Lead Activities Group final report
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The Lead Activities Group aimed to improve leadership and communication skills through a series of activities over 4 weeks. Surveys posted to Facebook showed that leadership skills improved from the start to finish of the activities, while communication skills depended on the specific activity. There were no issues within the team, just difficulties coordinating schedules. The co-leaders received A+ grades and feedback on areas for self-improvement like time management. The group advises future teams to be creative with activities, plan in advance, and practice to work out any issues.
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Module reflection
Individual Reflective Essay
Throughout this module, I have learned many things and encountered diverse experiences, both exciting and challenging. It has been a great moment to develop my knowledge and understanding in each of the different areas within the course. The module as a whole has enabled me to explore further into my strengths and work on improving my weaknesses so that I can enhance my overall performance. Working with other students during class assignments and projects has enabled me to advance my skills such as communication, effective learning, and teamwork. Besides, working with other people on the various tasks has made the learning experience in Loughborough University more interesting and enjoyable. In fact, in our previous group project, we significantly helped each other and cooperated on all the necessary tasks. The encouragements and inspirations we provided to each other were unprecedented. I feel I have gained a lot from them, exchanging thoughts and ideas about many diverse issues, expressing different viewpoints and inspiring me to develop my own thinking.
Biology 112 Spring 2016.docx
Biology 112 Spring 2016
Scientific Journal Article Critique
Each time you evaluate an article, you will complete Part I and Part II. You will submit on a typed hardcopy Part I., and Part II on the due date listed in your syllabus.
Part I.
1. Skim the article (take light notes)
· Read the abstract. The abstract informs you of the major findings of the study, and the importance.
· What is the big picture of the study (this is done as you read the article)
· Record terms or techniques you are not familiar with.
· Include questions to parts of the article you do not understand.
· If you are unfamiliar with concepts discussed throughout the article, then perform a Google search.
2. Re-read the article
· Go to the Materials and Methods and Results section, and ask the following questions within each section
· Was the study repeated? (You should know why a study must be repeated. If you do not know ask Prof. Olave or Dr. Bignami ASAP)
· What was the sample size? Is this representative of a large population?
· What were the variables? Controls?
· What factors might affect the outcome (according to the investigators)
· Interpret the data within each figure without looking at the text. Once you have done this, then read the text.
· Understand the purpose of the Materials and Methods
3. Preparing to summarize the article:
· Describe the article in your own words first. Can you explain to a friend without looking at your notes? If not, then most likely you do not understand. Go over your notes again.
· What was the purpose of the study?
· A reader who has not read your article must understand your summary.
4. Write a draft of your summary:
· Begin to write the article without looking at your notes. If you choose to look at your notes, then you may not understand the article, and may unintentionally plagiarize.
· Ask yourself the following questions to write your summary (without looking at your notes) in your own words:
· What was the purpose of the study?
· What questions were asked?
· How did the study address these questions?
· What assumptions did the author make?
· What were the major findings?
· What questions are still unanswered (according to the authors of the article)
Part II. Critical Review and Assessment of the Article
· In your summary, include your own analysis and evaluation of the article.
· Do not include personal opinions
· Use professional language. For example:
Common language: Dipodomys merriami is a kangaroo rat that has a longer Loop of Henle, and this helps it survive better in the desert by retaining more water.
Professional language: A longer Loop of Henle in Dipodomys merriami allows for greater water absorption, an adaptation that has led to survival in an arid environment.
· How did this study answer questions proposed in the introduction section of the paper?
· Include the limitations of the study:
· Does the data support the co ...
Overview Our team has been immersed in ‘whole .docx
Overview
Our team has been immersed in ‘whole system change’ for the past few years
in Ontario, Canada; California; Australia and New Zealand; and elsewhere. Our main
mode of learning is to go from practice to theory, and then back and forth to obtain
more specific insights about how to lead and participate in transformative change in
schools and school systems.
In this workshop we take the best of these insights from our most recent
publications: Stratosphere, The Professional Capital of Teachers, The Principal,
Freedom to Change, and Coherence and integrate the ideas into a single set of
learnings.
The specific objectives for participants are:
1. To learn to take initiative on what we call 'Freedom to Change’.
2. To Understand and be able to use the ‘Coherence Framework’.
3. To analyze your current situation and to identify action strategies fro making
improvements.
4. Overall to gain insights into ‘leadership in a digital age’.
We have organized this session around six modules:
Module I Freedom From Change 1-4
Module II Focusing Direction 5-10
Module III Cultivating Collaborative Cultures 11-14
Module IV Deepening Learning 15-22
Module V Securing Accountability 23-30
Module VI Freedom To Change 31-32
References 33
Please feel free to reproduce and use the
material in this booklet with your staff and others.
2015
Freedom From Change
1
Shifting to
the Right Drivers
Right Wrong
§ Capacity building
§ Collaborative work
§ Pedagogy
§ Systemness
§ Accountability
§ Individual teacher and
leadership quality
§ Technology
§ Fragmented strategies
Freedom:
If you could make one
change in your school or
system what would it be?
What obstacles stand in
your way?
What would you change? What are the obstacles?
Trio Talk:
§ Meet up with two colleagues.
§ Share your choice and rationale.
§ What were the similarities and differences in the choices?
Module 1
2
The Concepts of Freedom § Freedom to is getting rid of the constraints.
§ Freedom from is figuring
out what to do when you
become more liberated.
Seeking Coherence § Within your table read the seven quotes from Coherence and circle
the one you like the best.
§ Go around the table and see who selected which quotes.
§ As a group discuss what ‘coherence’ means.
Coherence: The Right Drivers in Action for Schools, Districts, and Systems
Fullan, M., & Quinn, J. ( 2015). Corwin & Ontario Principals’ Council.
# Quote
1. There is only one way to achieve greater coherence, and that is through purposeful action and interaction,
working on capacity, clarity, precision of practice, transparency, monitoring of progress, and continuous
correction. All of this requires the right mixture of “pressure and support”: the press for progress within
supportive and focused cultures. p. 2
2. Coher ...
From Issues to Impact: Meeting of the New Jersey Bonner Network
These slides are part of a presentation for the New Jersey Bonner Network's September 2016 gathering of Bonner Scholars, Bonner Leaders, and AmeriCorps members. Together, they will explore how to build cross-campus and multi-city collaboration that might strengthen the impact of civic engagement on issues like college access, literacy, adult education, and food insecurity. Presented by Bonner Foundation staff Bobby Hackett, Ariane Hoy, Kristi Cordier, and Elvis Diaz.
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Module reflection
Individual Reflective Essay
Throughout this module, I have learned many things and encountered diverse experiences, both exciting and challenging. It has been a great moment to develop my knowledge and understanding in each of the different areas within the course. The module as a whole has enabled me to explore further into my strengths and work on improving my weaknesses so that I can enhance my overall performance. Working with other students during class assignments and projects has enabled me to advance my skills such as communication, effective learning, and teamwork. Besides, working with other people on the various tasks has made the learning experience in Loughborough University more interesting and enjoyable. In fact, in our previous group project, we significantly helped each other and cooperated on all the necessary tasks. The encouragements and inspirations we provided to each other were unprecedented. I feel I have gained a lot from them, exchanging thoughts and ideas about many diverse issues, expressing different viewpoints and inspiring me to develop my own thinking.
Biology 112 Spring 2016.docx
Biology 112 Spring 2016
Scientific Journal Article Critique
Each time you evaluate an article, you will complete Part I and Part II. You will submit on a typed hardcopy Part I., and Part II on the due date listed in your syllabus.
Part I.
1. Skim the article (take light notes)
· Read the abstract. The abstract informs you of the major findings of the study, and the importance.
· What is the big picture of the study (this is done as you read the article)
· Record terms or techniques you are not familiar with.
· Include questions to parts of the article you do not understand.
· If you are unfamiliar with concepts discussed throughout the article, then perform a Google search.
2. Re-read the article
· Go to the Materials and Methods and Results section, and ask the following questions within each section
· Was the study repeated? (You should know why a study must be repeated. If you do not know ask Prof. Olave or Dr. Bignami ASAP)
· What was the sample size? Is this representative of a large population?
· What were the variables? Controls?
· What factors might affect the outcome (according to the investigators)
· Interpret the data within each figure without looking at the text. Once you have done this, then read the text.
· Understand the purpose of the Materials and Methods
3. Preparing to summarize the article:
· Describe the article in your own words first. Can you explain to a friend without looking at your notes? If not, then most likely you do not understand. Go over your notes again.
· What was the purpose of the study?
· A reader who has not read your article must understand your summary.
4. Write a draft of your summary:
· Begin to write the article without looking at your notes. If you choose to look at your notes, then you may not understand the article, and may unintentionally plagiarize.
· Ask yourself the following questions to write your summary (without looking at your notes) in your own words:
· What was the purpose of the study?
· What questions were asked?
· How did the study address these questions?
· What assumptions did the author make?
· What were the major findings?
· What questions are still unanswered (according to the authors of the article)
Part II. Critical Review and Assessment of the Article
· In your summary, include your own analysis and evaluation of the article.
· Do not include personal opinions
· Use professional language. For example:
Common language: Dipodomys merriami is a kangaroo rat that has a longer Loop of Henle, and this helps it survive better in the desert by retaining more water.
Professional language: A longer Loop of Henle in Dipodomys merriami allows for greater water absorption, an adaptation that has led to survival in an arid environment.
· How did this study answer questions proposed in the introduction section of the paper?
· Include the limitations of the study:
· Does the data support the co ...
Overview Our team has been immersed in ‘whole .docx
Overview
Our team has been immersed in ‘whole system change’ for the past few years
in Ontario, Canada; California; Australia and New Zealand; and elsewhere. Our main
mode of learning is to go from practice to theory, and then back and forth to obtain
more specific insights about how to lead and participate in transformative change in
schools and school systems.
In this workshop we take the best of these insights from our most recent
publications: Stratosphere, The Professional Capital of Teachers, The Principal,
Freedom to Change, and Coherence and integrate the ideas into a single set of
learnings.
The specific objectives for participants are:
1. To learn to take initiative on what we call 'Freedom to Change’.
2. To Understand and be able to use the ‘Coherence Framework’.
3. To analyze your current situation and to identify action strategies fro making
improvements.
4. Overall to gain insights into ‘leadership in a digital age’.
We have organized this session around six modules:
Module I Freedom From Change 1-4
Module II Focusing Direction 5-10
Module III Cultivating Collaborative Cultures 11-14
Module IV Deepening Learning 15-22
Module V Securing Accountability 23-30
Module VI Freedom To Change 31-32
References 33
Please feel free to reproduce and use the
material in this booklet with your staff and others.
2015
Freedom From Change
1
Shifting to
the Right Drivers
Right Wrong
§ Capacity building
§ Collaborative work
§ Pedagogy
§ Systemness
§ Accountability
§ Individual teacher and
leadership quality
§ Technology
§ Fragmented strategies
Freedom:
If you could make one
change in your school or
system what would it be?
What obstacles stand in
your way?
What would you change? What are the obstacles?
Trio Talk:
§ Meet up with two colleagues.
§ Share your choice and rationale.
§ What were the similarities and differences in the choices?
Module 1
2
The Concepts of Freedom § Freedom to is getting rid of the constraints.
§ Freedom from is figuring
out what to do when you
become more liberated.
Seeking Coherence § Within your table read the seven quotes from Coherence and circle
the one you like the best.
§ Go around the table and see who selected which quotes.
§ As a group discuss what ‘coherence’ means.
Coherence: The Right Drivers in Action for Schools, Districts, and Systems
Fullan, M., & Quinn, J. ( 2015). Corwin & Ontario Principals’ Council.
# Quote
1. There is only one way to achieve greater coherence, and that is through purposeful action and interaction,
working on capacity, clarity, precision of practice, transparency, monitoring of progress, and continuous
correction. All of this requires the right mixture of “pressure and support”: the press for progress within
supportive and focused cultures. p. 2
2. Coher ...
From Issues to Impact: Meeting of the New Jersey Bonner Network
These slides are part of a presentation for the New Jersey Bonner Network's September 2016 gathering of Bonner Scholars, Bonner Leaders, and AmeriCorps members. Together, they will explore how to build cross-campus and multi-city collaboration that might strengthen the impact of civic engagement on issues like college access, literacy, adult education, and food insecurity. Presented by Bonner Foundation staff Bobby Hackett, Ariane Hoy, Kristi Cordier, and Elvis Diaz.
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Lead Activities Group final report
- 1. Lead Activities Group 7/27/2016 Final Report 1. Co-leaders: Michael Birdsong, Claudia Reoyo Members: Shavaughn Robinson, Akira Wickes, Joseph Franklin, Deep Chovatia 2. Our goal was to improve and inspire leadership skills for individuals in groups, enhance communication skills for each group to overcome obstacles with a successful strategy. We had the entire semester to achieve our goals but completed it in 4 weeks. We measured success with quadratic surveys posted to Facebook. Our graphs posted are in regards to whether the students improved their leadership skills and if their communication skills improved for the activities. Weeks 1 and 4 both had 22 respondents and show that leadership improved from start to finish; it never decreased. Communication however, showed that depending on the activity, different levels of communication where needed so week 1 required the most while week 4 did not require as much. Week 1: Robot and Photo Finish Leadership ^^ Communication ^^
- 2. Week 4: Cup Tower and Egg Drop Leadership^^ Communication ^^ 3. There weren’t any team issues. The only issues were trying to get together to determine the activities we were going to do. The members of the group were very helpful with the execution of activities. 4. Mike Birdsong: a. A+ b. Participative and Delegative c. I need to work on my time management skills, communication skills, and I need to learn how to drop eggs. Claudia Reoyo a. A+ b. Democratic a. I need to work on my time management skills and being clear; finding a way to explain my ideas. 5. Our advice to the next group is that they need to be creative to come up with activities. They should also plan the activities in advance and should try to practice the activities in order to determine where there may be confusion or difficulties.