WhyTry is an evidence-based program that uses visual analogies, music, hands-on activities and multimedia to teach important life skills to youth. It aims to motivate unmotivated youth and help reduce dropout rates, bullying, drug use and improve academics. The WhyTry curriculum contains 10 visual metaphors reinforced through group activities to engage different learning styles. It has been used in over 12,000 schools and organizations worldwide.
This presentation provides research-based methods to teach emotional intelligence and life skills. This session emphasizes a strength-based approach to helping youth overcome challenges using “multiple intelligence” methods with an emphasis on meeting their individual needs. Why Try offers solutions and is an approach to foster success in youth to overcome, survive and thrive. E
This presentation provides research-based methods to teach emotional intelligence and life skills. This session emphasizes a strength-based approach to helping youth overcome challenges using “multiple intelligence” methods with an emphasis on meeting their individual needs. Why Try offers solutions and is an approach to foster success in youth to overcome, survive and thrive. E
Upstanders for the Win! Game-based education to prevent digital abuse and dat...Kate Reilly
The Start Strong Rhode Island project at Sojourner House is working with E-line Media to develop a video game that will help teens prevent digital and dating abuse in their communities. Check out the presentation and go to www.girlvsgame.tumblr.com for more information!
Assessing quality: Learner analytics, or human intuition?Brandon Muramatsu
Bror Saxberg's presentation at Conversations on Quality: A Symposium on K-12 Online Learning hosted by MIT and the Bill and Melinda Gates Foundation, January 24-25, 2012, Cambridge, MA.
Methods used in pediatric rehabilitation Zaid Hjab
Zaid Hjab
In rehabilitation of children, varying approaches and techniques are
used, ranging from very conservative and conventional techniques, such as muscle
strengthening, manual stretching, and massage, to more complex motor learningbased theories, such as neurodevelopmental treatment, conductive education, and
several others. The motor disorders seen in pediatric are frequently accompanied
by disturbances of sensation, cognition, communication, perception, and/or
behavior disorders; thus, therapy approaches are arranged to meet the individual
child’s needs. The approaches can be divided into two groups as with equipment
and without equipment. Examples for without equipment rehabilitation
approaches are neurodevelopmental treatment, conductive education constraintinduced movement therapy, and task-oriented therapy, whereas robotic therapy,
virtual reality, and horse-back riding therapy are the examples of rehabilitation
approaches with equipment. Application of evidence-based methods ensures
maximum gains in children. The concept that intense, task-specific exercises
capitalize on the potential plasticity of the CNS and thus improve motor recovery
has led to the development of several successful interventions for children. Also
approaches that improve the patient’s motivation and target the activities of daily
living and participation are the most effective approaches for functional recovery
of the children.
This presentation "Accelerated Learning" introduced the concept of organizational learning and action learning. And provided a project case to show how to integrate action learning, web-based learning and classroom learning in corporate training and development program.
This is a general presentation on collaboration designed in one of my doctorate courses. I have posted another presentation that is an overview of S'cool Moves that you might enjoy.
Intended Outcomes:
identify the PALSI scheme's intended outcomes and adjust their expectation
identify the demand and expectation of university learning
explain the importance of active and reflective learning
describe how learning skills, will and self regulation interplay with each other and affect learning outcomes
develop appropriate expectation and attitude for peer assisted learning
Activities:
Lecture
Past PALSI Students & Leaders experience sharing
Upstanders for the Win! Game-based education to prevent digital abuse and dat...Kate Reilly
The Start Strong Rhode Island project at Sojourner House is working with E-line Media to develop a video game that will help teens prevent digital and dating abuse in their communities. Check out the presentation and go to www.girlvsgame.tumblr.com for more information!
Assessing quality: Learner analytics, or human intuition?Brandon Muramatsu
Bror Saxberg's presentation at Conversations on Quality: A Symposium on K-12 Online Learning hosted by MIT and the Bill and Melinda Gates Foundation, January 24-25, 2012, Cambridge, MA.
Methods used in pediatric rehabilitation Zaid Hjab
Zaid Hjab
In rehabilitation of children, varying approaches and techniques are
used, ranging from very conservative and conventional techniques, such as muscle
strengthening, manual stretching, and massage, to more complex motor learningbased theories, such as neurodevelopmental treatment, conductive education, and
several others. The motor disorders seen in pediatric are frequently accompanied
by disturbances of sensation, cognition, communication, perception, and/or
behavior disorders; thus, therapy approaches are arranged to meet the individual
child’s needs. The approaches can be divided into two groups as with equipment
and without equipment. Examples for without equipment rehabilitation
approaches are neurodevelopmental treatment, conductive education constraintinduced movement therapy, and task-oriented therapy, whereas robotic therapy,
virtual reality, and horse-back riding therapy are the examples of rehabilitation
approaches with equipment. Application of evidence-based methods ensures
maximum gains in children. The concept that intense, task-specific exercises
capitalize on the potential plasticity of the CNS and thus improve motor recovery
has led to the development of several successful interventions for children. Also
approaches that improve the patient’s motivation and target the activities of daily
living and participation are the most effective approaches for functional recovery
of the children.
This presentation "Accelerated Learning" introduced the concept of organizational learning and action learning. And provided a project case to show how to integrate action learning, web-based learning and classroom learning in corporate training and development program.
This is a general presentation on collaboration designed in one of my doctorate courses. I have posted another presentation that is an overview of S'cool Moves that you might enjoy.
Intended Outcomes:
identify the PALSI scheme's intended outcomes and adjust their expectation
identify the demand and expectation of university learning
explain the importance of active and reflective learning
describe how learning skills, will and self regulation interplay with each other and affect learning outcomes
develop appropriate expectation and attitude for peer assisted learning
Activities:
Lecture
Past PALSI Students & Leaders experience sharing
Educators have come to appreciate the importance of rigorous and challenging experiences for students. However, leading teachers to increase rigor in the classroom is a challenge. In this session, we’ll discuss the definition of rigor, immediate ways to increase rigor in a school, and a COMPASS of leadership tools that principals can immediately use to increase rigor in their schools.
In the 1960’s, visionary leaders dreamed of schools that would provide a challenging academic program PLUS a developmentally responsive environment for young adolescents. Decades later, middle level schools and educators have an opportunity to stand on the shoulders of the courageous giants who paved the way for “the middle school movement.” In this session, participants will view contemporary videos of interviews with these visionary leaders, including their musings about the heritage of middle level education and their sage advice for its future.
80.
School should be a place where every student has a place to belong and to be celebrated. Recognizing the successes of students personalizes the learning environment and contributes not only to students’ academic success but also to their development as well rounded, productive citizens who give back to their community. This session will share numerous ways to authentically recognize and celebrate students in areas such as attendance, athletics, the arts, extracurricular involvement, academics, and citizenship.
Feb 27, 2012, DPI-665, The politics of the Internet. In this class we read from Clay Shirky's Here Comes Everybody and Ori Brafman and Rod Beckstrom's The Starfish and the Spider and began to discuss the nature of decentralized/open organizations and the different role of leadership in such organizations.
Teaching Adults: What trainers need to knowDanielleHazen1
Teaching adults isn’t
like teaching children. What we learn in childhood forms the foundation of what we learn as
adults. Our life experiences can add to that, thus creating a substantial
reservoir of information.
Developing insight into how adults learn helps trainers become more
successful.
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
Improving the 6th Grade Transition for Middle School Students
This session will present two middle school principals' efforts to improve the middle school transition for rising 6th grade students. Results from a 6th grade parent survey and Summer Bridge Program will be discussed. New school strategies and implementations to ease the 6th grade transition will also be discussed.
Presenters: J. Brent Cooper, Holly Emanuel, Terri Mozingo & Latonya Smith - Durham Public Schools & Brogden Middle School - Durham, NC
Closing the Gap With STEM Education: Why, What, and How
Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
Many educators continue to provide authentic middle school programs and practices - even when faced with budgetary challenges and public misperceptions. Presenters will share suggestions for articulating and advocating the middle school concept. Using presentation software, audience participants will engage in discussing these issues in an open forum.
Presenters: Bob Houghton, Howard Coleman, Kathleen Roney, Laurie Ramirez & Dave Strahan-Appalachian State University, UNC-Wilmington, & Western Carolina University
What is Your Student’s Writing Telling You?
Join DPI ELA consultants in an interactive session that explores what exemplary 6-8 student writing aligned to the CCSS looks like in ELA classrooms. Participants will look at student writing samples across the three types of writing: argument/opinion, informative/explanatory, and narrative writing and identify techniques aligned to the Standards.
Presenter: Anna Frost - NC Department of Public Instruction - Raleigh, NC
Developmentally Appropriate Practices to Support the Young Adolescent
How do you foster academic growth for students in the middle? Developmentally appropriate practices are critical at all levels for student learning and engagement. Refocusing on the middle school model aligns instructional practices with the unique developmental needs of students ages 11 through 15. Teaming, Advisory, and Content Integration enable teachers to leverage the talents of adolescents. This collaboration strengthens teacher leadership, builds student-teacher relationships, and fosters critical conversations around teaching and learning.
Presenters: Patterson Denise & Stephanie Dischiavi - Northview Middle School - Hickory, NC
Reading Challenge: Engage Your Readers Through Technology
Engaging students in meaningful independent reading is often a daunting task. This session will share a reading challenge that uses technology to motivate students to read and respond to their reading. Discussion boards, digital book talks, and multimedia projects are utilized to enhance, inspire, and empower students in this challenge.
Presenter: Erica Preswood - University School - Johnson City, TN
Seminars and Inquiry-based Learning in an Autonomous Learning Environment
Collaboration is essential for developing 21st century skills. This presentation will be an interactive discussion of the logistics of integrating Inquiry-based Learning across the curriculum, using seminars to engage all learners, and the value of collaboration with all subject area teachers. The presenters will reflect on classroom successes and challenges.
Presenters: Liz Everett & Seth Stephens - CW Stanford Middle School - Hillsborough, NC
Durham Public Schools and NC Write: A District-Wide Literacy Initiative
Durham Public Schools has partnered with Measurement Incorporated’s NC Write program to launch a district-wide literacy initiative. With an emphasis on Six Traits of Writing and Understanding by Design, district literacy specialists create digital interdisciplinary performance assessments to measure Common Core ELA standards and empower students to be college/career-ready.
Presenters: Trish Martin, Rhonda Kaye & Heidi Elmoustakim-Measurement Inc- Durham, NC
Teaching Middle... A Spiritual Practice
Teaching is profound, personal, and complex- almost a spiritual practice. Using that metaphor, perhaps we can draw on inner resources which will allow us to remain balanced and compassionate even on our most difficult days. This presentation will not espouse any specific religious tenets but gently look at philosophical underpinnings common to all.
Presenter: Ann Mary Roberts - Radford University - Radford, VA
Different Families Different Dances: Children of Alcoholics in the Classroom
When you live in a family where a parent has an addiction you learn ways of coping to help the family and get your needs met. Sometimes those strategies are counterproductive in the classroom. Participants will learn about Children of Alcoholics and strategies to help students be more successful in school.
Presenter: Ann Mary Roberts - Radford University - Radford, VA
Including Inclusion: Sharing the Classroom for Student Success
This session will offer comic relief to the many challenges of inclusion; while providing practical strategies for creating a successful inclusion classroom. Teachers will explore various inclusion models and ways to effectively communicate, plan and organize for students’ success. PREREQUISITE: Sense of humor and love for Middle-Scholars is required.
Presenters: Angela Monell & Shakera Wilson - Porter Ridge Middle School - Indian Trail, NC
Portrait of a 21st Century Student
What adjectives would you use to describe a 21st century student? If you are interested in helping students ask deeper questions, collaborate effectively and produce quality projects, this session is for you. We will explore resources and strategies that develop those much need skills for future academic and professional success.
Presenter: Cheryl Ellis - Zaner-Bloser Publishing - Franklin, TN
Is Google DRIVE-ing you Crazy?
From Google Docs to Google Presentations to Google Sites, Google provides more than a search engine and G-Mail accounts. Learn about the many functions and applications of Google Drive that will take you one step closer to the 21st century classroom. Bring a laptop and a G-Mail account and get ready to DRIVE through Google!!!
Presenters: Monica Martin, Heather Martin, & Lynn Potter-Caldwell County Schools-Lenoir, NC
Engaging Students in the Common Core through SAS Curriculum Pathways
Are you intimidated by the increasing push to use technology in your classroom? This session will dive into SAS Curriculum Pathways, a free resource, where you can create effective, interactive lessons that engage students to meet Common Core standards. You will walk away with a 21st Century tool and resources for immediate use in your classroom.
Presenters: Julie Stern & Katie Hutchison - East Cary Middle School - Cary, NC
New Interactive Career and College Planning Activities for Middle School
This new set of 21 online activities (7 per grade) includes guided exercises, readings, inventories, videos, and games to help students learn about themselves and options for their future. Please join us to see activities, student work products, and to consider how these free activities from CFNC.org can fit into your school plan.
Presenters: Mark Wiles & Lisa Sommerfeldt - University of North Carolina General Administration - Greensboro, NC
Engaging Students in the Common Core through SAS Curriculum Pathways
Are you intimidated by the increasing push to use technology in your classroom This session will dive into SAS Curriculum Pathways, a free resource, where you can create effective, interactive lessons that engage students to meet Common Core standards. You will walk away with a 21st Century tool and resources for immediate use in your classroom.
Presenters Julie Stern & Katie Hutchison - East Cary Middle School - Cary, NC
Mentor Text: What It Is and How to Use It Effectively
Mentor texts are a valuable way to allow students to integrate literature and student writing. Participants will be exposed to a variety of reading material, helpful texts, and student samples to help with the understanding of what mentor text is and how best it can be used. Participants will also participate in writing exercises that can translate into a positive classroom experience.
Presenter: Melanie Dalton - Alexander Graham Middle School - Charlotte, NC
Give Your Students a Voice With Interactive Notebooks
Interactive Notebooks will change the way your students organize their thoughts, show creativity and express their knowledge of a subject. Using Interactive Notebooks, your students will have a significant decrease in lost papers and a more personalized education. Though this session is directed towards Science, Interactive Notebooks are easily adaptable for other subjects.
Presenter: Catie DiVito - Broad Creek Middle School - Newport, NC
More from North Carolina Association for Middle Level Education (20)
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.
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.
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.
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.
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.
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
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!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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
"Protectable subject matters, Protection in biotechnology, Protection of othe...
WhyTry: Evidence Based & Effective
1. Tel: 866-949-8791 www.whytry.org/intro
WhyTry is Evidence Based & Effective
It is Used For:
Bullying Prevention
Drop Out Prevention
Changing Behavior
Improving Academics
Drug and Alcohol Prevention “After the training, our school was buzzing!!
Improving Decision Making The culture has transformed from pessimism
to optimism, from stuck and decaying to
Truancy Reduction flowing peacefully, from resistance to accep-
tance, and from no hope to a renewed feeling
of power and new ideas.”
Lyndsay Morris
School Counselor - WA
How do you. . .
Motivate the un-motivated youth and
help them to answer the question . . .
Why Try?
Check us out online:
www.whytry.org/intro
1
2. Call: 866-949-8791 www.whytry.org/info
What is WhyTry?
The WhyTry program was created to provide simple, hands-on solutions for dropout prevention,
violence prevention, truancy reduction, and increased academic success.
The idea is straightforward: Teach social and emotional principles to youth in a way they can understand
and remember. WhyTry is based on sound empirical principles, including solution-focused brief therapy,
social and emotional intelligence, and multi-sensory learning.
The WhyTry curriculum utilizes a series of ten visual analogies that teach important life skills (e.g.,
decisions have consequences; dealing with with peer pressure; obeying laws and rules; plugging in to
support systems).
The visual analogies are reinforced through creative use
of music, hands-on activities, and multimedia. WhyTry
curriculum engages all major learning styles (visual,
auditory, and body-kinesthetic).
WhyTry programs are generally grant-funded through
local community grants and federal funds like Title1,Title
4 and Safe Schools/Healthy Students Initiative etc.
WhyTry is often used for RTI and PBiS.
Who uses WhyTry? Our Mission
WhyTry is currently at work in over 12,000 To help people achieve opportunity, freedom,
organizations in all 50 of the United States, as and self-respect using education and
well as Canada, the UK, and Australia. WhyTry is interventions that motivate and create positive
used one-on-one and in groups at K–12 schools, change. We offer hope and an answer to the
alternative education programs, mental health question “Why Try in life?”
organizations, and correctional facilities.
To achieve its mission, WhyTry counts on
WhyTry programs are led by thousands of
the support of professionals who share our
professionals around the world:
commitment to helping youth reach their
Teachers and special ed instructors potential. The key to the WhyTry program’s
School counselors and psychologists success in changing lives is the power in the
Social workers relationship between someone who cares and a
Mental health professionals youth who needs help.
Probation officers
Corrections staff
2
3. Call: 866-949-8791 www.whytry.org/info
The Reality Ride
“The Reality Ride” teaches that decisions have
consequences. It can be related to the specific
circumstances of each individual’s life. It helps
youth understand and change their decisionmaking
process to “get on the right track.”
1
2
3
5. Call: 866-949-8791 www.whytry.org/info
8
You Can See Over The Wall
A summary of the entire WhyTry program.
Youth who can’t answer the question “Why
try?” are not likely to put forth the effort to
change their lives.Each step to the top of the
wall represents one of the principles taught by
the visual analogies of the WhyTry program.
Group Learning Activities
For each visual metaphor in the WhyTry
Program we include several group learning
activities. These activities are used as
attention grabbers and object lessons to follow-
up and reinforce the principles taught in the
visuals.
The Learning Pyramid
Average Learning
Teaching Methods Retention Rates
Lecture 5%
Studies have shown that understanding and retention Reading 10
%
%
of a new concept is increased dramatically with the Audio Visua
l
20
30
%
Demonstra
addition of experiential teaching elements including, Discussio
tion
50
%
demonstration, discussion (processing), practice by
n Group
%
Practice
By Doing 75
doing, and teaching. Teachin
g Other
90
%
s
(National Training Laboratories in Bethel, Maine.)
5
6. Call: 866-949-8791 www.whytry.org/info
Tearing Off Your Label teaches a simple, Defense Mechanisms teaches youth to
memorable process for overcoming recognize and control their own defense
negative labels. Negative labels can come mechanisms, and to recognize those that
from many sources, including peers, other people use. People sometimes use
teachers, parents, and society. To change, defense mechanisms that are destructive,
youth must learn to tear off their negative and instead of protecting them, they just
labels and find their real worth. get them into more trouble.
The Motivation Formula is the Climbing Out teaches youth that
philosophical foundation of the WhyTry sometimes people around them will try
program. Youth must learn how to channel to keep them from changing. This simple
their challenges into positive activities message about peer pressure is both
and accomplishments. This analogy of a powerful and memorable. It provides
river going through dams describes the some tools for helping youth differentiate
common human experience of growth and between the people that pul them down,
overcoming challenges. and those that help them out.
6
7. Call: 866-949-8791 www.whytry.org/info
Jumping Your Hurdles provides a prob- Defense Mechanisms teaches youth to
lem-solving model for people who might be recognize and control their own defense
accustomed to giving up when confronted mechanisms, and to recognize those that
by challenges. There are two critical com- other people use. People sometimes use
ponents to this model: Getting Help, and defense mechanisms that are destructive,
Jumping Back Up. Jumping back up is and instead of protecting them, they just get
having resilience in the face of failure and them into more trouble.
setbacks.
Lift the Weight teaches youth why they Get Plugged In illustrates the power that
should obey laws and rules. Youth are often comes from connecting with other people.
highly resistant to this idea. This analogy The analogy not only suggests the kinds of
makes a cognitive link between how we connections to make, but also offers ideas for
weight-resistance exercises make someone how to make and maintain those connections.
stronger, and the way the resistance of
keeping laws and rules gives someone
more freedom and opportunity in society.
7
8. Call: 866-949-8791 www.whytry.org/info
WhyTry Training Opportunities:
The WhyTry program is designed to be easy to use,
but to increase your effectiveness, consider WhyTry
Training for your organization.
Learn how to get started with WhyTry in your school or
organization by attending one of our facilitator training
events. See a list of all of our scheduled training events
online:
www.whytry.org/training
If you don’t see an event scheduled in your area please
call us or contact training@whytry.org and we will see
about getting something scheduled near you!
Hosting a WhyTry Training
We are looking for people interested in hosting a
WhyTry Training event at their school or facility. Hosting
an event is a good way to get your staff trained when
you are on a tight budget—you may receive several
discounts and benefits for hosting a training session.
To learn more about hosting an event, please contact us
by email (training@whytry.org) or phone (toll free call)
at 1-866-949-8791.
Training Scolarship Available:
To say thanks for attending this WhyTry workshop,
we’re offering you a special discount when you
register for one of our upcoming WhyTry events.
To redeem your WhyTry Training scholarship,
please fill out this form online:
www.whytry.org/scholarship
I LOVED the Why Try training. I came back to my school with so many valuable lessons, tools,
and information. I have already implemented several activities in my class and shared an
activity with my colleagues in a staff inservice day. Thanks again for the wonderful training!
Karyn Messler - high school teacher
8
9. Call: 866-949-8791 www.whytry.org/info
Try it Free
Thank you for the great work you do to serve youth in your
area. As a special thank you for attending this workshop,
WhyTry offers you a free sample lesson complete with
video demonstration, music, and experiential activities.
On the back of this page, you’ll see an image of The Reality
Ride visual metaphor to use with the lesson. Access the
entire lesson content online by downloading a free copy of
this chapter of our Teacher’s Manual at whytry.org/overview.
The web site also includes:
- Images of the visual metaphor
- Music videos
- Learning activites
- Instructional video clips
Try it today!
www.whytry.org/intro
I’ve attended tons of training seminars and often feel the ulterior motive is to “sell stuff.” This
was different; I felt this had a higher purpose. . . I got some answers to my own “Why Try?” is-
sues.
Carol Lark - k-6 counselor
Additional resources that you can find on our website:
- Using music in the classroom - (with playlists, downloads and ideas)
- Free online video resources - (with links and tutorials)
- Information on the WhyTry secondary and elementary curriculum sets
- First day of class learning activites and ice-breakers
- Funding and grant resources
- Research and assessment tools including:
- Pre/post measures
- Fidelity check list
- Action plans templates and examples
And much more . . .
Go To : www.whytry.org/resources
9
10.
11. Join the WhyTry mailing list to find out about upcoming trainings and to access additional
resources. (WhyTry will not share your information.)
Name:__________________________________ Position:______________________________
School or Organization:___________________________________________________________
Address:_____________________________________ Phone:___________________________
City:___________________ State:______ Email:_____________________________________
I am most interested in the following:
____ Free lesson plan
____ A video overview of what you saw in this workshop
____ WhyTry elementary curriculum information
____ WhyTry secondary curriculum information
____ Attending a training
____ Hosting a training
____ Evidence-based research on WhyTry
____ Funding and grant resources
How else can WhyTry meet your needs?
Join the WhyTry mailing list to find out about upcoming trainings and to access additional
resources. (WhyTry will not share your information.)
Name:__________________________________ Position:______________________________
School or Organization:___________________________________________________________
Address:_____________________________________ Phone:___________________________
City:___________________ State:______ Email:_____________________________________
I am most interested in the following:
____ Free lesson plan
____ A video overview of what you saw in this workshop
____ WhyTry elementary curriculum information
____ WhyTry secondary curriculum information
____ Attending a training
____ Hosting a training
____ Evidence-based research on WhyTry
____ Funding and grant resources
How else can WhyTry meet your needs?