Every individual, team, and organization today faces a constant variety of major and minor changes. Mastering the Change Curve will help you to understand your own reactions to these changes so that you can move more quickly, completely, and effectively through the change process.
Classroom Management and Conflict Resolution ETAI 2010
Yehezkel Bund and Diane Eisenberg
The Cookie Test: An Activity for Classroom Management and Conflict Resolution
In this unique hands- on workshop, participants learn about "The Cookie Test," a fun and innovative activity for students based on the famous "Marshmallow Test" conducted by researchers at Stanford University. In the activity, students use HOTS /Critical Thinking Skills to develop tools for improved self-control and enhanced interpersonal skills.
Every individual, team, and organization today faces a constant variety of major and minor changes. Mastering the Change Curve will help you to understand your own reactions to these changes so that you can move more quickly, completely, and effectively through the change process.
Classroom Management and Conflict Resolution ETAI 2010
Yehezkel Bund and Diane Eisenberg
The Cookie Test: An Activity for Classroom Management and Conflict Resolution
In this unique hands- on workshop, participants learn about "The Cookie Test," a fun and innovative activity for students based on the famous "Marshmallow Test" conducted by researchers at Stanford University. In the activity, students use HOTS /Critical Thinking Skills to develop tools for improved self-control and enhanced interpersonal skills.
Change Management: Leadership Expectations & Implementation of New Tech Tools whipplehill
Presenter: Michael Fedder
This session will look at the human side of change, why we resist change and what school leaders can do to increase the likelihood of successful change implementation.
Chapter 19 The Heart of the MatterTO SAY IT ONE LAST TIME, may.docxcravennichole326
Chapter 19 The Heart of the Matter
TO SAY IT ONE LAST TIME, maybe, consulting is primarily a relationship business. No matter how research-based or technical the project is, it will always reach a point at which the success of the work will hinge on the quality of the relationships we have with our clients. This relationship is the conduit through which our expertise passes.
The way we contact and engage people around our expertise is an applied art and takes a hundred forms. At times it is one-to-one coaching with an individual or team. It can be working with a group on strategy or technology, or running a training session. Underlying all the ways we work with clients is a set of beliefs about relationships, learning, and the nuances of how change occurs that ultimately define our practice.
While this book is threaded with thoughts about good, or flawless, consulting practice, I want to take a moment to be explicit about its foundational concepts. When I am lost, unsure how to proceed, which is most of the time, I return to a few ideas that ground me again and again and serve to reassure. Each of these ideas has as much to do with the heart as the head; in fact, finding and sustaining this connection may be the whole point. Consulting cannot be done well without genuine caring for the client, and the challenge is to find ways to embody our care in the way we do the work. Our care is expressed
partly in our behavior and style, but it is also a matter of how we structure critical elements of the learning and change process.
In a sense, our job is to be a learning architect. At our best, we design social settings that lead to insight, resolution of differences, and change. What follows are some ideas that support conditions under which learning and change are more likely to happen. None is fail-safe, each contains elements of adventure, and all flow against the stream of the conventional wisdom and the dominant culture. That is what makes them useful.
Choosing Learning Over Teaching
While we usually claim that we are in the business of helping our clients learn, most traditional educational or consulting efforts are more about teaching than learning. If you ask who is really learning at any
meeting, communication session, or training event, the answer is usually, “The person in charge.”
The dominant models for learning come from our educational system. If you look at most of our classrooms, the teacher stands in front, and students line up behind or around tables, facing the front. The agenda, the objectives, and the method of learning are all specified by the teacher. The teacher is in effect the supervisor of learning. This is the world that Ward, in the previous chapter, is chipping away at. Similarly in consulting, the consultant is expected to be the change manager, even the change agent. The task of the client is to absorb what the consultant has to offer.
The classroom or consulting project run on this model is based on the need for p ...
Change Management: Leadership Expectations & Implementation of New Tech Tools whipplehill
Presenter: Michael Fedder
This session will look at the human side of change, why we resist change and what school leaders can do to increase the likelihood of successful change implementation.
Chapter 19 The Heart of the MatterTO SAY IT ONE LAST TIME, may.docxcravennichole326
Chapter 19 The Heart of the Matter
TO SAY IT ONE LAST TIME, maybe, consulting is primarily a relationship business. No matter how research-based or technical the project is, it will always reach a point at which the success of the work will hinge on the quality of the relationships we have with our clients. This relationship is the conduit through which our expertise passes.
The way we contact and engage people around our expertise is an applied art and takes a hundred forms. At times it is one-to-one coaching with an individual or team. It can be working with a group on strategy or technology, or running a training session. Underlying all the ways we work with clients is a set of beliefs about relationships, learning, and the nuances of how change occurs that ultimately define our practice.
While this book is threaded with thoughts about good, or flawless, consulting practice, I want to take a moment to be explicit about its foundational concepts. When I am lost, unsure how to proceed, which is most of the time, I return to a few ideas that ground me again and again and serve to reassure. Each of these ideas has as much to do with the heart as the head; in fact, finding and sustaining this connection may be the whole point. Consulting cannot be done well without genuine caring for the client, and the challenge is to find ways to embody our care in the way we do the work. Our care is expressed
partly in our behavior and style, but it is also a matter of how we structure critical elements of the learning and change process.
In a sense, our job is to be a learning architect. At our best, we design social settings that lead to insight, resolution of differences, and change. What follows are some ideas that support conditions under which learning and change are more likely to happen. None is fail-safe, each contains elements of adventure, and all flow against the stream of the conventional wisdom and the dominant culture. That is what makes them useful.
Choosing Learning Over Teaching
While we usually claim that we are in the business of helping our clients learn, most traditional educational or consulting efforts are more about teaching than learning. If you ask who is really learning at any
meeting, communication session, or training event, the answer is usually, “The person in charge.”
The dominant models for learning come from our educational system. If you look at most of our classrooms, the teacher stands in front, and students line up behind or around tables, facing the front. The agenda, the objectives, and the method of learning are all specified by the teacher. The teacher is in effect the supervisor of learning. This is the world that Ward, in the previous chapter, is chipping away at. Similarly in consulting, the consultant is expected to be the change manager, even the change agent. The task of the client is to absorb what the consultant has to offer.
The classroom or consulting project run on this model is based on the need for p ...
Slides to accompany Alison Olzendam's presentation at the 2008 OSPI conference:
Covered during presentation
* Learn how adult human development intersects with improving teaching and learning
* Review the research behind these key strategies for translating knowledge into action
* Learn the Five Essential Components to facilitating adult learning
* Explore strategies for creating sustainable practices
Introducing & Sustaining Change - 2010 SEPGrhefner
This workshop will provide practical approaches, tools, and techniques for introducing and sustaining change in your organization. Successful change requires the right combination of strategy, structure, and support. Your chances of success depend on your current culture, the desired end state, the resources available, and the past response to change. Special attention will be paid to influencing change without direct authority. This workshop will be useful to anyone looking to jump-start improvement, revitalize a failing initiative, or maintain a maturity level.
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Model Attribute Check Company Auto PropertyCeline George
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Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. Change is HARD
As instructors, it is hard to know what you need to do when
students have the knowledge they need, but still aren’t
doing the right things.
Humans are creatures of habit.
Habits are formed based on personal experience.
WHAT THIS
MEANS: MORE
KNOWLEDGE
WON’T HELP
3. Consequences
There is no reason to change habits or actions when there is not an
immediate consequence for doing so. Delayed or future consequences
are often too abstract to warrant behavioral change, especially if the
immediate consequence provides positive or immediate satisfaction.
• Eat an entire box of donuts.
Action
• Donuts are yummy.
Immediate
Consequence
• Upset stomach.
Delayed
Consequence
E
X
A
M
P
L
E
4. “I know, but…”
It may seem obvious that if you tell someone that if they eat a whole
box of donuts, they will likely get sick. So why is it that when logic tells
someone they shouldn’t do something, they choose to do it anyway?
You should buckle up
every time you get in a
car; accidents are
dangerous.
“I know but, we are
only going down the
road.”
“I know but, I’ve driven
this road a thousand
times before.”
“Seatbelts are
lame.”
Smoking is bad for you.
“I know but, nicotine
calms my anxiety.”
“I know but, I really
don’t smoke that many.”
“There are worse
things than
smoking.”
Exercising every day is
good for your health.
“I know but, I am
too busy.”
“I know but, I don’t like
feeling sore.”
“Does eating count
as exercise?”
5. Two Brains
Previous knowledge, personal experience, habits, and the
reward of immediate satisfaction often prevents students
from making the logical choice.
The conscious, logical, rational side of the brain “knows”
what should be done.
However, the automatic, emotional, visceral side of the brain
disregards the “know” and takes charge of the “do”.
CHANGE IS HARD
6. "It's not about tricking your learners into
compliance. Instead, it's about designing
environments that make it easier for
learners to succeed.
The experience they have when they are
learning about something can make a
difference in the decisions they make later."
-Julie Dirksen (2016)
7. So what are some strategies
we can use to motivate
learners?
Technology Acceptance Model (TAM)
Diffusion of Innovation Model
Self-Efficacy
8. Technology Acceptance Model (TAM)
The TAM model is beneficial when deciding how to strategically
design for motivation. It determines what variables affect a learner's
ability to adopt a new technology by using two perception
strategies:
• Does the learner find the change useful to them?
Perceived Usefulness
• Does the learner find the change easy to implement and
utilize?
Perceived Ease of Use
TAM helps when designing anything that requires
adopting a new technology, practice, or system.
9. Questions to ask when
designing with TAM in mind…
Is the behavior useful?
How will the learner KNOW that it is useful?
How easy is it to use?
If it isn't easy, what can be done to change
that?
10. Diffusion of Innovation
An analysis of the perceived attributes that affect whether a learner
chooses to adopt or reject a new behavior. This model proposes
that any new behavior or skill will be slow to catch on as groups of
learners gain skills needed to be successful.
Relative
Advantage
Degree the innovation is perceived as better than a pre-
existing idea?
Compatibility Degree to which an innovation is perceived to align with
pre-existing values, past experiences, and user's needs.
Complexity Degree of difficulty to use.
Observability Degree of visible results to peers.
Trialability The opportunity to experiment with the innovation within
limitations.
11. Self-Efficacy
Confidence is key. Instilling a continued belief of
success and self-confidence is all it might take to
motivate positive change. Using social learning
experiences that offer collaborative communication,
positive reinforcement, and continued mentorship
and encouragement, as well as streamlining content
to ensure it is authentic, easy to use and digest, and
ultimately useful, will help learners to feel confident
in making and adopting new behaviors and
innovations.
“I think I can…I think I can…”
12. SUMMARY
Two kinds of motivation need to be considered: Motivation to LEARN, and
motivation to DO.
"I know, but…" means that designing for motivation is needed.
Delayed rewards or consequences affect behavioral change.
Learning from experience is GOOD. Learning the wrong thing is BAD.
Visible feedback and consequences are the most common motivation
challenges.
Humans are creatures of habit.
Learners are INFLUENCED, not controlled.
Learning design is successful when learners see something as useful and easy
to use.
It is best to learn by observation and by DOING.
Self-efficacy is vital to learner success.
Overcoming anxiety or fear with practice and support will help build learner
confidence.