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Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation
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Diversity Simplified: Diversity Leadership Academy 2012: Capstone Presentation

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Diversity Simplified believes we can positively transform organizations, culture and each other with thoughtful conversations that work towards a common ground. For their capstone presentation, this …

Diversity Simplified believes we can positively transform organizations, culture and each other with thoughtful conversations that work towards a common ground. For their capstone presentation, this team reminded us that we never stop learning, and when placed in learning environments, we possess a diverse array of learning preferences. Our individual learning styles actually have a strong influence on the lessons we understand and retain, and also those we struggle to understand or may even choose to reject. Diversity Simplified wants to find a common ground with all of you and welcome you into a thoughtful conversation about one specific learning environment that was shared in common by this team.

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  • VARK Assessment on All ParticipantsOf the active DLA participants, we have Validate the hypothesis: We believe there is diversity tension in that the way the material is delivered doesn’t appeal to all learning styles
  • VARK Assessment on All ParticipantsOf the active DLA participants, we have Validate the hypothesis: We believe there is diversity tension in that the way the material is delivered doesn’t appeal to all learning styles
  • Qualitative Interviews with past and current DLA participants and influencersWe interviewed and received feedbackValidate the hypothesis: We believe there is diversity tension in that the way the material is delivered doesn’t appeal to all learning styles
  • Transcript

    • 1. “There is strength in the differences between us. There is comfort where we overlap.” – Ani DiFranco DIVERSITY SIMPLIFIEDwhere’s your common ground?
    • 2. WE ARE DIVERSITY SIMPLIFIED.We’re a collective of critical, creative thinkers who simplify and solve problems. We share the belief we can positively transform business, culture and each other with thoughtful conversations that work towards a common ground, the place where the best solutions lie. Where’s your common ground?
    • 3. “You must unlearnwhat you havelearned.”
    • 4. 1 6 2 STEP #1: Describe the situation or issue 5 3 4OUR PROCESSMy Diversity Manager TM Tool
    • 5. To acquire knowledge or skill To become informed
    • 6. Every day we learn…
    • 7. …aschildren, welearned
    • 8. …as young adults, we learned
    • 9. …even as we grow old,we continue to learn
    • 10. It’s a fact, we’ll never stop learning…
    • 11. …because life is ournever-ending classroom.
    • 12. LEARNING STYLES Preferred ways people learn based on their ability to understand and retain information No one style is better than another Teachers must adapt to the diverse learning styles of students, especially adult learners
    • 13. Today, people acquire and process more information in one day than people from the Middle Ages processed their entire life!
    • 14. LEARNING STYLE THEORIES Myers-Briggs Type Indicator Kolb Experiential Learning Cycle 4MAT by Bernice McCarthy Honey & Mumford Learning Styles Gardner’s Multiple Intelligences Andragogy by Malcolm Knowles VARK by Nick Fleming
    • 15. VARK LEARNING STYLES & PREFERENCES Symbols, Charts, Diagr A UDITORY Lectures, Podcasts, Stu AUDITORY READ-WRITEVISUAL ams, Color, Flow Charts dy Groups, Chats, Oral Presentations V MULTI- A MODAL K R KINESTHETIC Textbooks, Arti Hands-on, Role Plays, Games, Le cles, Papers, Note-Taking arn by Doing KINESTHETIC READ|WRITE
    • 16. TODAY’S DLA CURRICULUM SKEWSAUDITORY/VISUAL AND LACKS KINESTHETIC V A R K PowerPoint Teaching Capstone Sessions Articles Group Sharing Books Videos Lecture
    • 17. STEP #1: 1 Describe the situation or issueOUR HYPOTHESISThe DLA curriculum isn’tdelivered with diverse learningstyles in mind, and thus, atension has developed amongcurrent participantsOUR CHALLENGETo address the learning stylesand preferences of all DLAparticipants to ensure theygain the maximum benefit fromthis important training
    • 18. 1 6 2 STEP #2: Recognize the mixture 5 3 4OUR PROCESSMy Diversity Manager TM Tool
    • 19. WHO’S IN THE DLA MAIN MIX? PARTICIPANTS TEACHERS GUESTS ADMINISTRATORS
    • 20. 1 6 2 STEP #3: Assess the tensions and individual 5 3 experiences 4OUR PROCESSMy Diversity Manager TM Tool
    • 21. OUR METHODOLOGY TO ASSESS THE MIX VARK Assessments Qualitative Interviews
    • 22. DLA PARTICIPANTS ARE MULTI-MODAL LEARNERS Visual - 9% Aural - 9% Read/Write - 9% Kinesthetic - 0% Multimodal - 73% FACT: 65% of all humans are multi- modal learners, so no surprise here!
    • 23. DLA MULTI-MODALS SKEW KINESTHETIC… 16 14 12 10 8 Visual 6 Aural 4 Read/Write 2 Kinesthetic 0 …THEN AUDITORY/READ-WRITE EQUALLY.
    • 24. UNFORTUNATELY, THE CURRICULUM SKEWSA/V, LACKS KINESTHETIC, R/W ALSO LOW V A R K PowerPoint Teaching Capstone Sessions Articles Group Sharing Books Videos Lecture
    • 25. The information I’m is abstract. How disappointed am I supposed and confused. to apply this in the workplace? I’m very clear on the diversity management model and how to apply it. I’ve reached I’ve mostly used this out to a DLA My employer class as an graduate for paid for me to opportunity tofeedback and participate with network with others guidance. the expectation I who are also I’m struggling interested in diversity could apply the tools I learned at with how the management. my workplace. information is I’m challenged with how to really being presented. do that.
    • 26. STEP #3: 3 Assess the tensions and individual experiencesOUR HYPOTHESIS CONFIRMED The DLA curriculum isn’t being delivered with diverse learning styles in mind, and it has created a tension within its current participant group Multi-modals need a diverse set of teaching tools that work across the VARK spectrum for maximum learning Current multi-modals need a much more kinesthetic, hands-on approach
    • 27. 1 6 2 STEP #4: Identify the goals and requirements 5 3 4OUR PROCESSMy Diversity Manager TM Tool
    • 28. THE DLA VISIONTo SHARPEN the SKILLSof society’s MOSTINFLUENTIAL LEADERSfor the purpose ofADVANCING DIVERSITYin business, education,government,community, religion,and philanthropy
    • 29. POSITIONING LEADERS provide LEADERSHIP on issues influence and participate in COMMUNITY DIALOGUES understand WHAT’S REQUIRED to increase an organization’s ability to address diversity address PERSONAL diversity issues
    • 30. ALIGNING THE GOAL Equip participants in all sectors with TOOLS AND SKILLS to:  IDENTIFY AND ANALYZE key diversity mixtures  CAPITALIZE on opportunities  MANAGE TENSIONS in effective ways
    • 31. DELIVERING IMPACT“RIPPLING throughout communities across thecountry…various media have all reported on thePOSITIVE IMPACT the DLA has had and continuesto have on LEADERS, ORGANIZATIONS ANDCOMMUNITIES.”
    • 32. STEP #4: 4 Identify the goals and requirements The Goals The RequirementsEquip participants in all sectors  Present an INCLUSIVEwith TOOLS AND SKILLS to: LEARNING EXPERIENCE that delivers a clear understanding IDENTIFY AND ANALYZE key of diversity diversity mixtures mixtures, tension, maturity and management CAPITALIZE on opportunities  ENGAGING content that MANAGE through tensions in nurtures a path from newly effective ways learned skill to retention and direct application  Provide leaders with the TOOLS to effectively impact and manage diversity
    • 33. 1 6 2 STEP #5: Propose other actions and 5 3 forecast results 4OUR PROCESSMy Diversity Manager TM Tool
    • 34. WE NEED TOOLS.
    • 35. DIVERSITYTOOLBOX
    • 36. MIRROR
    • 37. ZIPDRIVE  vCards for Participants, Teachers AND Administrators  All PowerPoint Presentations  Benchmark Capstone Presentations  Relevant Videos  Worksheets  PDF Versions of Reading Materials  Links to Social Media Communities
    • 38. DIVERSITYDINES
    • 39. DIVERSIGIFTS
    • 40. DIVERSICARDS My Diversity Manager Four Approaches to Managing Diversity SDMP Diversity Maturity
    • 41. BOOKS
    • 42. 5 STEP #5: Propose other actions and forecast results ALectures UDITORY AUDITORY READ-WRITEVISUAL Mirror Zip Drive Zip Drive V MULTI- A MODAL K R KINESTHETIC Zip Drive, Gifts, M irror, Zip Drive Dines, Cards Books KINESTHETIC READ|WRITE
    • 43. 1 6 2 STEP #6: Identify cultural barriers and 5 3 supports 4OUR PROCESSMy Diversity Manager TM Tool
    • 44. CULTURAL SUPPORTS & BARRIERS The Cultural Supports The Cultural Barriers As a culture specializing in  Willingness to refresh strategic diversity program to appeal to management, there diverse preferences of should be an openness to multi-generation learners managing current tension  Willingness to invest in Plan protects integrity of consultancy to evaluate long-standing and refresh curriculum curriculum, only updates delivery  Willingness to invest in higher-cost items without Lower-cost items should be sponsor funding to offset easy to fit into budget
    • 45. WE ARE DIVERSITY SIMPLIFIED AND WE THANK YOU!
    • 46. APPENDIX
    • 47. VISUAL LEARNERS Learn through Seeing Thinks in pictures and learn best from visual displays Take detailed notes to absorb the information Needs to see the professor’s body language and facial expression to fully understand the content of a lesson.
    • 48. IF YOU’RE A VISUAL LEARNER… General Strategies Study & Exam Strategies Create maps, charts and graphs  Convert lecture notes to A visual format Use symbols and draw pictures  Study placement of Underline text items, colors, and shapes Use highlighters and colors  Put complex concepts into flowcharts or graphs Use word imagery  Redraw ideas you create from Use spatial arrangements memory Pay attention to teachers who are  Practice turning your visuals back dramatic and dynamic into words  Practice writing out answers  Use diagrams to answer exam questionS
    • 49. TO TEACH & SUPPORT VISUAL LEARNERSFaculty Library Incorporate charts,  Library tour / virtual diagrams, pictures, and graphs into assignments &  Create online tutorials tests  Demonstrate Internet and Place graphics/videos to database searching demonstrate a concept or skill  Use images and snapshots of library materials on Be specific in written handouts instructions, highlight important concepts
    • 50. AUDITORY LEARNERS Learn through Listening Verbal lectures, discussions, talking things through and listening to what others have to say Interpret the underlying meanings of speech through listening to tone of voice, pitch & speed and other nuances Benefit from reading text aloud and/or using a tape recorder
    • 51. IF YOU’RE AN AUDITORY LEARNER… General Strategies Study & Exam Strategies Discuss topics with other students  Read your notes aloud Use tape recorder to listen more than once  Explain notes to another auditory learner Attend as many class lectures as you can  Ask others to “hear” your understanding of the material Leave spaces in your notes for later recall  Talk about your learning Join a study group. Find ways to talk about and listen to conversations about material  Record your notes onto tapes or CDs or listen to your podcasts Make a point of remembering examples, stories, and jokes: things people use to  Practice by speaking your answers aloud explain things  Listen to your own voice answer questions Tune in to your teacher’s voice  Opt for an oral exam if allowed  Imagine you are talking with the teacher as you answer questions
    • 52. TO TEACH & SUPPORT AUDITORY LEARNERSFaculty Library Podcasting / Audio-Visual  Library Audio Tour (CD or Materials MP3) Assignments that utilizes  Library Jargon/ audio resources like NPR Terminology Classroom discussion and  Reduce or clearly explain debates Reading text out loud  Familiarize students with audio books and other materials available  Encourage discussion in library instruction
    • 53. READ-WRITE LEARNERS Learn through Reading and Writing Words Like to use lists and words to remember and keep things straight Benefit from instructors who write out essential points of a lecture, or provide an outline to follow along with during lecture Benefit from information obtained from textbooks and class notes
    • 54. IF YOU’RE A READ-WRITE LEARNER… General Strategies Study & Exam Strategies• Make lists  Write out your lecture notes repeatedly• Take notes and journal about lessons  Read your notes (silently) repeatedly• Pay attention to handouts and headings  Put ideas and principles into different words• Read textbooks thoroughly  Translate diagrams, graphs, etc. into text• Look up words and write out definitions  Rearrange words and “play” with wording• Read and find quotations  Write and type out potential exam answers• Read websites and manuals  Practice creating and taking exams• Listen to teachers and students who are  Organize your notes into lists or bullets. articulate  Write practice paragraphs: particularly beginnings and endings.
    • 55. KINESTHETIC LEARNERS Learn through moving, doing and touching Hands-on approach Most explore their physical world
    • 56. IF YOU’RE A KINESTHETIC LEARNER… General Strategies Study & Exam Strategies Use all your senses  Recall experiments, field trips, etc. Go on field trips and view  Remember the real things that happened exhibits, samples, and photos  Talk over your notes with other “K” people Find real examples of abstract concepts  Use photos and pictures that make ideas Use hands-on approaches, computers for come to life example  Go back to the lab, your lab manual, or your Take advantage of labs and service-learning notes that include real examples Listen to teachers who give real-life  Use case studies to help learn abstract ideas examples  Role-play the exam situation  Put plenty of examples into your answers  Write practice answers and paragraphs  Give yourself practice tests
    • 57. TO TEACH & SUPPORT KINESTHETIC LEARNERSFaculty Library Incorporate field research,  Incorporate hands-on projects, trial-and-error, and activities within library role-playing into lesson instruction. plans.  Have students search Include links to related OPAC, find the library item external web sites, surveys, and check it out. and interactive Flash slide show in your discussion  Request a journal article area. using Inter Library-Loan Weave questions and  Library scavenger hunt instructions throughout the lecture to ensure note taking.
    • 58. MULTI-MODAL LEARNERS There are seldom instances where one mode is used, or is sufficient Those who prefer many modes almost equally are of two types There are those who are context- specific, who choose a single mode to suit the situation There are others who are not satisfied until they have had input (or output) in all of their preferred modes They take longer to gather information from each mode and, as a result, they often have a deeper and broader understanding
    • 59. USING SENSORY PREFERENCES1.Remember that VARK preferences are not necessarily strengths2.If you have a strong preference for a particular modality, practice multiple suggestions listed for that modality3.An estimated 55 to 65 percent of people are multimodal4.If you are multimodal, you may have to use all your modalities to be confident you’ve learned something5.You may want to save experimenting with modalities you don’t prefer until after college

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