This document outlines the requirements and steps for a controlled assessment on active citizenship for a PGCE program. Students will choose a local issue to research, contact people in positions of power to discuss solutions, take action to raise awareness and influence decisions, and reflect on what they learned. They will complete a response form under supervision and provide 5 pieces of evidence total to demonstrate their work on the issue, communications, and skills used. The aim is for students to engage in meaningful citizenship activities and show competency in skills like research, advocacy, and critical thinking.
All too often, we are advised to keep motivated in order to excel in our studies, but what does being motivated even mean? Why are we still struggling to find it, maintain it and identify its significance for our future careers? In this free one-hour webinar, join USQ research expert Dr Fein as he delves into the theory behind keeping motivated, and then discover how a USQ alumnus used it to pursue her dreams as a world record-breaking athlete and entrepreneur.
MSCSA President Kayley Schoonmaker
MSCSA Treasurer Matt Rubel
Whether you have one person on your student senate or twenty people, it is always good to have some knowledge about successful recruitment. Once we have them through the door, we need to keep them there. How do we retain our members? Join us as we share best practices!
All too often, we are advised to keep motivated in order to excel in our studies, but what does being motivated even mean? Why are we still struggling to find it, maintain it and identify its significance for our future careers? In this free one-hour webinar, join USQ research expert Dr Fein as he delves into the theory behind keeping motivated, and then discover how a USQ alumnus used it to pursue her dreams as a world record-breaking athlete and entrepreneur.
MSCSA President Kayley Schoonmaker
MSCSA Treasurer Matt Rubel
Whether you have one person on your student senate or twenty people, it is always good to have some knowledge about successful recruitment. Once we have them through the door, we need to keep them there. How do we retain our members? Join us as we share best practices!
Civic Design: User Research Methods for Creating Better Citizen Experiences
Building tech tools informed by input from real users is essential. Without feedback from the intended users, you’re making design and tech decisions in the dark. User testing can help! Learn how to carry out effective user testing to build better civic tools.
Cyd Harrell, UX Evanglist, Code for America
Kavi Harshawat, 2014 Code for America Fellow
Watch the video online: https://www.youtube.com/watch?v=ipjLBcBD21I&index=21&list=PL65XgbSILalVoej11T95Tc7D7-F1PdwHq
Get involved with Code for America: http://www.codeforamerica.org/action
Emerging Leaders for Nonprofits - Leading SelfBeth Kanter
This pilot project will test a leadership development training model for emerging leaders in environmental organizations that uses a combination of peer learning, coaching, and mentoring. The approach tests a hypothesis that emerging leaders need to have exciting, new assignments as well as the professional development and mentoring they need to succeed. Nonprofits need to create opportunities that embrace talent mobility, special assignments, and job rotation opportunities. This can be thought of as a switch from the traditional career ladder to a career “lattice.”
A deck of essential truths to help leadership in a time of abrupt change and disruption by Nancy M. Picard, Ph.D., Managing Member, Picard LLC, former head of R & D, RHR International
How can putting the user at the heart of everything you do help to change two large, traditional charities into an organisation that is fit for survival in a digital age?
Developing a cohesive digital presence for your charity and social enterprise...Aspire Knowledge
Duncan Lewis, Group Marketing & Development Director, Age UK
Alison McCormack, Head of Group Digital, Age UK
How putting the user at the heart of their digital strategy has enabled Age UK to solve the huge challenge of uniting the 300 separate websites the organisation had at merger into one platform that unites charitable and commercial, local and national
How that ethos is now driving their social media and engagement strategies across the group
The challenge of the digital revolution to the charity model and how that ethos can be utilised to develop your strategy
Civic Design: User Research Methods for Creating Better Citizen Experiences
Building tech tools informed by input from real users is essential. Without feedback from the intended users, you’re making design and tech decisions in the dark. User testing can help! Learn how to carry out effective user testing to build better civic tools.
Cyd Harrell, UX Evanglist, Code for America
Kavi Harshawat, 2014 Code for America Fellow
Watch the video online: https://www.youtube.com/watch?v=ipjLBcBD21I&index=21&list=PL65XgbSILalVoej11T95Tc7D7-F1PdwHq
Get involved with Code for America: http://www.codeforamerica.org/action
Emerging Leaders for Nonprofits - Leading SelfBeth Kanter
This pilot project will test a leadership development training model for emerging leaders in environmental organizations that uses a combination of peer learning, coaching, and mentoring. The approach tests a hypothesis that emerging leaders need to have exciting, new assignments as well as the professional development and mentoring they need to succeed. Nonprofits need to create opportunities that embrace talent mobility, special assignments, and job rotation opportunities. This can be thought of as a switch from the traditional career ladder to a career “lattice.”
A deck of essential truths to help leadership in a time of abrupt change and disruption by Nancy M. Picard, Ph.D., Managing Member, Picard LLC, former head of R & D, RHR International
How can putting the user at the heart of everything you do help to change two large, traditional charities into an organisation that is fit for survival in a digital age?
Developing a cohesive digital presence for your charity and social enterprise...Aspire Knowledge
Duncan Lewis, Group Marketing & Development Director, Age UK
Alison McCormack, Head of Group Digital, Age UK
How putting the user at the heart of their digital strategy has enabled Age UK to solve the huge challenge of uniting the 300 separate websites the organisation had at merger into one platform that unites charitable and commercial, local and national
How that ethos is now driving their social media and engagement strategies across the group
The challenge of the digital revolution to the charity model and how that ethos can be utilised to develop your strategy
Hosted desktop en de impact van en op de organisatieOGD
Maarten Jongepier en Lennart Gijsen hebben een kijk op de rol van managed services binnen organisaties. Op korte en lange termijn. Met welke invloeden hebben we te maken en hoe gaan we daar mee om.
We all connect to people’s stories better than facts and figures, which is why it’s important to learn how to tell and share good stories through case studies. Simple quotes and photos alongside a human-interest story can bring projects to life.
Read this guide if you want to learn:
1.What is a case study?
2.Why is it important?
3.Telling a good story
4.How to build a case study
GROW is one of the effective coaching models which is used for coaching high performance team or individual in earlier days, now it is been used by Corporate and business coaching.
This was the first webinar on the https://www.bigmarker.com/communities/doctoralnet/bulletin channel. the research on grit is clear that having it helps you finish hard tasks - Covey's 7 habits play into these ideas as well.
NOTE: I am making this available as a free resource to support organizations during the COVID-19 pandemic, as more individuals are working from home. Please share responsibly with attribution.
This is a tool created to provide positive and forward-looking questions to use as openers to enhance meetings. Designed for small groups and individuals as a way to build their emotional intelligence, relationships, and leadership skills.
Evolving Changes of Leadership: Navigating ComplexityLeland Sandler
cAs companies grow, and as leaders take on higher levels of responsibility, they must deal with more and more complexity. Not just a complicated set of problems, but often unpredictable, overwhelming complexity; with lots of moving parts, many interrelated forces, and a whole host of perspectives and opinions of the stakeholders around them. Consequently, leaders need to be ever more agile and fluid in navigating the challenges and uncertainties of their world. Leaders need to think differently so that they can act differently.
How to think about the future: a guide for non-profit leadersjvcsun
A guide to integrating future purpose thinking into non-profit strategy development. Including process, tools and concepts to get started and see immediate benefits for you and your team.
Go to www.futurepurpose.org for video version of this presentation and more tips, tools and guidance.
How to approach measuring the impact of your Intergenerational project. This is a fast-paced session designed to offer practical tools to map the impact of your work. Topics covered will include stakeholder mapping, theory of change and choosing useful indicators to understand how your work makes a difference in your local community.
ILO Achievement Communicator How you are demonstrating you.docxwilcockiris
ILO Achievement: Communicator
How you are demonstrating your growth as a Communicator?
There are six aspects of the reflection: Description; Feelings; Evaluation; Analysis; Conclusion; Action Plan.
Description - What happened?
Describe in detail the event you are reflecting on. Include e.g. where were you; who else was there; why
were you there; what were you doing; what were other people doing; what was the context of the event;
what happened; what was your part in this; what parts did the other people play; what was the result?
Feelings - What were you thinking and feeling?
At this stage, try to recall and explore those things that were going on inside your head. Include:
How you were feeling when the event started?
What you were thinking about at the time?
How did it make you feel?
How did other people make you feel?
How did you feel about the outcome of the event?
What do you think about it now?
Evaluation - What was good and bad about the experience?
Try to evaluate or make a judgement about what has happened. Consider what was good about the
experience and what was bad about the experience or what did or didn’t go so well?
Analysis - What sense can you make of the situation?
Break the event down into its component parts so they can be explored separately. You may need to ask
more detailed questions about the answers to the last stage. Include:
What went well?
What did you do well?
What did others do well?
What went wrong or did not turn out how it should have done?
In what way did you or others contribute to this?
Conclusion - What else could you have done?
This differs from the evaluation stage in that now you have explored the issue from different angles and
have a lot of information to base your judgement. It is here that you are likely to develop insight into you
own and other people’s behaviour in terms of how they contributed to the outcome of the event. Remember
the purpose of reflection is to learn from an experience. Without detailed analysis and honest exploration
that occurs during all the previous stages, it is unlikely that all aspects of the event will be taken into
account and therefore valuable opportunities for learning can be missed. During this stage you should ask
yourself what you could have done differently.
Action Plan - If it arose again what would you do?
During this stage you should think yourself forward into encountering the event again and to plan what you
would do - would you act differently or would you be likely to do the same? Here the cycle is tentatively
completed and suggests that should the event occur again it will be the focus of another reflective cycle.
Reflection Mechanics
Your reflection must:
be between 200 and 400 words;
follow spelling and grammar conventions.
ILO Achievement: Communicator
If you need a refresher, here is Mohawk College's definition of Communicator:
"A communicator will communicate effectiv.
Don’t miss our upcoming webinars: Subscribe today!
In this webinar:
Ryan Clarke, President and Founder of Advocacy Solutions, will introduce you to the foundational components of advocacy and take you through the step-by-step process of developing an effective advocacy strategy. He will also help us gain an understanding of how shaping the advocacy agenda is evolving in the context of COVID-19.
View the video:
https://youtu.be/l_6FVFnwoNU
To learn more about CCSN, visit us at survivornet.ca
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A Perfect Storm for Population Health - Teaching PreventionPractical Playbook
Practical Playbook Steering Committee Members Lloyd Michener, MD and Denise Koo, MD, MPH presented "A Perfect Storm for Population Health" at APTR's 2015 Teaching Prevention conference. The presentation helped described the forces that are coming together for population health improvement and the opportunities that are enabling these partnerships to succeed; and discussed innovative tools for those in the field to utilize in their population health efforts.
Similar to Gcse controlled assessment intro active cit project 2 - development 22 10 10 (20)
Gcse controlled assessment intro active cit project 2 - development 22 10 10
1.
2.
3.
4. “Should we do the Active
Citizenship module of the IOE
Citizenship PGCE this year?”
5.
6.
7.
8. • Today’s Task: Devise and present a plan to the rest of
the cohort answering points 1 to 5.
1. What is your issue? Who is involved? What roles do
they play in the situation / issue? Think power, interests
etc.
2. What are the ‘positions’ involved and/or what are the
arguments for and against?
3. How can you conduct your secondary research?
What/where are the appropriate sources?
4. How can you conduct your primary research? Can you
survey anyone? Can you ask any experts / organisations?
5. Who will do this research and why? When will they do it
by? What will success look like?
Do desk / field research to evidence and justify your position.
9. QUESTION.MASTER
What issues
concern you most
in the local area?
Out of the following
issues, which
concerns you most?
Can you suggest a
realistic solution
that will help tackle
the issue in the
local area?
How does this issue
affect the
community?
Who do you think
should responsible
for sorting out the
issue? Why?
What do you think
causes the issue?
If you could
personally do
something to make
a difference to this
issue, what would
you do?
_____________
____________?
10. Well known people /
celebrities
Members of Parliament
Local Councillors
Head teacher
Local places of worship,
youth clubs, community
groups, associations &
charities
Senior Leaders / Management
Local Press
Council Officers
Head of Services – e.g.
Borough Police
Commander, Head of
Children’s Services
Mayor of Borough
Governors
Businesses
Philanthropists
National Press
Students / young leaders /
school council
NGOs QUANGOs
11. • Communicate with a power player to try to
influence their view / position / action
1. Who are possible PPs (decision-makers)?
2. Why?
3. What will you communicate? (your position,
arguments, counter-arguments)
4. What questions will you ask them?
5. Who will be your delegate to conduct the
interview?
6. Evidence your progress on your blog
12. Power Players
(People in Positions of Power or Authority)
• People with knowledge of the issue and/or
influence on the issue in some capacity could
be considered to be in ‘positions of power and
authority’
13. • Take action to make a difference to your issue
1. What is your aim? (e.g. To raise awareness /
influence a decision-maker)
2. Who is/are your specific target audience?
3. What method will best achieve your aim? (stunt,
event, film, negotiation...)
4. What materials (film, media, resources etc) could
help?
5. Who can you ask for advice?
6. What is your plan of action?
7. Evidence your progress on your blog
14. • Conclude by demonstrating your learning
and assessing your impact (use your blog to help
recap)
1. What have you learned? (consider your
knowledge, skills and confidence)
2. How far did you achieve your aim? What impact
did you have?
3. What went well? What could have been better?
4. How have your own views on the issue changed?
15.
16.
17. Write-up
• Complete the ‘Response Form’
• Supervised
• Timed
• At different stages through the year
• Completed individually
• You are allowed ‘notes’
18. Evidence
• 5 pieces of evidence are needed in total to
exemplify:
– Issue chosen
– Communication with power players
– Skills used
19. What you have to do
1. Students will have to choose an issue related to
one or more of the nine range and content
areas in the specification to enable them to...
2. Carry out an activity that is interesting and
relevant to them.
3. Students will then have to complete all four
sections of the Controlled Assessment Response
form under supervised conditions. This write-up
should not take more than 3 hours and this time
can be split into separate sessions.