Week 3 Discussion 1 Implementation Based on your readings in the required resources, identify the main ‘barriers’ that you see to activating sectors in your community. What about building consensus? Why? Be specific, but not critical, in your examples. Which of the examples and suggestions in our required readings do you think would be the easiest to implement and would work best in your community? Why? Instructor Guidance Week 3 Week three is very much a continuation of week two. We will continue to look at barriers, ways to build assets, and how to utilize community resources, schools, administrators, teachers, and parents in providing opportunities. But what is different in week three is that we also begin to work on your final assignment for the class. We will consider all the resources we have examined so far and what you have learned about your own school or community to begin to focus your final project. There are many resources for this week, both reading and video, that will help you develop ideas for your project. In the first discussion for this week, you must first review the required resources. Then you are asked to identify a barrier in your school or community that prevents you from activating portions of the community to come together to solve the problem. For example, you may decide that building consensus cannot be done. But why is that? Rather than being emotionally critical about the barrier, please be analytic and reflective as you discuss it. As part of this discussion, you should also identify any of the required readings and videos that you think would be easy to implement and what might work in your particular school or community. Be sure you explain why you chose the resources you chose. In the second discussion for this week, you again have a number of readings and videos to review before you begin to write your response. From the resources, you are asked to identify at least three examples of how the educators were able to incorporate developmental assets into their school operations. You should also identify at least three examples of where the educators could have gone further in developing or using the assets. Finally, reflect on which of the methods observed might work for you personally. Do you see any barriers to incorporating the strategies in your school or community? For the Journal this week, you are asked to be reflective and consider the statements listed. For example based on the work so far in this class, where do you feel you can make an immediate impact in your school or community? What leads you to believe this? While there are emotions to consider, please analyze your beliefs so that you will have a basis for your final project The written assignment for this week picks up where your Journal stops. In a well-reasoned and analytically reflective paper, describe your vision of the initiative you would like to start in your school or community. Summarize the developmental assets that we discu ...

1. Week 3 Discussion 1 Implementation
Based on your readings in the required resources, identify the
main ‘barriers’ that you see to activating sectors in your
community. What about building consensus? Why? Be specific,
but not critical, in your examples. Which of the examples and
suggestions in our required readings do you think would be the
easiest to implement and would work best in your community?
Why?
Instructor Guidance
Week 3
Week three is very much a continuation of week two. We will
continue to look at barriers, ways to build assets, and how to
utilize community resources, schools, administrators, teachers,
and parents in providing opportunities. But what is different in
week three is that we also begin to work on your final
assignment for the class. We will consider all the resources we
have examined so far and what you have learned about your own
school or community to begin to focus your final project. There
are many resources for this week, both reading and video, that
will help you develop ideas for your project.
In the first discussion for this week, you must first review the
required resources. Then you are asked to identify a barrier in
your school or community that prevents you from activating
portions of the community to come together to solve the
problem. For example, you may decide that building consensus
cannot be done. But why is that? Rather than being emotionally
critical about the barrier, please be analytic and reflective as
you discuss it. As part of this discussion, you should also
identify any of the required readings and videos that you think
would be easy to implement and what might work in your
particular school or community. Be sure you explain why you

2. chose the resources you chose.
In the second discussion for this week, you again have a number
of readings and videos to review before you begin to write your
response. From the resources, you are asked to identify at least
three examples of how the educators were able to incorporate
developmental assets into their school operations. You should
also identify at least three examples of where the educators
could have gone further in developing or using the assets.
Finally, reflect on which of the methods observed might work
for you personally. Do you see any barriers to incorporating the
strategies in your school or community?
For the Journal this week, you are asked to be reflective and
consider the statements listed. For example based on the work
so far in this class, where do you feel you can make an
immediate impact in your school or community? What leads you
to believe this? While there are emotions to consider, please
analyze your beliefs so that you will have a basis for your final
project
The written assignment for this week picks up where your
Journal stops. In a well-reasoned and analytically reflective
paper, describe your vision of the initiative you would like to
start in your school or community. Summarize the
developmental assets that we discussed in week one, and then
identify the specific assets that will be necessary for your
initiative. You should also defend your choice of assets based
on your own understanding of the need and what you see in your
community. Of course, your paper must be formatted in APA
style and must cite at least three scholarly resources in addition
to the textbook. It will be helpful if you review this additional
resource concerning the developmental assets: 40
Developmental Assets - Kyle (Links to an external site.).

3. It is still another great week for learning!
Reference
City of St. Albert. (2010, April 26). 40 Developmental Assets -
Kyle (Links to an external site.) [Video file]. Retrieved from
https://www.youtube.com/watch?v=5WI1rHcTuh0
Required Resources
1. Read from your text, Assets in action: A handbook for
making communities better places to grow up.
· Chapter 5 – Activate Sectors and Invigorate Programs
· Chapter 6 – Influence Civic Decisions
2. Read from your text, Quick-start guide to building assets in
your prevention program:
· Pages 21-24
· Pages 25-26
3. Edutopia. (2009). Classroom Management Video Tips for
Teachers (Links to an external site.) [Video file]. Retrieved
from http://www.edutopia.org/classroom-management-video
· High Tech High engineering teacher Darrell McClendon
quizzes his student on content questions as they enter the room.
4. Edutopia. (2007). Smart Hearts: Social and Emotional
Learning Overview (Links to an external site.) [Video file].
Retrieved from http://www.edutopia.org/social-emotional-
learning-overview-video
· This video describes how emotional intelligence must be
developed in children before any other learning can effectively
take place.
5. Lenz, B. (2007). A community of learners: Building a
supporting learning environment (Links to an external site.).
Edutopia. Retrieved from http://www.edutopia.org/envision-
schools-learning-community-respect
· Bob Lenz discusses the Envision Schools and reviews how
these schools support and empower their students.
6. Scurry, A. (2011). How to provide meaningful support

4. services in a virtual school: Robust family support (part 1 of
4) (Links to an external site.). Edutopia. Retrieved from
http://www.edutopia.org/blog/online-learning-pa-virtual-
adrienne-scurry
· Adrienne Scurry discusses the Diamond Model that the
Pennsylvania Virtual Charter School uses to identify and define
their Family SupportDepartment.
7. Search Institute. (2010). Sparks Matter: Finding Your
Spark (Links to an external site.) [Video file]. Retrieved from
http://www.youtube.com/watch?v=bP89iBasyCE&feature=youtu
.be
· In this video, students discuss the concept of sparks and how
they motivate and empower them.
8. Search Institute. (2011). Sparks Matter: Listening for Sparks
(Links to an external site.)[Video file]. Retrieved from
http://www.youtube.com/watch?v=R0Abi8oEgAw&feature=yout
u.be
· In this video, students discuss listening for sparks.
9. Sheninger, E. (2011). Student driven schools (Links to an
external site.). A Principal’s Reflections. Retrieved from
http://esheninger.blogspot.com/2011/05/student-driven-
schools.html
· This blog contains a guest post by two students at New
Milford High School who wrote about a student initiative
supported by administration.
Week 3 Discussion 2 Methods
For your initial post:
· First, watch the video from Edutopia titled Smart Hearts:
Social and Emotional Learning Overview (Links to an external
site.) (http://www.edutopia.org/social-emotional-learning-
overview-video)
· Next, read the guest blog post on A Principal’s Reflection on
Student Driven Schools (Links to an external site.)

5. (http://esheninger.blogspot.com/2011/05/student-driven-
schools.html)
· Then, watch the Edutopia classroom management video
Classroom Management Video Tips for Teachers (Links to an
external site.) (http://www.edutopia.org/classroom-
management-video), and read A Community of Learners:
Building a Supporting Learning Environment (Links to an
external site.) (http://www.edutopia.org/envision-schools-
learning-community-respect) and How to Provide Meaningful
Support Services in a Virtual School: Robust Family Support
(Part 1 of 4) (Links to an external site.)
(http://www.edutopia.org/blog/online-learning-pa-virtual-
adrienne-scurry)
· Finally, watch the two Search Institute’s videos on Sparks
Matter: Finding Your Spark (Links to an external site.)
(http://youtu.be/bP89iBasyCE) and Sparks Matter: Listening for
Sparks (Links to an external site.)
(http://youtu.be/R0Abi8oEgAw)
Identify at least three specific examples of how the educators
and administrators were able to incorporate the developmental
assets into their content courses and everyday school operations
and at least three examples of where the educators could ‘go
further’ to identify and nurture ‘sparks.’ Which methods
resonated with you? Do you see any barriers to incorporating
these strategies in your instructional setting or community?
Instructor Guidance
Week 3
Week three is very much a continuation of week two. We will
continue to look at barriers, ways to build assets, and how to
utilize community resources, schools, administrators, teachers,
and parents in providing opportunities. But what is different in
week three is that we also begin to work on your final
assignment for the class. We will consider all the resources we
have examined so far and what you have learned about your own
school or community to begin to focus your final project. There

6. are many resources for this week, both reading and video, that
will help you develop ideas for your project.
In the first discussion for this week, you must first review the
required resources. Then you are asked to identify a barrier in
your school or community that prevents you from activating
portions of the community to come together to solve the
problem. For example, you may decide that building consensus
cannot be done. But why is that? Rather than being emotionally
critical about the barrier, please be analytic and reflective as
you discuss it. As part of this discussion, you should also
identify any of the required readings and videos that you think
would be easy to implement and what might work in your
particular school or community. Be sure you explain why you
chose the resources you chose.
In the second discussion for this week, you again have a number
of readings and videos to review before you begin to write your
response. From the resources, you are asked to identify at least
three examples of how the educators were able to incorporate
developmental assets into their school operations. You should
also identify at least three examples of where the educators
could have gone further in developing or using the assets.
Finally, reflect on which of the methods observed might work
for you personally. Do you see any barriers to incorporating the
strategies in your school or community?
For the Journal this week, you are asked to be reflective and
consider the statements listed. For example based on the work
so far in this class, where do you feel you can make an
immediate impact in your school or community? What leads you
to believe this? While there are emotions to consider, please
analyze your beliefs so that you will have a basis for your final
project

7. The written assignment for this week picks up where your
Journal stops. In a well-reasoned and analytically reflective
paper, describe your vision of the initiative you would like to
start in your school or community. Summarize the
developmental assets that we discussed in week one, and then
identify the specific assets that will be necessary for your
initiative. You should also defend your choice of assets based
on your own understanding of the need and what you see in your
community. Of course, your paper must be formatted in APA
style and must cite at least three scholarly resources in addition
to the textbook. It will be helpful if you review this additional
resource concerning the developmental assets: 40
Developmental Assets - Kyle (Links to an external site.).
It is still another great week for learning!
Reference
City of St. Albert. (2010, April 26). 40 Developmental Assets -
Kyle (Links to an external site.) [Video file]. Retrieved from
https://www.youtube.com/watch?v=5WI1rHcTuh0
Required Resources
1. Read from your text, Assets in action: A handbook for
making communities better places to grow up.
· Chapter 5 – Activate Sectors and Invigorate Programs
· Chapter 6 – Influence Civic Decisions
2. Read from your text, Quick-start guide to building assets in
your prevention program:
· Pages 21-24
· Pages 25-26
3. Edutopia. (2009). Classroom Management Video Tips for
Teachers (Links to an external site.) [Video file]. Retrieved
from http://www.edutopia.org/classroom-management-video
· High Tech High engineering teacher Darrell McClendon
quizzes his student on content questions as they enter the room.

8. 4. Edutopia. (2007). Smart Hearts: Social and Emotional
Learning Overview (Links to an external site.) [Video file].
Retrieved from http://www.edutopia.org/social-emotional-
learning-overview-video
· This video describes how emotional intelligence must be
developed in children before any other learning can effectively
take place.
5. Lenz, B. (2007). A community of learners: Building a
supporting learning environment (Links to an external site.).
Edutopia. Retrieved from http://www.edutopia.org/envision-
schools-learning-community-respect
· Bob Lenz discusses the Envision Schools and reviews how
these schools support and empower their students.
6. Scurry, A. (2011). How to provide meaningful support
services in a virtual school: Robust family support (part 1 of
4) (Links to an external site.). Edutopia. Retrieved from
http://www.edutopia.org/blog/online-learning-pa-virtual-
adrienne-scurry
· Adrienne Scurry discusses the Diamond Model that the
Pennsylvania Virtual Charter School uses to identify and define
their Family SupportDepartment.
7. Search Institute. (2010). Sparks Matter: Finding Your
Spark (Links to an external site.) [Video file]. Retrieved from
http://www.youtube.com/watch?v=bP89iBasyCE&feature=youtu
.be
· In this video, students discuss the concept of sparks and how
they motivate and empower them.
8. Search Institute. (2011). Sparks Matter: Listening for Sparks
(Links to an external site.)[Video file]. Retrieved from
http://www.youtube.com/watch?v=R0Abi8oEgAw&feature=yout
u.be
· In this video, students discuss listening for sparks.
Sheninger, E. (2011). Student driven schools (Links to an
external site.). A Principal’s Reflections. Retrieved from
http://esheninger.blogspot.com/2011/05/student-driven-
schools.html

9. · This blog contains a guest post by two students at New
Milford High School who wrote about a student initiative
supported by administration.