Narrative work! What on earth? Concepts and methods

Size: px
Start display at page:

Download "Narrative work! What on earth? Concepts and methods"

Transcription

1 Narrative wrk! What n earth? Cncepts and methds

2 HAN University f Applied Sciences HAN research grup Lcal Service Prvisin frm a Client Perspective/ Lectraat Lkale Dienstverlening vanuit Klantperspectief Dr M.A.W. van Biene Dr M.M.J.G. Heessels Ir J.J.B. Khlmann E.C. Bbbink H.M. Degen-Nijeber E.C.M. Geurts M.M.H. Pelzer J.N. Wudenberg Design: A. Haegens, G. van Limbeek & J.J.B. Khlmann Phtgraphy: E.C. Bbbink et al. Printed by Bureau Ketel graphic design, Nijmegen, first English editin April 2013 ISBN: This publicatin and its cntents may be reprduced and distributed with apprpriate reference t the authrs.

3 Preface A stry can be tld in many ways. Stries give insight int the hw, what and why f life, and help t bring memries t the fre. This bk represents the effrts f a grup f students t fill the narrative gaps they encuntered in their research n lecturers experiences with narrative research and narrative methds. While many lecturers already use narrative methds and research, they are nt always aware that they are ding s. Furthermre, it appears that lecturers wuld like t gain mre knwledge and experience in the use f narrative methds and research. Many lecturers are curius abut these fields, but sme are sceptical. With this bk, the students aim t cultivate lecturers knwledge abut and experience with narrative methds and research in a playful way. In the first part, we clarify the cncepts invlved. Subsequently, we present interactive methds fr wrking with the stries that are cllected. These methds are designed t bring individuals stries t the fre and fster understanding f them. T this end, the reader is invited t give meaning t them, t search fr the stryline and t identify the plt. Meanwhile, telling yur wn stry prvides insight int yur thughts and actins. Wrking with narrative methds gives the students the pprtunity fr persnal develpment. When it cmes t narrative research and methds sme lecturers still have a way t g. Lecturers agree n the usefulness f studying the meaning f clients stries in the scial wrk cntext. But, mst lecturers are unfamiliar with the cncepts and methds f narrative research. With this bk, we hpe t challenge ur clleagues as well as their students t give further shape t narrative methds and research within the curriculum. This bk is abut the wnderful cmbinatin f talking abut the past and present, and acting in the here and nw! Allw us t surprise yu Lieseltte, Helga, Elke, Milu and Jshi, yur dedicatin and perseverance have been impressive. We wish yu all a bright future full f stries. Dr Martha van Biene Dr Meike Heessels Ir Jidske Khlmann 5

4 Table f cntents Intrductin Thery Narrative Wrking with narratives Narrative research Wrking with dialgues Interactive methds Writing a life stry Drawing the future Pht elicitatin Making a treasure map Inspiratin cards Musical stries Bringing back memries Playing with assciatins Life-size Open interview References Images 7

5 Intrductin This bk started as a research prject n the use f narrative methds by lecturers f Cultural and Scial Develpment at HAN. In the study, we asked lecturers abut their knwledge, experience and perceptins f narrative research and methds. The fllwing seven questin patterns emerged, which the lecturers recgnised and acknwledged during a transdisciplinary meeting t fster dialgue. 1. Hw can the use f narrative methds be imprved and integrated within the existing HAN curricula? 2. Hw can the existing knwledge and skills f HAN lecturers with respect t narrative methds be increased? 3. Hw can the existing knwledge and skills f HAN lecturers with respect t narrative research be increased? 4. Hw can narrative research be implemented/taught in the existing curricula? 5. Hw can narrative research be used in creative ways? 6. Hw can the quality f HAN research be imprved? 7. Hw can students f Scial Wrk at HAN gain sufficient knwledge f general research methds and skills within the available time? The study shwed that lecturers lacked clarity with respect t the brader cncepts f narrative methds and narrative research. They indicated that an insightful bk defining and explaining the narrative apprach wuld be f use, particularly ne that described cncrete interactive methds. Due t lecturers heavy wrklads, the bk shuld be written in an accessible manner and the interactive methds shuld be straightfrward t incrprate int lessns. Furthermre, the lecturers were lking fr a link between narrative and creative methds. During the study, we interviewed the chair f the curriculum cmmittee and the manager f the Cultural and Scial Develpment prgramme. We learned that wuld als welcme a wrkbk n narrative methds and research fr lecturers. Therefre, this bk is aimed at lecturers and students f scial wrk curses in higher prfessinal educatin that invlve the use f creative methds. We aim t inspire lecturers t elicit narratives frm their students using interactive methds and t start wrking with these narratives. In additin, students and lecturers can use these interactive methds with diverse target grups in their prfessinal field. We have written the bk as generally as pssible, s that the methds described can be used bth fr students and fr target grups in the field. 9

6 The bk cnsists f tw parts. In the first part we explain the cncepts invlved in wrking with narratives. The secnd part presents 10 cmpact, interactive methds fr getting started with stries, which can be put int practice immediately. Each methd can be mdified fr different purpses and settings; experimentatin is encuraged. Fr inspiratin, therefre, we prvide suggestins fr variants as well as references t further infrmatin. A cmplete list f surces can be fund in the reference list. 10

7 Thery Wrking and researching in dialgue 11

8 Narrative This bk is abut narrative methds and narrative research. The wrd narrativity derives frm the Latin wrd narrare, which means t tell. Narratives are present everywhere. They cme in the frm f fairy tales, drama, drawings, art, histry, bigraphy, myths and legends. Narratives can be fund at all ages and in all scieties. Stries have always played an imprtant rle in human life (Ten Hlter, 2010). Simply put, a stry is a sequence f cherent events. The fllwing questins can usually be asked: Hw did it start? Then what happened? Hw did it end? (Bijl, Baars & Schueren, 2002). In the field f narratlgy, stries are the bject f study and the fcus is n the way in which these stries are tld. Narratives are abut bigraphical events as tld by thse wh experienced them (Van Biene et al., 2008). They ften have a time sequence; i.e. the narratr establishes a link between the past, the present and the future. Peple tell stries frm a particular perspective. The narratr takes his r her wn psitin in a stry, but psitins can als be assigned by thers (e.g. the listener) (ibid). In additin t the narratr, narratives als include ther parties; fr example, a persn may speak abut their family r neighburs. 13

9 Wrking with narratives Definitin Wrking with narratives means wrking with stries. In wrking with stries, the narratr and the listener ascribe themselves and the ther a place in varius cntexts. Wrking with narratives can cntribute t the attributin f meaning, identity cnstructin and empwerment amng individuals and/r grups. What is wrking with narratives all abut? Stries can be used t cnvey emtins, feelings, knwledge and insight. Van Rsmalen (1999) suggests that in a narrative recnstructin, yu can present yurself as yu wish. Recnstructin in this cntext means that by retelling certain events, the narratr is able t give them a new meaning. This narrative recnstructin can help peple t mve frward in their lives by giving events a new meaning. Accrding t Lhuis, Schilpenrt and Schut (in Dries & Hffman, 2008), a life stry is a subjective cnstructin f reality. When wrking with narratives, it is imprtant t take the tempral cntext int accunt. The descriptin f a situatin can never be viewed separately frm the past and the future f the persn invlved (Klppenburg & Heemelaar, 1999). This apprach, als knwn as cnstructivism, assumes that peple create their wn reality based n the subjective selectin f persnal and scial experiences. It is assumed that truths can be viewed in varius ways and n varius levels, and that a single bjective reality des nt exist. In reading abut r practising narrative recnstructin, als keep in mind the differences between cultures. What is seen as strange r freign in ne culture may be perfectly nrmal in anther (Ten Hlter, 2010). Accrding t Dries and Hffman (2008), stries help linking the present, the past and the future. Thrugh stries, peple discver what influence a particular event has had in their life. Stries speak t ur subcnscius and ur intuitins. Yu can als use imagery t tell a stry, asking students r clients t depict the essence f their stry in a different way (Dries & Hffman, 2008). The interactive methds described later suggest a range f creative techniques fr this. 14

10 Narrative research Definitin Narrative research is a frm f interpretive research. The narratr s stry serves as the starting pint frm which t analyse events, the way in which the narratr experiences them, and the meaning that the narratr ascribes t them. Hw d yu cnduct narrative research? In narrative research, the stry takes centre stage. Mighelbrink (2007) describes the gal f qualitative research as gaining insight int hw peple experience and ascribe meaning t reality. It cncerns the narratr stry; his r her signal, questin r bjective. Accrding t Dries & Hffman (2008), peple are narrative and dialgical beings. By way f stries, peple can express themselves, get t knw ne anther and help ne anther. During dialgues, the events that peple have experienced are selected, rganised and cnnected t ne anther. One f the key characteristics f narrative research is its fcus n the cnstructin f meaning between the researcher and the research subject (Ten Hlter, 2010). This relatinship is described as a cllabrative prcess. In narrative research, research is nt cnducted n peple but with peple. In cnducting research, varius steps are taken t prgress frm a research questin t a result. Within the research grup Lcal Service Prvisin frm a Client Perspective, we distinguish eight steps fr cnducting narrative research (see figure 1). 15

11 , Figure 1: Narrative research prcess, Lcal Service Prvisin frm a Client Perspective (2013). 16

12 Step 1. Research questin All research starts with a prblem r questin. This questin may be raised by an institutin r a private party, r it may arise frm a prblem that yu yurself identify in practice r in the literature. Step 2. Study design Once yu have identified the prblem, yu set up a study design and chse a particular methdlgy. Then yu refrmulate the prblem int an bjective, a research questin and a series f subquestins (Van der Dnk & Van Lanen, 2011). Step 3. Cnducting interviews Having established the research questins and methds, yu can nw arrange the interviews. Yu start by selecting ptential interviewees by way f stratified r purpsive sampling (Beije, 2005; Rbsn 2011). The issue here is hw t represent varius manifestatins f a phenmenn in yur study ppulatin. Fr example, yu may want t ensure a balance between men and wmen, r a spread acrss all age grups. In narrative research, pen interviews are used. This means the interviewer s main rle is t listen and t invite and encurage the participant t tell his r her stry, in rder t btain as much infrmatin as pssible. These interviews are semi-structured, fllwing an interview guide that sets ut the bjective, the directin and the structure f the interview. The guide als cntains a number f questins that serve t elicit mre infrmatin during the interview; these shuld be brad, pen questins that steer the interview as little as pssible (Van Biene et al., 2008). 17

13 Step 4. Prcessing the data Make sure yu gain the interviewee s cnsent t recrd the interview. Yu can then transcribe the interviews verbatim, including all hesitatins, self-crrectins, jumbled sentences and emtins. The transcript shuld be presented t the interviewees t allw them t crrect any inaccuracies r make additins; this is als knwn as a member check (Beije, 2005). Yu then prcess these changes int the transcript. Once the interviews have been fully prcessed, yu divide each transcript int fragments. Each time a new tpic is brached in the interview, yu start a new fragment (Van Biene et al., 2008). Step 5. Cding the data Once yu have divided the interviews int fragments, yu can start cding them. The idea here is t identify what and wh has been spken abut, and hw (Van Biene et al., 2008). The cdes may be determined by means f an pen cding prcess. This means yu first read a number f interviews and try t figure ut what they are abut. Then yu establish a number f cdes that are brad enugh nt t restrict the research r t frame it t early. This way yu creat a bttm-up cding frmat. In ther cases, the cdes are predetermined. The research grup has a standard cding frmat that is ften used with varius mdificatins. The advantages f this frmat are that it has been tested, apprved and that the frmat is predetermined yet pen enugh t let the stries speak fr themselves. Belw we explain the system s categries. What categries These categries relate t the cmpsitin f the wrld that emerges frm the narrative: the events, the peple, their experiences and mutual relatinships. In shrt, the what categries cncern the essence f what the interviewee s cmments are abut. Wh categries The wh categries indicate the perspective frm which the what has t be interpreted. Narratives invlve an alternatin between the primary and the secndary speaker. This results in different levels f language, which can be classed as either internal r external. The internal narratr talks abut him- r herself and is the actr in his r her wn stry. The external narratr speaks n behalf f a brader grup f peple, fr example the family r neighburhd. In the cding system, yu translate this int wn, clse relatins and thers. 18

14 Hw categries The hw categries refer t the way in which a persn says smething. This may include the interviewee s pinin abut the what, but als his r her use f language, such as figures f speech. Think in terms f dichtmus pairs like psitive/negative, demand/supply r prblem/slutin; in narratives, bth terms f a pair can be applicable simultaneusly. Thrughut the cding prcess, it is crucial that the team members discuss their interpretatins f the different cdes. This frm f peer debriefing cntributes t the validity f qualitative research (Rbsn, 2011: 158). One apprach is t have each team member first read and cde five fragments and then discuss these with the grup. This helps t ensure that the cdes mean the same thing fr all researchers. This guarantees that the cding is as cnsistent as pssible and that the right fragments are identified in the analysis prcess. Step 6. Analysing the data After all fragments have been cded, yu can begin questining the data. This means that yu figure ut fr each subquestin, which cdes are useful in answering it, thus using the cdes as a srt f frmula. By applying the frmula and varius filters fr each questin, yu uncver the narratives that relate t the subquestin. In establishing the frmula, yu cnsider the wh, what and hw cdes per categry. Try nt t use t many cdes, s as t avid selecting t many fragments. The cdes lend themselves readily t cntrasts such as wn versus clse relatins, which allws yu t cntrast the varius perspectives while the rest f the cdes remain the same. Once the narratives fr each subquestin have been identified, they can be analysed using the fllwing steps: - Read the narratives. - Nte dwn whatever yu think is imprtant fr each narrative in an assciative manner. - Mark the narratives that speak t yu. - When yu have studied all narratives relating t a particular subquestin, summarise yur findings in a few sentences. Belw yur summary, add the qutes that were particularly striking r ntewrthy. 19

15 Step 7. Discvering patterns When this is dne, discuss all subquestins with the grup. This is anther mment f peer debriefing (Rbsn, 2011: 158). Fcus n what was particularly striking r ntewrthy and what patterns std ut; think f cmmn characteristics, recurrent structures and cultural cnventins (Van Biene et al., 2008). Assign smene t take minutes f this meeting, which can then frm the input fr investigatin f the questin patterns. Once yu have identified all themes, the next step is t draw up a needs framewrk. This invlves lking at what the interviewees need, want, require and can cntribute per theme. Give every sectin a catchy title, derived frm a qute r recurrent pattern. These then serve as the questin patterns (recurrent themes) that are presented t the interviewees during the transdisciplinary dialgue. Step 8. Transdisciplinary dialgue T increase the validity f the questin patterns, the interviewees are invited t take part in a transdisciplinary meeting. During this meeting, the needs framewrks are presented and the interviewees are asked whether the patterns seem familiar. In additin, subgrups are frmed t identify initiatives that stem frm each questin pattern, what cntributins the different parties culd make, and what the resulting actins shuld be. After this meeting, the cnclusins can be finalised and used t develp a prduct, actin r interventin. 20

16 Wrking with dialgues Wrking with dialgues means wrking at a persnal level. Yu start a dialgue and keep the dialgue ging. In this cntext, the listener is equal t the narratr (Van Biene, 2005). It is f vital imprtance that the participants d nt feel pressured, and that everyne has the same pprtunities t discuss and questin ne anther s ideas (Dixn, 1998). Every cntributin is taken seriusly and accepted as meaningful. Multiple dialgues arise when varius stries cme t the fre alngside ne anther during yur search fr slutins t a questin. When peple tell their stries, certain ways f thinking and acting emerge. The key bjective is t identify the questin underlying the questin (Van Biene, 2005). If this is achieved, dialgues can help t change an individual s present thughts and actins. T investigate the underlying questin, it is imprtant t cntinue asking questins t get t the very cre f the matter. Use questins like: What d yu mean by that? What did yu experience? Hw did things g in this situatin? The aim is nt t end up in a debate (Van Biene, 2005). Dialgues are nt abut wh is speaking the truth, but hw the ther s situatin can be viewed frm different perspectives. Rather than trying t cnvince the ther f yur view, yu try t understand their view. The aim is t arrive at shared insight, which can frm a basis fr new directins and cmmn gals. Keep in mind that in a dialgue, listening is just as imprtant as talking (Van Biene, 2005). Listen t the peple arund yu and shw engagement in the theme being discussed. Yu can d this by adpting an active listening attitude, in which yu summarize t check whether yu have really understd what the ther is saying. 21

17 A dialgue is different frm a discussin (Van Biene, 2005). A dialgue calls fr different skills and triggers different emtins. Using the fllwing examples yu can figure ut fr yurself whether yu are a dialgue r a discussin type. If yu tend t say things like yes, it culd be, if..., then dialgues are fr yu. On the ther hand, if yu ften find yurself saying yes, but..., that can t be, because... r I think that... then yu are mre f a discussin type. In the client prfessinal relatinship, the dialgue is the mst apprpriate apprach (see figure 2). In wrking with narratives and cnducting narrative research, the dialgue is a tl used t uncver the interviewee s stry, and t search fr persnal meanings and slutins. DIALOGUE - Cnversatin between tw peple - Search fr the questin underlying the questin - Ask mre and mre questins - Try t learn smething frm the ther - Facilitate the ther in telling their stry, instead f filling it in fr them - Gain new knwledge - Bring t light the ther s qualities It culd be, if DISCUSSION - Yes, but - I think that - Impse ne s wn pinin - Want t be right - Stick t yur wn views - Maintain existing knwledge - G n the defensive - D nt gain new knwledge That can t be, because Figure 2: Dialgue versus discussin (Van Biene, 2005) In a dialgue, the aim is nt t change the ther, but t learn frm ne anther. Differences in views are respected, recgnised and acknwledged, and are seen as enriching the dialgue. The gal is t figure ut hw t deal cnstructively with the differences bserved. The questin is nt wh is right, but hw everyne can use the insights gained t mve frwards. The participants are nt trying t cnvince ne anther; instead, they are mutually seeking the right infrmatin, meaningful interpretatins, clear insights, apprpriate cnclusins and the best chices. A dialgue is abut gaining a better understanding f ne anther s views and dealing with challenges t ne s wn views, with the ultimate aim f reaching shared insights that can serve as the basis fr cmmn gals (Van Biene, 2005). 22

18 Interactive methds On bringing stries t light 11 23

19 Interactive methds On bringing stries t light On the fllwing pages yu will find 10 interactive methds. These methds can be applied in the classrm, in practice r fr persnal develpment. Each methd serves as an invitatin t bring peple s stries t light in creative ways. The stries that emerge can then be used fr wrk r research purpses. Writing a life stry Drawing the future 24

20 Pht elicitatin Making a treasure map Inspiratin cards Musical stries Bringing back memries Playing with assciatins Life-size Open interview 25

21 Writing a life stry Describing an inner jurney 26

22 Learning utcmes Increase yur capacity fr reflectin. Cmmit yur feelings and thughts t paper. Reflect n the phases f yur life in the past, present and future. Think abut wh serves as an example fr yu. Take yurself seriusly by ding smething with yur insights. Requirements Cmputer r pen and paper Writing a life stry helps peple t give themselves a vice. They can identify ways t further develp their talents, dreams and ambitins. As a narrative apprach, writing a life stry can be a stepping stne t the narratr s future, as it helps defining a career path r bradening yur persnal visin (De Lange, 2000; Van Stekelenburg, 2008). By writing dwn yur life stry, yu get a clear picture f what yu have achieved and where yu nw stand. Yu can use the fllwing steps t write yur life stry. Step 1: Step 2: Step 3: Step 4: Make sure yu write frm yur wn pint f view. Start by describing the different phases in yur life t date. Include bth the pleasant and nt s pleasant aspects, and pay extra attentin t memries that stick ut in yur mind. Give meaning t yur life stry. Chse three r fur mments that have been the mst imprtant fr yu. Identify wh yur heres are, and why. Once yu have written yur stry dwn, read it back carefully. What stands ut? What insights have yu gained? Ask yurself hw a particular insight culd help yu in the future. 27

23 * Variant Yu can als write yur life stry based n persnal items, such as bags, bks, jewellery, clthes r shes. By intrducing bjects in the dialgue stries are elicited thugh peple s particular assciatins with the bjects (Cllier in Samuels, 2004). Use the fllwing steps: Step 1: Step 2: Step 3: Step 4: Step 5: Step 6: Identify the persnal items yu want t use; fr example, yur shes. Try t remember all the shes yu have had. Describe the shes in chrnlgical rder, frm ldest t newest. Nw fr every pair f shes, try t describe the perid in which yu used them. D yu remember hw ld yu were? Wh played a rle in yur life then? What did yu enjy r nt enjy abut this perid? Have yu kept certain shes that yu n lnger use? Why is that? Which shes are yur least preferred, and why? Which episdes in yur life d yu assciate these shes with? Which shes d yu mst like t use, and why? Which episdes in yur life d yu assciate these shes with? 28

24 Image 1. 29

25 Drawing the future Give yur future shape and clur 30

26 Learning utcmes Fr participants: Identify and put int wrds yur desires and needs. Tap int and utilise ne s wn pwer. Eigen kracht aanbren en benutten. Requirements Paper Pencils, pens and chalk Scissrs (ptinal) Fr facilitatrs: Facilitate rather than influence the participants. This methd gives participants the pprtunity t give shape t their persnal gals. The drawing they make paints a picture f their future. T this end, the fllwing questins are useful t keep in mind: What has changed?, What d these changes lk like? and What d yu want? Step 1: Step 2: Step 3: Decide n a theme r let the participants chse their wn theme. What shuld their images f the future be abut? The mre cncrete the situatin, the mre useful the narratives yu elicit will be. Give the participants free reign t create their drawing. The fcus shuld be n their ideas, desires and needs. Yu can encurage r guide them, but try nt t influence them. Discuss the drawing. What des the participant see in the drawing? What meaning des the participant give t the different elements? 31

27 * Variant This variant is based n Signs f Safety, als knwn as the Three Huses methd (Rzebm & Timmer, 2012). The drawing exercise is divided int fur steps, with a predetermined theme. Step 1: Step 2: Step 3: Step 4: The first drawing is abut safety. What des the participant cnsider t be safe? This culd be anything whatever the participant cmes up with. Wh is present with respect t the theme? Where are they and what are they ding? The secnd drawing is abut nn-safety in the cntext f the theme. Again, they key here is t address whatever the participant cmes up with. What des the participant cnsider t be unsafe? Wh is present, where are they, and what are they ding? The final drawing is abut the future. What des the participant want in the future with respect t the theme? Again, cnsider the individual s envirnment and the peple in it. Discuss the three drawings with the participant in line with the principles f dialgue (see figure 2). Fcus n the participant s stry. Yu will find that the drawings help t bring the participant s perceptins t the fre. 32

28 Image 3. 33

29 Pht elicitatin The pwer f pictures t elicit narratives 34

30 Learning utcmes Learn t utilise the pwer f the ther. Understand what the ther cnsiders imprtant. Discver peple s underlying desires and needs and discuss them in dialgue. Requirements Camera with memry card Pht printer and pht paper Pictures can be used in interviews t stimulate the respndents memry (Clark-Ibaňez, 2004; Samuels 2004). The use f pictures enables dialgue n tab subjects, as interviewer and respndent bth fcus n the pictures, relieving the strain f being questined directly (Cllier, 1957: 849). When the researcher intrduces the images, it is called pht elicitatin (Vanderveen, 2008). But, the researcher can als ask respndents t take pictures themselves, this methd is called phtvice (Ibid.). Fr example, the respndents can be asked t take pictures f their wn living envirnment (Ryers & De Ree, 2003). Yu can use this methd with individuals r grups, using the fllwing steps. Step 1: Step 2: Step 3: Step 4: Decide n a theme. As the facilitatr yu can chse this in advance, r decide n it jintly with the participants. Have the participants take phts based n this theme. Ask the participants t tell a stry with their phts. The idea is t cnsider what assciatins and meanings the phts evke. The participant s wn experiences take centre stage (see figure 2 n the principles f dialgue versus discussin). Ask mre questins. Based n the stry elicited by the phts, ask further questins abut the participant s experiences, desires, needs and strengths. 35

31 * Variant 1 Instead f having the participant take phts n a particular theme, yu can use phts the participant already has. The advantage f this is that it helps t elicit stries invlving experiences and events frm the past. Yu can encurage the participant t talk abut hw the past has led t the present, fr example by cmpiling a pht album with ld and new phts relating t the theme. This gives rise t pssible tpics fr new dialgues, fllw-up steps r research. * Variant 2 Alternatively, the phts can be replaced by persnal belngings. The participant then discusses his r her experiences and perceptins related t particular belngings, and yu can examine the significance f the theme fr the participant s past, present and future. * Variant 3 Anther alternative is t use the assciatin cards by Dmmisse (2007). This set cnsists f 40 cards with clurful phts, which can serve as inspiratin t elicit stries. Nte that it is imprtant that the participant chses his r her wn cards. 36

32 Image 4. 37

33 Making a treasure map A persnal image f reality 38

34 Learning utcmes Learn t give directin t yur life. Discver yur desires and gals. Becme aware f the central elements in yur life. Identify the steps yu need t take t realise yur desires and gals. Requirements Paper Scissrs Pencils, crayns, markers, paint and brushes Magazines (fr pictures) Making an artistic treasure map is a gd way t visualise yur gal. By fcusing yur attentin in this way, yu can really give directin t yur gal and create a piece f wrk that embdies yur energy and desires. The fllwing steps fr making a treasure map are based n Hefslt (2007). Step 1: Step 2: Step 3: Step 4: Decide n the tpic. Fcus n ne gal that yu wuld lve t have realised already, fr example having the perfect jb. Be psitive. Psitivity in yur treasure map is imprtant; dn t use anything that culd hld yu back frm yur treasure. The treasure map shuld shw an image f yurself when yu have reached yur treasure. Create the treasure map. Yu can use paint, pencils, crayns, phts r ther images, r a cmbinatin f all f them. Only use materials that yu think can really represent yur treasure. Be creative in a way that suits yu. Yu can even take a pht r draw a picture f yurself and wrk this int yur treasure map, s that it is clear that the map is abut yu and yur desires. 39

35 * Variant As an alternative t using the treasure map t frmulate a particular gal, yu can als map all the treasures that are already present in yur life. This exercise will help yu t better visualise yur life, which in turn can give yu mre self-cnfidence. It is a nice way t see what yu have already achieved in yur life and hw rich yu actually already are. Start by chsing a particular tpic, a perid in yur life, r yur whle life. Then fllw the steps abve. Be psitive abut the experiences that have shaped yu and everything that has made yu strnger, friendlier, mre prfessinal, etc. 40

Developing Expertise as Coaches of Teachers

Developing Expertise as Coaches of Teachers Develping Expertise as Caches f Teachers Presented by: Elaine M. Bukwiecki, Ed.D. Assciate Prfessr f Literacy Educatin Presented at: 11 th Internatinal Writing Acrss the Curriculum Cnference Savannah,

More information

Getting to Know You. Lesson Plan

Getting to Know You. Lesson Plan 47 Lessn Plan Objectives: 1. Participants will be able t identify their individual persnality traits. 2. Participants will be able t identify hw their persnality traits impact their chices, their relatinships,

More information

Advice and hints for running seminars and workshops

Advice and hints for running seminars and workshops Advice and hints fr running seminars and wrkshps It is a gd idea t aim t hld seminars frtnightly with yur student teachers befre, during and after their teaching practice. These will give the student teachers

More information

ONGOING FEEDBACK AND PERFORMANCE MANAGEMENT. A. Principles and Benefits of Ongoing Feedback

ONGOING FEEDBACK AND PERFORMANCE MANAGEMENT. A. Principles and Benefits of Ongoing Feedback ONGOING FEEDBACK AND PERFORMANCE MANAGEMENT A. Principles and Benefits f Onging Feedback While it may seem like an added respnsibility t managers already "full plate," managers that prvide nging feedback

More information

Interdisciplinary Unit Plan for Chinese and Social Studies Classes

Interdisciplinary Unit Plan for Chinese and Social Studies Classes Interdisciplinary Unit Plan fr Chinese and Scial Studies Classes Unit Authrs Name Sun Burfrd Jhn Pearsn Subject Taught 6 th -8 th Grade Chinese Language and Culture 7 th Grade Scial Studies Eastern Wrld

More information

To help you, most jobs with application forms make the criteria they measure against explicit, this is either by:

To help you, most jobs with application forms make the criteria they measure against explicit, this is either by: Applicatin Frms Applicatin Frms Applicatin frms are used as a way f selecting between applicants. Sme jbs can be extremely cmpetitive, with sme graduate training schemes attracting thusands f applicatins

More information

A Guide for Writing Reflections

A Guide for Writing Reflections A Guide fr Writing Reflectins Writing Thelgical Reflectins What is thelgical reflectin? The purpse f Thelgical Reflectin (TR) is t identify and analyze a significant event and prcess the even frm a biblical

More information

Study Programme Work Experience Readiness. Training Resource

Study Programme Work Experience Readiness. Training Resource Study Prgramme Wrk Experience Readiness Training Resurce Resurce Title: Develping a Learner Wrk Experience lg Designed by: The Adult Learning Imprvement Netwrk n behalf f The Educatin and Training Fundatin.

More information

Conversations of Performance Management

Conversations of Performance Management Cnversatins f Perfrmance Management Perfrmance Management at Ohi State The Secnd Cnversatin ~ Develpment 2011 The Ohi State University Office f Human Resurces Cntents Intrductin Welcme t Develping Emplyees...

More information

PERALTA COMMUNITY COLLEGE DISTRICT Office of Human Performance Resources & Employee Planning Relations Management Evaluation Process.

PERALTA COMMUNITY COLLEGE DISTRICT Office of Human Performance Resources & Employee Planning Relations Management Evaluation Process. PERALTA COMMUNITY COLLEGE DISTRICT Office f Human Perfrmance Resurces & Emplyee Planning Relatins Management Evaluatin Prcess Gals Perfrmance gals shuld be clear and guide actin. T d that, gals must meet

More information

GOD CARES FOR ALL CREATION

GOD CARES FOR ALL CREATION BOOK 2, PART 2, LESSON 6 GOD CARES FOR ALL CREATION THE BIBLE: Psalm 65:9-13; Psalm104:1, 5, 24, 33 THEME: The Bible gives us a recrd f Gd as creatr and sustainer f the universe, and f the persns wh are

More information

UNIVERSITY OF CALIFORNIA MERCED PERFORMANCE MANAGEMENT GUIDELINES

UNIVERSITY OF CALIFORNIA MERCED PERFORMANCE MANAGEMENT GUIDELINES UNIVERSITY OF CALIFORNIA MERCED PERFORMANCE MANAGEMENT GUIDELINES REFERENCES AND RELATED POLICIES A. UC PPSM 2 -Definitin f Terms B. UC PPSM 12 -Nndiscriminatin in Emplyment C. UC PPSM 14 -Affirmative

More information

Succession Planning & Leadership Development: Your Utility s Bridge to the Future

Succession Planning & Leadership Development: Your Utility s Bridge to the Future Successin Planning & Leadership Develpment: Yur Utility s Bridge t the Future Richard L. Gerstberger, P.E. TAP Resurce Develpment Grup, Inc. 4625 West 32 nd Ave Denver, CO 80212 ABSTRACT A few years ag,

More information

IELTS Test Preparation

IELTS Test Preparation IELTS Test Preparatin There are nw arund 5,000 educatin institutins, faculties, gvernment agencies and prfessinal rganizatins arund the wrld that recgnize IELTS scres. The VanWest IELTS test preparatin

More information

Personal Selling. Lesson 22. 22.1 Objectives. 22.2 Meaning of Personal Selling

Personal Selling. Lesson 22. 22.1 Objectives. 22.2 Meaning of Personal Selling Persnal Selling Lessn 22 Persnal Selling When yu want t buy smething yu usually g t a cncerned shp and purchase it frm there. But, smetimes yu find peple bring certain gds r prducts and make them available

More information

Space Exploration Classroom Activity

Space Exploration Classroom Activity Space Explratin Classrm Activity The Classrm Activity intrduces students t the cntext f a perfrmance task, s they are nt disadvantaged in demnstrating the skills the task intends t assess. Cntextual elements

More information

COGNITIVE REHABILITATION Information for Patients and Families

COGNITIVE REHABILITATION Information for Patients and Families www.strkengine.ca COGNITIVE REHABILITATION Infrmatin fr Patients and Families What is cgnitive rehabilitatin? Cgnitive rehabilitatin is a gal-riented prgram that aims t imprve cgnitive functins (memry,

More information

Definition and Meaning Lesson Plan

Definition and Meaning Lesson Plan Definitin and Meaning Lessn Plan Students use Wrds With Friends (WWF) EDU t determine r clarify the meaning f wrds. Primary Objective Students will be able t determine r clarify the meaning f wrds by (1)

More information

PART 6. Chapter 12. How to collect and use feedback from readers. Should you do audio or video recording of your sessions?

PART 6. Chapter 12. How to collect and use feedback from readers. Should you do audio or video recording of your sessions? TOOLKIT fr Making Written Material Clear and Effective SECTION 3: Methds fr testing written material with readers PART 6 Hw t cllect and use feedback frm readers Chapter 12 Shuld yu d audi r vide recrding

More information

Session 1: what is climate change?

Session 1: what is climate change? Oxfam Educatin www.xfam.rg.uk/educatin Sessin 1: what is climate change? Age range: 11-14 years Outline Learners will first explre their existing ideas abut climate change. They will then use the infrmatin

More information

COMPETENCY FRAMEWORK

COMPETENCY FRAMEWORK COMPETENCY FRAMEWORK Persnal Impact Directin Delivery Delivering the future thrugh peple Infrmatin fr Applicants CONTENTS COMPETENCY FRAMEWORK Page 3. What are Cmpetencies and why use them 3-4 Cuncil values

More information

SAMPLE PARENT WORKSHOP PLAN AND ANNOTATED AGENDA: PARENT SESSION II

SAMPLE PARENT WORKSHOP PLAN AND ANNOTATED AGENDA: PARENT SESSION II SAMPLE PARENT WORKSHOP PLAN AND ANNOTATED AGENDA: PARENT SESSION II Time 2 Hurs (120 minutes) Objectives 1. Parents will understand hw the Cmmn Cre Learning Standards differ frm traditinal NY educatinal

More information

Change Management Process

Change Management Process Change Management Prcess B1.10 Change Management Prcess 1. Intrductin This plicy utlines [Yur Cmpany] s apprach t managing change within the rganisatin. All changes in strategy, activities and prcesses

More information

WORKSHOP MANUAL INTRODUCTION. Thanks for your interest in running workshops with young people!

WORKSHOP MANUAL INTRODUCTION. Thanks for your interest in running workshops with young people! WORKSHOP MANUAL Thanks fr yur interest in running wrkshps with yung peple! INTRODUCTION RErights.rg is an nline cmmunity where yung peple are invited t share their insights n their experience f their rights

More information

learndirect Test Information Guide The National Test in Adult Numeracy

learndirect Test Information Guide The National Test in Adult Numeracy learndirect Test Infrmatin Guide The Natinal Test in Adult Numeracy 1 Cntents The Natinal Test in Adult Numeracy: Backgrund Infrmatin... 3 What is the Natinal Test in Adult Numeracy?... 3 Why take the

More information

Typical Interview Questions and Answers

Typical Interview Questions and Answers Typical Interview Questins and Answers Why d yu want t wrk fr this cmpany? Why are yu interested in this jb? The interviewer is trying t determine what yu knw and like abut the cmpany, whether yu will

More information

TRAINING GUIDE. Crystal Reports for Work

TRAINING GUIDE. Crystal Reports for Work TRAINING GUIDE Crystal Reprts fr Wrk Crystal Reprts fr Wrk Orders This guide ges ver particular steps and challenges in created reprts fr wrk rders. Mst f the fllwing items can be issues fund in creating

More information

Success in Mathematics

Success in Mathematics Success in Mathematics Tips n hw t study mathematics, hw t apprach prblem-slving, hw t study fr and take tests, and when and hw t get help. Math Study Skills Be actively invlved in managing the learning

More information

Marking for Progress Policy

Marking for Progress Policy Aspire Accmplish Achieve University Academy Keighley Page 1 f 12 C O N T E N T S 1.0 Principles... 3 2.0 Objective f Marking fr Prgress... 3 3.0 Expected Outcmes... 4 4.0 Marking fr Prgress - Expectatins...

More information

UNIT PLAN. Methods. Soccer Unit Plan 20 days, 40 minutes in length. For 7-12 graders. Name

UNIT PLAN. Methods. Soccer Unit Plan 20 days, 40 minutes in length. For 7-12 graders. Name UNIT PLAN Methds Sccer Unit Plan 20 days, 40 minutes in length Fr 7-12 graders Name TABLE OF CONTENTS I. Title Page II. Table f Cntents III. Blck Time Frame IV. Unit Objectives V. Task Analysis VI. Evaluative

More information

DECISION MAKING & PROBLEM SOLVING

DECISION MAKING & PROBLEM SOLVING Fact Sheet 7 Steps t Slve a Prblem Step 1 Identify the prblem clearly What are the facts f the situatin? Analysing: Explre the prblem Step 2 Establish the desired utcmes What results are yu aiming fr?

More information

PBS TeacherLine Course Syllabus

PBS TeacherLine Course Syllabus 1 Title Fstering Cperative Learning, Discussin, and Critical Thinking in Elementary Math (Grades 1-5) Target Audience This curse is intended fr pre-service and in-service grades 1-5 teachers. Curse Descriptin

More information

Graduate Faculty Committee Doc. No. 1127 Approved January 26, 2009

Graduate Faculty Committee Doc. No. 1127 Approved January 26, 2009 Graduate Faculty Cmmittee Dc. N. 1127 Apprved January 26, 2009 RECOMMENDATION OF THE SUBCOMMITTEE ON GRADUATE COURSE AND CURRICULUM AND THE FACULTY OF THE SCHOOL OF EDUCATION FOR AN ENTITLEMENT TO PLAN

More information

Unit Three Learning About the World by Reading. Be sure to consider assessment data when making teaching decisions for Shared Reading.

Unit Three Learning About the World by Reading. Be sure to consider assessment data when making teaching decisions for Shared Reading. 1 Unit Three Learning Abut the Wrld by Reading Be sure t cnsider assessment data when making teaching decisins fr Shared Reading. Bk Selectin (cnsider genre f unit as well as the need t balance genres

More information

Writing a Compare/Contrast Essay

Writing a Compare/Contrast Essay Writing a Cmpare/Cntrast Essay As always, the instructr and the assignment sheet prvide the definitive expectatins and requirements fr any essay. Here is sme general infrmatin abut the rganizatin fr this

More information

SUMMARY This is what Business Analysts do in the real world when embarking on a new project: they analyse

SUMMARY This is what Business Analysts do in the real world when embarking on a new project: they analyse S yu want t be a Business Analyst? Analyst analyse thyself. SUMMARY This is what Business Analysts d in the real wrld when embarking n a new prject: they analyse Why? Why are we ding this prject - what

More information

How to Convert your Paper into a Presentation

How to Convert your Paper into a Presentation Hw t Cnvert yur Paper int a Presentatin During yur cllege career, yu may be asked t present yur academic wrk in the classrm, at cnferences, r at special events. Tw types f talks are cmmn in academia: presentatins

More information

Science Project Guidelines for Elementary & Middle School Teachers & Science Fair Coordinators

Science Project Guidelines for Elementary & Middle School Teachers & Science Fair Coordinators Science Prject Guidelines fr Elementary & Middle Schl Teachers & Science Fair Crdinatrs The fllwing infrmatin shuld help yu help yur students have a successful science fair prject experience. If yu are

More information

Oregon State Library Customer Service Standards and Guidelines

Oregon State Library Customer Service Standards and Guidelines Oregn State Library Custmer Service Standards and Guidelines Overview It is the gal f the State Library t prvide unifrm high-quality service t State Library custmers and t clleagues. High-quality custmer

More information

Recognition of Prior Learning (RPL) TAE40110 Certificate IV in Training and Assessment

Recognition of Prior Learning (RPL) TAE40110 Certificate IV in Training and Assessment Recgnitin f Prir Learning (RPL) TAE40110 Certificate IV in Training and Assessment What is RPL? RPL recgnises that yu may already have the skills and knwledge needed t meet natinal cmpetency standards.

More information

How to Address Key Selection Criteria

How to Address Key Selection Criteria Hw t Address Key Selectin Criteria Yu've seen an jb pprtunity that yu're interested in, n a jbs bard r in the press and want t apply, but where d yu start? A key requirement fr jbs in Gvernment is t respnd

More information

Equal Pay Audit 2014 Summary

Equal Pay Audit 2014 Summary Equal Pay Audit 2014 Summary Abut the dcument The fllwing summary is an abridged versin f Ofcm s equal pay audit 2014. In the full versin f the reprt we set ut ur key findings, cmment n any issues arising

More information

COMMONLY ASKED INTERVIEW QUESTIONS & STRATEGIES TO ANSWER THEM

COMMONLY ASKED INTERVIEW QUESTIONS & STRATEGIES TO ANSWER THEM COMMONLY ASKED INTERVIEW QUESTIONS & STRATEGIES TO ANSWER THEM Office f Career & Prfessinal Develpment 2014, UC Hastings Cllege f the Law The fllwing are examples f the mst cmmn interview questins. Speak

More information

A GUIDE TO REFLECTIVE PRACTICE

A GUIDE TO REFLECTIVE PRACTICE A GUIDE TO REFLECTIVE PRACTICE Intrductin One imprtant cmpnent f yur Phase 2 prtfli will be evidence f reflective practice. Prfessinals need t develp and practice their reflective skills thrughut their

More information

TRAIN THE TRAINER PLAY ACADEMY MODULE

TRAIN THE TRAINER PLAY ACADEMY MODULE Itinerary Overview Activity Brief Descriptin Duratin Leader Arrival f students Play Rck, Paper, Scissrs, CHEER! 10 min. Intr Welcme energizer, intrductins, I want 15 min. t meet activity, what t expect,

More information

AMWA Chapter Subgroups on LinkedIn Guidance for Subgroup Managers and Chapter Leaders, updated 2-12-15

AMWA Chapter Subgroups on LinkedIn Guidance for Subgroup Managers and Chapter Leaders, updated 2-12-15 AMWA Chapter Subgrups n LinkedIn Guidance fr Subgrup Managers and Chapter Leaders, updated 2-12-15 1. Chapters may nt have an independent grup n LinkedIn, Facebk, r ther scial netwrking site. AMWA prvides

More information

Students continue to build their language skills around rights Students practice reading, writing, and speaking in English.

Students continue to build their language skills around rights Students practice reading, writing, and speaking in English. Lessn 2: Lking Inside a Schl FOR MORE INFORMATION TO HELP YOU ANSWER QUESTIONS THAT MAY COME UP DURING THIS LESSON, REFER TO THE FREQUENTLY ASKED QUESTIONS SHEET LEGAL INFORMATION ABOUT THE U.S. PUBLIC

More information

Feedback and Marking Policy

Feedback and Marking Policy Feedback and Marking Plicy Schl Visin West St Lenards is a safe and caring schl. It prvides a happy and welcming envirnment fr children wh accept every challenge and grw in cnfidence as learners fr life.

More information

TAKING OWNERSHIP OF HEALTH CARE

TAKING OWNERSHIP OF HEALTH CARE TAKING OWNERSHIP OF HEALTH CARE TIPS FOR PARENTS AND CAREGIVERS Are yu ready fr the day when yu take yur sn r yur daughter fr a medical appintment and the dctr r medical staff says t yu, as the parent

More information

The Importance of Market Research

The Importance of Market Research The Imprtance f Market Research 1. What is market research? Successful businesses have extensive knwledge f their custmers and their cmpetitrs. Market research is the prcess f gathering infrmatin which

More information

LCVP LINK MODULES. The Written Examination will take place on the first Wednesday in May

LCVP LINK MODULES. The Written Examination will take place on the first Wednesday in May LCVP LINK MODULES The Written Examinatin will take place n the first Wednesday in May Read a cpy f yur Prtfli f cursewrk, as it is an excellent revisin tl fr the written paper. Read the Prtfli the night

More information

Patient Participation Report

Patient Participation Report Patient Participatin Reprt In 2011, Westngrve Partnership decided t establish a PPG (Patient Participatin Grup) that wuld allw us t engage with ur patients, receive feedback frm them and ensure that they

More information

Hybrid Course Design and Instruction Guidelines

Hybrid Course Design and Instruction Guidelines Hybrid Curse Design and Instructin Guidelines Terminlgy There are n standard definitins fr what cnstitutes a hybrid curse, but sme generally accepted descriptins fllw. In nline learning literature (and

More information

Benefits of Inclusive Education

Benefits of Inclusive Education Benefits f Inclusive Educatin The benefits f inclusive educatin are numerus fr bth students with and withut disabilities. Benefits f Inclusin fr Students With Disabilities 1. Friendships 2. Increased scial

More information

Self Evaluation of Teaching

Self Evaluation of Teaching Self Evaluatin f Teaching Fr mre resurces, see the LTO page n the Peer Review f Teaching. All f the fllwing infrmatin was fund frm surces linked n the LTO website. resurces/teachingstrategies/peerevaluatin/

More information

Hartford Seminary s. Online Application Instructions

Hartford Seminary s. Online Application Instructions Hartfrd Seminary s Online Applicatin Instructins Hartfrd Seminary is pleased t annunce that nline applicatin is nw pssible fr mst f ur prgrams as fllws: Dctr f Ministry: Use nline applicatin Master f Arts:

More information

Internal Training: The Employer s Competitive Advantage By: Emily Schelle, Director of Special Projects Shanelle Sorensen and Teresa Qiu, Operations

Internal Training: The Employer s Competitive Advantage By: Emily Schelle, Director of Special Projects Shanelle Sorensen and Teresa Qiu, Operations Internal Training: The Emplyer s Cmpetitive Advantage By: Emily Schelle, Directr f Special Prjects Shanelle Srensen and Teresa Qiu, Operatins There is n questin that the jb market is always changing. And

More information

Practice Exchanges for Intercultural Capacity-Building An activity format of the Platform for Intercultural Europe with local partners

Practice Exchanges for Intercultural Capacity-Building An activity format of the Platform for Intercultural Europe with local partners Practice Exchanges fr Intercultural Capacity-Building An activity frmat f the Platfrm fr Intercultural Eurpe with lcal partners An Intrductin and Hsting Invitatin T Member And Partner Organisatins Octber

More information

Talking to parents about child protection

Talking to parents about child protection Talking t parents abut child prtectin Adapted fr NI frm Prtecting Children Update, April 2009 Jenni Whitehead discusses the difficulties faced by designated teachers, r child prtectin crdinatrs, in talking

More information

Kaiser Permanente Goal Setting Overview and Template

Kaiser Permanente Goal Setting Overview and Template Kaiser Permanente Gal Setting Overview and Template Gal Setting Overview Each and every emplyee, manager, physician, and leader plays a crucial rle in helping Kaiser Permanente t achieve its gals. This

More information

How Joseph Clarke School promotes fundamental British values

How Joseph Clarke School promotes fundamental British values Guidance Dcument Hw Jseph Clarke Schl prmtes fundamental British values Categry: Curriculum Key Elements Sets ut hw Jseph Clarke Schl implements the Prevent Strategy which requires schls t prmte the fundamental

More information

Getting Started Guide

Getting Started Guide AnswerDash Resurces http://answerdash.cm Cntextual help fr sales and supprt Getting Started Guide AnswerDash is cmmitted t helping yu achieve yur larger business gals. The utlined pre-launch cnsideratins

More information

Internet and E-Mail Policy User s Guide

Internet and E-Mail Policy User s Guide Internet and E-Mail Plicy User s Guide Versin 2.2 supprting partnership in mental health Internet and E-Mail Plicy User s Guide Ver. 2.2-1/5 Intrductin Health and Scial Care requires a great deal f cmmunicatin

More information

Times Table Activities: Multiplication

Times Table Activities: Multiplication Tny Attwd, 2012 Times Table Activities: Multiplicatin Times tables can be taught t many children simply as a cncept that is there with n explanatin as t hw r why it is there. And mst children will find

More information

DIRECTING A SHORT FILM

DIRECTING A SHORT FILM DIRECTING A SHORT FILM Michael Hines T be able t direct yur shrt film easily, effectively and creatively, here are sme steps yu shuld try and fllw s that yu can realise yur visin and prduce the best film

More information

Stafford and Surrounds Clinical Commissioning Group 360 Stakeholder Survey summary report

Stafford and Surrounds Clinical Commissioning Group 360 Stakeholder Survey summary report Staffrd and Surrunds Clinical Cmmissining Grup 360 Stakehlder Survey summary reprt 1. Intrductin t stakehlder relatins fr Staffrd and Surrunds CCG Staffrd and Surrunds has a large number f relatinships

More information

Step- by- Step User Guide: Outcomes- Based Assessment on Connect. Step 6 > Have your students complete the Writing Assignments p 13

Step- by- Step User Guide: Outcomes- Based Assessment on Connect. Step 6 > Have your students complete the Writing Assignments p 13 Outcmes- Based Assessment n Cnnect Table f Cntents Intrductin p 1 Step 1 > Set up a curse and a Master Sectin p 2 Step 2 > Create yur curse utcmes p 3 Step 3 > Create Writing Assignment(s) in the Master

More information

Actions Speak Louder than Words (1 hour 30 minutes)

Actions Speak Louder than Words (1 hour 30 minutes) Actins Speak Luder than Wrds (1 hur 30 minutes) Training and Mentring Skills Series Staff Skill Building Library Raising Vices (SASA! Start Phase Lg) This mdule is part f a Staff Skill Building Library

More information

Listening to Students: Sample Focus Group and Survey Materials

Listening to Students: Sample Focus Group and Survey Materials Listening t Students: Sample Fcus Grup and Survey Materials Overview The Student Assessment Inventry fr Schl Districts supprts a prcess t evaluate the assessments students currently take and then determine

More information

HOPE AND INFORMATION PROJECT INTERVIEWER GUIDE: NURSE RESPONDENTS

HOPE AND INFORMATION PROJECT INTERVIEWER GUIDE: NURSE RESPONDENTS HOPE AND INFORMATION PROJECT INTERVIEWER GUIDE: NURSE RESPONDENTS INTRODUCTION: We wuld like t learn abut hw nurses and dctrs wrk with patients in their need fr hpe, n the ne hand, and infrmatin abut their

More information

DLA s Guide to a Fantastic Learning Environment

DLA s Guide to a Fantastic Learning Environment DLA s Guide t a Fantastic Learning Envirnment 2014-2015 Claire Slade STEP ACADEMY TRUST Intrductin Fully inclusive classrm envirnments can bth supprt and enrich the learning f all children. As well as

More information

Schedule MOOC Quality in Digital Learning

Schedule MOOC Quality in Digital Learning Schedule MOOC Quality in Digital Learning 15 February t 25 March 2016 Phase 1 - Inspiring Main Tpic: What is digital learning? What the MOOC ffers: Yu will get a cmmn understanding f digital learning thrugh

More information

The Millionaire Real Estate Agent (MREA) Book Club Guide

The Millionaire Real Estate Agent (MREA) Book Club Guide The Millinaire Real Estate Agent (MREA) Bk Club Guide An MREA bk club is a great way fr agents t strengthen their skills and understanding f The Millinaire Real Estate Agent in a mastermind-type envirnment.

More information

Course Syllabus PADM 6510 - Management of Health Care Agencies College of Public Service and Urban Affairs Tennessee State University

Course Syllabus PADM 6510 - Management of Health Care Agencies College of Public Service and Urban Affairs Tennessee State University Curse Syllabus PADM 6510 - Management f Health Care Agencies Cllege f Public Service and Urban Affairs Tennessee State University Chester A. Rbinsn, D.P.A. Spring, 2008 Office (615) 963-7242 Tuesdays,

More information

The Lunchtime Guide to Student Blogging: By Anand Ramchand

The Lunchtime Guide to Student Blogging: By Anand Ramchand Technlgy in Pedaggy, N. 2 The Lunchtime Guide t Student Blgging: By Anand Ramchand Technlgy in Pedaggy, N. 2, April 2011 Written by Kiruthika Ragupathi (cdtkdr@nus.edu.sg) Anand Ramchand, an Instructr

More information

IMPROVING ADVISING AND MENTORING

IMPROVING ADVISING AND MENTORING Advising and Mentring IMPROVING ADVISING AND MENTORING OF GRADUATE AND PROFESSIONAL STUDENTS Advising is a key cmpnent in the successful cmpletin f a graduate degree. A gd advising relatinship crrelates

More information

Telling Stories. The audience: What is their experience and perspective with disability issues?

Telling Stories. The audience: What is their experience and perspective with disability issues? Telling Stries Having peple tell their persnal stries is the mst effective way t have thers understand their lives and what they are ging thrugh, and thus change hearts and minds. This appendix discusses

More information

making good practices great Customer Journey 100

making good practices great Customer Journey 100 making gd practices great Custmer Jurney 100 This questinnaire is designed t help yu review the service yu ffer t yur Custmers, recgnise what yu are already ding really well and identify areas fr imprvement.

More information

Holyoke Public Schools Mathematics Curriculum Map Grade 3. Surveys and Line Plots

Holyoke Public Schools Mathematics Curriculum Map Grade 3. Surveys and Line Plots Hlyke Public Schls Mathematics Curriculum Map Grade 3 Surveys and Line Plts Table f Cntents Curriculum Map Outline...4 Mathematic Evidence f Learning Artifacts.5 Prbing Questins fr Accuntable Talk...6

More information

SOME SAMPLE CLASSROOM INTERVENTIONS FOR LANGUAGE-BASED PROBLEMS

SOME SAMPLE CLASSROOM INTERVENTIONS FOR LANGUAGE-BASED PROBLEMS SOME SAMPLE CLASSROOM INTERVENTIONS FOR LANGUAGE-BASED PROBLEMS Area: Listening/Reading Cmprehensin Prblem: Student des nt fllw verbal directins. Teach the student skills fr fllwing verbal directins such

More information

ACHE-MT. Mentorship Program. Mentor Information

ACHE-MT. Mentorship Program. Mentor Information ACHE-MT Mentrship Prgram 2015 Mentr Infrmatin Table f Cntents 1) Prgram Descriptin 3 2) What is a Mentr? 5 3) Rles/Benefits/Pitfalls fr a Mentr a. Rles and Respnsibilities 5 4) Pssible Tpics f Discussin

More information

What Does Specialty Own Occupation Really Mean?

What Does Specialty Own Occupation Really Mean? What Des Specialty Own Occupatin Really Mean? Plicy definitins are cnfusing, nt nly t cnsumers but als t many f the insurance prfessinals wh sell them. Belw we will try t prvide an understandable explanatin

More information

Performance Management Review Guidelines Ver

Performance Management Review Guidelines Ver Perfrmance Management Review Guidelines Ver. 1.29.2016 Table f Cntents Sectin 1.0 Sectin 2.0 Sectin 3.0 Perfrmance Management Prgram Overview 1.1: What is Perfrmance Management? 1.2: Indiana University

More information

Capacity Building and Ombudsman Institutions for the Armed Forces: Challenges and Opportunities

Capacity Building and Ombudsman Institutions for the Armed Forces: Challenges and Opportunities Capacity Building and Ombudsman Institutins fr the Armed Frces: Challenges and Opprtunities Geneva, Switzerland 26 July 2012 1 Backgrund and Objectives Capacity building is simply ne element that makes

More information

A. Name. B. School district and building(s) List all that apply. C. Current assignment. D. Teaching license/certificate number

A. Name. B. School district and building(s) List all that apply. C. Current assignment. D. Teaching license/certificate number Educatr Standards Bard T. MASTER TEACHER RENEWAL APPLICATION SECTION I: Candidate Infrmatin A. Name B. Schl district and building(s) List all that apply C. Current assignment D. Teaching license/certificate

More information

TRANSITION CHECKLIST (Provided by RSCC and Adapted from State of Virginia Dept. of Education)

TRANSITION CHECKLIST (Provided by RSCC and Adapted from State of Virginia Dept. of Education) YOUR TO DO LIST PRE HIGH SCHOOL TASKS (Prvided by RSCC and Adapted frm State f Virginia Dept. f Educatin) FRESHMAN YEAR TASKS Take challenging curses in English, math, science, histry, gegraphy, freign

More information

The Role of Public Consultation in Environmental Assessments: Phase One Report

The Role of Public Consultation in Environmental Assessments: Phase One Report The Rle f Public Cnsultatin in Envirnmental Assessments: Phase One Reprt December 2015 1 TABLE OF CONTENTS Table f Cntents... 1 The EAO s Review f Public Cnsultatin in BC Envirnmental Assessments... 2

More information

Research Findings from the West Virginia Virtual School Spanish Program

Research Findings from the West Virginia Virtual School Spanish Program Research Findings frm the West Virginia Virtual Schl Spanish Prgram Funded by the U.S. Department f Educatin Cnducted by R0cKMAN ETAL San Francisc, CA, Chicag, IL, and Blmingtn, IN Octber 4, 2006 R0cKMAN

More information

Promising practices for inclusive teaching and learning

Promising practices for inclusive teaching and learning Prmising practices fr inclusive teaching and learning Prmising practices are teaching practices that enable all students t becme active cnfident learners. The literature n this tpic stresses that there

More information

Australian Institute of Psychology. Human Research Ethics Committee. Terms of Reference

Australian Institute of Psychology. Human Research Ethics Committee. Terms of Reference Australian Institute f Psychlgy Human Research Ethics Cmmittee Terms f Reference What is research? Accrding t the Natinal Statement research... is widely understd t include at least investigatin undertaken

More information

To support the students in developing the comprehension strategy of

To support the students in developing the comprehension strategy of Fake Bld by Jenny Pwell- Chalmers Frm Schl Jurnal, Part 3, Number 3, 2005 Overview This free- verse pem explres the prcess f creating illusins in films, especially the use f fake bld. These ntes give suggestins

More information

A Walk on the Human Performance Side Part I

A Walk on the Human Performance Side Part I A Walk n the Human Perfrmance Side Part I Perfrmance Architects have a license t snp. We are in the business f supprting ur client rganizatins in their quest fr results that meet r exceed gals. We accmplish

More information

KINGSFIELD CENTRE MARKING POLICY - PRIMARY

KINGSFIELD CENTRE MARKING POLICY - PRIMARY Dcument N: 209 Versin: (1) KINGSFIELD CENTRE MARKING POLICY - PRIMARY Signed: Headteacher Date: 24 Nvember 2016 Signed: Chair f Managers Date: 24 Nvember 2016 Review Date: Date: 24 Nvember 2009 Authr:

More information

The Stanley Foundation 209 Iowa Avenue Muscatine, IA 52761 563-264-1500 563-264-0864 FAX EVENT PLANNER S GUIDE

The Stanley Foundation 209 Iowa Avenue Muscatine, IA 52761 563-264-1500 563-264-0864 FAX EVENT PLANNER S GUIDE The Stanley Fundatin 209 Iwa Avenue Muscatine, IA 52761 563-264-1500 563-264-0864 FAX EVENT PLANNER S GUIDE Table f Cntents Abut the Nw Shwing Event-in-a-Bx Tlkit...2 Event Planning Checklist...4 Pre-Event

More information

CSE 231 Fall 2015 Computer Project #4

CSE 231 Fall 2015 Computer Project #4 CSE 231 Fall 2015 Cmputer Prject #4 Assignment Overview This assignment fcuses n the design, implementatin and testing f a Pythn prgram that uses character strings fr data decmpressin. It is wrth 45 pints

More information

BRILL s Editorial Manager (EM) Manual for Authors Table of Contents

BRILL s Editorial Manager (EM) Manual for Authors Table of Contents BRILL s Editrial Manager (EM) Manual fr Authrs Table f Cntents Intrductin... 2 1. Getting Started: Creating an Accunt... 2 2. Lgging int EM... 3 3. Changing Yur Access Cdes and Cntact Infrmatin... 3 3.1

More information

1. Diagnostic activity: What do you already know about New Zealand and the Vietnam War? 5. What happened and why New Zealand and the Vietnam War

1. Diagnostic activity: What do you already know about New Zealand and the Vietnam War? 5. What happened and why New Zealand and the Vietnam War Vietnam War Activities 1. Diagnstic activity: What d yu already knw abut New Zealand and the Vietnam War? 2. Explring values: Thinking hats 3. Histry Rad 4. Key vcab 5. What happened and why New Zealand

More information

Bakersfield College Program Review Annual Update

Bakersfield College Program Review Annual Update Bakersfield Cllege Prgram Review Annual Update I. Prgram Infrmatin: Prgram Name: Prgram Type: Instructinal Nn Instructinal Prgram Missin Statement: The missin f the Bakersfield Cllege Human Services Prgram

More information

Professionalism and Physical Therapy: Core Values Reflection Essay

Professionalism and Physical Therapy: Core Values Reflection Essay Prfessinalism is expected by thse wh are trained t d a jb well and is demnstrated when that prfessinal uses skill, gd judgment, and plite behavir expected frm a prfessinal. 1 Epstein and Hundert 2 define

More information

Creating PowerPoint Presentations. Tips & Techniques for Designing Effective Lectures Using PowerPoint

Creating PowerPoint Presentations. Tips & Techniques for Designing Effective Lectures Using PowerPoint Creating PwerPint Presentatins Tips & Techniques fr Designing Effective Lectures Using PwerPint Prvided by: Jhns Hpkins University - Engineering fr Prfessinals Instructinal Technlgy and Distance Educatin

More information