The Interview Discovering Difference and Working Towa.docxcherry686017
The Interview
Discovering
Difference: and
Working Toward
Understanding
T
In this interview you work to understand another human
being by developing a receptive and welcoming attitude toward your interviewee. You
will review the principles of CMM as you understand them, keeping in mind that this
interview is designed to help you create a positive social world with another person who is
different from you. Two things to keep in mind from CMM are to listen in a way that makes
others want to speak to you, and to speak in a way that makes others want to listen to
you.
You will also make use of Politeness Theory as you speak and listen in such a way as to
maintain the “face” of another human being, that is, the self-respect that person has for
him or herself and treating that person with dignity. Recognize that we all want to be
liked, admired, appreciated and approved. Respond to the other with empathy and
compassion.
Work toward having that “authentic dialog” mentioned by Paolo Freire. This means
regarding the other person as a genuine subject. Finally, you will complete the “praxis” as
Freire defines it, by not only acting through the interview, but by reflecting upon it at the
conclusion.
Finding Commonality
Introduction
2 lorem ipsum :: [Date]
Action/Reflection
You do not have to ask all of these questions. These are
just to prompt you to go forward. These, however, are
good questions and should elicit some deep and
meaningful dialog. Here are some sample questions you
might ask your interviewee:
Key Scenes
1. Please describe a scene, episode, or moment in
your life that stands out as a really positive
experience.
2. In reviewing your life, is it possible to find key
moments that stand out as turning points for you.
These are episodes that you see as a turning point
in your entire life.
3. Could you detail a positive childhood memory
from your early years as a child. Please describe
this in detail. What happened, where and when
did it happen, who was involved, and what were
you thinking and feeling? What does this memory
say about your life?
4. Vivid adult memory. Please identify one memory
that you have had as an adult, something
memorable or vivid that happened to you in your
adult years. Please describe this in detail.
5. Wisdom event. Find an event in your life where you
displayed wisdom. This could be a time in which
you acted or interacted in an especially wise way
or provided wise counsel, or advice, made a wide
decision or otherwise behaved in a wise manner.
What happened, where and when, who was
involved, and what were you thinking and feeling.
What does this memory say about you and your
life?
6. Religious spiritual or mystical experience. Whether
you are religious or not, some people report they
have felt a transcendent sense of something
sacred at one time or another in their lives., some
feeling of oneness with nature or the ...
This is the user-friendly version of my powerpoint presentation "How'd You Do That? Tips and tricks that might account for my 95% retention rate". Thanks again to everyone who made the session so much fun! Good luck and Take Care!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Interview Discovering Difference and Working Towa.docxcherry686017
The Interview
Discovering
Difference: and
Working Toward
Understanding
T
In this interview you work to understand another human
being by developing a receptive and welcoming attitude toward your interviewee. You
will review the principles of CMM as you understand them, keeping in mind that this
interview is designed to help you create a positive social world with another person who is
different from you. Two things to keep in mind from CMM are to listen in a way that makes
others want to speak to you, and to speak in a way that makes others want to listen to
you.
You will also make use of Politeness Theory as you speak and listen in such a way as to
maintain the “face” of another human being, that is, the self-respect that person has for
him or herself and treating that person with dignity. Recognize that we all want to be
liked, admired, appreciated and approved. Respond to the other with empathy and
compassion.
Work toward having that “authentic dialog” mentioned by Paolo Freire. This means
regarding the other person as a genuine subject. Finally, you will complete the “praxis” as
Freire defines it, by not only acting through the interview, but by reflecting upon it at the
conclusion.
Finding Commonality
Introduction
2 lorem ipsum :: [Date]
Action/Reflection
You do not have to ask all of these questions. These are
just to prompt you to go forward. These, however, are
good questions and should elicit some deep and
meaningful dialog. Here are some sample questions you
might ask your interviewee:
Key Scenes
1. Please describe a scene, episode, or moment in
your life that stands out as a really positive
experience.
2. In reviewing your life, is it possible to find key
moments that stand out as turning points for you.
These are episodes that you see as a turning point
in your entire life.
3. Could you detail a positive childhood memory
from your early years as a child. Please describe
this in detail. What happened, where and when
did it happen, who was involved, and what were
you thinking and feeling? What does this memory
say about your life?
4. Vivid adult memory. Please identify one memory
that you have had as an adult, something
memorable or vivid that happened to you in your
adult years. Please describe this in detail.
5. Wisdom event. Find an event in your life where you
displayed wisdom. This could be a time in which
you acted or interacted in an especially wise way
or provided wise counsel, or advice, made a wide
decision or otherwise behaved in a wise manner.
What happened, where and when, who was
involved, and what were you thinking and feeling.
What does this memory say about you and your
life?
6. Religious spiritual or mystical experience. Whether
you are religious or not, some people report they
have felt a transcendent sense of something
sacred at one time or another in their lives., some
feeling of oneness with nature or the ...
This is the user-friendly version of my powerpoint presentation "How'd You Do That? Tips and tricks that might account for my 95% retention rate". Thanks again to everyone who made the session so much fun! Good luck and Take Care!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
1. Saturday, 23 May 2020
To define the term
substance misuse and
understand the way drugs
effect users
To explore why people
misuse substances
To evaluate what support
networks are available to
help support those in need
What makes a good friend?
Knowledge, Skills &
Actions
Think about a time when you have
3 Minutes
Copy
title
Tasks
To understand what ‘Life
Skills and Wellbeing’
subject is all about
To reflect on the year
ahead
To understand the key
skills needed to be
successful in school and
beyond it
What is PSHE and Life Skills?
Think about a time when you have been really
proud of something. When was this?
What are you thankful for in your life?
What is one thing you are looking forward to
this year?
New Vocabulary
Public Speaking,
Resilience, Teamwork,
Leadership, Wellbeing,
Innovation, creativity
2. What will we study in PSHE this year?
Complete a baseline assessment of where you
think you are at for this lesson
(Discussion or complete sheet)
Super
confident
Very
confident
Confident
I’m getting
more
confidence
I’m not
confident at all
2 Minutes
BASELINE CONFIDENCE CHECKER
BEFORE THE LEARNING 1 2 3 4 5 6 7 8 9 10
I know what I will be studying in
this subject
I understand what positive
wellbeing is and the different
types
I understand the key skills
needed to be successful in school
and beyond it
3. PSHE
PSHE CLASSROOM RULES
DEALING WITH SENSITIVE
TOPICS
SAFEGUARDING YOUR
WELFARE & HAVING YOUR
INTERESTS AT HEART
Enjoy the lesson,
Challenge your
perceptions and
understand how to
seek further advice
and support
Don’t make
assumptions about
people’s values,
attitudes, behaviours,
life experiences or
feelings
Conversations stay in
the room unless it is a
safeguarding issue
It’s OK to get things
wrong
Have a non-
judgemental
approach. No put
downs and challenge
the opinion not the
person
You don’t have to say
things about yourself if
you don’t want to (You
have the right to pass)
Show respect
• By listening
• Not interrupting
• Only 1 person talking
at a time
There are no stupid
questions. A question
box for anonymous
Questions
Be open and honest but no personal
comments – Discussions will be about
‘general situations’
Don’t show the fact you are embarrassed
through silliness
Use the agreed appropriate Language (Avoid
slang terms)
4. How do I feel about
this? What don’t I
like about this?
What do I like
about this?
Do I agree with
these 20 life skills?
Would I remove any
of these skills?
Life Skills For Teenagers
THINKING
HATS
INFORMATION FEELINGS
Can something be
done? New ideas?
Were any skills
missing?
CREATIVITY
JUDGEMENT
2 Minutes
Play video
Video 10 Useful Life Skills for
teenagers
Task: Pick one or two colours and
answer all the related questions
Life skills are abilities for
adaptive and positive
behaviour that enable
humans to deal effectively
with the demands and
challenges of life.
Are these good
skills to
develop?
5. PUBLIC SPEAKING
How will you use these skills? Why are these skills important? How will they help
you?
WRITTEN
COMMUNICATION
CREATIVITY &
INNOVATION
PLANNING &
ORGANISATION
DECISION MAKING PROBLEM SOLVING
RESILIENCE &
STAYING POSITIVE
TEAMWORK &
LEADERSHIP
LSW – LIFE SKILLS
6. Create a mind map about what you
think Positive Wellbeing is
Task
How can you improve your
Health & Wellbeing?
Extension
2 Minutes
What is Positive
Wellbeing?
What is positive wellbeing?
It is a state of overall good health in both body and mind and can
include:
✔ Intellectual (cognitive stimulation such as problem solving puzzles),
✔ Spiritual (understanding sense of purpose and beyond your own
existence, can be through prayer or exploration of a higher power,
etc)
✔ Social (building relationships and community support through
friends and family and neighbours etc.)
✔ Physical (Movement, whether in sports or walking, movement that
brings joy.)
7.
8. WHAT DO YOU THINK IS TAUGHT UNDER EACH
HEADING?
Chat with your partner and try to come up
with three topics you think should be taught
under each heading.
Why is the subject Life Skills &
Wellbeing such an important
subject for young people?
Task Extension
9.
10. Complete this sheet with words,
hashtags, images & diagrams of
what you think you will be
learning about in each unit (Its
OK to guess!)
TASK
You will then complete this
again at the end of the year to
see if you were right!
12 Minutes
11. Start with this card…. Or these cards….
“Being able to express yourself is one of the most important
things in life”
Task 1: Discuss / Debate with your partner your own
personal views towards this statement / idea
Extension: Can you think of specific examples of recent events
that would support this statement and other specific examples
that would go against this statement?
Discussion task 2-3 Minutes
12. STOP!
Let us review our learning outcomes for this lesson
Knowledge, Skills & Actions
Super
confident
Very
confident
Confident
I’m getting
more
confidence
I’m not
confident at all
CONFIDENCE CHECKER
AFTER THE LEARNING 1 2 3 4 5 6 7 8 9 10
I know what I will be studying in
this subject
I understand what positive
wellbeing is and the different
types
I understand the key skills
needed to be successful in school
and beyond it
Complete the confidence checker of where you think
you are at for this lesson (Discussion or complete sheet)
3 Minutes
13. FOR MORE INFORMATION ABOUT THE TOPICS COVERED IN THIS UNIT
WE WOULD ADVISE ONE OF THE BELOW:
SPEAK TO YOUR PARENTS/GUARDIANS OR HEAD OF YEAR,
TRUSTED ADULT OR FRIEND IF YOU HAVE ANY CONCERNS ABOUT
YOURSELF OR SOMEONE YOU KNOW – IT IS ALWAYS IMPORTANT TO TELL SOMEONE!
Enjoy the lesson, challenge your
perceptions and understand
how to seek further advice and
support
SPECIFIC FURTHER INFORMATION ON THIS TOPIC CAN BE FOUND
HERE:
❑
❑
❑
❑
2 Minutes
14. I know if I need further
support or help I could
speak to…. or contact…
I supported others
by…
Before I could/would say
and do ... but now I feel I
am able to say
The most important thing I
have learnt today is…
Before I thought that
...
but now I realise..
Today I have tried to…
One thing I didn’t
realise was… now I know
that…
I used to feel ...
but I now feel ..
Before I would have
done…
Now I will …
I always knew ... but now
I can see how it connects
to…
One assumption
of
mine that was
challenged
was…
Before I only knew ...
now I also know ...
I would like to learn…
Next lesson I would like to..
Before I would have
said ... but now I will say…
A question I
would like to
ask is…
A problem I overcame
today was…
I’m really proud of
the
way I have…
The key words for
this lesson are…
2 Minutes