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Rogers Lesson Plans .docx

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Rogers Lesson Plans .docx

  1. 1. October 11, 2022 Opener (11:17-11:22) 1. Rose, Bud, Thorn from the weekend (Audrey introduces; GU teachers circulate) Values Contract (11:22 - 11:50) 1. Explain what a value contract is (Ellie - explain contract) 2. Relate it to their golden circle–have them talk about what they came up with (Emily - ask prompting questions) a. Simon Sinek: How great leaders inspire action | TED Talk (we aren’t watching this as a group - this is just for us to have background) 3. Show our CLP class value contract (projected on screen) (11:22-11:30)^^^ (Lauren - present our contract) 4. Number off by 6’s and get into groups (Audrey - facilitate counting off) a. Group 1: Ellie b. Group 2: Audrey c. Group 3: Emily d. Group 4: Lauren e. Group 5: Michael f. Group 6: Megan g. Brainstorm what they want to get out of the experience and what they want/need from us h. Narrow ideas down into 3 core values (11:30-11:45) 5. Come back together whole group (Ellie - bring group back together) 6. Have a student write on the board to record what each group discussed (11:45-11:50) (Michael facilitates) Closing (11:50-12:08)  Class web activity: (Megan explain activity and start) o Start with the ball of yarn and say your name and say one thing you are looking forward to in the coming weeks of working together o Hold on to the piece of yard and toss it across the circle to someone else o By the end there will be a big web between us all and this is symbolic of how interconnected we are Supplies Needed:  Yarn (Ellie is bringing)  Group signs (Audrey is bringing)  Paper and pens for group brainstorm (Audrey is bringing)  Printed Copies of the schedule (Audrey is bringing)
  2. 2. Rogers (10/18) Plan -- 11:17-12:08 Opener (11:22 - 11:25) 1. Talk to your neighbor about what you did last weekend (Emily) Activities (11:25 - 12:00) 1. Values (11:25-11:45) a. Do values sheet activity: start with 10, then 5, then 3 (Megan) (11:25-11:32) i. Checkmark, circle, crossout b. From those 3, they need to get in pairs and share a 2 minute story related to one of those values (can be anything!) (11:32-11:38) i. GU student give an example first (Michael) c. Debrief after: (Audrey) (11:38-11:45) i. Who shared an interesting story? ii. Why do you think we wanted you to do that? 1. If something is a true value of yours, it should appear in your life enough for you to have a story about it. 2. Identity Discussion (11:45 - 11:58) (Lauren) a. Identifying your values helps you understand parts of your identity because it shows what is important to you - this can help you determine your strengths and something you might want to do for a career. b. Each GU student share a career aspiration based on a personal value i. Ex. Replace bold words with your own example: “I am [my value] which is why I want to be [occupation]. Being [my value] allows me to [verb] which will help me in that field.” c. Give students 5 minutes to write their own statements either based on a value selected from the previous activity or that they think of on their own. i. Have 3-4 students share their statements (Emily) Closing (11:58 - 12:08) 1. What does success look like to you? (Ellie) a. Preface with “success” isn’t necessarily monetary or tangible (success is something that allows you to live out your values/identity) i. GU student given an example (Ellie) b. In their table groups, have them share what success looks like to them i. Group 1: Megan ii. Group 2: Ellie iii. Group 3: Audrey iv. Group 4: Michael v. Group 5: Lauren vi. Group 6: Emily
  3. 3. Rogers (10/25) Plan -- 11:17-12:08 Opener (11:17-11:22) 1. What gives you joy? (Megan) (GU teachers circulate at small groups) Emotional Intelligence (11:22 - 12:02) (Audrey ask question and introduce video) 1. When you hear emotional intelligence, what do you think of? (1 minute) 2. Show them a video of what emotional intelligence is (3 minutes) a. While you are watching, write down one takeaway and one thing that you already knew! b. https://www.youtube.com/watch?v=n9h8fG1DKhA (Emily explain video and ask students to share their takeaways) 3. While maybe a bit cheesy, this video showcases how exercising emotional intelligence can benefit both your personal and professional lives currently as a student, employee, etc. As shown by the video, emotional intelligence is a way in which we can be connected to and aware of our own emotions and the most effective ways in which to utilize them. Three parts of emotional intelligence are self-awareness, self-regulation, and empathy. We will dive into each of these a little bit now. (1-2 minutes) (Michael explain worksheet activity) 4. To strengthen our own emotional intelligence, we first need to be self-aware, understanding which emotions we draw on often, or those that need development. (10 minutes total) ~11:37 a. STICK FIGURE WORKSHEET: Can you think of a story or situation that supports why you want to work on some of the qualities on the right? b. Reflecting back to last week, maybe some of the values you identified as having also appeared in the left column of the stick figure as strengths. Would anyone mind sharing (2-3 volunteers). (Lauren discuss self regulation) 5. Now that we have tapped into our self-awareness regarding what we identify as strengths and areas needing development, we can look to the application of our emotions in practice through self-regulation. (~2 minutes) a. Self regulation is defined as the ability to respond to the ongoing demands of experience with the range of emotions in a manner that is socially tolerable and sufficiently flexible. In other words, being able to utilize the full range of our emotions in an appropriate and efficient manner. b. One way we can work on this is recognizing what our emotional triggers (things or moments that spark negative emotions) are. (Ellie introduce activity) SELF-REGULATION ACTIVITY (15 minutes total) ~ until 11:54 c. Part 1: Directions on Sheet c. Bring students together to present Part 2 (GU STUDENT EXAMPLE)
  4. 4. c. In your table small groups go around and share either the scenario you are able to deal with easily and how you manage that situation or the scenario that is more difficult to manage and a technique you may use in the future. i. PUT UP A SLIDE OF MANAGEMENT TECHNIQUES (Megan introduce empathy activity and emotion wheel) 6. Finally, let's end with an activity about empathy. Empathy is the ability to understand and share/imagine the feelings of another. (~5-7 minutes total) ~ until 12:00 POST-IT NOTE: (Pass out 2 to everyone) PUT UP AN EMOTION WHEEL  What is an emotion that you feel that you access often?  What is an emotion that you wish that you would access more? (Emily wrap up discussion) Closing (12:00-12:08) 7. We hope that today you recognized that understanding and utilizing your emotions is healthy and necessary. Emotions are not bad and should not be suppressed, but rather should be drawn upon in both your personal and professional lives. Being able to self-recognize emotions, either positive or negative is a quality that can nurture successful life skills. 8. Ending with a passion pitch talking with your table mates a. 1 minute have each table mate share a pitch for something that they are passionate about (accessing joyous/happy/positive emotions) Supplies Needed:  Worksheets printed out (40 copies)  Post-It Notes Emotional Intelligence Slides
  5. 5. Slides for Class November 1, 2022 Opener (11:17 - 11:25) Emily Bell ringer: Put a name to an emotion that you access regularly and talk about the last time you remember feeling that emotion. What did you feel in your body? What thoughts were you having? Who were you with when you felt the emotion? Where were you? What do you think triggered this emotion? Emotions: anger, anxiety, fear, joy, love, sadness and shame Gifts of Emotions Slide (11:25 - 11:30) Audrey Discuss the gifts of each emotion; relate it back to the sticky note activity from last week. Many students wrote down that they often access anger, anxiety and sadness. The gifts of those emotions are anger (direction, motivation and boundary setting), anxiety (clarity in desires) and sadness (sensitivity to other’s feelings and losses as well as one’s own). Conflict Resolution (11:35-11:50) 1. Take the TKI Assessment (3 mins) Michael introduce a. GU teachers: circulate throughout the room and help keep people quiet and on task (important: stay with the same group the entire class) 2. Come back together whole group and go over the 5 modes (~6ish mins) a. Ask the students to predict what each mode looks like in conflict, then GU student explains each one (>1 minute brief overview for each) i. Avoidance: Audrey ii. Accommodating: Ellie iii. Competing: Megan iv. Compromising: Emily v. Collaborating: Michael 3. GU students go back to small groups and start the scoring process using the key (~3ish mins) 4. Video (>3 mins) Ellie Feelings, self-awareness, and conflict resolution (11:45 - 12:08) 1. Take a look at some regulation strategies and practices found here. Megan introduce 2. Reflect on the strategies listed individually. Select one practice that you are going to try to work on in the coming weeks (in groups) 3. Ellie: Everybody will stand up in a circle (like we did for the yarn activity) and we will go around and say the practice you are committed to working on. GU teachers model.
  6. 6. Rogers (11/8) Plan -- 11:17-12:08 Opener (11:22 - 11:30) 1. Review of last week’s material (Audrey) a. Have them pull out their TKI results and refresh b. What are the 5 conflict resolution styles? 2. 2 GU students share where they see conflict in their life (make it relatable - highlight that conflict isn’t always some huge issue - sometimes it’s as small as your friend not responding to your text - anything that incites a negative emotion) (Lauren and Megan) a. Ask them to pay attention while we’re reading the 10 practices to how they would engage with this conflict Activity (11:30 - 12:00) 1. Feelings, self awareness, conflict resolution a. Take a look at some regulation strategies and practices found here (Michael) i. 10 volunteers needed: 1 to read each statement ii. How would you have dealt with the GU students’ examples? b. In groups, reflect on the strategies listed. Select one practice that you are going to try to work on in the coming weeks. Ask them to provide an example of where they can do this. c. A few students share their practice and example (Emily) Closing (12:00 - 12:08) 1. Discussion on final week (Ellie) a. Things you want to see or learn about? b. Our ideas: i. Refresher on what we’ve done so far ii. Leadership uses in the real world

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