Professional Documents
Culture Documents
Blooms Taxonomy divides the way people learn into three domains. One of these is the
cognitive domain which emphasizes intellectual outcomes. This domain is further divided into
categories or levels. The key words used and the type of questions asked may aid in the
establishment and encouragement of critical thinking, especially in the higher levels.
Level 1: Knowledge exhibits previously learned material by recalling facts, terms, basic
concepts and answers.
Key Words: who, what, why, when, omit, where, which, choose, find, how, define, label, show,
spell, list, match, name, relate, tell, recall, select
Level 2: Comprehension demonstrating understanding of facts and ideas by organizing,
comparing, translating, interpreting, giving descriptions and stating main ideas.
Key Words: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline,
relate, rephrase, translate, summarize, show, classify
Level 3: Application solving problems by applying acquired knowledge, facts, techniques
and rules in a different way.
Key Words: apply, build, choose, construct, develop, interview, make use of, organize,
experiment with, plan, select, solve, utilize, model, identify
Level 4: Analysis examining the breaking information into parts of identifying motives or
causes; making inferences and finding evidence to support generalizations.
Key Words: analyze, categorize, classify, compare, contrast, discover, dissect, divide, examine,
inspect, motive, inference, assumption, conclusion
Level 5: Synthesis compiling information together in a different way by combining elements
in a new pattern or proposing alternative solutions.
Key Words: build, choose, combine, compile, compose, construct, create, design, develop,
estimate, formulate, imagine, invent, make up, originate, plan, predict, propose, solve, solution,
suppose, discuss, modify, change, original, improve, adapt, minimize, maximize, delete,
theorize, elaborate, test, improve, happen, change
Level 6: Evaluation presenting and defending opinions by making judgments about
information, validity of ideas or quality of work based on a set of criteria.
Key Words: award, choose, conclude, criticize, decide, defend, determine, dispute, evaluate,
judge, justify, measure, compare, mark, rate, recommend, rule on, select, agree, interpret,
explain, appraise, prioritize, opinion, support, importance, criteria, prove, disprove, assess,
influence, perceive, value, estimate, influence, deduct
Divergent Questioning Models
Paul Torrance
1. Quantity Model:
List all of the . List as many as you can think of. How many
ways can you come up with ?
2. Viewpoint Model:
How would this look to a ? What would a mean
from the viewpoint of a ? How would view this?
3. Involvement Model:
How would you feel if you were ? If you were a what
would you (see, taste, smell, feel)? You are a , describe how it feels.
4. Conscious Self-deceit Model:
Suppose you could have anything you wanted. What ideas could you produce if this
were true? You have all of the in the world. How could you use it to
? You have been given the power to . How will you use it?
5. Forced Association:
How is like ? Get ideas from to improve
. I only know about . Explain to me.
6. Reorganization Model:
What would happen if were true? Suppose (happened), what
would be the consequences? What would happen if there were no ?
Visual/Spatial Intelligence: This intelligence, which relies on the sense of sight and being able
to visualize an object, includes the ability to relate internal mental images/pictures.
Types of Conflict
1. person v. person
2. person v. idea
3. person v. nature
4. person v. himself
Barriers to Resolution
- Advice or involvement of others
- One-sided conversations
- Interruptions
- Not telling or admitting the truth
- Not wanting a resolution or unwilling to keep their end of the bargain
Listening Skills
E = Eye Contact
A = Attentive Physiology
R = Reiterate Important Points
G.A.B.S.
G = Grab the Glory
A=Advise
B = Belittle
S = Side Step
Thank you for not getting the gabs!!
Communication Skills
o = Observation
T=Thought
F = Feelings
D = Desire
Apologizing
A.A.M.R. = All About My Relationships
A = Acknowledge
A = Apologize
M = Make It Right
R=Recommit
Coping Skills
1. Play Music
Play music that uplifts and focuses on the positive.
2. Exercise or do something active
Engage in a highly engaging activity. Take a walk, dance, etc.
3. Call Someone
Reach out to others; call a supportive friend or family member.
4. Exercise your faith.
Pray, meditate, etc.
CreatingaCopingClimate
Dr.GaleK.Gorke
KidsKanInc.
Objectives
Bytheendofthistrainingparticipantswill:
1. Gainanunderstandingofclassroomandgroup
managementtechniquesthatfosteranenvironmentthat
teachesresiliency,selfregulation,andcopingskills;
2. Learnstrategiestoutilizeactivitiesthatcombinekey
programelementssuchasadolescentpregnancy
preventionandcopingskills;and
3. Developtheskillstouseactivelearningtoteachand
practicethelifeskillsthatdeveloppositivecommunication,
increasedselfesteem,conflictresolutionandproblem
solving.
TwoDayOverview
TheWHAT,HOW,andWHYofClimateCreation
CopingSkills
CommunicationSkills
ManagingGroups
ClassroomManagementandSelfRegulation
Techniques
StrengthbasedLearningTechniquesand
Strategies
ManagingChangeWhileMaintainingaCoping
Climate
TheWHAT,HOW,andWHYof
ClimateCreation
Environment
Music
Furniturearrangement
Personalspace
Etc.
Interaction
Withadults
Withpeers
Content
Consistency
Diversity
Expectations
Fun
StudentLead
CopingSkills
Helpustakeresponsibility
Increaseselfmanagement
Takescourage
Improvesqualityoflife
CopingSkills
1.PlayMusic
2.Exerciseordosomethingactive
3.CallSomeone
4.Exerciseyourfaith
5.Takeonestepatatime
6.BeAwareofYourEmotions
7.BreatheDeeply
8.TakeaWarmBathorShower
9.Dosomethingthatmakesyoulaugh
10.Helpsomeoneelse
.
CommunicationSkills
E.A.R. eyecontact,attentivephysiology,
reiterate
G.A.B.S. grabtheglory,advise,belittle,side
step
O.T.F.D. observation,thoughts,feelings,
desire
A.A.M.R. acknowledge,apologize,make
amends,recommit
DealingwithConflict
TypesofConflict
CausesofConflict
StepstoResolvingConflict
BarrierstoResolution
ManagingGroups
Movementfromactivitytoactivity
Groupingandteamselection
Leadershipopportunities
Debriefingactivities
Form,Storm,Norm,&Perform
ClassroomManagementandSelf
RegulationTechniques
CharlieApplestein
JamesLehman
StrengthbasedLearningTechniques
andStrategies
SensoryPreferences
MultipleIntelligences
BloomsTaxonomy
Torrance DivergentQuestioning
Kohlberg TheoryofMoralDevelopment
Maslow HierarchyofNeeds
ManagingChangeWhileMaintaining
aCopingClimate
ChangeCharacteristics
Individualized
WhatdoIhavetogiveup?
Maintainpressure
PlanningforChange
ImplementingChange
OrganizationalAikido:
ImplementingChangeWithoutaFight
Weonlychangewhenweunderstand
whyitisimportant.
1.Whoeverfights,loses
2.Whenpushed,pull
3.Wordswithoutpracticehavelittlemeaning
Preston,DavidR.JournalforQuality&Participation;Sep/Oct99
SupportingSustainableChange
TheactionlearningconceptwasdevelopedbymanagementexpertReg
Revans,whobelievedthatpeoplebegintolearneffectivelyonlywhenthey
canreflectonwhattheydoeveryday(Revans 1982)
Bridges(2003)identifiesthreekeyprocessesdescribingthehuman
dimensiontosuccessfulchangeimplementation:
1. Articulatingthereasonforchangeandtheadvantagesforadoptingit
2. Providinganenvironmentthatisconducivetochange,promotingattitudes
andbehaviorsthatenablechange,andvaluingandsupportingcreativity
andinnovation
3. Involvingstaffatalllevels
BridgesW(2003)ManagingTransitions:Makingthemostofchange.
Secondedition.Brearley,London.
Revans R(1982)Whatisactionlearning?
JournalofManagementDevelopment,1,3,6475.
Dr.GaleK.Gorke
(951)2331646
gkgorke@aol.com
P.O.Box1181
Calimesa,CA92320
SensoryLearningPreferences
Onewaytodecidethatbestwaytoenhanceyourstudentsreadingskillsistodeterminetheir
individuallearningstyle(s).Mostchildrenhaveapreferenceforthewaytheyreceiveand
respondtoinformation.Oftentimes,thiscanbedeterminedbythebehaviorpatterns
manifestedinyourclass.
VISUALLEARNERS:
65%ofstudents
BehaviorPatterns
Enjoys;colors,T.V.,puzzles,notices;thingsintheirplace,changesintheenvironment,puts
thingsbackwheretheybelongorsotheycanfindthemquickly.Looksatothersworkoroffinto
space.
ReadingErrors
Makessubstitutions;"road"for"street",reads"saw"as"was"
SpellingErrors
Reversesletters"b"for"d",usesGestaltortheshapeoftheword,"like""lotr"
Learnsbestwith:
sightwordapproach
"looksay"method
visualizing
imagingscenes
attendingtopicturesandcontextclues
AUDITORYLEARNERS:
25%ofstudents
BehaviorPatterns
Enjoys;radio,stereo,poems,beingreadto,music,learnssongseasily,learnslanguageandhas
fullvocabularyearly,actsthe"boss",hasmanyexcuses,imitatessoundsandvoices.Sub
vocalizeswhenworking;verbalizesactionswhenplaying.
ReadingErrors
Readsslowlyandlaboriously,tendstodeepsoundingoutwordsseenbefore,poormemoryof
whatwasjustread.
SpellingErrors
Spellsphonetically,"muther"for"mother","sed"for"said"
Learnsbestwith:
phonicsapproach
listeningandrepeating
subvocalizing,movinglipswhenreading
engagingindialogue
TACTILE(KINESTHETIC)LEARNERS:
10%ofstudents
BehaviorPatterns
Touchesthingsashe/shewalksby.Useshandsorfiststosolveproblems.Takesthingsapart.
Taps,thumps,orwiggles.
ReadingErrors
Usuallyanonreader
SpellingErrors
Perseverates,"pample"for"picture","pami"for"quite","palle"for"lamb"
Learnsbestwith:
multisensoryapproach(FernaldorSlingerland)
highactionstories
actingoutstories
roleplayinganddoingsimulations
Knowingwhatstylestudentshaveapreferenceforcannotonlyhelpinthedeliveryofthe
lesson,butalsointheselectionofactivities.
Maslows Hierarchy of Needs
The humanist psychologist Abraham Maslow theorized that basic needs motivate human behavior. He identified and
clarified the interactions between internal needs and external satisfactions.
Without With
NOT REACH FULL POTENTIAL: 5 5. SELF-ACTUALIZED:
Unmet needs keep from use of full potential. Full use of talents.
LACK OF SELF-WORTH: 4 4. SELF-WORTH:
Feelings of insecurity and Confidence in oneself to master Confidence in oneself to master ones world. Need for
inferiority. Anxiety about personal worth. achievement and competence. Recognition of status from
others.
UNLOVED-ISOLATED: 3 3. BELONGING-LOVE:
Feelings of loneliness, rejection, and alienation. Risk reaching out for affection, friends, and acceptance.
LACK OF STABILITY: 2 2. SAFETY:
Feelings of fear due to chaos and disorganization. Order, structure, limits. A stable, routine, predictable
environment from which to reach out.
LACK OF BASIC NEEDS: 1 1. BASIC NEEDS:
Preoccupation with survival. Physical suffering. Food, shelter, air, and sleep.
The first level of moral thinking is that generally found at the elementary school level. In the first stage of this level,
people behave according to socially acceptable norms because they are told to do so by some authority figure (e.g., parent
or teacher). This obedience is compelled by view that right behavior means acting in ones own best interests.
The second level of moral thinking is that generally found in society, hence the name conventional. The first stage of
this level (stage 3) is characterized by an attitude which seeks to do what will gain the approval of others. The second
stage recognizes the need for law to prevent chaos. Here is also where the question of letter of the law versus spirit of
the law is asked. Approximately 85% of the population does not move beyond level four.
The third level is reflects those in society who are willing to sacrifice their own needs for the needs of others.
Picking Teams Painlessly
By Dr. Gale K. Gorke
Being the last one picked is just no fun. What if the last words you heard before you became a
team member was Alright, I guess we have to take you? The first play hasnt been made and
already, you feel like a failure. For some students, the mere act of picking teams is so difficult
they simply choose not to participate in physical activity, thus avoiding the stress. The emotional
safety of our students is as essential as the physical safety and it can begin with the act of picking
teams painlessly. I recommend the use of a two-step approach: 1) Form small groups, and then 2)
break them into teams.
Purpose: This is a great game to get team members working together in order to
accomplish a specific series of tasks. They will need to get out of their regular group of
friends to stay in the game. This will really help get students mixing and laughing.
Set Up:
* You are the Captain of a pirate ship. Teach all your team members the series of
motions. Show them one motion and then have everyone model it back to you. You
are the Captain. Arrgh!
* One person for swab the deck. (pretend to mop the floor)
* If the Captain says "The Captain is Coming" All members are to freeze and stand at
attention.
* Two for all hands on deck (two people connect hands above their heads).
* Three people for person over board (two people link arms like a life preserver and the
third stands in the middle).
* Four people for man the lifeboats (form a life boat, two in front, two in back and do
rowing motions).
* Five people for grub time (four act as if you are grubbing from a plate around one
person as the table).
* The captain calls any of the commands and the team members scramble into groups and
act out the motion called.
* The words The Captain is Coming can be used at any time to get the groups to stand
quietly and salute.
2. Grouping Ideas. The must be several hundred ways to group students. Here a just a few:
- Number of letters in their first or last name.
- Playing Cards- each student gets a card and then groups by suit or value.
- Whistle Blows- Students move around, honoring personal space. Whistle blows
indicate the number in each group.
- Musical Groups- Like musical chairs, only when the music stops students form
groups of the number indicated by the number of fingers the leader holds up.
- Birth Months, length of hair, tallest to shortest, shoe size, etc. are all good ways to
get students to group.
- Form A Band. Each band must have a drummer, guitar player, keyboard player and
singer. Then they mime out their band, complete with air instrumentation.
- Form A Sports Team- pitchers, catchers, hitters, outfielders and hot dog salespeople.
- Hair Bands on Wrists- They fit perfectly and can be easily reused. Give each student
a band and form teams based on color.
You will still have those students who are joined at the hip of their best friend, however, the
more these types of activities are used, the less that becomes a problem. Students come to know
and work better with other members of the group they would not ordinarily interact with.
Remember- Every minute a student feels success in participating in physical activities helps to
build a positive, lifetime attitude towards fitness. Every minute they spend in your program is a
teachable moment and that includes the time spent picking teams. Lets make every minute
count!
Strength-Based Beliefs & Terminology
Charlie Appelstein, M.S.W.
Resistant Cautious
Just looking for attention Good at caring about and loving yourself
Strength-Based Practice
Emphasis is on:
- Strength building rather than flaw-fixing
- Doing rather than understanding
- Believing in youth not believing is seeing
Begins with the belief that every youth have strengths and that past successes can be utilized to
stop troublesome behavior.
Goal:
Change rather than insight and awareness.
REFRAMING
For example: Youth appears hyperactive.
You have lots of energy. You can probably do more things in an hour than most of can. I
wish I could move like you.
A youth who
1. is always looking for attention:
3. acts rudely:
6. tattles:
7. frequently swears:
Historical: How many kids have been, or are, in a similar situation? How
many succeeded? So can you! What steps did they take to
succeed? How will we celebrate when you get there?
Qualifiers: I hate this subject! > So youre saying you hate this subject
right now.
Past Tense: Im stupid! > So you havent been feeling real smart lately.
When & Will: Ill never pass that test! > When you do, what will it be like.
Scaling Questions: On a scale of one to ten, ten being youll be doing well a year
from now, one you wontwhat number do you think you are at
now? What number will it be in three months?
Identifying In-Between What will be the first sign that youve turned the corner?
Change:
2
Million Dollar Question: How come youre not doing worse?
3
Successful Activities
Dr. Gale K. Gorke
i Avoid asking why questions. They are often seen as aggressive questions and usually
solicit one of two answers: because and I dont know. Ask what questions instead.
Rather than asking, Why did you do that? ask What just happened that caused you to
make that choice?
i Ask questions that help youth identify their feelings and their thoughts. Help them
personalize the activity by relating it to something in their experiences, such as
relationships, school, or home life.
i Use Benjamin Blooms Higher Order Thinking Skills (H.O.T.S.). Blooms hierarchy of
questioning strategies is designed to move from simple to more thought-provoking
questions. Too often, the questions we ask come from the lower three levels of
knowledge, comprehension, and application. This, however, is only the beginning of
encouraging participants to think about what they are learning. Questions that require
analysis, evaluation, and synthesis of new ideas are far more difficult to answer but
provide the greatest depth of learning.
i Ask open-ended questions that help participants take a stand, devise a plan, offer an
opinion, and support their views with facts, not just feelings.
Below are some questions designed to focus learning outcomes on positive skills and behaviors.
i What about this activity would help you make better choices regarding who and where
you spend your free time?
i What in this experience reminds you of the challenges you face as you problem solve in
your life?
i How does this activity demonstrate the effect your peers have on your decisions?
i How did this activity reveal your character strengths and areas where you may struggle or
lack confidence or skills?
i What did this activity teach you about communicating with others and making your
relationships more productive/supportive/fulfilling?
i What helped you and your group be effective and how do those skills translate into real-
life situations?
Ice Breaker Creates a positive atmosphere and helps participants relax and get to know
each other. Can also be used to energize and motivate students and break
down social barriers.
Teambuilding Helps groups acknowledge, accept, and work with a variety of people. Can
vary in intensity and usually has a specific tasks to complete. Is often used
as a precursor to the more complicated problem-solving, decision-making,
and communication activities.
Problem-solving/ Goes beyond working together and incorporates analysis, evaluation, and
Decision-making decision making. More open-ended than teambuilding in how a task is
completed. Requires formulating a plan, following through to
implementation, and evaluating the effectiveness of the choices made by the
group. Often requires accomplishing the goal(s) with limited or restricted
resources.
Communication Gets the group talking. Can involve role-playing and/or answering
questions that place participants in certain situations, paradoxes, or
dilemmas.
ActivityResources
Ice Breakers, Fun Games, and Group Activities
http://www.icebreakers.ws/
ELT Resources
http://www.eslflow.com/ICEBREAKERSreal.html
Find Games
http://www.playworksusa.org/make-recess-count/games
Group Games
http://www.group-games.com/
Activities Center
http://fun.familyeducation.com/activities-center/toddlers-preschoolers-K12children/
Team-Building Games
http://www.oakharborcheer.com/TeamBuildingGames.html
Team Builders, Ice Breakers, Songs, Name Games, and Other Fun Games
http://www.residentassistant.com/games/
Team-Building Games
http://www.deca.org/pdf/teambuildinggames.pdf
Training Games
http://www.thiagi.com/games.html
AfterSchoolProgrammingResources
Concept to Classroom
Workshops: After-School ProgramsFrom Vision to Reality
http://www.thirteen.org/edonline/concept2class/afterschool/implementation.html#btpp
AfterSchool.gov
http://www.afterschool.gov/
After-School Alliance
http://www.afterschoolalliance.org/
After-School Investments
http://nccic.acf.hhs.gov/afterschool/
1. Victim Stance- Youth sees himself as the victim. Rejects the idea that any of the problem is his
responsibility.
2. Injustice- Youth constantly sees that things are unfair. Makes that the focus and reason for
breaking rules.
3. Uniqueness- Claims no one ever understands him. Your lack of understanding is the problem, not
his behavior.
4. One-Way Boundaries- Demands his boundaries are met, but routinely violates the boundaries of
others.
5. Concrete Transactions- Rules are obstacles. Relationships are vehicles. Relationships are often
used to get around the rules and rights of others.
6. Pride in Negativity- Youth takes pride in knowledge of negative behavior. Use of knowledge
gives him a secret life and negative power.
7. Anger with an Angle- Youth who lose control often end up controlling the situation by their
behavior. Adults change their behavior in order not to set him off into another episode.
8. One-Way Training- Youth trains adults about what will happen if he is resisted or opposed by
using a variety of inappropriate behaviors. He resists all efforts to train him to use appropriate
methods to get what he wants.
9. One-Way Role Models- Overly susceptive to negative role models (peers or other adults), but
completely non-responsive to positive one.
10. Wishing- Faulty thinking or unrealistic view of himself when forced to change behavior. Goals
and commitments are avoided, resisted, or rejected.
11. Put Offs- Youth avoids doing things that interfere with what they want to do at the moment.
Pressure to respond is met with inappropriate behavior, inattention, or silence.
12. Casing- Youth sizes-up the power, vulnerability, or usefulness of others. Rejects those who
pose a threat.
13. Dishonesty and Misinformation- Dishonesty has many forms- vagueness, confusion, pretending
to misunderstand, omission, concealment, distortion, lying, etc. Dishonesty is used to avoid
situations or justify their actions. Tells others what he thinks they want to hear. Half-truths and
secrets are common. Says yes even when they dont mean it.
14. False Apologies- Does not acknowledge wrong doing even if they apologize. Im sorry, but
15. Turn Around- Puts others on the defensive when confronted. Forces adult to do the explaining.
Its not fair.; You dont care about me.
16. Partialization- Completes the part of the task that is the easiest and demands full credit and full
rewards. Becomes indignant or defiant.
One Minute Turn Around