Excellence through Collaborative Communities of Learners AURORA UNIVERSITY SYLLABUS. Course Number: OEDS 6591 Course Title: Seven Habits/High Eff Pple

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1 Excellence through Collaborative Communities of Learners AURORA UNIVERSITY SYLLABUS Course Number: OEDS 6591 Course Title: Seven Habits/High Eff Pple 3 Semester hours of Graduate Credit 1. Catalog Description This course is an adaptation of the 7 Habits of Highly Effective People course by Franklin Covey, with appropriate additional components, to address the needs of K-12 educators and administrators. 2. Course Overview The 7 Habits of Highly Effective People course, by Franklin Covey is one of the most widely respected personal leadership development programs available today. It presents a holistic, integrated, principle-centered approach for solving personal and professional problems. The program reveals a step-by-step pathway for living with fairness, integrity, honesty, and human dignity principles that give individuals the security to adapt to change and the wisdom and power to take advantage of the opportunities that change creates. This course is intended for teachers, counselors, and administrators in the K-12 system. It will also be valuable for individuals who work in community organizations and the business environment. Participants will learn skills of time management, setting both personal and professional priorities, developing collaborative relationships and valuing diversity in the work place. In addition, participants will learn how to relate these concepts and skills to students in an educational environment. The 7 Habits have been successfully utilized with both elementary and high school students. The 7 Habits provides a step-by-step guide to help teens improve self-image, build friendships, resist peer pressure, determine and achieve their goals, and improve relationships with others. 3. Student Learning Objectives As a result of this course, the participant will: A. Foundation 1. describe the 7 Habits process, principles, and core concepts that serve as a framework for long-term effectiveness 2. be familiar with the tools and processes needed for internalizing the 7 Habits 3. explain that the root of long-term effectiveness is personal character 4. recognize dependent tendencies and the importance of moving from independence to interdependence to become truly effective 5. begin to analyze paradigms and behavior in order to align them with principles of effectiveness - 1 -

2 6. understand that principles govern results and that each of the 7 Habits is based upon an underlying principle of effectiveness 7. define effectiveness as appropriate P/PC Balance that, in turn, produces superb results over time. B. Habit 1: Be Proactive 1. take more initiative and responsibility, resulting in greater personal freedom and influence 2. learn how to pause and respond to stimuli based upon principles 3. understand how to use proactive language 4. know how they can expand their Circle of Influence 5. understand ways they can become a transition person C. Habit 2: Begin with the End in Mind 1. learn to habitually define desired results in all aspects of their lives before acting 2. envision outcomes before acting 3. create and live a Personal Mission Statement 4. apply the mission-statement process to team or organizational missions D. Habit 3: Put First Things First 1. understand how to deal with key priorities first and waste less time in crisis mode, resulting in higher productivity and more life balance 2. focus on top priorities 3. eliminate unimportant activities 4. plan weekly and daily E. Private Victory to Public Victory 1. increase trust levels in their interactions with others 2. identify specific patterns of behavior that increase and decrease trust 3. make trust-building deposits in the Emotional Bank Account of others F. Habit 4: Think Win-Win 1. think and act on the principle of mutual benefit, resulting in more enduring relationships, effective team involvement, and faster problem solving 2. balance courage and consideration 3. seek mutual benefit 4. create Win-Win Agreements 5. build win-win systems G. Habit 5: Seek First to Understand, Then to be Understood 1. achieve mutual understanding in key relationships by practicing empathic dialogue 2. diagnose before prescribing 3. listen empathically 4. seek to be understood from the other s perspective - 2 -

3 H. Habit 6: Synergize 1. create an environment of innovative problem solving through valuing diverse perspectives 2. value and celebrate the differences 3. practice creative cooperation I. Habit 7: Sharpen the Saw 1. continuously increase their personal and professional effectiveness 2. renew themselves regularly in the physical, social/emotional, mental, and spiritual dimensions 3. be strong in the hard moments J. Using the 7 Habits in the educational setting/incorporation of 7 Habits in the classroom 1. create a classroom environment that will assist students in making decisions based on values and goals 2. help students develop a personal mission statement 3. assist students in developing a balance between competing areas of their lives 4. provide students with a model for personal time management based on their identified personal goals 5. provide students with the skills to become effective listeners and collaborators with other students 4. Teaching Method/Class Format The course format will include small and large group discussions, personal reflection, challenging video segments, individual assignments, and lecture sessions. Participants will be challenged to identify habits and life scripts that interfere with their effectiveness as individuals in the educational environment. They will also be involved in an environment that will encourage the development of skills that will enhance their personal effectiveness. 5. Texts and Required Reading Covey, Stephen. UThe 7 Habits of Highly Effective People. New York:UFree Press, ISBN (required before class) UThe 7 Habits of Highly Effective People Signature Program,U Version 3.0 (participant manual), Franklin Covey, (completed in class) Covey, Sean. UThe 7 Habits of Highly Effective Teens.U New York:Fireside, ISBN (optional, but recommended) 6. Units of Work Pre-class: Participants will be assigned to read the books 7 Habits of Highly Effective People, by Stephen Covey (350 pages). Participants will meet with an accountability partner and complete the warm-up exercise that involves analysis of expectations from the course (approximately 2 hours)

4 In class: Participants will utilize the 7 Habits participants manual during the sessions. The class will be facilitated in an intensive 40 hour format which will cover the following sessions: Foundations (4 hr.) Habit 1: Be Proactive (4 hr.) Habit 2: Begin with the End in Mind (4 hr.) Habit 3: Put First Things First (4 hr.) Habit 4: Think Win-Win & Private Victory (4 hr.) Habit 5: Seek First to Understand, Then to be Understood (4 hr.) Habit 6: Synergize (4 hr.) Habit 7: Sharpen the Saw (4hr.) Using the 7 Habits in the educational setting (3 hr.) Incorporation of 7 Habits for Teens into the classroom (3hr.) Introduction to the 7 Habits Contract (2 hr.) Post-class: Participants will complete a teach-to-learn assignment with the accountability partner they worked with in the pre-class session. Participants will facilitate one assignment of their choice from the 7 Habits Contract with their accountability partner (approximately 1 hr.). Participants will complete a three (3) page minimum type written report on the session using the format provided by the instructor. The report shall have 1 inch margins, be double spaced, and use Times New Roman type face (or similar) with a 12 point font. The assignment will be worth 40% of the course grade. The post-class assignment must be completed and returned to the instructor by the date set. Late assignments will not be accepted. 7. Class Assignments Participants will be expected to complete the following assignments: Read assigned texts prior to class. Complete pre-course warm up exercise and bring report to first class session. Report will be shared with participants in small group settings. Attend and participate in course sessions. (20 points) 1. Student is prompt and regular attendant; participates actively and regularly in group work by offering ideas and asking questions; contributes in small group activities = 20 points. 2. Student generally participates in group work by offering ideas and asking questions; makes fair contributions to class; listens when others talk, both in large and small group settings = 10 points. 3. Student shows minimal participation in group work by offering ideas and asking questions; occasionally listens when others talk, both in large and small group settings; disrupts the class with private conversations or behavior = 5 or less points

5 Facilitate a teach to learn presentation in class. (40 points) Participants will be assigned to a small group at the first session. During the week, each participant will select one teach to learn presentation from the participant s manual and will facilitate their selection at the end of the corresponding section in their small group. The teach to learn presentation is a review of the section to enhance participant retention and understanding. Participants will be evaluated by each of their small group members (written form) as to instructional technique/style, grasp of the material, management of the small group learning environment, and ability to respond to group members. Participants will be evaluated on a 1 5 point scale, with 1 being low and 5 high. Evaluations will be averaged and grade points assigned as follows: 4-5 = 40 grade points; = 30 grade points; = 20 grade points; = 10 grade points;.5-.9 = 5 grade points; below.5 = no grade points. Complete post-class assignment. (40 points) Participants will use Habit 1 from The Seven Habits Contract to be completed and facilitated to their accountability partner after the in-class sessions are completed. The assignment has personal applications to be completed by the participant and a section to be facilitated to the accountability partner, utilizing a video segment and material from the class session that presents Habit 1. Participants will complete a 3-page (minimum) paper that outlines the following areas of the assignment: 1. Plan Your Week: Review your mission and roles; choose big rocks for week; schedule of your weekly activities. 2. Live the Habit: Listen to the Participant Audio CD (75 min.) and reflect on new insights about the 7 Habits. 3. Teach to Learn: Meet with your accountability partner; show the video segment Stone and teach the concept of a transition person to your partner; explain how the concepts in the video may have impacted you personally. 4. Summary of Habit 1. The assignment will be graded for appropriate grammar, spelling and writing style; demonstrated understanding of weekly planning and use of big rocks concepts in weekly planning. The participants grasp of the concepts in Habit 1 and how they are applied weekly will be evaluated. Projects will be graded as follows: Final project is excellent and demonstrates an excellent grasp of the concepts in Habit 1. = 40 grade points. Final project is completed, but has a few errors in presentation. It demonstrates a good grasp of the concepts in Habit 1. = 30 grade points

6 Final project is completed, but not well written. It demonstrates an adequate grasp of the concepts in Habit 1. = 20 grade points. The final project is poorly written or incomplete and demonstrates an inadequate understanding of the concept in Habit 1. = 10 grade points or less. 8. Evaluation and Grading Procedures Grading will be based on quality of work with components weighted as follows. Grades are differentiated on the basis of quality. Quantity alone is not a significant factor for grade differentiation. Course attendance & participation 20% In class presentation 40% Post course assignment 40% URequired Inclusions: Grading will be based upon quality of work with components weighted as follows. Grades are differentiated on the basis of quality. Quantity alone is not a significant factor for grade differentiation % 20 points Classroom participation 2. 40% 40 points Classroom presentation teach-to-learn 3. 40% 40 points Post-class written assignment 100 Total Points A grade B grade C grade F grade points points points 69-0 points Aurora University College of Education Graduate Grading System The graduate grading system was reviewed by Deans Council and forwarded to the Academic Standards Committee for deliberations. This was approved by the Academic Standards Committee as of 5 May 1992 for presentation to the Faculty Senate on 12 May At the end of the course, letter grades are awarded as defined: A (4 quality points per course unit) Excellent. Denoted work that is consistently at the highest level of achievement in a graduate college or university course. B (3 quality points per course unit) Good. Denotes work that consistently meets the high level of college or university standards for academic performance in a graduate college or university course

7 C (2 quality points per course unit) The lowest passing grade. Denotes work that does not meet in all respects college or university standards for academic performance in a course. F (0 quality points per course unit) Failure. Denotes work that fails to meet the graduate college or university standards for academic performance in a course. Revised 5 May 1992 Approved 12 May 1992 Please note the University does not recognize a grade of D for graduate courses. Collaborating Academic Partnership instructors are not authorized to give the grade of Incomplete. In special circumstances a petition requesting permission to grant the grade of Incomplete may be submitted to the Collaborating Academic Partnership for approval. 9. Bibliography Covey, Stephen. UThe 7 Habits of Highly Effective People.U New York: Free Press, Covey, Sean. UThe 7 Habits of Highly Effective Teens.U New York: Fireside, Attendance Policy Students are expected to attend all classes and to participate in class discussions, small group activities, group exercises and projects. Each class session missed, will result in a 10% reduction in course grade. Students who miss over 20% of class sessions will receive a grade of F for the course. 11. Academic Honesty and Integrity Statement Students are expected to maintain academic honesty and integrity as students of Aurora University by doing their own work to the best of their ability. Academic dishonesty (cheating, fabrication, plagiarism, etc.) will result in the student s receiving a zero for that test, assignment, or paper. 12. Final Examination Policy Each student will present an in-class presentation (teach-to-learn) which will be worth 40% of the course grade. In addition, each student will complete a post-class teachto-learn assignment with the student s accountability partner which will be worth 40% of the course grade. 13. American Disability Act Compliance In compliance with ADA guidelines, students who have any condition, either permanent or temporary, which might affect their ability to perform in this class are encouraged to inform the instructor at the beginning of the term. Adaptations of teaching methods, class materials, including text and reading materials or testing, may be made as needed to provide for equitable participation

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