.
Describe how the person behaved, using specifics from one of the difficult personality types in the article. What impact did the behavior have on those around them? How did others respond? Was the response constructive or harmful? Why?
Using the principles of nonviolent communication outlined in this weeks resources, provide an example of a response to the difficult person using NVC language. Ensure that you identify and illustrate the steps outlined in the NVC process.
Remember
Speak clearly.
A well-rehearsed video is the key to success!
Review the grading rubric so you are aware of how the points are allocated.
Communication Video Assignment Rubric
Video length
1 point
Four minutes or less
0 points
More than 4 minutes
Prompt #1:
Share experience
5 points
Response completely addresses all five prompts: Provides background: who, what, where; describes behavior; classifies "difficult" personality type; discusses impact on others; describes and categorizes others' response
4 points
Response addresses four of the prompts
3 points
Response addresses three of the prompts
2 points
Response addresses two of the prompts
1 point
Response addresses less than two of the prompts
Prompt #2: Example of NVC response
4 points
Observation step identified and illustrative response given; Feelings step identified and illustrative response given; Needs step identified and illustrative response given; Requests step identified and illustrative response given
3 points
Three of the steps identified with examples given
2 points
Two of the steps identified with examples given
1 point
One step identified with example given
0 points
No steps identified and/or no examples of responses given
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But it's easier said than done.
This presentation teaches you how to avoid the three biggest mistakes which prevent non-profits from achieving impact with video. It will help you understand the key ingredients of videos which raise money, propel peer-to-peer sharing and move supporters to join your movement. After viewing the videos油Improving Practice with Sarah Brown Wessl.docx
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Improving Practice with Sarah Brown Wessling
油(click here for a油
written transcript of the video
) and油
Embedded formative assessments
油(click here for a油
written transcript of the video
), and after reading油
Releasing responsibility
油by Fisher and Frey, discuss the following:
Part 1油
Sarah Brown Wessling remarks; It is not about ways of delivering content as much as it is about ways of getting students to become thinkers; ways for students to be more autonomous.油
What evidence did you observe in Ms Wesslings video that her students were becoming thinkers?油
How is this an example of the teacher assessing FOR learning?
Part 2油
In Dylan Williams video on embedded formative assessments, he mentions five strategies for teachers to meet students learning needs more effectively.
Describe what you observed from Ms. Wesslings video that represents each of these strategies.油
Were there any that you did not observe?
What evidence was there of Ms. Wesslings students examining their own thinking?
What evidence did you find to suggest she designed her instruction to meet instructional learning objectives in several areas of development (Think Blooms)?
What did you see from her video that youd like to try (remember best practices are transferrable across grade and age levels)?
Guided Response:
油Respond to a minimum of two classmates. What ideas did you gather from their observations that were different from your own? Provide constructive feedback regarding the strategies theyd like to try in their own current or future setting.
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1) The document describes a group project conducted by students to create a video applying psychology concepts. It provides details on the group members, storyline of a student considering suicide after a breakup, and the concepts featured - first impression, impression management, instrumental aggression, counterfactual thinking, and help.
2) The methods section outlines the materials used, locations filmed, and roles of group members. It also explains the filming and editing process.
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1) The document describes a group project conducted by students to create a video applying psychology concepts. It provides details on the group members, storyline of a student considering suicide after a breakup, and the concepts featured - first impression, impression management, instrumental aggression, counterfactual thinking, and help.
2) The methods section outlines the materials used, locations filmed, and roles of group members. It also explains the filming and editing process.
3) The discussion section defines each psychology concept and provides an example of how it was applied in the video storyline. It analyzes scenes depicting first impression, managing impressions, spreading rumors, upward counterfactual thinking, and helping behavior.Video report
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2) A methods section describing the materials used, such as cameras and editing software, and the procedures followed, including planning meetings and filming sessions.
3) A discussion section analyzing the psychology concepts of first impression, impression management, instrumental aggression, counterfactual thinking, and help that were included in the video's storyline about a student considering suicide after a breakup.Unit 1 - what to expect
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油
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1) Defining leadership as the ability to motivate people to achieve a common goal.
2) Pair and group activities to discuss examples of strong and weak leadership, qualities of leaders who make people feel safe, and the important responsibilities of a leader.
3) Exercises on leadership skills, a group job description activity, and completing a leadership capacity survey.TAP - Week 7
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油
The document provides an outline for a class on presentation skills. It discusses various aspects of effective presentations including:
1) Delivery techniques such as body language, elements of delivery, and how to handle Q&A sessions.
2) Structure including planning, organizing content, and practicing the presentation.
3) Design considerations like using visual aids and reinforcing the main message.
The document offers tips and best practices for presenting confidently and engaging an audience. It also provides examples of things that could go wrong and how to prepare and recover.ANIW Mentoring Workshop for Mentees
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油
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油
We are adult people with the certain flow of obtaining and applying life experience already set. Its all about our personal learning style - 4 categories that will bring you power of self-identification and understanding your mates and colleagues. To get leap forward in your communication skills and develop your emotional intelligence, identify who you are first.
Practice:
Step 1: align learning styles mixes with Belbin Team roles (2 styles per role as primary and secondary)
Step 2: analyze your team from match / match with reservations standpoint taking into account current mates' role vs its primary learning style.
Step 3: grow in prosperityCopy of D A Y 1 (6).pdf
Copy of D A Y 1 (6).pdfDavidMarkCalma1
油
This document outlines the key activities for a 5-day workshop on design thinking and school transformation. Day 1 includes lectures on design thinking and the empathize phase, along with a discussion of applying these concepts to a problem. Day 2 focuses on defining the problem and ideating solutions. Day 3 continues working on ideation and problem analysis. Day 4 covers prototyping, testing, and planning proposals. Days 5 and 6 present frameworks for school transformation and feature case studies of schools that have implemented innovative strategies.Copy of D A Y 1 (5).pdf
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The document outlines a 5-day training program with the following key activities:
Day 1 focuses on lectures about design thinking and empathic interviews, as well as discussions on applying design thinking to solve problems.
Day 2 covers lectures on prototyping and testing, as well as further discussion of the design thinking process.
Day 3 includes a workshop on planning proposal viability and transferability.
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1. The document describes Digital-U's learning journeys which are holistic experiential learning programs spread across multiple virtual learning experiences and touchpoints over 4 weeks.
2. The learning methodology includes elements like engagement, reflection, sharing insights and taking action. Learning tools involve pre-and post-assessments, microlearning, group coaching, reading material and VEbinars (virtual experiential webinars).
3. The document provides details on the various facilitator-led VEbinar topics that are part of the learning journeys, which focus on subjects like leadership, change management, teams, customer service and more.Consulting
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油
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油
After viewing the videos油
Improving Practice with Sarah Brown Wessling
油(click here for a油
written transcript of the video
) and油
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油(click here for a油
written transcript of the video
), and after reading油
Releasing responsibility
油by Fisher and Frey, discuss the following:
Part 1油
Sarah Brown Wessling remarks; It is not about ways of delivering content as much as it is about ways of getting students to become thinkers; ways for students to be more autonomous.油
What evidence did you observe in Ms Wesslings video that her students were becoming thinkers?油
How is this an example of the teacher assessing FOR learning?
Part 2油
In Dylan Williams video on embedded formative assessments, he mentions five strategies for teachers to meet students learning needs more effectively.
Describe what you observed from Ms. Wesslings video that represents each of these strategies.油
Were there any that you did not observe?
What evidence was there of Ms. Wesslings students examining their own thinking?
What evidence did you find to suggest she designed her instruction to meet instructional learning objectives in several areas of development (Think Blooms)?
What did you see from her video that youd like to try (remember best practices are transferrable across grade and age levels)?
Guided Response:
油Respond to a minimum of two classmates. What ideas did you gather from their observations that were different from your own? Provide constructive feedback regarding the strategies theyd like to try in their own current or future setting.
.Video report
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油
1) The document describes a group project conducted by students to create a video applying psychology concepts. It provides details on the group members, storyline of a student considering suicide after a breakup, and the concepts featured - first impression, impression management, instrumental aggression, counterfactual thinking, and help.
2) The methods section outlines the materials used, locations filmed, and roles of group members. It also explains the filming and editing process.
3) The discussion section defines each psychology concept and provides an example of how it was applied in the video storyline. It analyzes scenes depicting first impression, managing impressions, spreading rumors, upward counterfactual thinking, and helping behavior.PSY Video research report
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油
1) The document describes a group project conducted by students to create a video applying psychology concepts. It provides details on the group members, storyline of a student considering suicide after a breakup, and the concepts featured - first impression, impression management, instrumental aggression, counterfactual thinking, and help.
2) The methods section outlines the materials used, locations filmed, and roles of group members. It also explains the filming and editing process.
3) The discussion section defines each psychology concept and provides an example of how it was applied in the video storyline. It analyzes scenes depicting first impression, managing impressions, spreading rumors, upward counterfactual thinking, and helping behavior.Video report
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油
The document provides details about a group project for a psychology class. It includes:
1) An introduction outlining the assignment requirements - to create a 3-5 minute video incorporating psychology concepts and write a report on it.
2) A methods section describing the materials used, such as cameras and editing software, and the procedures followed, including planning meetings and filming sessions.
3) A discussion section analyzing the psychology concepts of first impression, impression management, instrumental aggression, counterfactual thinking, and help that were included in the video's storyline about a student considering suicide after a breakup.Unit 1 - what to expect
Unit 1 - what to expectUniversity of Turku
油
This document provides an overview of topics to be covered in a course, including critical thinking, mindset, reflection, time management, and 21st century skills. It introduces exercises and videos related to these topics. Key terms and concepts are defined, such as the differences between a fixed and growth mindset. Reflection is encouraged on students' experiences with critical thinking activities and videos. Time management strategies like prioritizing tasks based on importance and urgency are also discussed.Brij as coach
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油
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The document outlines the agenda for a leadership capacity development workshop which includes:
1) Defining leadership as the ability to motivate people to achieve a common goal.
2) Pair and group activities to discuss examples of strong and weak leadership, qualities of leaders who make people feel safe, and the important responsibilities of a leader.
3) Exercises on leadership skills, a group job description activity, and completing a leadership capacity survey.TAP - Week 7
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1) Delivery techniques such as body language, elements of delivery, and how to handle Q&A sessions.
2) Structure including planning, organizing content, and practicing the presentation.
3) Design considerations like using visual aids and reinforcing the main message.
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Practice:
Step 1: align learning styles mixes with Belbin Team roles (2 styles per role as primary and secondary)
Step 2: analyze your team from match / match with reservations standpoint taking into account current mates' role vs its primary learning style.
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油
This document outlines the key activities for a 5-day workshop on design thinking and school transformation. Day 1 includes lectures on design thinking and the empathize phase, along with a discussion of applying these concepts to a problem. Day 2 focuses on defining the problem and ideating solutions. Day 3 continues working on ideation and problem analysis. Day 4 covers prototyping, testing, and planning proposals. Days 5 and 6 present frameworks for school transformation and feature case studies of schools that have implemented innovative strategies.Copy of D A Y 1 (5).pdf
Copy of D A Y 1 (5).pdfDavidMarkCalma1
油
The document outlines a 5-day training program with the following key activities:
Day 1 focuses on lectures about design thinking and empathic interviews, as well as discussions on applying design thinking to solve problems.
Day 2 covers lectures on prototyping and testing, as well as further discussion of the design thinking process.
Day 3 includes a workshop on planning proposal viability and transferability.
Days 4 and 5 feature presentations and videos on education transformation topics like vision, values, innovation, resources, and human resources.Copy of D A Y 1 (4).pdf
Copy of D A Y 1 (4).pdfDavidMarkCalma1
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This document outlines the schedule and activities for a 5-day workshop. Day 1 focuses on an introduction to design thinking and illustrating the design thinking process. Day 2 covers empathic interviews, defining problems, and ideating solutions. Day 3 is about prototyping and testing ideas. Day 4 involves planning proposals. Day 5 consists of lectures on various topics related to school transformation and features video cases each year.Copy of D A Y 1 (3).pdf
Copy of D A Y 1 (3).pdfDavidMarkCalma1
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The document outlines a 6 day workshop on design thinking and school transformation. Day 1 focuses on problem identification and analysis through empathic interviews. Day 2 is dedicated to ideation and exploring ideas to address needs. Day 3 involves prototyping ideas and testing for doability and relevance. Each day also features a video case study of an education institution that demonstrates the annual themes of the 6 year workshop, which are focused on transforming vision, action, environment, education for the whole child, innovation with scarce resources, and human resource management.Copy of D A Y 1.pdf
Copy of D A Y 1.pdfDavidMarkCalma1
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This document outlines a 6-year education program with lectures, workshops and case studies on transforming schools through innovative strategies and leadership. Each year focuses on a different theme, such as creating an enabling environment, education for the whole child, and strategic human resource management. Design thinking approaches are taught, including defining problems through empathy, ideating solutions, prototyping, and testing innovations. Video examples are provided from various schools demonstrating reimagined education.eGem courses lms
eGem courses lmsDavidMarkCalma1
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This document outlines the daily activities and topics covered in a 15-day entrepreneurship course. The course covers various topics to help participants develop entrepreneurial skills including creative thinking, opportunity seeking, marketing, operations, human resources, and financial management. Participants engage in lectures, case discussions, activities, videos, workshops and assignments on each day's topic. The goal is to help participants learn how to think, feel, intuit, communicate and manage all aspects of starting a business as an entrepreneur.Basic leadership competency
Basic leadership competencyDavidMarkCalma1
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This document outlines the schedule and activities for a 5 day self-mastery training program. Day 1 focuses on self-assessment exercises and understanding personality types. Day 2 covers improving communication and emotional skills. Day 3 is about different styles of learning. Day 4 addresses developing leadership abilities. Day 5 emphasizes spiritual development and creating a personal life plan. Each day includes various short exercises and assessments related to the day's themes.Ctp courses lms (8)
Ctp courses lms (8)DavidMarkCalma1
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The document outlines a leadership and values re-orientation program consisting of 9 lessons. The lessons cover topics like the roles of cooperative officers, elements of effective cooperative leadership, the landscape of Philippine cooperatives, organizational systems and human behavior, and integrating cooperative values. Each lesson includes a video, reading materials, and key activities. The program aims to educate participants on cooperative management and leadership best practices.Ctp courses lms (7)
Ctp courses lms (7)DavidMarkCalma1
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This document outlines the lessons and activities in a course on fundamentals of cooperatives. The course covers the origin and history of cooperatives, definitions of cooperatives, cooperative values and principles, the roles and responsibilities of cooperative members, comparisons of cooperatives to other business models, and the socio-economic impacts of cooperatives globally. Each lesson includes readings, videos, exercises and quizzes to engage learners in understanding cooperatives.Ctp courses lms (6)
Ctp courses lms (6)DavidMarkCalma1
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This document outlines the lessons and activities in a self-paced online course about fundamentals of cooperatives. The course consists of 6 lessons, each covering key topics through readings and videos. Lesson 1 discusses cooperative history with an international video and reading on origins. Lesson 2 defines cooperatives and compares them to other business types. Lesson 3 focuses on cooperative values through a video and reading. Lesson 4 examines cooperative principles via a video and statement on cooperative identity. Lesson 5 looks at members' roles as owners and customers using a video and reading. Lesson 6 presents cooperative experiences and references cooperative structures and the Philippine Cooperative Code.Ctp courses lms (4)
Ctp courses lms (4)DavidMarkCalma1
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This document outlines activities for a self-paced course on rules formulation, including a video on rules formulation, a PowerPoint presentation called "Rules Formulation (Making Democracy Work in Cooperatives)", and a workshop to review election rules and regulations.Ctp courses lms (3)
Ctp courses lms (3)DavidMarkCalma1
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The document discusses rules formulation for cooperatives and includes a video, PowerPoint presentation, and workshop on the topic. It focuses on making democracy work in cooperatives by reviewing election rules and regulations.Ctp courses lms (2)
Ctp courses lms (2)DavidMarkCalma1
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The document discusses rules formulation for cooperatives and includes a video, powerpoint presentation, and workshop on the topic. It involves making democracy work in cooperatives by reviewing election rules and regulations.Rules Formulation
Rules FormulationDavidMarkCalma1
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The document outlines a class on rules formulation for cooperatives over 4 days. Day 1 includes sharing practices on rules formulation and a video lecture. Students are assigned to read a case on cooperative values and principles. Day 2 has a lecture on rules formulation and subtopics, and a case discussion. Day 3 continues the lecture and adds a subtopic on election committees and guidelines. Students are assigned materials on elections. Day 4 is a workshop to review election rules and regulations with presentations.Recently uploaded (20)
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D A Y 1 (1).pdf
- 1. Lecture with Video: Introduction to Self Mastery Lecture with Video: Understanding Whole Brain Learning and Thinking and 4 Quadrant Brain Dominance Personality Test Lecture with Video: MBTI Profiling and Processing Worksheet: "How I Think" Self Assessment Worksheet D A Y 1 Key Activities
- 2. Lecture with Video: Introduction to Learning to Feel Lecture with Video: Dealing with Adverse Emotions Lecture with Video: Improving Adversity Quotient Lecture with Video: Reaching Emotional Maturation D A Y 2 Key Activities
- 3. Lecture with Video: Learning to Communicate - Receiving Messages Lecture with Video: Learning to Communicate - Transmitting Messages Lecture with Video: Personality Spectrum of Communicators Worksheet: Adversity Quotient Exercise Homework: External Assessment Exercise Key Activities D A Y 2
- 4. Lecture with Video: Learning Before Doing Lecture with Video: Learning While Doing Lecture with Video: Learning After Doing Worksheet: KRAPI Exercise Worksheet: SWOT Analysis Key Activities D A Y 3
- 5. Lecture with Video: Learning to Lead Others Worksheet: Assessing my Personal Leadership Style Lecture with Video: Learning to Lead Myself Worksheet: My Personal Values Key Activities D A Y 4
- 6. Lecture with Video: Wonderment Lecture with Video: World View Lecture with Video: Wisdom Lecture with Video: Way of the Spirit Lecture with Video: Will to Live Worksheet: Life Mapping Exercise Worksheet: Life Projection Exercise Worksheet: Personal Life Plan Key Activities D A Y 5