This document outlines the structure and goals of a team building course. It includes an introduction to teams and teamwork. The class will be divided into groups of 3 to research and lead team building games. Students will work together on a class project and evaluate each other's contributions. The project goals and evaluation criteria are described. Reflection papers will also be assigned. The document provides learning outcomes and contact information for the teacher.
Dana Pylayeva and Kriti Jaising present remote facilitation with Training from the Back of the Room, Zoom breakout sessions and Liberating Structure. All in the virtual space
This is a team building activity for an organizing coalition or action teams to use during their first or second meeting.
Teamwork begins with self-awareness and awareness of other people’s leadership styles. We can’t be good at everything so we need to bring together people with different styles and talents. This worksheet will help you and your team figure out how you can work collaboratively across leadership styles.
Team Membership - Focus on your style to find successMike Cardus
Workshop based upon Team Dimensions Profile.
Team membership starts with "I". The more you know about yourself this "I" the more effective you can be as a team member. Once you explore and reflect upon your "I" you know what motivates you and can continue to feel autonomous and respected while producing amazing work.
The goal is to explore behaviors that you exhibit and facilitate you to be aware (mindful) of how you are acting in that moment. Therefore making you a better team member. Basically the goal is all about YOU.
“making myself an effective team member, one who is dedicated to being a team member as opposed to making myself desirable for membership within the team.”
http://www.create-learning.com
Dana Pylayeva and Kriti Jaising present remote facilitation with Training from the Back of the Room, Zoom breakout sessions and Liberating Structure. All in the virtual space
This is a team building activity for an organizing coalition or action teams to use during their first or second meeting.
Teamwork begins with self-awareness and awareness of other people’s leadership styles. We can’t be good at everything so we need to bring together people with different styles and talents. This worksheet will help you and your team figure out how you can work collaboratively across leadership styles.
Team Membership - Focus on your style to find successMike Cardus
Workshop based upon Team Dimensions Profile.
Team membership starts with "I". The more you know about yourself this "I" the more effective you can be as a team member. Once you explore and reflect upon your "I" you know what motivates you and can continue to feel autonomous and respected while producing amazing work.
The goal is to explore behaviors that you exhibit and facilitate you to be aware (mindful) of how you are acting in that moment. Therefore making you a better team member. Basically the goal is all about YOU.
“making myself an effective team member, one who is dedicated to being a team member as opposed to making myself desirable for membership within the team.”
http://www.create-learning.com
Introduction to the concept of gamification, a discussion with a Minecraft expert, and a case study of the Velvet Throne gamification of a TAFE Certificate III and IV in Digital Media. Presented to WSI Institute of TAFE on December 4th 2014.
Differentiating Instruction with TechnologyVicki Davis
How do we reach every child with technology? How do we select the tools and build a framework so that we can reach every child. Here are the slides with the differentiating instruction with technology presented in Akron in June 2018
Slides from March 2014 presentation recorded by QVDC available at bit.ly/mjQVDC
This 90 minute presentation offers a series of provocative case studies, local and global, to demonstrate effective application of gamification principles and practices in Education. We will discuss key concepts of fun, play, and education.
Introduction to the concept of gamification, a discussion with a Minecraft expert, and a case study of the Velvet Throne gamification of a TAFE Certificate III and IV in Digital Media. Presented to WSI Institute of TAFE on December 4th 2014.
Differentiating Instruction with TechnologyVicki Davis
How do we reach every child with technology? How do we select the tools and build a framework so that we can reach every child. Here are the slides with the differentiating instruction with technology presented in Akron in June 2018
Slides from March 2014 presentation recorded by QVDC available at bit.ly/mjQVDC
This 90 minute presentation offers a series of provocative case studies, local and global, to demonstrate effective application of gamification principles and practices in Education. We will discuss key concepts of fun, play, and education.
This represents a 2-hour training for instructors of Quest2Teach, consisting of a 1-hour overview of the individual games, theory, Nexus, Network, Teacher Toolkit, research findings, and best ecology for implementation of these games. This is followed by a 1-hr facilitated gameplay by the instructors where they follow the curricula guides, login and play the games, create an avatar, navigate the virtual worlds, and post reflections in the network, just as their students will do.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter 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.
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
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.
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.
1. 9/6/12
C H I L D R E N ’ S E N T E R T A I N M E N T
TEAM BUILDING
2. Teams
A team is a small number of people with
complementary skills who are committed
to a common purpose, performance
goals, and approach for which they hold
themselves mutually accountable.
-- The Wisdom of Teams
Jon R. Katzenbach &
Douglas K. Smith
3. Intros
Pair up in groups of 2.
Interview each other for 2 minutes each.
Then introduce the other to the class.
Questions:
What is their name?
What they want to get out of the program?
What unique trait do they bring to the group?
4. Teacher Intro: Miriam Verburg
Artist turned Web designer turned Project manager turned
Teacher
Connect to me on:
My LinkedIn: http://www.linkedin.com/in/miriamverburg
Twitter: @mirverburg
5. Class Rules
1. Absolutely no insults. In a class about power
and leadership it is very counterproductive to use
insults or mockery.
2. Participate! Learning to communicate
effectively is the main purpose of this class. If you
know you have issues around speaking in public
please come talk to me and we'll figure out a way
to make it easier for you.
3. Be here! You can't learn to communicate well
if you are at home staring at your Facebook wall. If
you have to be absent for a class inform me & your
teammates.
8. Pick your partners
Find 1 person you haven't talked to yet. They are your
partner.
Blind Drawing:
1. Decide who is the blind partner.
2. The 'sighted' partner goes to the front of the room, gets an
illustrated card & a blank page from Miriam.
3. Sit so the 'blind' partner can't see the image on your card.
Give the blank card to the 'blind' partner.
4. Sit back to back, the sighted partner describes the image on
the card to the 'blind' partner while he or she tries to draw
what you are describing. When you are done, compare the
two images.
9. Debrief
What made that difficult?
What type of communication was used in attempting to
solve the problem?
What communication methods might have worked better?
What non-verbal factors might have made that easier?
What real life activities are similar to this activity?
10. MacGruber is a terrible leader
http://www.youtube.com/watch?v=lHPRl05J0DM
11. Course Description:
Action & case oriented with a hands-on component in
each class.
Graded assignments:
1. Team building game 15%
2. Participation %10
3. Contribution to class project 50%
4. Reflection on class project 25%
12. 1. Team Building game:
• Teams of 3 chosen at random
• Each team will research and find a team building game
on the web.
• Each week they will lead the class in the game.
• Marks will be assigned to the team as a whole by the class.
• Discuss this grading rationale. Will it impact the
cohesiveness of your team, is it a positive or negative
impact?
13. 2. Participation:
• Answer questions
• Respond to another student’s input
• Stay awake in class.
• Keep your phone in your pocket.
• Bring up points, ideas or situations relevant to the
discussion at hand
• Be responsible and accountable to your fellow students
during project work
• Volunteer to chair meetings
14. 3. Class Project
Class must organize and execute an event of some sort to
take place during week 8 of the team building course.
You will be evaluated on:
• Roles taken
• Communication and collaboration
• Event success
• Peer evaluation
The event must be legal, non-discriminatory and safe.
15. 3. Class Project continued
Potential events include:
• Talent show
• Fundraiser
• Conference
• Hackathon
• Auction
Must include all members in the class and planning process
must be documented through the use of online
collaboration tools.
16. 4. Reflection paper
Following the event, write a short personal paper (4 – 5
pages) reflecting on the experience of working with class as
a team.
Questions to address:
• What did I think it would be like going in?
• What unexpected things happened? How did I cope?
• How did I feel about my contribution compared to the rest
of the class?
17. Find cool team games online
http://www.businessballs.com/teambuildinggames.htm
http://www.gogamestorm.com/
Or do a search on:
'Team Building Games', 'Brainstorming Games’
If you are worried that the game may not be suitable please
send me the description via email.
Unsuitable games include anything that requires gasoline & a
match – includes slurs or insulting speech, or required jumping
from great heights.
18. Course Learning Outcomes
The student will reliably demonstrate the ability to:
• Evaluate one’s own behavior while acknowledging
differences among team members
• Assess and support stages of team formation
• Use techniques to strengthen team cohesiveness
• Participate in delivery of a team project