Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Microsoft Word - TB 00 Team Building Resources.doc
Document related concepts
no text concepts found
Transcript
FINDING COMMON GROUND Directions: In your table groups, find and record 3 things that every member of the group shares in common. 1. 2. 3. TB 1 Warrior WEST Bear Thinker EAST Eagle Visionary SOUTH Deer Nurturer TB 2 My Animal Type Is: Creative Energetic Charming Risk-Taker Tests Limits Total: Visual and Kinesthetic Thrives on Competition Natural Non-Conformist Impulsive and Spontaneous Caretaker Optimistic Need to Feel “Special” Concerned with Morale Concerned about Fairness Total: Passionate Thrives on Cooperation, not Competition Mediator Giving Intellectual Philosophical Perfectionist Visionary, Futurist Can never know enough Total: Calm, Cool, and Collected Need for independence and private time Logical Knows how to spell and pronounce “big” words Driven Task-oriented Values traditions and routines Punctual, Predictable, Precise Difficulty delegating Value order and the status quo Helpful and Trustworthy Loves to plan Always prepared TB 3 Total: Medicine Wheel Learning Environment Bear Learners Need: Eagle Learners Need: Bear Learners Prefer: Eagle Learners Prefer: • • • • • • • • • • • • • • • • • • Guided Imagery/Specific Focus Films Showing Origins Create New Models Lecture Library Research Individual Study Research Analyze Graphs, Charts Develop Teaching Posters Deductive Reasoning Debate • • • • • • • • • • Quiet and No Interruption Neat and Orderly Mental Activity Supersedes Environment Brief Overview, then Focused Learning Logical Presentation Leave me Alone to Think About It Don’t Waste Time, Get to it Opportunities for In-Depth Independent Exploration • • • • • • • • • • • • • Field Trips Independent Study To Brainstorm To Synthesize Link Abstract and Concrete Science-Poetry Create New Systems Problem-Solving Debate To Manipulate Contests, Competition Active Environment Teacher to Be Active Teacher to Be Facilitator Hands-On To be Animated and Entertaining Variety is the Spice of Life No Dittos No Busy Work Independent Work To Be a Part of Planning Don’t Talk Down to Us To Negotiate Rules Within a Framework Purposeful Learning Deer Learners Need: Buffalo Learners Need: Deer Learners Prefer: Buffalo Learners Prefer: • • • • • • • • • • • • • • • • • • • • • • • Group Work Group Discussions Poems, Essays, Reports Written Descriptions To Illustrate, Draw, Paint To Collect Items Library Reading Cooperative Learning • • • • • • • • Environment Safe, Secure, Non-Threatening Warmth, Friendliness Displays of Student Work Small Group Circles One-On-One with a Teacher Active Participation Positive Reinforcement Hands-On Activities with Interaction Variety Flexible Time-Frame Relevance to own Life Praise/Feedback with Acknowledgement Personal Interaction Informal Situations Talk Time • • • • • • • • • • • • • • • • • TB 4 Classification Categories To Construct Models, Solar System, Maps Textbook Sources To Evaluate Via Quiz Worksheets To Makes Graphs, Charts To Organize & Plan Experiments, Activities Objective Clearly Stated Scheduled Time-Frame Structured/Organized/Brief Discipline-Assigned Seats Visual Aids Prefer Small Groups Reinforce Content To Give Individual Attention Specific Step-by-Step Directions To Want Other Students and Teachers to be on Task Needs Time Schedule for Deadlines Desires Question/Answer Periods and Instant Feedback Like Re-teaching and Review Environment: Quiet, Orderly, Uninterrupted Learning Must have a Meaning or Purpose Opportunity to Practice Recognition for a Job Well Done Medicine Wheel Teaching Styles Discipline Expected Due to Interest Sharing of Instructor Research Lecture / Discussion Expects Critical Thinking Strong Use of Outside Materials Learning Linked to Answering Questions Logical but Changing Lesson Plan Emphasis on Futuristic Applications Fair / Democratic Discipline Nurturing Format Individualization / Cooperative Learning Expects Student Initiated Learning Strong Use of a Variety of Materials Learning Linked to Individual Needs Adjustable Lesson Plans per Student Needs Emphasis on Application TB 5 Unstructured Discipline Spontaneous Hands on Immediacy Strong Use of Innovative Approaches Learning Linked “Here and Now” Variety of Action Responses Emphasis on Relevancy Firm Discipline Organized Routine Outlined Lectures Expects Student Accountability Strong Use of Text / References Learning Linked to Past Traditions Detailed Lesson Plans / Syllabi Emphasis on Traditional Content Team Profile Team Name:_ Team Member’s Name: Team Member’s Name: Team Member’s Name: Team Member’s Name: Team Member’s Name: Team Member’s Name: Team Member’s Name: TB 6 Using Adult Learning Strategies Buy‐in: Response: How can we include all staff opinions when discussing our campus data? How will we ensure that everyone feels vested in the outcome of the data discussion? Collaboration: Response: In what specific ways will staff be able to work together on data disaggregation? What groups might work together that do not usually collaborate? Reflection: Response: Where should time for reflection be included during the CPE process? What tools could we provide to encourage reflection? Impact on Work: Response: How can we make connections between the work done in the CPE and the daily work of staff? Content Delivery: Response: How might the data disaggregation process and the CPE Tool be presented to ensure that the CPE is not “directive” but rather an inclusive experience for staff? TB 7 Shared Cultural Experiences 1 2 3 4 5 6 7 8 9 10 TB 8 Communication Game Rules of the game: How’s your communication? • Each group will receive a drawing which only 1 of you will see (the communicator) • The team will have 2 minutes to come up with a plan to complete the activity before the communicator sees the drawing and the game begins • The communicator: • • – will have to describe the drawing to the group in a manner that allows them to recreate it on chart paper – can only give a description once (no repeats) – is not allowed to see the group’s drawing (no peeking) – cannot react to any conversation overheard (keep still) The group members – are not allowed to ask questions of the communicator – each have to contribute to the drawing (make your mark) Time limit: You have a total of 10 minutes to complete this task TB 9
