Creating Buy-In – Building Relationships
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| WhyTry Course Sample - Scope and Sequence
Week 1 - Course Introduction ------------------------------------------------------------ Creating Buy-In – Building Relationships ------------------------------------------------------------ Day 1: Relationship Building · Teacher introduces self o i.e. Personal story including pictures, most embarrassing moment, or interests. o True or False with the group (two truths and a lie) § Use pictures as much as possible. § Survey: “Everyone vote for the fact about me that you believe is false.” · Establish goals and objectives of WhyTry class: o Help you enjoy school more. o See everybody improve and reach personal goals o Get to know each other personally. § Sometimes in an online class it’s more difficult to get to know the people in your class than in a live setting. Let’s try to change that! · Activity: Name Game o Small groups assign appropriate, G-rated, and positive nicknames to each other-no gang (It is important for the teacher to frame this!). One spokesperson comes back and introduces each member of his/her group OR each person types their nickname on a list next to their name and the teacher leads a discussion on where nicknames came from etc. OR all students randomly splash their names and nicknames on the whiteboard.
Day 3: Relationship Building/Assessment · Activity: Values Continuum o Using Whiteboard, students mark where they fall on different spectrums. Have a discussion about where everybody is in the chat room. Have students raise hands to share their views. See full activity instructions at http://whytry.org/images/first_day_of_class.pdf · Pre-assessment – “About Me” sheets (WhyTry Measure-R) o Explain to students that this is a short survey that helps the teacher understand who they are. Read the questions and select the choice that best describes you. There are no right or wrong answers.
· Attention Activity: Show a roller coaster video clip. Options include: o Kid on rollercoaster § Frame video: “As you watch this video, guess what this boy might be feeling as he rides the rollercoaster.” § Process video: “This is the traditional type of roller coaster that goes a bit slower than the newer ones – The up and down isn’t too crazy, but this is a pretty big thrill for that kid. Newer roller coasters are different. They are designed to be fast and thrilling. Why do we ride roller coasters?” Have a discussion about roller coasters and why we ride them. o Top Thrill § Frame video: “This roller coaster uses magnets to shoot you off and take you faster and higher. Nowadays when they design roller coasters, they are trying to create an even bigger thrill.” § Process video: “Why do we go on roller coasters?” Have a discussion about roller coasters and why we ride them. o Rollercoaster video with WhyTry’s “Little League” song § Frame video: See above § Process video: See above · Walkthrough of Reality Ride · Challenge: Observe – either in your own life or the lives of those around you – the things people are doing and the consequences of those choices. · Activity: True or False o Students write two things about themselves that are real and one thing that is false and turn into teacher. (Make sure they are comfortable sharing these things with the group.) o Teacher will use these as a way to spotlight students throughout the semester. Day 5: Labels Overview · Attention Activity : Stereotypes (WhyTry Learning Activity) · Walkthrough of Labels · Challenge: Pay attention to the ways that people label each other. When you hear others giving labels, ask yourself whether they are true or false, positive or negative. Pay attention to the labels that you give others. Are they mostly positive or mostly negative? Notice how people respond when you label them in a positive way. Week 2 Day 6: Defense Mechanisms Overview · Attention Activity: Name Writing Activity (WhyTry Learning Activity) o If possible, play music for 30 seconds as they complete this activity the first time. o The second time, play music for slightly longer than 30 seconds as they complete the activity. o When they are writing with their left hand the third time around, play another song (Hans likes the slightly awkward, Napoleon Dynamite variety.) · Walkthrough of Defense Mechanisms · Challenge: Pay attention to how you’re responding in pressure situations. Are you maintaining control or allowing others to control you?
· Attention Activity: Show video clip of Jason McElwain. · Walkthrough of Motivation Formula · If time, share the Butterfly story (“Obstacles are the Stepping Stones of Success”) · Challenge: Observe those around you (friends, family members, etc.) to see if you can identify someone that is in “the flood zone.” What can you learn from them?
· Attention Activity: Show brief video clip of crabs trying to climb out of the pot. · Walkthrough of Climbing Out o Walk through to Point 4. After Point 4, have students complete the sentence, “A true friend is_______” on the whiteboard. On a separate whiteboard, have students complete the sentence, “A false friend is ____.” Continue the walkthrough. · Challenge: Pay attention to your own friends. Do they have the qualities of a true friend or a false friend?
· Attention Activity: Math Problem (WhyTry Learning Activity) · Walkthrough of Jumping Hurdles · If time, share Thomas Edison example from the Butterfly story or video clip of Michael Jordan. · Challenge: Pay attention to how experiencing even small successes can help you stay motivated.
· Attention Activity: Complete the maze · Walkthrough of Desire, Time, and Effort · Challenge: Notice what you put most of your time and effort into today. Week 3 Day 11: Lift the Weight Overview · Attention Activity: Show video clip of a weightlifter. o Frame video: “I'm going to show you a video clip of a weightlifter, and I want you to pay attention to the technique that he uses to get the weight above his head.” o Process video: “Did anybody notice how much weight he lifted? How much is that in pounds? This is an official Olympic lift. Does anyone know what that lift is called?” (Clean a Jerk) “This is one of the most difficult lifts because it involves every muscle in your body. Do you think he was naturally that strong, or did it take a lot of work to become that way?” · Walkthrough of Lift the Weight · Challenge: Pay attention to the laws and rules that you struggle with the most. Day 12: Get Plugged In Overview · Attention Activity: Two Heads are Better Than One (WhyTry Learning Activity) · Walkthrough of Get Plugged In · Challenge: Try to identify one support that you have in each of the five categories of “Get Plugged In.” Week 4 Day 13: The Wall Overview · Attention Activity: Count the Fs (WhyTry Learning Activity) · Walkthrough of The Wall · Challenge: If you feel like you can’t see over the wall, identify what step you are tripping on . -------------------------------------------------------------------- Beginning Of Lesson Rotation For Semester 1 -------------------------------------------------------------------- Day 14: Reality Ride · Attention Activity: Balloon Pop (Motivation Formula) o Tie to Reality Ride – The three words on the harder but worth it track are opportunity, freedom, and self-respect. Emphasize that this is a big part of what makes it “worth it.” Help students understand what those three words mean to them. · Review Reality Ride · Journal assignment: Secondary Journal #2 Week 5 Day 15: Reality Ride · Attention Activity: Lincoln’s Choice Challenge (WhyTry Learning Activity 8 – use random.org to generate coin flip) o Tie to Reality Ride – You can make your own choices, but you can’t choose the consequences. The randomness of flipping a coin to make it through this maze is an illustration of what happens when you leave your choices to chance. (We don’t get to choose whether the consequences are positive or negative.) · Journal assignment: Secondary Art #2 Day 16: Reality Ride · Attention Activity: Now or Later? (WhyTry Learning Activity 4) o Tie to Reality Ride – To get on the “harder but worth it track” sometimes means you have to give up what you want now for what you want most. · Journal assignment: Game Plan Activities 1 & 2 Week 6 Day 17: Tearing Off Labels · Attention Activity: Gender Gap (Learning Activity 9) · Review Labels · Journal assignment: Secondary Journal 1 Day 18: Tearing Off Labels · True or False spotlights · Attention Activity: One of a Kind (Learning Activity 13) · Journal Assignment: Secondary Journal #4 (Music) o Play the music video and discuss.
· Attention Activity: The Can · Journal assignment: Secondary Journal #5 (Plugging In)
· Attention Activity: Finger Tangle (Learning Activity 8) · Review Defense Mechanisms o Have students practice crossing fingers with opposite thumb on top; folding hands with opposite arm on top · Journal assignment: Elementary Journal #5
· True or False spotlights · Attention Activity: Blowout (Learning Activity 13) o Tie back to discussion about techniques we can use to control our emotions. · Song: Self Control – Think Before I Act o Elementary Music Response 1 (“Think of a song that you like that helps you feel calm…) Day 22: Defense Mechanisms · Video: Parking Lot Rage (see www.whytry.org/video) · Attention Activity: Bad, Better, Best (Learning Activity 15) · Journal assignment: Secondary Journal 7 (Game Plan) Week 9 Day 23: Motivation Formula · Attention Activity: Silver Lining (Learning Activity 8) · Review Motivation Formula · Journal assignment: Secondary Journal 1 Day 24: Motivation Formula · True or False spotlights · Attention Activity: My Fave Fifteen (Learning Activity 10) o Tie My Fave Fifteen to the “passion” in Motivation Formula. · Song: “Change Up”
· Attention Activity: Synergy (Learning Activity 7) o Tie into “Passion” and “support systems.” · Activity: Body by Design (Learning Activity 13) (use a picture of the outline of a body) Day 26: Climbing Out · Attention Activity: Card Shark (Learning Activity 10) · Review Climbing Out
· Attention Activity: Says Who? (Learning Activity 3) · Music Video: Hot Spot · Journal assignment: Secondary Journal #6 (Observation) Day 28: Climbing Out · True or False spotlights · Attention Activity: Sucked In (Learning Activity 2) o What happens if you get out but keep hanging around “the pot”? o Is there such a thing as positive peer pressure?
· True or False spotlights · Attention Activity: Think Outside the Box (Learning Activity 2) · Review Jumping Hurdles Day 30: Jumping Hurdles
Week 13 Day 31: Jumping Hurdles
Day 32: Desire, Time, and Effort
Week 14 Day 33: Desire, Time, and Effort
Day 34: Lift the Weight
Week 15 Day 35: Lift the Weight
Day 36: Lift the Weight
Week 16 Day 37: Get Plugged In
Day 38: Get Plugged In
Week 17 Day 39: Get Plugged In
Day 40: The Wall
Week 18 Day 41: The Wall
Day 42: The Wall
Week 19 Day 43: Review
Day 44: Post-assessment Second semester will cover the same key concepts and visual analogies as last semester, but will introduce new activities and assignments that will create relevance and enable the students to relate the concepts to their personal lives. The two major projects to be completed this semester are a “Passion Presentation,” which gives students the opportunity to share their passion or interest, and an autobiography. This semester will include more student-led review and discussion, and will include stories and examples from the news, movies, books, biographies, and students’ own experiences. This semester will also focus on strategies for building the teacher-student relationship and helping students connect with others in their course or group. -------------------------------------------------------------------- Beginning Of Lesson Rotation For Semester 2 -------------------------------------------------------------------- Week 19 Day 45: Relationship Building
Day 46: Relationship Building
Week 20 Day 47: Reality Ride
Day 48: Reality Ride
Week 21 Day 49: Reality Ride
Day 50: Labels
Week 22 Day 51: Labels
Day 52: Labels
Week 23 Day 53: Defense Mechanisms
Day 54: Defense Mechanisms
Week 24 Day 55: Defense Mechanisms
Day 56: Motivation Formula
Week 25 Day 57: Motivation Formula
Day 58: Motivation Formula
Week 26 Day 59: Climbing Out:
Day 60: Climbing Out
Week 27 Day 61: Climbing Out
Day 62: Relationship Building
Week 28 Day 63: Jumping Hurdles
Day 64: Jumping Hurdles
Week 29 Day 65: Jumping Hurdles
Day 66: Desire, Time, and Effort
Week 30 Day 67: Desire, Time, and Effort
Day 68: Desire, Time, and Effort
Week 31 Day 69: Lift the Weight
Day 70: Lift the Weight
Week 32 Day 71: Lift the Weight
Day 72: Get Plugged In
Week 33 Day 73: Get Plugged In
Day 74: Get Plugged In
Week 34 Day 75: The Wall
Day 76: The Wall
Week 35 Day 77: The Wall
Day 78: Year in Review Week 36 Day 79: Review Lesson and Wrap-up
Day 80: Post assessment student survey 2 END OF YEAR Directory: images -> stories stories -> Pelan pentaksiran kursus stories -> News items from Raising Our Voices stories -> Good News Agency stories -> Toyota car dealer in guthrie kentucky 1996 toyota 4runner pully assembley stories -> It equipment for loan, available at LENIN COMPUTER SYSTEM it equipment stories -> Obama’s global goals: dangers to our society stories -> Freestyl 1 Quick Reference Sheet stories -> Intel Corporation stories -> Intel Corporation stories -> Address Confidentiality Programs in the United States Download 100.02 Kb. Share with your friends:
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