Grade Level:
9th-12th
Unit:
Goal Setting-1st quarter progress check
Objective:
Students will establish personal goals for the school year
Materials list:
Copies of the Goal-setting chart
Progress grades
Task List:
1. Ask students why goal-setting is important.
2. Hand out goal-setting chart and progress grades
3. Read directions and tips on chart
4. Give advisees time to fill in their personal goals
5. If time, discuss goals that those in Viking Time have and how to obtain them
5. Keep in Viking Time folders so that they may be revisited
Viking Time Goal Setting
Name:____________________________________
Choosing Goals: Choose a few goals for the school year that you would like to achieve. These goals can be
academic, artistic/athletic, or personal. Be sure to set goals that are realistic but are also ones that will challenge
you to grow and achieve more than you did last year.
Type of Goal
My goal is…
I will achieve this by…
Academic
Artistic/Athletic
Personal
Overall high school goal (to be achieved by graduation)
Tips for ensuring success with goals:
o Determine possible obstacles that you may encounter and decide what you can do to prevent these from
interfering with accomplishing your goals.
o Possible obstacles:_________________________________________________
o Create checkpoints for success. Set dates or choose someone to hold you accountable along the way.
o Choose someone to talk to about your goals: parents/guardians, advisor/teacher, friends, etc. Write the
name of those you could talk to here: ________________________________________
o Constantly evaluate your progress. Spend time reflecting on your goals and adjust you goals if needed.
o Decide on a reward for yourself when you achieve your goal.
Grade Level:
9th-12th
Unit:
Grade Review-1st quarter grades
Objective:
Students will review their quarter grade and determine path for semester grade
Materials list:
Quarter Grades
Task List:
1. Take Attendance
2. Pass out Quarter grades
3. Ask advisees to use Viking Time to reflect on the 1st quarter
4. Have them underline grades they would like to work on and star grades they are proud
of
5. Then, have them list one step they could take to improve any underlined grades.
6. Hold a brief one-on-one conference with each advisee or design your own way of
touching base with all advisees on their grades.
Grade Level:
9th-12th
Unit:
2nd quarter progress grade check
Objective:
Continue to offer guidance and assistance in grade monitoring/advising
Materials list:
2nd Quarter Progress Grades
Task List:
1. Take Attendance
2. Pass out 2nd Quarter Progress Grades
3. Remind advisees that the semester is drawing to a close soon and that their semester grade determines if they
receive the credit for the course.
4. Have an open discussion with your advisory group about grades. Remind students that there are a lot of
resources in our own building that they could use for assistance in classes.
-Homework Helproom- 3-4pm on the upper balcony of the library-(*Must sign in by 3pm)
-Academic Coaching/ University Seminar- A peer tutor
-The teacher of the course you are struggling with!!! (Find a time before or after school to meet)
-Tutoring is available through the Omaha Public Libraries
- See if your counselor has additional recommendations of some one to assist you (like a student they
know of that did very ell in Spanish if you are struggling)
Grade Level:
9th-12th
Unit:
1st semester final grades/ credits for graduation
Objective:
To review the North High “credits for graduation” and 1st semester grades
Materials list:
Semester Grades
High School Plan worksheet for each advisee
Task List:
1. Take Attendance
2. Pass out Semester Grades
3. Pass out a “High School Plan” worksheet (to be kept all 4 years in Viking Time folder)
4. Have students fill in the previous semester’s courses in the proper areas.
5. If time, talk through the High School Plan.
6. Have them put their individual plans into their Viking Time folder.
Omaha North High Magnet School
High School Plan
Name:______________________________________
Started High School : Fall of ___________
Expected Graduation: Winter/ Spring / or Summer of _____________
A Career that most interests me: __________________________________
Grade 9
Grade 10
Grade 11
Grade 12
Required Courses
Required Courses
Required Courses
Required Courses
Electives
Electives
Electives
Electives
Credits
Credits
Credits
Credits
Earned:
Earned:
Earned:
Earned:
Attempted:
Attempted:
Attempted:
Attempted:
Total Credits: ______________________
At Omaha North High Magnet School you need:
Subject Area:
English
Science
Social Studies
Math
Physical Education
Human Growth
Electives
Total:
Credits Needed:
8
6
7
6
4
1
17
49
To achieve grade level status, you need:
9th grade
=
1-11 credits
th
=
12-23 credits
10 grade
11th grade
=
24-35 credits
th
=
36-49 credits
12 grade
Grade Level:
9th-12th
Unit:
3rd quarter progress grades-goals review
Objective:
To review the goals set during 1st quarter to measure which ones have been obtained and which are
still in progress.
Materials list:
Goal-setting sheets from 1st quarter
New progress grades
Task List:
1. Pass out goal-setting charts from 1st quarter
2. Pass out new progress reports
3. Have them check which goals have been obtained
4. Have them share with a partner one goal that has not been obtained and how they will focus on it this
semester.
5. Revisit what might be interfering with goals and how they can still accomplish goals.
6. When done with discussion, collect sheets.
Grade Level:
9th-12th
Unit:
3rd quarter grades
Objective:
To advise on habits that could make the remainder of the school year successful.
Materials list:
Quarter Grades
Task List:
1. Take Attendance
2. Pass out quarter grades
3. Have students review their grades from 3rd quarter
4. Read through the information listed below. Stop and Check after each category to see who does/doesn’t do
these. Ask advisees for helpful hints they could share with one and other.
Checklist for Success in School
From time to time, our grades may be less than desirable. Statistics prove that from January-March students
struggle the most with academics and during these months receive lower grades than they do the rest of the
year. This can be due to colder weather making you feel more tired. Another reason is many students start
strong in the fall and find it more difficult to refocus. Also, by this point teachers may feel that they have given
you a long enough “grace period” and the class material might get more difficult. For all of these reasons and
more, let’s talk through the Checklist for Success in School.
AttendanceHas your attendance been regular? Have you been tardy?
Makeup WorkIf you have had to be absent from school, have you done all makeup work?
BookIf a book is required for class, have you brought it every day?
MaterialsHave you brought all necessary materials to class every day? (pen, pencil, notebook, etc.)
AssignmentsHave you completed all assignments and turned them in on time?
Study TimeHave you spent time at home studying and completing assignments?
AttitudeHave you had a positive attitude in class?
BehaviorHas your behavior interfered with class instruction or your understanding of assignments?
FocusHave you been focused on the teacher and the assignment in each class?
Grade Level:
9th-12th
Unit:
4th quarter progress and credit check
Objective:
To review the North High “credits for graduation” and 4th quarter progress grades
Materials list:
Progress Grades
High School Plan worksheet for each advisee (from Viking Time folder)
Task List:
1. Take Attendance
2. Pass out Grades
3. Get out “High School Plan” worksheet (to be kept all 4 years in Viking Time folder)
4. Have students fill in this semester’s courses in the proper areas that they believe they
will get credit for.
5. If time, talk through the High School Plan.
6. Have them put their individual plans into their Viking Time folder.
Checklist for Viking Time
1. Maintain a folder on each advisee. These folders will include: updated transcripts, surveys, goal-setting forms, copies of report cards, and
any other forms completed during Viking Time. Encourage students to personalize their own folders.
2. Contact parents of your advisee 1-2 times per semester. Inform them of upcoming parent events (Parent-Involvement Day, Parent-Teacher
Conferences), positive grade changes or positive changes in behavior or to notify them of a significant drop in grade(s) or failing grades at
grade report time. Documented contact could include an email or phone call to parents.
3. Keep track of students’ progress in classes.
Date
Advisee Name
Reason for Contact
Person Contacted
Contact Log (phone/email)
Comments
VIKING TIME SCHEDULE
VIKING TIME will be held once a week on Wednesdays. The schedule for each
Wednesday is listed below.
A1/B2
7:45 - 9:10
VIKING TIME 9:16 – 9:46
A Lunch 11:23 – 11:58
Class Time 11:58 – 1:19
A3/B4
9:52 – 11:17
A5/B6
11:23 – 1:19
Class Time
11:23 – 12:08
B Lunch
12:08 – 12:40
Class Time
12:46 – 1:19
A7/B8
1:25 – 2:50
Class Time
11:23 – 12:47
C Lunch
12:47 – 1:19
PURPOSE
“If even one person in a school knows him well enough to care, a
student’s chances of success go up dramatically. In small groups that
can focus on a range of subjects, teachers and students are forming new
bonds and setting new standards for a more personal education.”
(Horace, September 1990)
The goals of the Viking Advisory Program are…
• To provide students with the opportunity to have a meaningful
relationship with an adult throughout their high school career.
• To provide students with the opportunity to develop a relationship
with a group of peers throughout their high school career.
• To provide a vehicle for delivering information and curriculum to
students on a grade level basis. Delivery of information could
include, but not be limited to:
- Guidance curriculum
- Registration and advisement
- Emotional and social issues
- Academic guidance
- Career guidance and exploration
• To monitor student academic progress and help students achieve the
schools excels goal of graduation in four years.
Expansion of the Advisory Program
Research tells us that students generally will be more successful in smaller
community settings. We also know from research that the most significant
determination of student success is a relationship with a significant adult.
We want to go beyond teaching our subject matter to students and develop
that relationship which will impact students through the advisory group and
the information which will help students learn important information and
skills, plan their future and build the confidence to be a more productive
citizen.
Ten Responsibilities of a Viking Time Advisor
1.
The advisor should be an advocate for his or her advisees.
2.
The advisory should be the group leader and implement the advisory
program.
3.
The advisory should work to develop a feeling of trust and caring in
his or her advisory group.
4.
The advisor should regard conversations and interactions between
advisory and advisee confidential unless information obtained
endangers that student or anyone else. This type of information
would need to be immediately reported to a guidance counselor.
5.
The advisor should commit to following the lessons outlined in the
Viking Time manual.
6.
The advisor should take advantage of training and professional
growth opportunities related to advisory effectiveness.
7.
The advisory must work cooperatively with other faculty and
administration to implement Viking Time successfully.
8.
The advisor should engage in communication with parents or
guardians of advisees.
9.
The advisor will complete a quarterly evaluation of the program.
10. The advisor will maintain an academic portfolio for each advisee.
VIKING TIME ADVISORY PROGRAM
Student Evaluation Form
The purpose of this form is for the student to evaluate Viking Time. This form is meant to evaluate the program,
not the student or the teacher.
Advisor Name
Grade
Date
Directions: Read each question carefully, and answer each question completely. In order to ensure your true
feelings about the program, please answer each question honestly.
1. In what ways do you think advisory has helped you find success?
2. How has the program fallen short of helping you be a better student?
3. How do you describe your faculty advisor’s role in helping you grow and mature as a student?
4. In what ways has your advisor been a positive influence in your life?
5. What activity did you find the most beneficial and why?
6. How would you assess your own performance, attitude, and behavior in this advisory?
7. What ideas do you have to improve Viking Time?
VIKING TIME ADVISORY PROGRAM
Teacher Evaluation Form
The purpose of this form is for the teacher to evaluate the overall advisory program and
curriculum.
(Circle One) Quarter 1
Quarter 2
Staff Member Name _________________
Quarter 3
Grade level_____
Quarter 4
Date_________
1. Were you properly trained for the advisory program?
2. Were you properly trained for the advisory curriculum?
3. Did you receive your materials in a timely manner in order to prepare properly?
4. Did you have to make any outside preparations for Viking Time? If yes, what were they and how long did
it take?
5. Is 30 minutes appropriate for Viking Time?
6. Was there someone available to answer questions about Viking Time?
7. Did the students take the curriculum seriously? If no, please explain.
8. Did parents communicate with you about Viking Time at Parent-Teacher Conferences? via Email? via
phone?
9. What are your suggestions to improve Viking Time for next year?
Discussion Guidelines for Viking Time
• One person speaks at a time.
• Show respect for other people’s ideas and opinions.
• All must agree to disagree in an atmosphere of mutual respect.
• Emphasize the positive points.
• Give each person the right to have and express his/her own view.
• Allow time for everyone to speak; no one should be excluded for any reason.
• Teach and use “I feel statements” as a way of expressing views.
• Avoid negative comments about fellow students.
MAKING CONNECTIONS WITH ADVISEES
Although we may not think it is a big deal, sometimes the little positive
things that we do or say can have a big impact on students – more so than
any lesson we may teach.
Below are some suggestions of ways to further make a positive connection
with your advisees within or aside from Viking Time – feel free to add your
own. It is not mandatory that you do this, but it is encouraged that at least
once each semester or once by the end of the school year something outside
of the regular advisory lesson is attempted with each advisee.
•
Give advisee a birthday card.
•
Nominate advisee for “Student of the Month”.
•
Come up with a group name that represents your advisory.
•
Contact advisee parents – by phone or email – to introduce yourself, invite
them to special events such as Open House, PT Conferences etc.
•
Recognize accomplishments and achievements with a positive note – winning
a game, making the honor roll, having a part in the musical, earning a
leadership position, etc.
•
Send a note of encouragement – maybe one of your advisees has been
working hard to pull up grades, or you notice one of your advisees has not
been themselves lately or is going through difficult time.
•
Do a community service project as an advisory group – making cards for the
residents of a nursing home, bringing in canned goods/coats for the drives
sponsored by student groups, cleaning up school grounds, etc.
•
Send “Best Wishes” cards before winter break or summer vacation.
•
When you see your advisee in class or in the hall, take a second to say “hello”
and ask how they are doing.
•
Attend after school activities of advisees.
•
Read the same book and discuss it together.
•
Create a First Class conferences and post school/community events.
4410 North 36th Street
Omaha, NE 68111
Phone: 402-557-3400
Dear Parent/Guardian:
My name is ________________________ and I will be _______________________
Viking Time advisor. Viking Time is North’s advisory program designed to build
relationships between students and faculty. Our goal is to work on useful lessons while
establishing strong connections.
We will meet on Wednesdays to discuss grades, goals, and character development. I will
be working with your student during their time at North and look forward to helping your
child reach their full potential. Please feel free to contact me if you have any questions or
concerns. My email address is __________________________.
Sincerely,
GETTING TO KNOW YOU ACTIVITIES
I Am NOT!
Here's an activity that will help Viking Time teachers learn about students' abilities to think critically. Give each
student a chance to find something that "is completely the opposite of you." When students have their items, ask
each to describe why the item is not like him or her. Encourage students to think beyond just the first thing they
see. Be sure to share your object with the advisory group, too!
LOGOS
(*This requires slight preparation for materials ahead of time)
Each person is given a blank name tag. Explain to the group that corporations are recognized by a specific logo
or symbol. (McDonalds arches, 3M, Apple Computer's Apple, etc.) They are given 2 minutes to draw their
personal logo. This logo should reflect their personality, their interests, major or any thing they would like other
people to know about them. Then give the group time to mingle and see what each others logo looks like. When
it looks like the entire group has mixed, instruct everybody with a similar logo to form a small group. You may
be surprised at how many similarities there are in your group.
"Do you know me?"
(*This requires slight preparation for materials ahead of time)
Each person is given a nametag and an index card. The name tag has the name of another person in the group on
it. Everyone is told to circulate, meet, mix and mingle to gather information, insights or stories about the person
on their tag from group members. The opening line "Do you know me?" is used to help generate clues and
conversation. The index card is to be used to write down the information collected. At the end of a designated
time - about 15 minutes, each participant introduces their "name tag" and its person to the group.
ADVERTISE A FRIEND
Have students pair off. Set them up for one-minute rap sessions and warn them in advance that they should try to
remember everything their partner says. After both people have spoken, tell the group that they will have five minutes to
develop a commercial “selling” their partner to the rest of the group. When the five minutes is up, have each pair present
their advertisement to the class. Have one person sit in a chair while the other stands behind the person and gives the
advertisement.
Name
_________________________________________
Getting to Know You Bingo
In each box, write the name of a different classmate who fits the descriptor. Each
person may only sign their name two times max per sheet. Your goal is to have a full
card! Good Luck Vikings!
Plays Piano
Born in July
Likes spinach
Likes to bowl
Has ridden a
motorcycle
Plays a fall
sport
Born in
another state
Can do a card
trick
Has a library
card
Has a five-letter
name
Wants to be a
engineer
Has a
skateboard
Plays an
instrument
(other than
piano)
Has curly hair
Owns a pet
Went to the
College World
Series
Is wearing
something blue
or gold
Loves pizza
Is in a club at
North
Has more than
one cat
Has three or
more siblings
Had a summer
job
Can sing the
“50 states” song
Has a college
degree
Wears glasses
Becoming One of Us 2009
Wednesday, August 19, 2009
Planning Ahead: Student Edition!
1. If I am late to school I…
9 ___________________________________________________________________________________
2. If I am tardy to my A1, A3, A7, B2, B4, B8 class I…
9 ___________________________________________________________________________________
3. If I am tardy to my A5 or B6 class I…
9 ___________________________________________________________________________________
4. If I am having problems with my locker I…
9 ___________________________________________________________________________________
5. If I have lost something at school I…
9 ___________________________________________________________________________________
9 ___________________________________________________________________________________
6. If I have to leave school early for an appointment I…
9 ___________________________________________________________________________________
9 ___________________________________________________________________________________
9 ___________________________________________________________________________________
7. If I want to tryout for an athletic team I…
9 ___________________________________________________________________________________
9 ___________________________________________________________________________________
9 ___________________________________________________________________________________
8. If I want to get active in a school club or activity I…
9 ___________________________________________________________________________________
9 ___________________________________________________________________________________
9. If I need to see my counselor I…
9 ___________________________________________________________________________________
9 ___________________________________________________________________________________
10. If I need to take medication during the day I…
9 ___________________________________________________________________________________
11. If I am having issues with another student I…
9 ___________________________________________________________________________________
9 ___________________________________________________________________________________
9 ___________________________________________________________________________________
12. If I am having problems with a teacher I…(not found in handbook – homeroom teacher will discuss)
9 ___________________________________________________________________________________
9 ___________________________________________________________________________________
13. If I need to be absent from class because of a school activity I…
9 ___________________________________________________________________________________
9 ___________________________________________________________________________________
14. If I am assigned a Suspension After School (SAS) and I know I will not be able to serve it I…
9 ___________________________________________________________________________________
15. If I bring a radio, MP3 player, video camera, beeper, portable game system, cell phone or any other electronic device to school a
teacher/administrator may…
9 ___________________________________________________________________________________
9 ___________________________________________________________________________________
9 ___________________________________________________________________________________
16. If I need to use my cell phone during the school day, I may use it
Time of day
Place
1.
1.
Vikings
1
Becoming One of Us 2009
17. During the school day, I cannot use my cell phone:
Time of day
Place
1.
1.
2.
2.
3.
3.
18. If I need to use the phone I…
9 ___________________________________________________________________________________
9 ___________________________________________________________________________________
19. If I want to use the computer center before or after school I…
9 ___________________________________________________________________________________
9 ___________________________________________________________________________________
20. If I want to use the computer center and/or media center during the school day I…
9 ___________________________________________________________________________________
9 ___________________________________________________________________________________
21. If I need to replace my student ID I…
9 ___________________________________________________________________________________
9 ___________________________________________________________________________________
Planning Ahead Teacher’s Edition!
1.
If I am late to school
9 Go to the attendance window in the Viking center and sign in. Late consequences will apply.
2. If I am tardy to my A1, A3, A7, B2, B4, B8 class I…
3. If I am tardy to my A5 or B6 class I…
4. If I am having problems with my locker I …
9 Problems should be reported to the administrator
5. If I have lost something at school I …
9 Ask the teacher in the room where I last had it;
9 If it is a book, go to the curriculum center.
9 If it is a personal item, go to the main office.
9 If it is a clothing item, go to the GRC.
6If I have to leave school early for an appointment I …
9 If it is for a doctor’s appointment, see the nurse before school for a pass
9 If it is for some other reason, see your administrator before school.
9 Be sure to sign out at the attendance office!
7. If I want to tryout for an athletic team I …
9 Contact Mrs. Lessley and/or Mr. Lee.
9 Read and sign Parental Consent form.
9 Purchase Participation Card.
9 Earned at least four credits previous semester (does not apply to first semester freshman).
9 Physical exam completed and submitted.
8. If I want to get active in a school club or activity I…
9. If I need to see my counselor I …
Vikings
2
Becoming One of Us 2009
9
9
9
Get a counselor request form from the GRC.
Ask one of my teachers to put a (student-generated) note into my counselor’s mailbox.
If it is an “emergency,” go to the GRC and speak to Mrs. Hazuka immediately upon arrival and sign in.
10. If I need to take medication during the day I …
9 Need to contact the school nurse, Mrs. Hill (for both storage and guidance)
11. If I am having problems with another student I … (not found in handbook-homeroom teacher will discuss)
9 Contact classroom teacher
9 Contact counselor and/or administrator
9 Contact student support teacher (peer mediation)
12. If I am having problems with a teacher I … (not found in handbook-homeroom teacher will discuss)
9 Talk to that teacher outside of class time.
9 Talk to my homeroom teacher, student support teacher, counselor, and/or administrator.
13. If I need to be absent from class because of a school activity I … (not found in handbook-homeroom teacher will discuss)
9 I need to get permission slip from that classroom teacher sponsoring the activity in advance.
9 Must have the teachers of the classes missed sign permission slip.
9 I must have my work made up when I return.
14. If I am assigned a Suspension After School (SAS) and I know I will not be able to serve it I…
15. If I bring a radio, MP3 player, video camera, beeper, portable game system, cell phone or any other electronic device to school a
teacher/administrator may…
16. If I need to use my cell phone during the school day, I may use it
Place
1.
17. During the school day, I cannot use my cell phone:
Place
1.
2.
3.
Time of day
1.
Time of day
1.
2.
3.
18. If I need to use the phone I…
9 May use pay phones before school, during lunch, and after school.
9 Main office phones are not for student use. (p. white)
9 Cell phones are not to be used during school time.
19. If I want to use a computer center before or after school I…
9 Computer center hours are 6:00 a.m. to 7:40 before school (no pass needed).
9 Computer center hours are 3:00 to 4:30 after school (no pass needed).
20. If I want to use the computer center and/or media center during the school day I…
9 Need a signed computer center/media center pass from a classroom teacher?
9 Media Center opens at 7:00 in the morning and closes at 3:30 after school.
21. If I need to replace my student ID I…
Vikings
3
ICEBREAKERS/NAME GAMES
SEARS CATALOG
Each person in the group chooses an item that might be found in a department store catalog. The item must start with the
same letter as their first name and should be something that describes something about the person... job, hobbies, talents,
etc... for example, “Rick Radio.” The first person in the group gives his or her name and the catalog object. The second
person repeats what the first one said then gives their own name and object. The third person repeats the first two, then
gives their name and object... and so on until the entire group as given their names and objects. This will help everyone
memorize names and give a bit of information about each person. After the group has repeated the names once, have
everyone take seats elsewhere within the group and try it again. Don’t forget to include yourself!
LAST THING I HAD TO EAT...
Basically the same physical setup as the one above, but you have each group member tell their name and the last thing
they ate before coming to Viking Time... “Brad Pineapple Pizza” This is a little more lighthearted if the group is really
serious... but it won’t tell you anything substantial about any of the group members, except their junk-food preferences.
DEMOGRAPHICS
The group decides among themselves what information they would like to find out about the members of the group
(school, hobbies, favorite movie, favorite musical group, etc.) and then each member of the group introduces themselves
according to the demographics chosen by the group. Word of warning: you may not want people to feel pressured to bring
out certain details of their life.
TRUE AND FALSE
Have each person in the group tell two things about themselves, one being true and one being a lie, and have someone
guess which statement is true and which statement is false. Go around until everyone has had an opportunity tell a true
and false.
DREAM VACATION
Ask participants to introduce themselves and describe details of the ideal, perfect dream vacation.
BIRTHDAY PARTNER
Have participants mingle in the group and identify the person whose birth date (not year - just month and date)
is closest to their own. Find out two things they have in common, then have each person introduce the other to
the group.
Name________________________
Viking Time Personal Scavenger Hunt
1. Someone who has green eyes__________________________________________
2. Someone who sings in a choir_________________________________________
3. Someone who has been to the zoo______________________________________
4. Someone who plays basketball________________________________________
5. Someone who has blonde hair_________________________________________
6. Someone who is the youngest in their family_____________________________
7. Someone who loves ice cream ________________________________________
8. Someone who plays volleyball ________________________________________
9. Someone who has volunteered over the summer___________________________
10. Someone who has more than two brothers/sisters_________________________
11. Someone who got an “A” in science last semester ________________________
12. Someone who has a pet fish _________________________________________
13. Someone who can do a “weird human trick” ____________________________
14. Someone who plays football _________________________________________
15. Someone who has a mom, dad, aunt, or uncle who went to North ____________
________________________________________________________________
16. Someone who has not missed a day of school this year ____________________
17. Someone who got an “A” in English last semester ________________________
18. Someone who lives in an apartment ___________________________________
Grade Level:
9-12
Unit:
Optional Activity – Alphabet Soup
Objective:
creative problem solving
recognizing and dealing with group divisions
resource management—people
Materials list:
scratch paper, pens/pencils, easel pad OR white board (with appropriate markers)
Procedure:
1. Distribute paper and pens to students. Each student should take one of each.
2. Draw the following diagram on the easel pad or white board (large enough for the class to see it):
__A EF_
BCD G
3. Tell the class: “Complete the sequence.” Let them work for about five minutes, or until everyone appears to be done.
NOTE: There will almost certainly be a student who wants you to clarify the directions, in which case you should tell
him/her to “Complete the sequence.”
4. Allow students to share their solutions and/or illustrate them on the easel pad or white board. A fun way of doing this is
to ask who has the correct/best solution and pick the most excited person to share first.
5. After a few students have shared, read some of the solutions from the following list of common solutions. This is an
important step. Delegates need to see that there are numerous ways to solve the problem.
A. Group size
1.
A EF HIJ
123
B CD GKL 3 1 2
2.
A EF KLM 1 2 3
BCD
GHIJ
34
3.
Random, all on top, all on bottom, or otherwise get it over with.
B. Letter shapes
1. Letters with curved lines below; letters without curved lines above.
2. Letters with crossbars above; letters without crossbars below.
3. Letters below can be formed without lifting pencil from paper; letters above cannot.
C. Sound
1. Top letters are soft; bottom letters are hard.
2. Top letters would take the article an; bottom letters would take a. (Top letters begin with vowel sound.)
D. Miscellaneous
1.
A EF IJK
BCD GH (Top groups begin with vowels.)
2. Move BCDG up and put all on top (or move AEF down and put all on bottom).
3. Top letters are easier to type.
4. Top letters are initials of western industrialized countries (America, England, France); bottom letters are initials of nonindustrialized countries.
5. Top letters are all in “elephant” (wrong, but wonderful).
Discussion Questions:
Reflective/Concrete:
• What did you think of this activity?
• Was it hard for you to come up with a solution? Why?
• Were you satisfied after you found a solution, or did you keep looking for more?
• If you were satisfied with one solution, are you now less satisfied? Why?
• What are your reactions to the solutions that were shared (both from delegates and from the list)?
• Are any of them amusing? Annoying? Wrong?
• Can you guess why you react the way you do?
Conceptual:
• Why did we do this activity?
• What did you learn from this activity?
• Would you want to be in a group where everyone came up with the same solution?
• Why is it important to have people who see things differently in the same group?
• What can you do to challenge yourself to think of new solutions?
Grade Level:
9-12
Unit:
Optional Activity
Objective:
Following directions is important and can lead to failure if you failed to do so.
Materials list:
Test – copies for each student (you will have to request copies for this activity)
Task List:
1. Hand out the test to students. Tell them that the test should take them no longer than three minutes to finish.
2. Sit back as the students take the test.
3. After three minutes, call time. If some students complain about not having enough time, tell them to read instructions
No. 1 and 22.
Discussion Questions:
Reflective/Concrete:
• What was it like to try to complete the test?
• What was it like to watch others try to complete the test?
Conceptual:
• Why is following instructions important for students?
• Do we sometimes make the job more difficult than it needs to be?
THREE-MINUTE TEST
1. Read everything before doing anything
2. Put your name in the upper right-hand corner of the paper.
3. Circle the word “name” in the second sentence.
4. Draw five small squares in the upper left-hand corner of this paper.
5. Put an X in each square mentioned in number 4.
6. Put a circle around each square.
7. Sign your name under the title of this page.
8. After the title, write, “Yes, yes yes.”
9. Put a circle around sentence number sentence.
10. Put an X in the lower left-hand corner of this page.
11. Draw a triangle around the X you just made.
12. On the back of this page multiply 74 x 32.
13. Draw a circle around the word “paper” in sentence number 4.
14. Loudly call out your first name when you reach this point in the test.
15. If you think that you have carefully followed each direction so far, call out “I have.”
16. On the reverse side of this paper, add 107 and 278.
17. Put a circle around your answer to the problem in sentence number 16.
18. Count out in your normal speaking voice from 1 to 10 backwards.
19. If you are the first person to get this far, call out loudly, “I am the best at following directions.”
20. Punch three small holes in your paper with your pencil point here . . .
21. Underline all even numbers on the left side of this page.
22. Now that you have finished reading carefully, do only sentence 1 and 2 and sit quietly.
Grade Level:
9-12
Unit:
Optional Activity
Objective:
-Understanding the different ways people communicate
-communication in different group
Materials list:
Role sheet
Task List:
1. Distribute the roles so each person has one. Instruct the students not to let anyone else see their role.
2. Tell them they are going to have a conversation and they must participate using the roles they were given.
3. Choose a topic for them to discuss. It should be something simple, so everyone can participate.
4. Read:
You have been selected as a special group of people whose opinion we value immensely. Scientists have developed the
ultimate time capsule that will be opened in 500 years. Your task is to choose only one (movie, book, pair of shoes, or
other item) that will best represent the current civilization to future generations. Choose carefully. Everyone must be in
agreement on the choice. Begin.
5. Allow the conversation to go on for 10 minutes or until they reach a decision. If they reach a decision quickly, use
another item.
Discussion Questions
Concrete:
• What problems arose in your conversations?
• What kind of things went well?
• In what ways did the roles inhibit the conversation?
• Did anybody feel uncomfortable during any communication? What caused this?
• How was it difficult/easy for anybody to play his or her role?
Conceptual:
• How do you work around some of the communication methods of others?
• Why do we have communication habits?
• How do our non-verbal communication habits help us communicate with other people?
• What things must you be aware of when beginning a conversation with someone you don’t know?
• Why is it important to know other peoples’ communication comforts as a leader?
• What communication methods do you find yourself using most of the time.
1. It is impolite to take up other people’s time when you talk. Whenever you have something to say, talk really, really fast.
If someone asks you to repeat what you said, do not do so because you have already taken up too much of his or her time.
2. It is polite and reassuring to reach out and touch someone. Touch people on the arm or the shoulder when you speak to
them.
3. It is impolite to stand aloof, so stand close to the others until you nearly touch them, but don’t actually touch them. If
someone backs off, keep moving closer.
4. It is impolite to speak impulsively. Whenever somebody asks a question, silently count to seven before you give the
answer.
5. It is impolite to shout, so talk softly. Even if people cannot hear you, do not raise your voice.
6. It is impolite to talk to more than one person at the same time. Always talk to a single individual near you so that you
can have a private conversation. Do not address your remarks to a group as a whole.
7. It is important to get the people’s attention before you speak. Before you make a statement or ask a question, hold your
hand above your head and snap your fingers That’s the polite way to get everyone’s attention.
8. It is impolite to crowd people, so maintain your distance. Stand at least an arm’s length between you and the nearest
person. If anyone gets too close to you, back off until you have achieved the required distance.
9. It is polite to make eye contact with the people with whom you speak. Every time you speak, stare at one person the
entire time you are talking. Also, focus on the speaker every time someone else is talking. It bothers you when people do
not give you eye contact.
10. It is important to show your enthusiasm, so jump in before other speakers have finished their sentences and add your
ideas. Remember that it is rude to hold back your thoughts.
11. It is impolite to be blunt and tactless. It is preferable to talk in abstractions and to approach the subject in an indirect
fashion.
12. It is impolite to stare at people, so avoid eye contact. Stare at the floor or the speaker’s shoes. Do not look at the
speaker’s face.
13. It is impolite to jump in on other people’s conversations. Great people are good listeners. Only participate in the
discussion if someone addresses you by name.
14. It is friendly to share your thoughts and feelings without any inhibition; so make several self-disclosure statements.
Describe your intimate feelings about different subjects. Ask personal questions of the other members of the group.