PEER MENTOR PROGRAM CURRICULUM
Funding for this Peer Mentor Curriculum provided by the U.S. Department of Education, Gaining Awareness and Readiness for Undergraduate Programs (GEAR UP) and the Early Academic Outreach Program (EAOP). GEAR UP/EAOP are designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education. Working with K-12 schools and district; county offices of education; and other education, community, and business partners, GEAR UP/EAOP partnership programs build college-bound communities through academic preparation and increased awareness about college-going pathways. The UC Santa Cruz Educational Partnership Center (EPC) thanks the many individuals and organizations for their assistance with this project, including Rico Dominguez, who originally developed the Peer Mentor Program and curriculum. We also thank the former and current EPC staff that contributed to the development of this curriculum. In particular we would like to recognize the following Educational Partnership Center staff: Daisy Villicana Lead College Facilitator Dianne Brumbach Operations Coordinator Ivan Alcaraz Former College Facilitator/Special Project Intern Osiris Ortiz College Facilitator Scott Trugman Project Associate Sheryl Robertson Executive Assistant Sofia Diaz Lead College Facilitator Yesenia Cervantes South Zone Assistant Director
For more information, please contact Yesenia Cervantes, Assistant Director At 831-212-4749 or Yeseniac@ucsc.edu 2
Table of Contents
Effective Leadership**.......................................................................... 4 Understanding the Requirements: Part 1.......................................... 11 Understanding the Requirements: Part 2.......................................... 17 Connecting with a College .................................................................. 29 Career Exploration.............................................................................. 36 Scholastic and Career Goal Setting ................................................... 42 Stress Management ............................................................................. 48 Learning Styles .................................................................................... 54 How to Develop a Workshop and Presentation Tips........................ 62 Diversity................................................................................................ 71 Conflict Resolution .............................................................................. 77 Communication.................................................................................... 83 Financial Aid........................................................................................ 87 Supplemental: Working With Students............................................. 97
**Each of the workshops is designed to be one hour. 3
Some of the best leaders are very quiet or even shy.
Purpose: Objectives: To understand the elements of effective leadership This workshop will: • give you the tools to become an effective leader • help you define leadership • identify the benefits of being a leader Participation in this workshop will: • have you reflect on your own leadership style/skills • provide practical advice on how to improve your leadership skills Some supplies are optional or can be substituted for other materials • Cut-outs with names of leaders on it • Tape (any type will do) • Overhead projector with transparencies or overhead markers • “Seven Habits of Highly Effective People” handout • “Seven Habits of Highly Un-Effective People” handout • “Personal Bank Account” handout • “Who am I?” handout
Part 1 (15 min): Introduction to Workshop 1. Once they think they know who they are. Why were these people leaders? What are their characteristics? (Keep a list of all the characteristics for later use) Who do they lead? Why is their role important? • Make sure to discuss that leaders come in all shapes and sizes. Sample questions: • Am I a female? • Is my hair curly? • Am I dead? Participants cannot ask the same person more than 3 questions. Activity—“Who am I?” (Refer to “Who am I?” handout). You don’t have to be famous or have a “loud” voice to be heard. Introduce yourself 2. Every participant will have a name of a leader (fictitious characters are allowed) taped to their back without knowing which name they have. they must ask someone in the room. The purpose of the activity is to have participants begin thinking about famous leaders. Objectives and Benefits” (POB). 3. “Am I…?” 4. Debrief the Activity— Put up the names of the people/characters chosen for the icebreaker and have a discussion about a couple of them. Explain that the object of the game is to try to find out who they are by going around the room and asking yes or no questions. Review the “Purpose.
5. Go over the Seven Habits and discuss them briefly: • React • Begin with no end in mind • Put first things last • Think Win-Lose • Seek first to talk. there are good actions and bad actions. Share with the participants that there are many books about leadership. job/career.Part 2 (10 min): Why is Leadership Important? 1. Distribute “Seven Habits of Highly Effective People” handout. say. then pretend to listen • Don’t cooperate • Wear yourself out 8. college. 6. but instead of money in that account. Hold a discussion with the group about the importance of leadership. Go over the Seven Habits and discuss them briefly: • Be proactive • Begin with the end in mind • Put first things first • Think Win-Win • Seek first to understand. Ask participants if they agree with the seven habits or if they feel there is something that should be added. personal life) 3. 2.g. then to be understood • Synergize…work together to achieve more • Sharpen the saw 4. Explain that everyone has a personal bank account (PBA). Discussion topics: Why is leadership important? Why would anyone want to be leader? What are the benefits of being a leader? What are the benefits for you as a participant? Some responses may include: • Become a role model for others • To do good for the community • Create change • To learn more about your hidden strengths and talents • It will make you more competitive for college • You will have access to more grants and scholarships • The skills can help you in the future (e. Explain that just like there are Seven Habits of Highly Effective People. and do. This book lists seven habits that will make any person an effective leader. 7. You make deposits and withdrawals from your account by the things you think. What skills will you need to be a leader? Some ideas might include: • Confidence • Initiative • Determination • Critical thinking skills • Good listening skills • Good people skills Part 3 (25 min): Effective Leadership 1. there are Seven Habits of Highly UN-EFFECTIVE people. When you 5
. 2. Distribute “Seven Habits of Highly Un-Effective People” handout. One of the most noted books is Seven Habits of Highly Effective People. 3.
Distribute the “Personal Bank Account” handout. 11.stick to an idea you hold strong. and learned tools to help you become an effective leader. 9. 3. Remind them that it doesn’t have to be perfect. Part 4 (5 min): Defining Leadership 1. Go back to a couple of leaders that were brainstormed in the beginning of the presentation and see if the leaders held any of the Seven Habits. When you break a promise. Relevant Questions • Which skill(s) do you feel is a strength of yours? • Which skill(s) do you feel that you need to develop more? • What do you feel was the most important thing you learned from today’s presentation? 2. 4. • Were the objectives met? 3. Each group should share back their definition. Break the participants up into groups of 3 or 4 and ask them to quickly (2 minutes max) come up with a one line definition of leadership. Questions and Answers • Ask if any of the participants have any questions about the presentation. 10. Give participants about 2 minutes to fill in some goals for their personal bank account. You were able to define leadership. you feel disappointed and make a withdrawal. Thank the participants for their participation!
. The purpose of this workshop was to help you understand what effective leadership is. identify the benefits of being a leader. 2. Part 5 (5 min): Workshop Debrief 1. Some actual definitions may include: • The process of social influence in which one person is able to enlist the aid and support of others in the accomplishment of a common task • Leadership is ultimately about creating a way for people to contribute to making something extraordinary happen. a deposit is made.
Participants must only ask yes or no questions 2. Cesar Chavez Rosa Parks Hilary Clinton Barack Obama Malcolm X Emiliano Zapata Mother Teresa Frida Khalo George Washington Adolf Hitler Francisco Villa Rigoberta Menchu
. Participants can only ask 3 questions to one person and then must move on
Possible Leaders to use:
• • • • • • • • • • • • • • Ghandi Martin Luther King Jr. Participants must ask yes or no questions until they figure out who they are.Who Am I?
Every participant will have a name of a leader (person/character) tapped to their back without knowing which name they have.
Sharpen the Saw – Renew yourself regularly
• • Stress is BAD! Renew your body. Urgent Not Urgent The Prioritizer The Procrastinator
Important Not Important
The YES-Man or Woman
• Work smarter not harder!
7. mind. Synergize – Work together to achieve more. Seek first to understand. Begin with the End in Mind – Define YOUR mission and YOUR
goals in life • • Without an end in mind. heart. people are quick to follow anyone who is willing to lead Start with your personal goals and set an example
3.1. and soul!
. then to be understood – Listen to
people sincerely • Prioritize other people’s feelings before yours
6. Be Proactive – Take responsibility for yourself and your actions
• • • Listen to your language use proactive language not reactive language Don’t be a victim—people who feel like victims are easily offended and blame others Turn setbacks into victories—don’t give up just because things get tough
2. Put first things first – Prioritize and put the important stuff first.
• Learn to prioritize and manage your time so that first tings come first and not last. Think Win-Win – Have an everyone can win attitude 5.
and stays away from inspiring things
. Wear Yourself Out – So busy with life and doesn’t take care of self
• • Avoids exercise. Think Win-Lose – Sees life as a vicious competition 5. Seek first to talk. Put first things last – Doesn’t do what is most important
• Usually the Slacker or the YES-Man Urgent The Prioritizer Not Urgent The Procrastinator
Important Not Important
The YES-Man or Woman
4. then pretend to listen – Loves to talk
• Will tell their side of the story first
6. stays away from nature. Don’t Cooperate– Why try to get along?
• Would rather work alone then bother with others
7. React – Blame all your problems on someone/something else. Begin with no End in Mind – Don’t plan and avoid all goals
• • Waste time Live forever mentality/attitude
• • • Uses reactive language Is the victim Gives up
When you break a promise. Start by making small deposits and eventually you will get your confidence back. You make deposits and withdrawals from your account by the things you think. Several ways to make deposits are: Keep promises to yourself Be honest with yourself Be gentle with yourself Renew yourself Do small acts of kindness Tap into your Talents
. a deposit is made.
Symptoms of a healthy PBA
• You stand up for…. say and do. • You don’t care much about popularity… • You are happy for others when…
Symptoms of a poor PBA
• You cave into… • You are overly concerned with others… • You get jealous of…
If your account is low.How you feel about yourself is your personal bank account (PBA). When you stick to an idea you hold strong. don’t worry. you feel disappointed and make a withdrawal.
. Music. Biological/Life E. History. or higher level Mathematics D. Categories: A-G requirements should represent each category A. Make sure you have a silly category or allow for creativity. Directions: You will need to create a Jeopardy board with questions assigned to each category.e. Government. Science—Physical.). Make sure to have fun with the questions you ask. Mathematics—Algebra. Algebra II. History/Social Science—U. The categories should address the A-G/high school (H. etc. Drama/Theater. Sample Questions: How many years of science are needed? What is the square root of 25? How many years of physical education do you need for college? What tests do you need to take to go to college? Make sure you throw in a few double Jeopardy questions for fun. Each question should get progressively harder. World Civilization B. Objectives: This workshop will give you the tools to effectively: • identify the A-G/college admissions requirements (course requirements for the University of California and California State University) • understand the difference between high school requirements and A-G/college requirements Benefits: Participation in this workshop will help you to: • identify the courses you need to take to graduate from high school • identify the courses you need to take to be eligible for college • prepare for your future Supplies: Some supplies are optional or can be substituted for other materials • Poster board • Q-cards • Envelopes • Adhesive • Markers • Decorative designs. Foreign Language—other than English F. Visual/Performing Arts—Dance. English C. For example: Where was Superman I filmed? Where do Mary Kate and Ashley Olson go to school? Name this song ____.S. Elective • Quantity per category: There should be about five questions representing each category.) requirements. the easiest question should start with 100 points and the hardest question should be worth 500 points.S. Visual Art G. as your audience needs to be engaged. U.Understanding the Requirements (Part 1)
Purpose: Develop a clearer understanding of high school graduation requirements and college admissions requirements.. Name the president and the university he attended.S. Geometry.
Part 1 (15 min): Workshop Introduction 1. Welcome the group; introduce yourself and the workshop topic. 2. Review the “Purpose, Objectives and Benefits” (POB). 3. Activity: This activity will help you to get people moving around and into groups. This activity is best done in a space where people can move around freely. It will require you to be creative and enthusiastic, as you will be directing people to move around. Be considerate of the kinds of questions you ask as some people may have a hard time revealing a little bit about themselves. 4. Ask people how they are and wait to get a response. Once you have participant’s attention ask participants to: • Find a partner and introduce yourself to one another and share the name of your favorite president. • Find another partner that you don’t know/haven’t spoken to and tell him/her what your favorite book is. • Partner with a group of (please select a number) and add all of your ages together for total years of experience. • Find (please select a number) people who are wearing the same color shoes as you and discuss what came first the chicken or the egg. • Get into groups of (please select a number) and say a word in a foreign language. • Get into a group of (please select a number) and share the name of your favorite artist or movie. • Find (please select a number) people and share what you want to be when you grow up. • Partner up with another group until the entire group is divided evenly in half, then share the name of the college you want to attend. 5. Now that your group is divided in half, ask them to remain that way and to find a seat. Once your group is seated and calm you may begin the lesson by asking participants to reflect on the activity. Make sure you point out the connection between the activity and the themes bellow: • You have to follow the directions/requirements in order to be able to move on/be admitted. • The questions asked were related to the A-G requirements. • College will introduce you to a variety of people. • Help to broaden your perspective. • Get you thinking about your future. 6. This workshop is designed to help you identify and understand the difference between high school and college requirements. Part 2 (10 min): High School Requirements 1. Explain: Each school is composed of different people with varying needs, thus each school/district gets to decide what requirements are best aligned with the demands of the state and the needs of its community. High school requirements indicate what coursework a student must complete in order to graduate from high school. For this reason it is imperative that students and parents identify and understand their school’s academic requirements. 2. At this time you should pass out the requirements for the high school and explain to the participants what the requirements are for graduation. (Refer to the attached IAP worksheet with high school requirements for an example).
Ex. Watsonville High School class of 2009 Course HS Req. A. History/Social Science-- U.S. History, U.S. Government, World 3 Civilization B. English 4 C. Mathematics—Algebra, Geometry, Algebra II, or higher level 3--at least one year of Algebra mathematics D. Science—Physical, Biological/Life 3--1 year of lab and 1 yr physical E. Foreign Language—other than English 1--or 1 year of fine arts F. Visual/Performing Arts—Dance, Drama/Theater, Music, Visual Art 1--or 1 year of foreign language G. Elective 45 credits Physical Education 2 Health 1/2 a year Applied Arts 1/2 a year Technology 1/2 a year Economics 1/2 a year Community Hours 40 Completed 220 credits 3. Ask participants if they have questions. 4. The high school requirements may be and often are different than college requirements. After all, the ultimate goal of high school requirements is to help students complete a general education. Part 3 (10 min): A-G 1. Explain: While all colleges are different most four year accredited universities in California align their content requirements for admissions with those proposed by the University of California, the A-G requirements. The A-G requirements are a set of multidisciplinary college preparatory coursework that outline the content standards needed to qualify for a four year institution of higher education. 2. You may want to ask students to define “interdisciplinary.” 3. Explain: In order for students to meet the requirements for college admissions to the University of California, California State University and a number of private institutions they must complete the following college preparatory course work with a grade of C or better. (Refer to the IAP worksheet with college requirements as an example). Course A. History/Social Science—U.S. History, U.S. Government, World Civilization B. English C. Mathematics—Algebra, Geometry, Algebra II, or higher level mathematics D. Science—Physical, Biological/Life E. Foreign Language—other than English F. Visual/Performing Arts—Dance, Drama/Theater, Music, Visual Art G. Elective Community Hours/Extra Curricular Activities GPA Testing Essay 13 California A-G/College Req. 2 4 3--must complete Algebra II 2-CSU requires 1 year of each 2 1 1 As many as possible/reasonable Vary by School SAT Reasoning or ACT, SAT Subject, vary Vary by school
Keep in mind that while high school requirements don’t always fulfill college requirements, college requirements almost always fulfill high school requirements. Thus, it is better to take college prep coursework that fulfill A-G requirements that will provide options for the future rather than taking the easy way out and not having the requirements needed to attend college. Part 4 (20 min): A-G Jeopardy 1. The group should still be divided in half. That group will now become their team. 2. Explain: The teams are about to go head to head in an A-G Jeopardy challenge. Similar to Jeopardy, each group will have an opportunity to test their wit against their opponent. • Each team will have an opportunity to select a category and quantity. • The moderator/game host will proceed to read the question and give that team 15 seconds to identify an answer. • If the team does not answer correctly the opposing team has an opportunity to answer and steal their points (this will not affect their sequence in turns). • Repeat the process by alternating between groups. • Once all of the categories have been answered or one of the teams has reached the agreed upon point amount you may identify the winner. Part 5 (5 min): Workshop Debrief 1. Relevant Questions: • What classes do you have to take to go to college? • Can you fulfill A-G requirements with high school requirements? • What do you feel was the most important thing you learned from today’s workshop? 2. Explain: This workshop was intended to help you develop a clearer plan for fulfilling high school requirements and college requirements. You should be able to identify the A-G approved courses at your school and execute a plan to fulfill college and high school requirements. 3. Take questions and provide answers. 4. Thank you!
sorry lefties). Mind Read – icebreaker: This activity will help you to get the energy going again without to much disruption.ucop. (the index finger on the right hand. Repeat. • “Stare deeply into your partners eyes and give them the look of death.Understanding the Requirements (Part 2)
Purpose: Develop a clearer understanding of high school graduation and college admissions requirements. without speaking or cheating have them try to synchronize the same number of fingers on the count of three” Repeat multiple times. • At the count of three you will try to catch your partner’s finger while simultaneously retrieving your finger before it gets caught. • At the count of three you will raise your right hand forward and expose a given number (1-5) of fingers to your partner. Objectives: This workshop will give you the tools to effectively: • develop an Individual Academic Plan (IAP) • navigate the UC A-G approved course list on doorways. Once in partners the participants will play a series of finger/hand games. Pretend they just ate the last peace of dessert. Now smile at them and introduce yourself. Introduce yourself 2. Ask participants to: • Find a partner. • Take the index finger and place it directly centered and pointing straight down over your partners palm (their left hand). Make sure that the finger is pointing straight down and touching the palm. 4. 3. • The goal is to have both people try to synchronize the same number of fingers at the same time.edu Benefits: Participation in this workshop will help you to: • execute a plan to fulfill college and high school requirements • identify the approved A-G courses offered at your school Supplies: Some supplies are optional or can be substituted for other materials • Transcripts • IAP worksheet • Copies of approved A-G course list for the school Part 1 (10 min): Workshop Introduction 1. • Extend your left hand out with palm facing up. The best two out of three win. Have participants get in groups of two. you can use two hands to make it more complicated. stare deeply into your partners eyes and synchronize your minds” • Put your hands behind your back.” • “Now seriously. Finger Catch – icebreaker: Ask participants to: • Raise your nose picking finger. Make sure that the palm is flat and not cupping the finger” (this is a good opportunity to exaggerate). 17
. • “Don’t let your partner cheat. Review the “Purpose. Objectives and Benefits” (POB). You will have to get into character for this activity as it will require your enthusiasm to get the crowd excited. • “While staring deep into their partners eyes.
Part 2 (5 min): Review College and High School (HS) Requirements (Understanding the Requirements. Refer to the sample completed IAP to show people how a completed IAP will look.) • Look at the transcript. IAPs are useful at any grade as they can always help you to troubleshoot and chart your academic progress. making sure to record the grade that was received. • Explain: As you review the document you will notice that some of the courses listed are the same courses you have taken. 2. etc. Distribute (or project) high school and A-G course offerings for the school and transcripts. If you are not sure if the course is A-G approved refer to the A-G course list. • Look at the transcript.ucop. PASS program. Explain: Knowing what the requirements are that you will need to fulfill to go to college is important but knowing what classes are approved at your school that fulfill those requirements is priceless. Ask participants to follow along as you prepare an Individual Academic Plan with them. Repeat through the 12th grade. Identify the college prep courses taken and/or planned for the 10th grade and transcribe them on the IAP. students/parents can find the approved A-G course list for their school. • Make sure to maximize the most out of your classes by cross checking to ensure that the course you take will fulfill both high school and college requirements • Explain how students may be able to make up/recover a course (I. If you are missing a requirement. etc. make it up in an after-school program. after school program. Explain: Now that you know where to find the courses that are A-G approved for your school and you know what high school requirements you have to fulfill. Identify the college prep courses taken in the fall of 9th grade and transcribe them on the IAP. • Once you have charted all of your courses make sure you are fulfilling all of your high school and college requirements.E.
. 2. If technology is available you should show participants how to do this or have them do it themselves. part 1) High School Requirements (refer to the IAP worksheet with high school requirements) • Prepare you to receive a general education degree • Review examples of high school courses • Must be passed with grades of D or better A-G/College Requirements (refer to the IAP worksheet with college school requirements) • Must be A-G approved or college preparatory courses • Must be passed with grades of C or better • Prepare you for college eligibility • Can fulfill high school requirements Part 3 (5 min): Identifying A-G courses 1.edu and typing in the name or the high school. 3. it is time to create an Individual Academic Plan (IAP). Go through the course list and explain to students how to read it. making sure to record the grade that was received if applicable. By visiting http://doorways. In order to facilitate this process the University of California has created a website that allows you to review approved course lists for schools throughout California. community college. community college. While it is ideal to conduct an IAP as early as 8th grade. are taking or planning to take. PASS program. Are you or have you taken courses that aren’t listed here? Did they fulfill high school requirements? Part 4 (20 min): The Individual Academic Plan 1. Refer to the IAP worksheet with High School/College requirements.
(Using a projector or hand outs. Relevant Questions: • What is the difference between high school and college requirements? • What are the A-G requirements? • Where can you find the A-G approved courses for your school? • What do you feel was the most important thing you learned from today’s workshop? 2.) Part 6 (5 min): Workshop Debrief 1. Explain: This workshop was intended to help you develop a clearer plan for fulfilling high school graduation and college admissions requirements. Thank you
. Explain: Now that you are all experts we will collectively identify the gaps and next steps for each case study that follows. 3. refer to the sample case studies. You should be able to identify the A-G approved courses at your school and execute a plan to fulfill college and high school requirements. In order to help participants better understand how to use the Individual Academic Plan it is important that we test their skills and knowledge. 2. Take/answer questions 4.Part 5 (15 min): Case Studies 1.
Connecting with a College
Purpose: To learn about the differences in colleges and connect with a college you would like to attend. Objectives: This workshop will give you the tools to effectively: • research potential colleges • familiarize you with the importance of choosing a campus that will fit your personal and academic needs Benefits: Participation in this workshop will help you to: • understand the importance of researching schools • connect with a college Supplies: Some supplies are optional and can be substituted for other materials • Overhead projector and transparencies of the “California Higher Education Opportunities Handout,” and of the university location maps • Poster board • Markers • Decorative designs • Envelopes • Adhesives • A prize Part 1 (10 min): Introduction to Workshop 1. Welcome the group and introduce yourself and the workshop topic. Grasp the group’s attention and ask them how they are, wait to get a response, etc. 2. Review the “Purpose, Objectives and Benefits” (POB). 3. Introduce the Icebreaker: Discuss why you decided to attend college. Let students know that you will be creating a statement. If they agree with the statement ask them to stand up. Potential statements could include: • “I would like to attend a college in a big city” • “I would like to attend a college that is close to home” • “I would like to attend a college that is not expensive” • “I would like to attend a UC” 4. Explain that the objective of this activity is to help the participant think about his/her future and identify parameters for the college he/she will be attending. Part 2 (25min): Why Go to College? 1. Introduce your participants to the differences within the California College systems (Community College-CC, University of California- UC, California State Universities-CSU, and privates). 2. On the overhead projector review the “California Higher Education Opportunities” handout as well as the maps of the university locations. 3. Tie in all aspects of the workshop and the importance of considering many areas when looking at the college/university that best suits them. 4. Distribute the “Why Go to College” worksheet.
5. Have each student write a paragraph about where they want to attend college and why they wish to attend college. 6. Highlight the importance of considering college characteristics, such as the size and location of the campus, type of school, cost and environment, etc. Part 3 (20 min): California Systems Review 1. Interact with your participants by playing “College Systems Jeopardy.” 2. The college jeopardy game consists of four categories which represent the four college systems. Each category is broken down into a 100, 200, 300 and 400 point system. Each question gets progressively harder as the point system increases. For example, a participant that is able to identify all of the UCs can earn 400 points. California College Systems Jeopardy UCs 100 200 300 400 CSU’s 100 200 300 400 Privates 100 200 300 400 Community College 100 200 300 400
Sample Questions: • Name all of the UCs? Riverside, Santa Cruz, Merced, LA, Davis, Berkeley, Irvine, San Diego, Santa Barbara and San Francisco • Name the least expensive college system? Community College • Which system is the most expensive? Privates • Which UCs are on the semester system? UC Berkeley and UC Merced • You can obtain an associates degree, but not a bachelor degree from this college system: Community College • Name the college system that requires a minimum of a 2.0 GPA and the college system that requires a minimum of a 3.0. The CSU’s require a 2.0 and UCs require a 3.0 • Which UC has the banana slug as their mascot? UC Santa Cruz The objective of this activity is to test your participants on the information you presented. Be creative in the questions you ask. The goal of the activity is to keep everyone engaged. Part 4 (5min): Workshop Debrief 1. Relevant Questions: • Which college system offers the curricula that matches your educational goals? • Where do you want to attend college? • Do you want to live close or far from home? • What was the most important thing you learned from today’s workshop? 2. This workshop was intended to help you develop a greater understanding of the college systems and help you connect with a college. 3. Take/ answer questions 4. Thank you!
Briefly explain why you want to go to college:
It is important to consider these college characteristics: • • • • • • Majors and educational programs Type of school and degrees offered Admission policy Location and size Costs and financial aid Campus activities • Support services
Know yourself and your reasons for attending college: • Analyze your interests and values • Consider a personal goal • Prepare for a career and expand your learning
Map of California Community Colleges
Map of the University of California (UC) Campuses
Map of California State Universities (CSU’s)
Career and job entry majors CURRICULA 2. Foreign Language.g.4yrs B.0
SAT or ACT Some require Subject Tests
Note: additional resources are available at: www.collegeboard. Foreign Language. depending on campus 2.0 in required subjects in A-G Subjects CSU Subject Requirements UC A-G Subject Requirements A. Doctorates and Professional Degrees (e.2yrs D. Visual/Performing Arts-1 yr G. medicine. Masters Degrees 5. Bachelor (4yr) Degrees 4. College Prep Electives. Mathematics-3yrs D. Laboratory Science.com. law. Various majors.org. Test Requirements
4 YEAR COLLEGES W/ GRADUATE & PROFESSIONAL SCHOOLS 1. Personal Enrichment FRESHMAN Must be 18 years of ENTRANCE age or High School REQUIREMENTS Graduate 1. dentistry.4yrs C.1 yr SAT I or ACT and SAT II SAT I or ACT required if GPA is below 3. English.org and www. Visual/Performing Arts-1 yr F.assist. www. depending on campus 2.csumentor. etc) Most prefer students who have met the UC or CSU entrance requirements with a 3. Bachelor (4yr) Degrees 4. Pre-professional training 3. Associate Degrees 4. dentistry.g. Certificate Programs 5. English. Various majors. law. medicine.2yrs F. Various majors. History/ Social Science-2 yrs A.CALIFORNIA HIGHER EDUCATION OPPORTUNITIES
CALIFORNIA COLLEGE SYSTEMS COMMUNITY COLLEGE 109 STATEWIDE NATURE OF PROGRAMS 2 YEAR COLLEGES 1.0 GPA
2. Mathematics-3yrs C. Laboratory Science.2yrs E. Masters Degrees 5. Masters Degrees 5. http://www. depending on campus 2. History/ Social Science-2 yrs B.Subjects & GPA No Subject Requirements CALIFORNIA STATE UNIVERSITY (CSU) 23 STATEWIDE 4 YEAR COLLEGES 1. Teaching Credentials 3. Pre-professional training 3. Transfer programs (Complete the first 2yrs of a 4yr degree) 3.ucop. Doctorates and Professional Degrees (e.0 Must have minimum GPA of 2. etc) Must have minimum GPA of 3. College Prep Electives.2yrs E. Teaching Credentials UNIVERSITY OF CALIFORNIA (UC) 10 STATEWIDE PRIVATE COLLEGES & UNIVERSITIES 112 STATEWIDE 4 YEAR COLLEGES W/GRADUATE & PROFESSIONAL SCHOOLS 1. Bachelor (4 yr) Degrees 4.edu/doorways/.1 yr G.
Objectives and Benefits” (POB). You will need to have cardstock/poster boards. 4. Tell the participants to create a collage that represents their thoughts and dreams for the future. Review the “Purpose.” • “Less than 33% of American employers believe that recent high school graduates are prepared to hold jobs in their businesses. 8. Tell the participants to keep their boards in mind as they go through the workshop. Ask a couple of the participants to share their collages. 6. Explain to the participants that having a realistic view on life after high school is important when making decisions about their high school education. car) as they create the board. Follow the appropriate “with computer lab access” or “without computer lab access” path.” While the participants are standing ask them to acknowledge each other. 2. 7. Read the question/statement out loud and have the participants answer the question on the worksheet. 5. This workshop will enable you to: • assess your career interests • explore careers Participation in this workshop will help you to: • begin planning your educational pathway
Supplies: Some supplies are optional or can be substituted for other materials • Computer lab. home. markers and many magazines. 2. Explain that pursuing higher education will allow them to have greater opportunities and resources. 3. Ask the participants to stand up if they agree with the following statements (read one statement at a time): • “Students can increase their future income by 16% for each year they stay in school. Complete the worksheet with the participants step-by-step. Tell them to visualize where they will be in 15 years (job/career.Career Exploration
Purpose: Objectives: To introduce the many career pathways students can take that relate to their interests. Distribute the “Career Exploration” worksheet. Introduce yourself.
With Computer Lab Access: Part 2 (35 min): California Colleges Assessments 1. 36
. if available • Cardstock or poster boards • Markers • Magazines • “Career Exploration” worksheet • “Pathway Interest Activity” worksheet • “Career Interest Results” worksheet Part 1 (20 min): Introduction to the Workshop 1.
• What are your results? • Click the “Student Career Matching Assistant. answer the question. 4. It is simply a way to help you decide your likes and dislikes concerning different types of careers. on item #1.edu Click on “Create an Account” Follow the steps to create an account. • Click on “View Matching Careers. Do not consider whether you think an item reflects traditional male or female work tasks.” (“Pathways to the World of Careers” Lesson 5) 3.Sign in on the internet Go to www. answer the question. • Under “Interests” click on “Career Key Survey. When reading each item. somewhere safe. 3. but only whether you feel you would find it interesting. ‘Would I like to…?’ and insert the item. For example. Do not show the participants how to score it until they are done answering the questions. Have the participants complete the “Pathway Interest Activity” worksheet. Here is a sample statement that you may use to introduce activity: • This activity is not a test. Part 3 (5 min): Workshop Debrief 1.) • After creating the account log in. Scoring Directions: 37
.” • Complete the form. or ‘N’ if you answer no. Have a quick Q&A. ‘Would I like to raise cattle or horses?’ Circle ‘Y’ if you answer yes. Thank you!
• • • • •
Without Computer Lab Access: Part 2 (35 min): Pathway Interest Activity 1. • Click on “Careers” at the top on the menu bar.” • Complete the survey. Remind the participants that they can always go back onto California Colleges and complete the remainder of the surveys on their own time.californiacolleges. 2. Ask the participants to select two careers to explore and complete the bottom portion of the “Career Exploration” worksheet. 4. (You may ask that your participant write the information on a list for you to keep. Be honest with yourself because this will help you make the best career plans for your future.” 3. Write down your log in and password. Remind the participants that this workshop was intended to help them assess their career interests and begin planning their educational pathway. When the participants have completed the worksheet ask them to score the activity. Work down the page in columns answering the questions in order of 1 through 64. Distribute the “Pathway Interest Activity” worksheet. Relevant Questions: • What careers did the assessment connect with you? Do you think you would like to go into those career paths? • What do you feel was the most important thing you learned from today’s workshop? 2.
on the first line. Ask the participants for volunteers to answer the following questions: • What careers did the assessment connect with you? Do you think you would like to go into those career paths? • What do you feel was the most important thing you learned from today’s workshop? 2. 10. the total for ‘A’ goes in the column ‘A. and the various career interest assessments they can take.. 5. 3. The letter(s) with the highest number(s) represent the pathway(s) with the highest interest(s). students will need to add the two ‘As. that is. Tell the participants about www. Distribute the “Career Interest Results” worksheet. and the many careers they could explore. Encourage them to create an account. The participants will probably want to share their pathways. together and record the grand totals at the bottom of the page.’ ‘Bs’. Part 3 (5 min): Workshop Debrief 1. Review/read the definitions of each pathway and link them to high school courses that they may find interesting.Instruct the students to count the number of “Y’s” circled in each row going across the page and write the total in the ‘score’ column on the right. “Instruct the students to transfer the scores at the bottom of the interest activity to the appropriate column in the interest results. #33. and #49 and put the total of “Y’s” circled on the line ‘A. For example. etc. Remind the participants that this workshop was intended to help them assess their career interests and begin planning their educational pathway. have the participants break up into groups according to their same pathway interest. Tell them to create a list of famous people that work(ed) in the participant’s assigned pathway. In order to encourage communication and further investigation of their pathways. #17. Have the participants complete the “Career Interest Results” worksheet. Refer to the Career Interest Results handout.californiacolleges.” (“Pathways to the World of Careers” Lesson 5) 4. Instruct participants to pick a person to share their list with the rest of the group. Thank you!
. they would look at items numbered #1. 4.edu. and the same for columns ‘B’ through ‘H. Have a quick Q&A.’ The A through H scores designations are repeated.’” (“Pathways to the World of Careers” Lesson 5) 6. 7. 9. 8.’ Agriculture.
Write down your log in and password. 4. 3. Complete the survey. Click on “View Matching Careers.Follow the directions below. What are your results? Student Career Matching Assistant 1. #1 Career Name: What is the minimum education level for this career? What is the salary for this career? Do you find this career interesting? Why?
#2 Career Name: What is the minimum education level for this career? What is the salary for this career? Do you find this career interesting? Why?
. 5. Under “Interests” click on “Career Key Survey. Creating an Account: 1.
After creating the account log in.”
Select two Careers to explore and complete the bottom portion of this sheet.edu Click on “Create an Account” Follow the steps to create an account.” 2. 1. 2. Complete the form. 4. Click on “Careers” at the top on the menu bar.” 3. somewhere safe. Sign in on the internet Go to www. Click the “Student Career Matching Assistant. 3.californiacolleges. 2.
social science. sports. computers and drafting Careers can be found in law enforcement. research and testing. construction. photography. sales. therapy and disease prevention. newspaper. health. tourism. acting. and finance. child development. chemicals. dance. fashion design. agricultural sales. yearbook and dance Careers can be found in accounting. First Aid/ CPR. forestry and landscaping *courses: lab science. plant science. buildings. physical education and humanities
. computers. public safety. legal services. *Courses: advanced math. journalism. music. math. manufacturing. electronics. MEDIA &ENTERTAINMENT
Careers can be found working in agricultural equipment repair. modeling. art. economics and computers Careers can be found in researching and designing roads. accounting. education and counseling. animation and film production. athletics. music. *Courses: drama. *Courses: life science. interior design. horticulture. computer operating. diesel engines and agribusiness Careers can be found in television. marketing. graphics. science. *Courses: Business. teacher education. machines. drafting. fuels. social work. animal care. electronics. fire science. forensics/debate. cars and airplanes. retail sales and child development Careers can be found in aviation. construction. food services. advanced science. manufacturing and transportation. food and nutrition. management. medical terminology. animal science. retail sales and child development. plant and crop development. medical office. psychology and human behavior
ENGINEERING TECHNOLOGY E HEALTH CAREERS F HOME ECONOMICS CAREERS& TECHNOLOGY
INDUSTRIAL & TECHNOLOGY H
*courses in addition to required classes in English. automotive. vision care services. recreation. photography. drafting computers Careers can be found in medicinal and dental services. graphics and printing. *Courses: electronics. military services.Pathways to the World of Careers
Pathway Interest Results
PUBLIC & HUMAN SERVICES
AGRICULTURE B ARTS. *Courses: criminology. *Courses: home economics. anatomy and physiology Careers can be found in fashion and interior decorating. auto technology. patient care. nutrition and dietetics. forestry. advertising.
Now tell them to grab a random hand.A.M.T. 3. Goal” handout Part 1 (15 min): Introduction / Purpose. Review the “Purpose. occupation and an interesting fact about yourself. e. If you do happen to let go. city. Introduce yourself to the participants by stating your name. You cannot hold the hand of the person to the left or right of you ii. You cannot let go of the hands you are holding after the game has started. Ask them to now place their right hands in the circle.R. the team should have "unknotted" themselves. It's also meant to enhance both cooperation and communication skills. As they are holding hands. and should be in a full-standing circle. remind them that it cannot be the hand of the person to the left or right of them. Review the rules: i. b. Begin the icebreaker: “The Human Knot.) iv. It is okay to move hand positions (but hands must remain clasped) while playing the game in order to make yourself more comfortable. h. Debrief ice breaker and connect to overall workshop: • Purpose: To break the personal space between the participants. Now ask them once again to grab hold of a random hand but make sure that it is not the hand of the same person with whom you are already holding hands. v. (Not everyone needs to be facing the center. then the game is instantly over. the instructor will have to participate). more attainable action steps • Set a timeline for the goal and its components • Accomplish your goal Benefits: Participation in this workshop will help you: • Set and accomplish realistic and attainable career/scholastic goals Supplies: Some supplies are optional or can be substituted for other materials • Blackboard or white board and writing utensils • Copies of the “Self Evaluation” handout • Copies of the “S.” This icebreaker is for 4-8 people (if the number of participants is odd. Instructions: a. Objectives and Benefits” (POB). g. 2. f.Scholastic and Career Goal Setting
Purpose: To learn practical skills to achieve realistic scholastic/career goals Objectives: This workshop will give you the tools to effectively: • Develop a scholastic/career goal • Break down a goal into smaller. It is also okay to end up in two circles and for some people to be facing outward when the game is over. iii. d. as well as the underlying objective. Benefits / Ice Breaker 1. c. Objectives. 5. Repeat Step 2 with left hand. make sure to explain the general objective of the icebreaker. 4. so as to make them more comfortable with one another. 42
. To end the icebreaker. Now tell them to work as a team and unknot themselves to form a circle. but once again. Arrange the participants in a standing circle.
Have participants brainstorm goals for themselves (write on black/white board). Review the objective: to take inventory of one’s current status and encourage opportunities for growth.A. Jennifer Adrian. 5.R. 3. 5.M. Have participants provide realistic deadline dates for each of the steps. 2.
Part 4 (10 min): Workshop Debrief 1.
Part 2 (10 min): Introduction to Lesson 1. 7. Distribute the “Self Evaluation” handout. 6.T. Review today’s activities and make sure that each participant understands the importance of developing a scholastic/career goal and the steps that can be taken to achieve that goal 3. GEAR UP counselor: “No matter who you are. Ask the group if anyone would like to share. 7.R. Raise their awareness of competition for schools. Q & A: Does anyone have any questions or comments? 4.
Distribute the “S. Thank the participants for their cooperation!
.” 2. and their place in the economy. Have participants write down one goal for the semester (using the guidelines in the handout). Relevant Questions • What does SMART stand for? • What are the action steps needed to set goals? • What do you feel was the most important thing you learned from today’s presentation? 2. Discuss S. Have a short discussion about the quote with participants 3. Have participants break down the goal into steps. you can always do better. 4. Goal” handout. Guide participants through each question and tell them to fill it out according to their own preferences. 10. ask them to share with the rest of the group.A.•
Objective: To show that if participants surround themselves with positive people. 9. Evaluate the meaning of the quote. Goal definition. When everyone is done. Help them understand why self-improvement is a key factor to success (setting goals will help to attain them). then they have the ability to overcome any obstacle they encounter. careers/ jobs. Advise them that they should only do what is realistically possible for them 8. Read the following quote by Ms.T. both in school and in their personal lives. 4.M. Then ask “How are you going to get there?” Part 3 (25 min): Lesson 1. 6.
Am I going to settle for less? Why or why not? ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________
1. How can I improve my overall performance in high school? ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________
3. Am I doing the best I can to prepare myself for college? Why or Why not? ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________
Answer the following in complete sentences.
there is no sense of urgency S. a goal must represent an objective toward which you are both willing and able to work. • The more information you write.T.M. a goal needs to be: SPECIFIC: A general goal would be “Get in shape.M.A.T.R. Goal Steps Step 1: Establish • Before setting your goal be S.R. A goal should be grounded with a time frame.M. I want to achieve my goal for this semester because:
.M.R. (see above definition) • The point to organizing and writing down your goals is to succeed. Goal Definition
In order to be S.” A specific goal would be. My goal is to get A’s and B’s on my next progress report in December • Answer the following for this exercise: My goal for this semester is to:
Step 2: Define • Expanding on the details of your goal is important for the success of the goals. If your goal does not contain the above it may be difficult to reach! • For example.A. I want to achieve A’s and B’s on my next progress report to show how much I have learned in all of my classes and make my parents and myself proud! It will also increase the chances of getting into the college of my choice and not having to take any remedial classes.T. the more likely you will succeed • For example.T.A.A.S.. ask questions such as… “How much? How many? How will I know if and when I have accomplished my goal?” Something you are capable of achieving To be realistic. “Join a health club and workout 3 days a week” To determine if your goal is measurable.R. With no time frame tied to it.
3. 2. 2) complete and turn in all of my homework every week. I will 1) study more math. I will 1) study 3 hours of math every week.
Step 4: Timeline • Establish a timeline for every one of your action steps keeping in mind the end date of your goal. It is much easier to reach a goal step by step. than all at once! • For example. To achieve my goal of getting A’s and B’s on my next progress report. 3. 2. • For example. they can be your support to help you stick to your commitments!
You can use the forms below to set more goals
These are the action steps I will need to take to accomplish my goal for this semester: 1. and 3) come to school on time every day. In order to accomplish my goal of getting A’s and B’s on my next progress report. by: by: by:
An additional note: If you share your goal with someone. These are the action steps I will need to take to accomplish my goal for this semester: 1. and 3) come to school on time. 2) complete and turn in all of my homework.Step 3: Divide • Divide your goal into action steps.
3.MY GOAL FOR THE MONTH:
I WANT TO ACHIEVE MY GOAL BECAUSE:
THE ACTION STEPS AND DEADLINES I WILL COMMIT TO: 1. 2. 2. by: by: by:
MY GOAL FOR
Fill in the blank
I WANT TO ACHIEVE MY GOAL BECAUSE:
THE ACTION STEPS AND DEADLINES I WILL COMMIT TO: 1. 2. 3. by: by: by:
MY GOAL FOR THE SEMESTER:
I WANT TO ACHIEVE MY GOAL BECAUSE:
THE ACTION STEPS AND DEADLINES I WILL COMMIT TO: 1. 3. 47 by: by: by:
Instructions: a.) d. 4.) g. Have the participants write down both something he/she likes to do and something he/she does not like to do. If the person in the center of the circle speaks. you must “act it out” to express those two items. c. Repeat steps g & h until everyone gets a chance (Keep track of time). f. occupation and an interesting fact about yourself. (Please inform the participants that they have 1 minute to write this. Debrief icebreaker and connect to overall workshop: Purpose: To express your likes and dislikes through body movement. Objective: To promote 48
.” This icebreaker is for 5-8 people. Tell the person in the center of the circle to “act it out” while everyone else shouts out what he/she thinks that person is trying to communicate. Read the exact following statement: “Now that you have written down something you like to do and something you do not like to do. The purpose of this lesson is to help participants identify stressors and to provide tools to cope with stress which will improve overall performance in academics (or anywhere else in the participant’s lives). Objectives. 3. city. Ask everyone to stand up. but have them keep this piece of information to themselves. the person in the center may choose the next person to go into the center. but maintain the form of the circle. Introduce yourself to the participants by stating your name. Make sure it is something that he/she did not write down for the icebreaker. After people have figured out that person’s like and dislike. i. h. he/she is out of the game. Begin the icebreaker: “Demonstrate Please. However. Pass out one piece of paper and a pencil to everyone. without talking. Randomly choose one person to go into the center of the circle with what he/she wrote. Have the participants form a circle sitting down. you cannot speak during this process.Stress Management
Purpose: To learn practical skills to identify stressors and utilize resources to manage stress Objectives: This workshop will give you the tools to effectively: • identify stressors • place stressors in categories: internal & external • identify stress management resources • manage stress and maintain control Benefits: Participation in this workshop will help you: • identify and cope with stressors in your school life and at home Supplies: Some supplies are optional or can be substituted for other material • Paper and pens/pencils for every participant • Post-Its. b. Benefits / Ice Breaker 1. 2. e. a white board or chalk board and a marker or chalk • Copies of the “Stress Scenario” handout) • Copies of the “Stress Reliever Tips” handout
Part 1 (20 min): Introduction / Purpose.” (Have one of the participants do a quick demonstration.
o What do you feel was the most important thing you learned from today’s presentation? 49
.) Definition: Stress could be caused by emotional or mental pressure. Part 3 (10 min): Scenario Activity & Discussion 1. Ask if there are any questions regarding what these terms mean. Divide participants into eight groups (doesn’t matter how many are in a group) 2. such as overlapping your activities. In other words. or between both categories. 2. internal. Draw a table on a white board. What is stress to you? (Have each participant write a response on a post-it. such as family and close friends. Time: Although it is a given constraint (there are only 24 hours in a day). Make sure the participants are clear with the objective and the definitions. Ask the participants to place their post-its in the correct category: external. ask them why they think their situation belongs in internal or external.” 2. organized by “internal causes” and “external causes. such as an unexpected breakdown of a car. Each group will collaborate and decide the type of circumstance (internal or external) and the best solution to handle the situation by using the resources: people and time 4. External Circumstances: Situations that occur suddenly. Part 2 (20 min): Introduction to Lesson 1. The use of a planner/calendar/Blackberry can help plan out days/weeks/semesters.) 1.) Discussion questions: What causes stress? (Have each participant share his or her response. After 5 minutes. which are not always under your control. Stress Management Resources: People and Time (5 min) Discuss the following resources with the participants: People: individuals and organizations you can rely on or go to for help. bring the groups together and create a dialogue reminding them that there is no right answer and that the best resource is based upon the individual and his or her circumstance. you may manage your task differently to fit a time frame. Distribute one scenario to each group (refer to the “Stress Scenario” handout).) Discuss two types of circumstances that cause stress: internal and external. Stress is reduced when people get to know one another. In other words. 3. When all participants are done. these situations may lead to spontaneous stress. 3. Part 5 (10 min): Workshop Debrief Relevant Questions o What are the two types of circumstances that cause stress? o What are two types of stress management resources?. Circumstances of Stress (5 min. This includes your ability to organize your time wisely.greater communication and to get to know one another. Causes of Stress (10 min. Internal Circumstances: Situations that occur because of something you do or something you control. stress control is in your hands. 3.
Review today’s activities and make sure that each participant understands the importance of identifying stressors and using the resources learned to cope with them. Q & A: Does anyone have any questions or comments? Give each participant the “Stress Reliever Tips” handout Thank the participants for their cooperation!
Emily has been forced to stay late after work to clean up the coworker’s mess. Considering people. time. Considering. and money. his car began making a strange noise. and money. how can George work his way out of this difficult situation?
2) Scenario #2: Jason has devoted this weekend to studying for an important test that he will have on Monday. but the co-worker refuses to accept responsibility. time. His mother and father are out of town for the week on a business engagement. She has tried to talk to the co-worker about doing more work. how can Aaron gain the necessary paperwork without damaging his work environment?
6) Scenario#6: Jim’s internship is very stressful. he has not received it. breaks. Considering people. and money. his mom tells him. George’s computer crashes. how can Emily solve this potentially stressful situation?
1) Scenario #1: George has been working all semester on his final paper. He has asked his boss for the paperwork. Considering people. Anthony’s bike. Saturday night. that the family will be attending a family reunion and he is expected to go. how can Jim complete the project without cancelling his vacation?
7) Scenario#7: Ryan is in a tough spot. and. and money. His co-workers have claimed that he will never get the paperwork because the boss is very unreliable. time and money. what is one way for Anthony to make it to school?
8) Scenario#8: Emily is growing frustrated because she spends most of her time at work doing one of her co-worker’s jobs. After the second day of the week. and turning them in. how can Larry handle this unexpected situation?
4) Scenario#4: Jenny has worked very hard to complete all of her work before she leaves on a 3 day school field-trip. Aaron needs to complete some paperwork regarding his employment. and money. Considering people. time. Jenny finds out that there will be a short essay and a pop quiz on a book the day she gets back. time. what can Jenny do to prepare for her quiz and essay?
5) Scenario#5: After working at Jamba Juice for a month. He has spent much time at school and at home working on the paper and has sent it to many of his friends for editing. He is looking forward to his three-week vacation with family and friends before he goes back into work. Considering people. so considering people. how can Jason manage both studying for his test and attending the family reunion on the same night?
3) Scenario # 3: Larry was driving to work one day. and money. After finishing two papers. which he has been using to get to school. Unfortunately. and he loses all of his saved work. unexpectedly. Larry and everyone he knows are not familiar with cars and mechanics. Considering people. time. unexpectedly. The night before the paper is due. and Ryan is responsible for finding his own way to school. time. after two or three reminders. time. his boss asks him to complete a project that he will not be able to finish before his big vacation. but. and money.
A quick way to calm down is to practice breathing exercises. Power Naps
. operating in a sleep-deprived state puts you at a distinct disadvantage. and are especially effective for reducing anxiety before or even during tests.
1. These can be done virtually anywhere to relieve stress in minutes. With practice. Visualizations can help you calm down. detach from what’s stressing you and turn off your body’s stress response. Starting now and keeping a regular exercise practice throughout your lifetime can help you live longer and enjoy your life more. you’re often not thinking as clearly as you could be. but with all of the activities and responsibilities that fill the average person’s schedule. The following is a list of stress relievers that are most appropriate for participants: relatively easy. as well as during other times when stress feels overwhelming. You’re less productive. with their packed schedules. you can learn to release stress from your body in seconds.
5.” is something called Progressive Muscle Relaxation. They’ll help you to function at your best and enjoy the journey. Unfortunately. They can also help you reduce stress and score higher on tests by vividly seeing yourself performing just as you’d like to. effective. or reviewing for tests with a friend while walking on a treadmill at the gym. and you may even be a hazard behind the wheel!
2. and relevant to a student’s life and types of stress.
3. Participants can harness the benefits of music by playing classical music while studying. and can help you do better in school. Breathing Exercise
When your body is experiencing a stress response. Exercise
One of the healthiest ways to blow off steam is to have a regular exercise program. Progressive Muscle Relaxation (PMR)
Another great stress reliever that can be used during tests as well as before bed (to prepare for sleep). walking or biking to campus. you may find it more difficult to learn.
6. it’s sometimes difficult to find the time to try new stress relievers. quick. It can help you relieve stress and either calm you down or stimulate your mind.
4. Participants can work exercise easily into their schedules by doing yoga in the morning. are notorious for missing sleep. This technique involves tensing and relaxing all muscles until the body is completely relaxed. You can also use visualizations to prepare for presentations. Music
Music is a convenient stress reliever that has also shown many cognitive benefits. or PMR. playing upbeat music to “wake up” mentally. Visualization
This one is easy. or at other times when stress has you physically “wound up. or relaxing with the help of their favorite slow melodies.Top 10 School Stress Relievers
Most participants experience a significant amount of stress.
it can actually function as both! A healthy diet can keep you from experiencing diet-related mood swings. lightheadedness and more.
9. but – all kidding aside – self-hypnosis can be an effective stress management tool and a power productivity tool as well. Self-Hypnosis
Participants often find themselves “getting very sleepy” (like when they pull all-nighters). in part. With it you can help yourself release tension from your body and stress from your mind and plant the seeds of success in your subconscious mind with the power of auto-suggestion. and yes. Staying Organized
It’s a fact that clutter causes stress. because their way of thinking helps to create better circumstances in their lives? It’s true! The habit of optimism and positive thinking can bring better health. better relationships.
10.7. It’s worth the effort!
8. This can have a negative effect on grades. Eat Right
You may not realize it but your diet can either boost your brain power or sap you of mental energy! While a healthy diet isn’t generally thought of as a stress management technique or a study aid. Positive Thinking and Affirmations
Did you know that optimists actually experience better circumstances. better grades.
. One way to reduce the amount of stress that you experience as a student is to keep a minimalist study area that’s free of distractions and clutter. decreases productivity and even costs you money! Many participants live in a cluttered place and even have cluttered study areas.
Allow participants to acknowledge and then ask: “Have you ever sat through a lesson in class. It might mean that the way they studied or the way the lesson was taught might be right for the friend. Auditory or Kinesthetic learner? 1. The participant should try to answer the questions as quickly as possible. 4.
Introduction to the Workshop Please introduce yourself. Notice whether the student needed to stop walking in order to answer the question. and even though you tried to pay attention. Ask participants: “How would you do it?” (Note: Most students will respond. 4. Ask participants: “Have you ever studied with a friend. Objectives: This workshop will give you the tools to effectively: • identify your learning style • construct your study skills Benefits: Participation in this workshop will help you to: • understand the different learning styles • improve your study skills Supplies: • • •
“What is Your Learning Style” worksheet “Students’ Learning Style” handout “Learning Style Strategies” handout
Part 1 (10 min): 1. others will pause and try to answer the question before they continue to walk. You would like to join.Learning Styles
Purpose: To introduce participants to different learning styles and how to apply them to their study skills. Explain to participants that not everyone learns the same way and that several styles of learning do exist. (Note: Students who identify themselves as auditory learners will have no problem answering the questions and walk at the same time.” 5. you didn’t remember as much as your friend did?” Allow students to acknowledge this. Give the participants the following scenario “Imagine you are in the park and you noticed everyone playing a new game that you’ve never played. Objectives and Benefits” (POB). Have the two participants switch roles and compare the length it took them to answer each question. If they studied a different way the learning process for them might be easier. “watch the game” or “ask how to play”. Review the “Purpose. Introduce yourself and have two participants volunteer for the icebreaker. but not for themselves.) 54
Part 2 (20 min): Visual. Participant #2 will try to answer the questions and walk in a straight line at the same time. Participant #1 will be asking participant #2 questions. 2. but then your friend did better on the test?” 2. (For example: How many brothers and sisters do you have? What is your favorite color? Do you have any hobbies?) 5. 3.) 6. 3. However.
Others might be confused trying to learn by watching and decide to ask someone to explain the game to him or her. This handout has only some of the more common ones. Give the participants a minute to calculate their three-letter code. Part 5 (5 min): Workshop Debrief 1. explain that the way people learn is complex and a short questionnaire is not always sufficient. 8. Use the “Student’s Learning Styles” handout to find and learn more about your threeletter learning style. The best way for the second participant to learn is by having someone explain the game. For participants without clear results. Some participants may have a “tie” in some categories. A third person might get bored or confused trying to figure out the game by just watching or listening so this person might just go out and play. 4. or even have the same style for two different stages. Have participants check the statements that apply to them. Have the participants look over the Learning Style Strategies handout to find ideas on the best ways for them to learn at each stage. Give the participants a few minutes to take the “Learning Styles Inventory”. like AVK or KAV. • Do the same for the other two sections. but most will have a definite style and sequence. Explain that some people will try to learn how to play by watching the game. 7. Explain to the participants that they will now complete a questionnaire that will help them identify their own style of learning. There are many combinations possible. Ask participants to develop a plan of action that outlines when. others will be split between more than one. 3. • Take the letter from each section and put them together in order to form a threeletter code. “v”. 9. He or she will figure out the rules as they play. Hand out “What is your Learning Style?” 2. Have the participants evaluate their response • Look at the first section and total up how many “a”. where and how they plan to use the strategies. Have them identify a minimum of three strategies and go over what strategies are best for them at each stage.6. Relevant Questions: • What is your learning style? • What are three strategies that can help you learn new information? 55
. Part 4 (10 min): Learning Style Strategies 1. 5. Explain that there are actually several stages to learning and we use different styles at each stage • Stage 1: Receiving new information • Stage 2: Making decisions about and using new information • Stage 3: Creative thinking 6. 7. Ask individual participants their code and have them read the description. and “k” responses you have. 2. 3. Ask participants: “Do you know what your learning style is?” Part 3 (20 min): Learning Style Questionnaire and Debrief 1. Some people will be very strong in one type. • Write the letter that you have the most of by that section.
. 4.What do you feel was the most important thing you learned from today’s presentation? 2. Thank the participants. You should be able to implement the learning style strategies into your daily study plan. This workshop was intended to help participants understand the different ways people learn. 3. Take questions and provide answers.
WHAT IS YOUR LEARNING STYLE?
Here are some questions you can ask yourself to help determine the learning style you prefer. or visual images to find words and feelings a ( ) recall information through words such as a quote or the line of a song that fits that fits the situation 2. I can’t grasp that. I: k ( ) use my hands to find words v ( ) use writing. watch something. Questions to determine the taking in and organizing preference: 1. If I am trying to make a decision. I learn new information best by: k ( ) participating in an activity myself after a short explanation v ( ) reading or looking at a diagram or demonstration a ( ) listening to a lecture or spoken instructions 2. that is comfortable for me v ( ) look at it this way. do you hear me. and remembering and creating. I : k ( ) find ways to move v ( ) stare. or talk to myself 3. The questions are organized by which modality (kinesthetic. When I am inactive but need to stay alert.
Questions to determine the decision making or sorting preference: 1. doing. decision making. I have these qualities: k ( ) Interact best by moving. physical contact and like hands-on activity v ( ) Connect with others through eye contact and need visual order a ( ) Interact easily by talking and like lectures and discussions The kind of language I most commonly use is: k ( ) how do you feel about this. I just can’t see the point. draw.
5. or look at nature a ( ) speak to someone or listen to something
. that is crystal clear to me a ( ) can I tell you how I think about that. hum. As part of my sorting process. that sounds right to me My emotions are apparent to others by: k ( ) muscular state and movement v ( ) facial expression a ( ) voice tone
4. visual and auditory) a person prefers for different learning tasks: taking in and organizing new information. it helps me to: k ( ) do something physical like go for a walk v ( ) write. or doodle a ( ) listen to sounds around me. drawing.
For me intimacy involves: k ( ) talking about feelings and fantasies or having total silence and eye contact v ( ) seeing and being seen. listen to radio and read 4. It takes longer for me to access: k ( ) physical sensations v ( ) visual images a ( ) words and sounds A characteristic I have is: k ( ) disliking most physical competition and being able to sit still a long time v ( ) becoming overwhelmed by visual detail and disliking eye contact a ( ) “spacing out” from lots of spoken words and navigating through questions Another quality I have is that I: k ( ) am relatively unaware of bodily sensations v ( ) get lost in visual material a ( ) get lost in conversation or listening to a lecture If I am listening to someone on the phone.
. I would be most distracted by: k ( ) someone putting their hand on my arm or massaging my shoulders v ( ) someone giving me something they want me to read a ( ) someone asking me a question or playing loud music
2. I can do these things at the same time: k ( ) move or touch something and also feel emotions deeply v ( ) see things externally and also have inner visual images a ( ) listen to external sounds and to own thoughts.3.
3. especially deeply receiving someone with own eyes a ( ) hearing and being heard.
4. speaking slower to become more personal
Questions to determine the remembering and creating preference: 1.
Learning support needed – Give them lots of time for physical activities and quiet time. They may concentrate better while studying if they have music of their own choice in the background. and must talk to learn. Oral presentations can be difficult for them. They like giving orders and wisecracking. but don’t force them to play team sports. Have them dictate into a tape recorder what they want to write about. show Their words usually come easily and are full of feeling and rhythm. experience. Doing something repeatedly bores them. Learning support needed – Combine movement with reading to help them stay alert. They are good at taking action on their own. and ask their opinions about things. Support them to be physically active. do. It may be hard for them to talk and do something at the same time. see Best way to express what is learned – say. They navigate through life by asking questions. Learning support needed . AKV: Best orders to receive new information – listen. They can often see the big picture but find visual details difficult or boring. see.Listen to them tell you about what they are learning. 59
. see and hear Best way to express what is learned – do. Debating and using humor are natural for them. Encourage them to be in motion while reading. They can record that and listen to or “lip-synch” the recording. experience Best way to express what is learned – say. They may have difficulty with handwriting and reading quickly. and hearing a lot of words may overwhelm them. They can use the same memorizing method as the AVK. KVA: Best order to receive new information – experience.STUDENTS’ LEARNING STYLES
A = Auditory • • • V = Visual K = Kinesthetic
1st letter represents alert. do They can speak well. and then write as they listen to the reading. say They are often soft spoken and like to work alone. show. Help them find non-distracting ways to move their bodies or hands to stay alert while they are listening. have large spoken vocabularies. organized thinking and the way a person is most comfortable receiving new information and expressing themselves in public 2nd letter represents sorting thinking and the way a person evaluates options and makes decisions 3rd letter represents creative thinking and the way a person integrates new information with what they already know and is hardest to access
AVK: Best order to receive new information – hear. show. For memorizing have them put facts into a rhyme or rap song. Encourage them to speak about what they read so they remember it. For oral presentations encourage them to use notes and props. They have a lot of energy bubbling just beneath the surface. It may be difficult for them to be alone or feel what is going on in their bodies.
Handwriting may be difficult for them. They often think and write well with a computer. VAK: Best order to receive new information – see. show They have huge amounts of physical energy and can’t think without movement or touch. do. They think well in metaphors and like to doodle. They work well in groups. They don’t like to read instructions but would rather just figure things out. experience. Relate what they are learning to their experiences or to visual images. Use flashcards. help them prepare notes and props. Take notes from that and let them use the notes as a visual model and add to them. They may speak in circles and have difficulty getting to the point. Reading aloud may help them concentrate. Encourage them to be physically active before studying and in motion while reading. They don’t like to do the same thing in the same way twice. They often are “eye-shy” and can find written information overwhelming. Help them set up a study area without visual clutter. It is difficult for them to speak without using their hands. and hands. say They feel what they see. Listen to what they have written because it helps them to edit their writing if they can hear the flow of their words out loud. They can learn to do any activity by watching. experience Best ways to express what is learned – show. VKA: Best way to receive new information – see. say. Eye contact and how they are seen is important to them.
. hear. Help them act out stories they read and word problems in math. hear. Learning support needed – Help them set up a study space without visual clutter. say. They learn best by using their bodies. but words can confuse things.KAV: Best order to receive new information – experience. Learning support needed – Help create study spaces where they can both move around and be comfortable while sitting. For oral presentations. and see Best way to express what is learned – do. rhythm. do They love to tell stories and are excellent readers. Physical competition may be difficult for them. hear Best ways to express what is learned – show. Learning support needed – Listen to them share what they are learning. Help them break down writing projects into smaller tasks.
). making decisions about how to use that information in school projects and exams. allow yourself lots of uninterrupted time for writing or making your project V – Write or make your project in a place of visual beauty without clutter. let your eyes look all around and then write or make your project
. etc. discuss new information with others K – Move your body while listening to or reading new material (doodle. read in a neat environment without visual clutter
Tips for making decisions about how to use new information: A – Discuss your ideas for projects with others. there are some tips on how to accomplish these tasks in each modality. listen to relaxing music or nature sounds while deciding what you want to write or speak about K – Go for a walk while deciding what you want to write or speak about. etc. move your hands as you consider options for projects V – Write down all your ideas for projects. diagrams.Learning Style Strategies
Doing well in school involves receiving and organizing large amounts of new information. tape yourself as you read aloud from books. Now that you know your primary learning style. play with clay. make notes. focus on a painting or beautiful scenery while deciding what you want to write or speak about Tips for creating original projects with new information: A – Ask yourself questions and write the answers to them write or make your project in a very quiet place or while listening to instrumental music K – Move to different places around the room as you write or make your project. Tips for receiving new information: A – Listen to tapes or lectures if possible. take notes. and creating original papers or speeches with that information. as you listen to or read new information. rewrite or verbalize new ideas you read or hear by using experiential language and personal examples as soon as possible V – Read new material before hearing a lecture or discussing it. outlines.
Developing the “Purpose. 2. Part 2 (10 min): Workshop Goal. Let them know that which ever workshop/presentation topic they pick is the one they will be developing during this workshop. Objectives and Benefits” (POB). Distribute the “Workshop Goal” worksheet and “Action Verbs” handout. On the board write the statement/question. Were you prepared? Do you think you did well? 5. Tell the participants to think about a workshop/presentation topic that they would like to create. Objectives and Benefits statement. 7. 2. (Let the participants know that the “Action Verbs” handout is meant to help them create the POB statement. 3. “Tell me about a time you had to present. This workshop will give you the tools to effectively: • develop a workshop idea • navigate the logistics of running a workshop • present effectively Participation in this workshop will help you to: • create a workshop from scratch • build confidence in your presentation skills • • • • • • • •
Chalk/White Board Extra pencils/pens “Workshop Goal” worksheet “Action Verbs” handout “Creating an Agenda” worksheet “Planning Logistics” worksheet “Tips on Presenting” handout “Presentation Style Feedback Form” worksheet
Part 1 (10 min): Introduction to the Workshop 1. Give each participant 3 minutes. 6. Introduce yourself. Read the question/statement out loud and have the participants answer the question on the worksheet. Icebreaker: Have the participants’ pair up in groups of 3. Ask the participants if anything interesting came up during their conversations. 10. 9. 4.” 1. 8.How to Develop a Workshop and Presentation Tips
Purpose: Objectives: To prepare you to develop your own workshop and present effectively. 3.) Worksheet questions: • What is your topic? • Who is your audience? • What is the purpose? What do you want people to learn? 62
. Have the participants stay in the group for the remainder of the workshop. Complete the worksheet with the participants step-by-step. Have 2-3 participants share back. Have the participants go around the group and share their presentation stories. call out when it is time to switch. Review the “Purpose. Explain to the participants that the reason for sharing stories with each other is to get them thinking about what works and what can be improved when presenting.
Complete the worksheet with the participants step-by-step. Part 6 (5 min): Workshop Debrief 1. Part 5 (20 min): Presenting Tips Group Activity 1. distribute the “Tips on Presenting” handout to the participants and review it with them. Relevant Questions: • What would you do differently the next time you present or develop a workshop? • What did you learn about your style of presenting? 63
. 5. Worksheet questions: • Location? • Budget? • Equipment needed? • Supplies needed? • Set-up and clean up time. • Guest presenter/speaker. When the groups are done presenting. Explain to the participants that when it comes to workshops and presenting there is always room for improvement and that they will eventually find the style of presenting that they are most comfortable with. • Evaluation/Feedback • Creating an Issues Bin/Parking Lot Part 4 (5 min): Planning the Logistics 1. Distribute the “Creating an Agenda” worksheet. 2. 4. Read the question/statement out loud and have the participants answer the question on the worksheet. 7.• • •
What are the objectives? What are the benefits? Create a POB statement
Part 3 (10 min): Creating an Agenda 1. After the participant is done presenting. what topics do you have to cover? • Who is your audience? • How much time to you have? • What type of activities would you like to include? • Anticipate Questions. Make sure all the participants have a turn. Worksheet questions: • Based on your POB statement. Have the “observers” complete the “Presentation Style Feedback Form” worksheet during the presentation. 2. the “observers” should give their “Presentation Style Feedback Form” to the presenter. 6. In their groups have the participants present their newly developed workshop to each other.” 3. 2. Complete the worksheet with the participants step-by-step. Explain that as one of them presents the others will be “observers. Read the question/statement out loud and have the participants answer the question on the worksheet. Distribute the “Planning Logistics” worksheet.
Remind the participants that this workshop was intended to help them develop their own workshop from scratch and to help them build confidence in their presentation skills. Thank you!
. Have a quick Q&A. 4.What do you feel was the most important thing you learned from today’s workshop? 2. 3.
) Participation in the session will…
5. 1. • navigate the logistics of running a workshop.Developing the “Purpose. What are the OBJECTIVES? (What will the audience be able to do/know at the end of the workshop? Write this from the learner’s point of view. Create a POB statement Purpose:
Example: Purpose: Objectives:
To prepare you to develop your own workshop and present effectively. Try starting with an action verb. 65
. • present effectively. What are the BENEFITS?
6. Who is your audience? 3. • build confidence in your presentation skills. Remember to write from your audiences’ point of view. What is your topic? 2. This workshop will give you the tools to effectively: • develop a workshop idea. What is the PURPOSE? (Why are you conducting this workshop? What do you want people to learn? What is the main goal?) To…
4. Objectives and Benefits” (POB) statement Answer the following questions to begin developing your workshop. Participation in this workshop will help you to: • create a workshop from scratch.
Knowledge Define State List Name Identify Justify Select Indicate Predict Select Explain Find Analyze Identify Conclude Criticize Combine Argue Select Compose Judge Support Identify Attach Grasp Operate Bend Act Accept Challenge Judge Praise Write Recall Recognize Label Illustrate Represent Name Formulate Choose Assess Show Perform Select Separate Compare Examine Restate Discuss Relate Manage Evaluate Defend Avoid Rate Handle Reach Turn Shorten Value Select Question Attempt Underline Select Reproduce Measure Explain Judge Contrast Translate Construct Find Use Practice Justify Resolve Contrast Distinguish Summarize Organize Generalize Plan Determine Attack Select Assess Move Relax Rotate Stretch Listen Favor Dispute Volunteer Relate Repeat Describe Memorize Classify Discuss Compare Express Apply Operate Demonstrate Illustrate Appraise Question Break down Differentiate Compile Derive Conclude Design Recognize Criticize Choose Value Position Tighten Start Perform Like Receive Reject Decide
Kinetic Learners. Evaluation/Feedback. Parents.Answer the following questions to develop your workshop agenda. What type of activities would you like to include? (Visual Learners. How much time to you have?
6. Anticipating Questions. Athletes)
3. Auditory Learners)
5. Creating an Issues Bin/Parking Lot (This is as simple as writing “Issues Bin” or “Parking Lot” on a board or flip chart paper. (Who are you? Who is the group? Where is the bathroom? POB statement. (How are you asking for feedback? What questions do you want people to answer?)
7. This is a way of addressing questions/issues that come up during the workshop without having to answer them at that time. Who is your audience? (Middle School Students. what topics do you have to cover?
1. High School Students. Based on your POB statement.
Location: Where are you holding the workshop? Is there access to a bathroom? Who is opening the facility for you?
1. pens. equipment)?
. “Issues Bin” water etc. Who will get the supplies together?
5. Take into account that same people may stay behind to ask questions. Set-up and clean up time: Make sure to reserve the room with enough time to set-up and cleanup for the workshop. chalk/white board. Who will set-up and clean-up?
6. Guest presenter/ speaker: If part of your workshop is having a guest speaker/ presenter. note cards.Answer the following questions to ensure you have all the necessary materials for your workshop. markers. Equipment needed: Do you need a projector? Overhead? Microphone? Laptop? Where are you getting the equipment? Do you need to make reservations? Who will make the reservations? When do you need to pick up the equipment? Who will pick up the equipment? Do you know how to set everything up? Who will set things up?
4. flip chart paper. Budget: How much money do you have? Where/how do you want to spend the money? Who will manage the budget (money)?
3. Supplies needed: What do you need? Copies. take into consideration their needs (supplies.
.Name of the Presenter:
The Presenter (s): introduced him/herself and the topic (POB statement ) was organized and prepared gave concise information demonstrated confidence in his/her body language fidgeted and seemed nervous answered questions completely rambled on without ever really answering a question used techniques that involve different kinds of learners
Circle One Yes
Yes Yes Yes
No No No
Yes Yes Yes
No No No
Describe what the presenter did that was particularly impressive:
Suggestions for improvement.
don’t fidget. or tell everyone to stand up and stretch for a minute. 5. make eye contact. 10. Take into consideration who your audience is: peers.” These questions can be addressed at the end of the presentation or via e-mail. Issues Bin: If a question comes up that you don’t know how to answer or will entice a more lengthy conversation. and move. pens. ask them a question. Wear appropriate comfortable clothing. Listen to your audience 7.1. Be ready to start on time. (Try to avoid looking for anything during the presentation) 4. 9. 3. younger students. power point) ready to start presenting. Be aware of your body language: Breathe. Visualize: Be confident and focus on relaxing. project your voice.
. and/or teachers. place the question into the “issues bin. Think about ways to recapture your audience if their attention strays. For example: stand next to them. Practice!! 2. 8. Organize: Have all your materials (copies. Introduce yourself: Who are you? Why are you qualified to conduct this workshop? What experience do you have? 6.
Review the “Purpose.
. Objectives: This workshop will give you the tools to effectively: 1. 3. etc. Define diversity 2. Inform the participants you will be reading off statements and if the statements apply to them they will need to take a step inside the circle. Comprehend the difference between paradigms and perceptions Benefits: Participation in this workshop will help you to: • Begin appreciating and embracing differences Supplies: Some supplies are optional and can be substituted for other materials: • Copies of the “Diversity” handout • Copies of the “Centers” worksheet • Large pieces of paper • Markers Part 1 (10 min): Workshop Introduction 1. Facilitator should: Begin the diversity circle by having participants stand in a circle facing the center of the circle.Diversity
Purpose: To create an inclusive mentorship program where the differences of all people are respected. Objectives and Benefits” (POB). wait to get a response. For example: “I identify myself as a dog owner. valued and utilized towards achieving a common goal.” The participants who identify themselves with this statement now take a step forward in the circle and acknowledge the other participants who also took a step forward. Grasp the group’s attention and ask them how they are. 2. Potential statements could include the following: I identify myself as: • Having an older sibling • Coming from a single parent family • Someone that likes to dance • Being a student that obtained a C in a class • Being the first child in my family to go to college • Having a sibling in college • Speaking two languages • Owning more than two pets • Having a job • Someone who has traveled outside the US
The objective of this activity is to help the participants visually understand how we all share differences and commonalities. Understand yourself 3. Introduce the Diversity Circle activity. Welcome the group and introduce yourself and the workshop topic. Proceed with having the participants step back to their original spot in the circle and continue reading statements.
Have a discussion about how centers can positively and negatively affect a person. 1. education and economic background make us more knowledgeable and stronger. difference. open mindedness. Paradigms and Centers Overview 1. 5.” Emphasize that the differences people bring to the group such as race. 4. Explain: Synergy is achieved when people work together to create a better solution than could have been achieved alone. now negative. Once the participants have completed reviewing and discussing the “Diversity” handout. sexual orientation. Review your participants’ examples and explain to your audience the dictionary definition of diversity 4. and finding new and better ways to accomplish your goals. Being able to write thoughts linked to the meaning of diversity will plant the seed for a later discussion. might affect a person. teamwork. Examples of Perceptions: • Bald head and baggy clothes = gangster • Someone driving a Mercedes car = rich Examples of Paradigms: • Pit-bull dog = violent and unfriendly dog • Money = Happiness Examples of Centers: • “I am centered around school” • “I am centered around my boyfriend/girlfriend” 3. Part 3 (25 min): Diversity.
. paradigms and centers. Go over the “Diversity” handout (two pages) and explain to your participants the meaning of: • Perceptions • Paradigms • Centers 2. have them fill out the “Centers” worksheet. age. It is not “your way or my way. Explain to your participants that the American Heritage dictionary defines diversity as “the fact or quality of being diverse. Have each group share to the rest of the participants their definition of diversity and have a discussion of the findings. 6. Distribute a large piece of paper and have your participants brainstorm on the definition of diversity 3. religion. What can be done to avoid this? Part 4 (5min): Using Diversity to Create Synergy 1. geographic background. 5. Ask the participants to brainstorm how a once positive center.Part 2 (15 min): What is Diversity? This workshop will help you brainstorm on the meaning of diversity. Have each participant share with his/her neighbor examples of all of the three meanings. Divide the participants into small groups of four to five. 2. gender. Read the definitions of perceptions. Synergy is celebrating differences. For example: when you are centered around your boyfriend/girlfriend you view your center optimistically but once the boyfriend/girlfriend relationship ends in a breakup the center suddenly becomes negative.” but an overall better way.
. 3. Take/ answer questions 4. Relevant Questions: • How does this workshop help you view yourself and others? • Can you remember a time when you constructed a perception based on observations? • What was the most important thing you learned from today’s workshop? 2.Part 5 (5min): Workshop Debrief 1. This workshop was intended to help you understand the meaning of diversity and instill in you the importance of accepting and embracing differences. we are all different in many different ways. After all.
meet new people and experience new events. When we hear stories. or belief…like looking through sunglasses.We all have incomplete images of people. Nice houses = Nice area… Messy yard = Bad area… Kids playing = Good/Bad? How do people look? Are there Ice Cream trucks?
Perceptions are scripts that we have developed over time about
. places and events…
new people new parts of town new teachers new neighborhood new experiences new schools
people or events that we have little information about. their frame of reference. we have a natural tendency to fill in gaps of the un-familiar with information that we have picked up from other similar experiences we have had in the past. Another word for perceptions is paradigms. the way that an individual experiences something.
Remember the last time you met someone for the first time. not understanding that money does not equal happiness. You automatically assume he/she is failing because he/she is ditching class.e.
. “if only I were rich.. do you think that person is ever going to do well in his/her math class? Positive paradigms work to make us more motivated and provide more direction when we set out to accomplish things. Where were they from? What were they wearing? How did they talk? Did these factors paint a picture of this new person for you? When your behavior and feelings towards a person is influenced by the paradigm you developed. One way to develop a more positive view of your self is to spend time with people who believe in you and build you up. school. Think about the person who always feels they are never going to do well in his/her math class. You can determine what some of your paradigms are by asking yourself questions such as “What do I spend my time thinking about?” “What is my driving force?” “What do I look forward to every morning?” As a teen many of your paradigms are centered on friends. I would be the happiest person alive. i. parents. we also have paradigms about the world. and “stuff.
Paradigms of Life: Just like with ourselves and with others.. you later learn that the reasons for the frequent absences are because he/she has been diagnosed with cancer and must attend chemotherapy sessions.” Be aware that just as they each have strengths they can also be distractions if you center your life on any one of them. If that is his/her paradigm. boys/girls. i. your classmate is absent frequently and is failing English class.” You perceive money as happiness.Perceptions and Paradigms
Paradigms of Self: Negative self-paradigms always put limitations on us. problems may arise. i. However. you just bought a new outfit and you believe you are the best dressed person in the crowd.
Paradigms of Others: Similarly.e. paradigms we hold of others help us to understand why people might behave the way they do..e.
friends. heroes. parent. Remember there are different centers that we may focus on.
. etc. Write your centers inside each cloud.Centers Worksheet
Instructions: Identify the centers that are a central part of your life. MySpace. For example. boys/girls. school.
8. It can lead to growth. have two pairs get together and discuss what they came up with. Ask participants to talk to a partner about why conflicts occur. It can also originate from past rivalries and personality differences. This workshop will: • use good listening skills and communication skills • provide tools and skills to effectively resolve conflicts Participation in this workshop will help you to: • become a peer mediator in conflict resolution Some supplies are optional or can be substituted for other materials • Overhead projector with transparencies or overhead markers • Four Signs with fox. 2. dominates Turtle = hides. Introduce yourself 2. Possible interpretations: Fox = confrontation Lion = fights. Have four signs posted around the room. innovation. Have one person from each animal group share back with the group what they each had in common and how they are different from the other groups. Activity—“Which animal are you?” The purpose of the activity is to have participants recognize their personal reaction to conflict. and bird written on them • “Drama Cycle” handout • “Conflict Resolution” handout • “Conflict Resolution Guide” handout
Part 1 (15 min): Introduction to Workshop 1. Review the “Purpose. and bird (one animal per sign). conflict can be healthy if managed effectively. In fact. turtle. values or needs. After about a minute or two. lion. 9. Ask everyone to go stand under/near the sign with the animal name that corresponds to the way the participant reacts to conflict. lion. Part 2 (15 min): Why do conflicts occur? 1. Discuss how each animal reacts to conflict. Objectives and Benefits” (POB). 7. 77
. 5. Write the names of the following four animals on the four signs: fox. remind participants that everyone reacts to conflict in different ways and that today’s workshop is going to teach them how to resolve conflicts in a peaceful manner.Conflict Resolution
Purpose: Objectives: To teach participants how to resolve their own conflicts or conflicts between others. 3. Inform participants that conflict is not always negative. scared Bird = flies away 6. In each animal group. turtle. have participants discuss what the people have in common at each animal station and how that's different from the other animals. or new ways of thinking. collaboration. Have a discussion about how conflict is a natural disagreement resulting from individuals or groups that differ in attitudes. 4. beliefs. After all four groups have shared.
Have participants role-play and the mediator try to find a solution. How did they feel? What did they do to resolve the problem? Have a couple of participants share with the rest of the group. 4. Part 3 (15 min): Conflict Resolution 1. Provide the following scenario: In the morning. Part 4 (10 min): Role-Playing 1. I’m concerned about Sam’s violent verbal and physical behavior. Relevant Questions • Ask participants on a scale of 1-5. Good listening skills (refer to communication workshop). Ask participants to think of a time when they were in some type of drama or a time when they were surrounded by some type of drama. how do they rate their mediating skills and why. Remind participants that leaders and mentors will always be looked to or might be in a position to help resolve conflicts. “They were fighting outside of the bathrooms. Ask participants how they know when there is a conflict or drama. • People may not be talking to each other • People may not be hearing each other • People misunderstand or misinterpret what is communicated!!! MISCOMMUNICATION!!! 4. After role-play. and Mediator. b. Objectivity—don’t get personal or take sides. c. 2. Distribute “Drama Cycle” handout and discuss what leads to physical. 4. Ask them to debrief together. the security guard brings in two students (Sam and Alex) to the front office. Remind participants that this is a safe space and that confidentiality should be exercised. I didn't see what started it. Participants can refer to the “Conflict Resolution Guide” handout for help. Distribute “Conflict Resolution Guide” handout and review the handout with the participants. How they feel? Was it easy? What was the most stressful part?
Part 5 (5 min): Workshop Debrief 1.3.” 3. The security guard states. Ask participants to assign themselves to roles: Sam. Distribute “Conflict Resolution” handout and review handout with the participants. Alex. verbal and/or cyber abuse: • Hot tempers • Harassment • Miscommunication • Lack of Information • Insults/Rumors 2. Patience! 5. have all mediators form a circle and do a fishbowl exercise. how can we effectively resolve it? 3. Pair up participants into groups of three. You will need: a. • What do you feel was the most important thing you learned from today’s presentation? 78
. Ask participants: Once drama or a conflict has been identified.
Thank the participants for their participation!
. Ask if any of the participants have any questions about the presentation. You learned to use good communication and good listening skills to help you resolve a conflict.2. 4. This workshop was meant to help you learn how to resolve your own conflicts or conflicts between others in hopes of you becoming a peer mediator. • Were the objectives met? • Remind participants that mediating is very difficult and that it will take practice!!! 3.
but also provides individuals with the tools necessary to manage feelings of aggression.Miscommunication Lack of information Hot Tempers Harassment Insults Rumors
. Verbal and/or Cyber Abuse Conflict resolution presents people with ways to more effectively deal with tension. and violence. frustration.
Letting go of punishment 8. 5. New actions 4. Honoring all concerns 3. Listen politely Ask questions for clarification Repeat what was said in your own words Summarize Acknowledge speakers point of view. Problem-solving
1. 8. 4. 7. 2. Commitment to relationships 5. Courage to change 11. 2. 6. Compassion to forgive
The most important tool
Compromise and win/lose situations almost always produce dissatisfaction in everyone.
. Willingness to learn 10. 3. feelings. Choose an appropriate time and place Identify the problem Brainstorm solutions Agree on a solution Avoid compromise or win/lose situations Always try for win/win situations Respect the rights and values of others Check back later to ensure the solution is working
1. Letting go of blame 7.CONFLICT RESOLUTION
Three Basic Conflict Styles:
1. 5. Recognizing their value 9. 4. Confrontation 3. Avoidance 2. 3. Moving to agreement 2. Going past positions 6.
. diagrams for different learning styles
STEP #5: How can we SOLVE this problem? STEP #6: Select a WIN/WIN solution STEP #7: Agree on FOLLOW-UP
Consequences Checking back to be sure the solution works
STEP #8: CLOSURE
.CONFLICT RESOLUTION GUIDE
STEP #1: Person #1: TELL YOUR SIDE of the story
• • • •
Facts Describe WHAT happened.NOT WHY it happened Use "I" statements Be respectful
Person #2: LISTEN ACTIVELY
• • •
Can ask questions to clarify a point When the person is finished.. repeat what you heard Please DO NOT change. or add anything
STEP #2: REPEAT STEP #1 with roles reversed STEP #3: CLARIFY the CONFLICT
Checks with the students
STEP #4: Everyone expresses FEELINGS (take turns)
• • • •
What did/do you feel? How would you rather feel? What are your needs? Hopes? Verbal vs.
2. Discuss some obstacles for listening: • Judging 83
. Have a discussion/reflection about how successful the participants were at the activities. Overall. Distribute “Listening Skills” handout and begin with the poor listening skills and review them. If they weren’t successful. ask participants to participate in a series of games/activities (refer to “Communication Activities” handout). Verbal. If possible. provide an example after each poor listening skill: • Spacing Out • Pretend Listening • Selective Listening • Word Listening • Self-Centered Listening 2. Ask the participants to brainstorm different modes of communication? (i. Non-Verbal) 3. Introduce yourself 2. you might want to only choose 2 or 3 of the following activities: • Word Ball • Yet Game • Spelling Talk • Verbal Mirror • Simultaneous Dialogue 4. Review the “Purpose.e.Communication
Purpose: Objectives: To teach effective communication skills by learning good listening skills This workshop will: • identify the obstacles of communication • provide skills to improve communication Participation in this workshop will help you to: • learn how to communicate effectively with others Some supplies are optional or can be substituted for other materials • Overhead projector with transparencies or overhead markers • “Communication Activities” handout • “Listening Skills” handout • A ball (something soft that can be thrown without hurting)
Part 1 (2 min): Introduction to Workshop 1. For the next 15-20 minutes. Part 2 (25 min): What is communication? 1. Objectives and Benefits” (POB). Hold a discussion with the participants Ask participants: What does communication mean to you? What is the purpose of communication? Have participants brainstorm some answers and write them on a whiteboard or overhead. why not? Part 3 (25 min): Good Listening Skills 1. participants should reach the conclusion that the purpose of communication is to be understood. Depending on time and space.
rate your listening skills and explain why. • Do you feel that these tips will help improve your communication? Why or why not? • What do you feel was the most important thing you learned from today’s presentation? 2. Have participants pair up in groups of 3. one parent. They should decide their roles: one child. 2. Thank the participants for their participation!
. The purpose of this workshop was to teach you better communication and listening skills. Relevant Questions • On a scale of 1-5. Explain that child and parent should try to use good listening skills to effectively communicate with each other. It takes practice!!! 3. 5. one observer. 3. Questions and Answers 4. The observer will take notes on what each person did good or not so good and provide feedback. You should be walking away feeling that you can communicate better with others • Were the objectives met? • Remind participants that becoming a good listener is the key to effective communication but it doesn’t happen overnight. Ask participants what some good listening skills are now that they know what the poor skills are. You learned what skills are needed to improve communication and you were able to identify some of the obstacles that get in the way of communication. Provide the following scenario: The child wants a later curfew and the parent does not want to extend the curfew. Have the observer from each group report back to the entire group about what was effective in their group by referring to the skills listed on the “Listening Skills” handout. Answers may include: • Maintain eye contact • Head nods • Smiles and Grins • Lean forward toward the speaker • Ask appropriate questions once the speaker is finished • Paraphrase back to check for understanding (when there’s a pause or break) Part 4 (5 min): Role-Playing 1. Part 5 (3 min): Conclusion 1.• Advising • Probing 3. ask a group that feels they did an extremely good job if they would like to re-enact their role play in front of the entire group. If time allows. 4.
Person in the middle will stay in the middle of the circle for the entire game.
• • • • Have participants break up into pairs and decide who is person A and who is person B.
. Each partner must talk about the topic that corresponds to their letter. When stopped. Person in the middle throws the ball to someone else in the circle. Just say the first thing that comes to mind. including punctuation marks. the activity can be played in smaller groups) Have one person put their thumb on their nose. Then choose a topic A and a topic B. Don’t speak faster than people can think.
• • • • • • Have participants break up into pairs and decide who is person A and who is person B. Example: Cat—Mouse Ball must continue being thrown from person to person creating a chain of word associations. Both participants begin talking about their topic at the SAME time until asked to stop.**Time for each activity can vary to fit your workshop situation WORD BALL
• • • • Form a circle with the entire group (if group is large. Try again. How many times were you unable to understand and had to ask w-h-a-t? Asking “what” means that you are not focusing on each other. something associated with word “thrown” at them. Someone will begin by throwing a ball to the person in the middle while saying a word. This is a great example of why you are told not to speak while others are speaking because you cannot listen if you are talking. Example: Cat—Mouse—Cheese—Sandwich—etc. participants should take turns to repeat what the other person said. if you don’t succeed the first time. Partners should have a conversation by spelling out every word. the activity can be played in smaller groups) Someone in the group starts by throwing a ball to someone else while saying a word. Person B must act out what Person A is saying but Person B cannot speak while doing so. any word. That person goes in the middle of the circle. That person must catch the ball while responding with the first word that comes to mind.
• • • • • • Form a circle with the entire group (if group is large. Person in the middle catches the ball and says. any word Person receiving the ball must catch the ball while responding with another word. Examples: “Happy” YET “Dark” or “Monkey” YET “Smooth”
• • • • • Have participants break up into pairs. Person A talks about any topic for 30-60 seconds. “YET”. Words don’t have to be a perfect match.
instead of listening. • ADVISING—This happens when we listen to what others are saying and. We are quick to say comments. not the meaning behind the words or the body language • SELF-CENTERED LISTENING—This happens when we filter everything through our own past experiences. Everyone has a need to feel understood and represented. and then talk second. This is when people want to help—too much! 86
. To see things from another’s perspective will offer you a whole new level of understanding. but we are pretending by making timely gestures • SELECTIVE LISTENING—This happens when we pay close attention only to the details of the conversation that interest us. • WORD LISTENING—Occurs when we listen only to the words that a person is saying. Then to be understood
Listen first. • PRETEND LISTENING—We are not paying much attention. • PROBING—Probing occurs when we try to dig up emotions or information before people are ready to share.Seek First to Understand. like: “Oh.
Effective Listening Skills: • Maintain eye contact • Nod head • Smile and Grin • Lean forward toward the speaker • Ask appropriate questions once the speaker is finished • Paraphrase back to check for understanding (when there’s a pause or break) Poor Listening Skills: • SPACING OUT—Someone is talking but we are off in our own little world. we get distracted from what is trying to be communicated. I know exactly what you are saying…” Obstacles for Listening: • JUDGING—If we are busy making judgments about what a person is saying while they are talking. we begin to give advice based on our past experiences.
• Spend a couple of minutes playing the game. 3. 7. Knocking twice signals the next participant to skip a hand and reverses the direction of the tapping.
. • Begin by tapping once. Review the “Purpose. Tapping once indicates that the tapping should go in one direction. Objectives and Benefits” (POB). 8. Explain the twist: • Knocking once signals the next participant skips a hand.Financial Aid
Purpose: To broaden your knowledge on financial aid. 5. and become relaxed and comfortable with one another. 5. either to the left or right. The objective of this activity is to concentrate upon others. • Tapping twice reverses the direction of the tapping. 2. use your listening skills. 2. • One person will begin this activity. • Play the game a few times 4. Introduce the workshop. 3. Introduce the tapping activity. • Put your hands flat on the table and overlap your hands with the persons on both sides. Objectives: This workshop will give you the tools to effectively: • research financial aid options • understand the different types of financial aid Benefits: Participation in this workshop will help you to: • understand the different types of financial aid • identify potential scholarships Supplies: 1. 4. Ask participants to: • Stand around a table shoulder. Access to a computer lab/computer(s) LCD Projector “Money Tree” worksheet “Brainstorm” worksheet “Financial Aid Checklist” “$Money…Money…Money$” handout Index cards Table
Part 1(15 min): Workshop Introduction 1. 6.
how many in college. Some examples include: : • Pell Grant—Awarded to eligible undergraduates who are identified as low-income • University Grant—Awarded to students that demonstrate academic excellence and/or financial need by the university they are attending • Cal Grants—There are 3 different types of Cal Grants. how many people are in the household. 88
. It helps if you have high grades. Ask participants if they know what financial aid is. Refer to the “$Money. your income and assets.you have to apply for it. Scholarships: Scholarships are free money given to you through programs and private organizations that are based on unique and varying circumstances. Financial aid is used to help students and parents pay for college and is designed to reduce the financial barriers that prevent people from attending college. It takes time. and involves everyone working together. A. • What you can afford: Colleges consider your family’s expenses as well as your income. books. You and your parents have to fill out many forms when you apply to colleges. 3. Your school must verify your GPA on the GPA verification form and submit it no later than MARCH 2 of your senior year. Developing a timeline of scholarship deadlines can help you to plan ahead. Grants: Grants are also free money given to you that do not have to be paid back. Keep in mind that you can’t get financial aid by just asking for it . etc. 4. housing. the Department of Education will provide more than $83 billion.. This year. Students must submit a GPA verification form. acknowledge their ideas. 2. There are four main types of financial aid offered to students: 1.). Write down what they say. etc. Cal Grant C requires attendance at a California occupational or career college. You can get grants by just applying for them.Money. Colleges decide how much aid to offer and what kind. Part 3(10min): The Different Forms of Financial Aid 1. the colleges. transportation. Explain: You don’t have to be rich to go to college! Each year billions of dollars are distributed to students who apply for financial assistance. good communication and organization will be of the essence. sports. 2. They determine this by factoring in your family’s income. maintain a certain GPA. assets and expenses. personal expenses. are involved in the community. students that belong to families with greater financial need receive greater financial assistance.) and living there (food. Money$” handout for internet resources for scholarships.Part 2 (5 min): Understanding Financial Aid 1. that are awarded to California residents that will be attending institutions of higher education. About Need: The way colleges define “need” is based on two main factors: • Costs associated with going to school (tuition. energy. Often. the state government. Forms can be found at school sites. NMSQT and other pre-college exams. C. Thus. and are attending 2 year and 4 year colleges/universities. Cal Grants A and B are awarded to students that demonstrate financial need. B. Each scholarship is different and each possesses unique qualifications. and have good scores on the SAT/PSAT. The money comes from the federal government. fees. to help millions of students and families pay for postsecondary education. Keep in mind that it takes time to apply for financial aid but doing so can help you get money that you never have to pay back.. etc. and private sources. Some of the factors determining the financial aid package you may be awarded are age of your parents. Some scholarships will require you to compose an essay that will be in competition with other students’ essays. about 60 percent of all student aid. ACT. when you apply.
While loans may seem scary and intimidating. You can use “$Money. Two-thirds (65.Money$” handout and search for scholarships that may apply to them. youngest child. ask! Remember that every year the application is due NO LATER THAN MARCH 2nd for the following academic year. guitarist..e. If a Computer lab is available: Allow participants to conduct a scholarship search online around the themes identified above. migrant.Money. “Few students can afford to pay for college without some form of education financing. it is a free application. The later you wait to submit your FAFSA may mean that fewer resources are available to you.. right handed. • Stafford Loans: have a low fixed interest rate and deferred principal. • Ask participants to: o log on to the Internet o conduct a search for scholarships related to the 6 items identified above (i.. • Perkins Loan: Low interest loan. They allow you to work an adjustable schedule around your class load. The interest rates (APR) are different depending on whom you borrow from or how long it takes you to pay it back. 4. Some students can qualify for subsidized loans that can defer interest payments until after graduation. or the government. Scholarships for women) or log on to the web sites located on the “$Money. Pass out the worksheet titled “Brainstorm”. You should think of FAFSA as first come first serve. want to be a vet. colleges. If you have questions. so ASK for help!!! Make sure to submit it as soon as January 1st but no later than March 2. If a computer lab is not available: Use a projector to engage in an interactive scholarship search..Money$” handout to explore scholarship web sites 89
. Loans: Loans are money borrowed from banks. Part 4 (30 min): Where do I sign up for all the money? 1. Ask participants to: • write their name in the center of the cloud • take a few minutes to brainstorm as many things about yourself 3. usually awarded to low-income students. love math. The application can be long. they are often a good alternative for students as they carry a relatively low APR. 4. You will need your parents’ taxes from the previous year and will be collecting several documents-all personal information. tiresome.7%) of 4-year undergraduate students graduate with some debt. and the average student loan debt among graduating seniors is $19. Use yourself as an example to get them going (i. Explain: Everyone should submit the Free Application for Federal Student Aid (FAFSA).3. Allow participants to work on their brainstorm. never pay to submit the FAFSA.e. This application contains information on parent as well as student yearly income.Money. I am a woman. become better connected to the University.237” [20032004 National Postsecondary Student Aid Study (NPSAS)]. 2. daughter of a veteran.). Also. and complicated to fill out. Frisbee champion. and earn money that will not affect future financial aid eligibility. They are located both on and off campus.so be careful. Work-study jobs: Students may work part-time (up to 20 hours per week) and earn money to help pay for their educational expenses. This money must be paid back.. After a few minutes ask them to identify 6 items that best represent them or have a significant impact on who they are. etc. gain work experience.
Solicit the scholarship search topics for your search from the participants (i. Thank you
. The only way the students can “win” the scholarship is if the scholarship qualifications apply to their index card information. 3. • Before you begin to identify your goal. This workshop was intended to help you develop a greater understanding of financial aid. scholarships for women). calculate how much money you will need for college. Share the results with the whole group. Relevant Questions: nd • Which application is due no later than March 2 ? • What kind of financial aid is free? • What was the most important thing you learned from this workshop? 2. • Explain: Players will review their index card information and the scholarship worksheet.e. Questions/Answers 4. firstgeneration going to college…. college educated or not…. Part 5 (5 min): Workshop Debrief 1. Distribute index cards and ask the participants to write the following information: 1 Name 2 Ethnicity 3 Information about the person’s background: documented/undocumented. 4 Parent’s background: documented/undocumented. • Keep track of the money by writing the amount of each scholarship they win by writing it in the “Money Tree” worksheet. OR • distribute “Scholarship” Worksheet.and scholarships. divorced. 5 Economic background or situation 6 Dream college or university 7 Family contribution 8 Ask participants to fill out the index cards as they apply to them. • distribute the “Money Tree” Worksheet. You should be able to identify the different forms of financial aid and conduct scholarship searches. • Allow a few minutes to complete the worksheet.
and families for letters of recommendations.federalstudentaid. www. Use estimates if you or your parents haven’t completed your federal tax return. • Check out ways to pay for college. • Visit your top college choices or take a virtual tour online.federalstudentaid.edu. • Be sure to meet all financial aid deadlines.californiacashforcollege. • Sign up to take the SAT or ACT.americorps.californiacolleges. and employers.ed. and www.org for dates and locations. friends.ed.org.gov ahead of time so you can e-sign the FAFSA for faster processing. if you haven’t done so already.FINANCIAL AID CHECKLIST
TO HELP YOU STAY ON TRACK THE YEAR BEFORE STARTING COLLEGE FALL • Talk to your high school counselor about your college plans and money needs. if necessary. • Check to see if your school will submit your verified Cal Grant GPA electronically or if you need to submit it using the paper Cal Grant GPA Verification Form.ed. • Attend a California Cash for College workshop in January or February for free help completing the FAFSA and other forms—and to apply for a $1. • Complete the FAFSA at www.gov/ipeds/cool. if necessary.nces. meet with college representatives who may visit your school.org to learn how to earn money for college for return for volunteer service. SPRING • Apply for a Cal Grant for submitting the FAFSA and your verified Cal Grant GPA no later than March 2.going2college. www. • Get started filling out forms and writing essays for college and scholarship applications. lenders. starting at www. • Apply for a federal PIN at www. track you application using Web Grants for Students at www.gov or your school. counselors. Provide the required e-signatures and an e-mail address for faster processing.gov/choosing. Some may be earlier than he March 2 Cal Grant deadline. Ask about scholarships offered by local organizations and businesses. • Make sure you have an e-mail address that’s appropriate for corresponding with colleges. • Complete the FAFSA on the Web Worksheet.fafsa. WINTER • Attend your school’s financial aid workshop. and www. • Keep a copy of everything you submit. • Keep up your grades. • Request any additional financial aid applications you college or financial aid program may require.ed. 93
.org.gov.calgrants.org. which you’ll find at www.fafsa. • Start applying for private scholarships. • Make sure you have a Social Security number.gov as soon as possible. Visit www. starting at www.calgrants. • Look into AmeriCorps at www. Also. • Keep a calendar of important deadlines for college admission and financial aid. starting January 1.ed.000 scholarship. employers. • Ask your teachers.pin. • Be sure you or your parents complete your tax returns so you can update your Student Aid Report.ed. Some may have very early deadlines. • Check out colleges on the Web. • Review your Student Aid Report and make corrections. • After you apply.
.• • • • • • • • •
If you receive a California Aid Report or a corrections letter regarding your eligibility for a Cal Grant. or consider summer school or an internship. if necessary. review it carefully and respond. Ask questions! Consider grants. Apply for a Cal Grant by September 2 if you’re going to a community college and missed the March 2 deadline. work-study and other aid you don’t have to repay before accepting a student loan. Let your college know the financial aid awards you’re accepting and the ones you’re declining. Look for a summer job. Arrange for housing plans. Decide on a college and send in all forms or deposits by the deadline (May 1 for most colleges). Watch for college acceptance letters and financial aid offers. Evaluate all financial aid offers carefully.
http://www.studentscholarshipsearch. check these out too! http://www.ed. whether you like it or not.edfund.csac. http://www.html A site map of different Financial Aid programs.org/ The Smart Student Guide to Financial Aid. just for you! http://www.jsp Here you'll find help for every stage of the financial aid process.net/ Check out these scholarships.asp More minority scholarships.org/schools/fprograms/index.gov/finaid.
.html Whether you're ready to apply for financial aid or just interested in more information about the federal student aid programs. http://www.Here are a few places on the WEB to start your FINANCIAL AID/SCHOLARSHIP Search!
http://studentaid. federal.collegefunds.ca.com/ Register for FREE with fastweb and receive hundreds of scholarships that match you! http://www. http://www.gov/PORTALSWebApp/students/english/index.gram. the starting point is here.org/wps/portal/StudentsAndFamilies A parent/student help guide for Financial Aid planning. http://www.free-4u.net/scholarships/minority-scholarships http://www.fastweb.finaid. and institutional financial aid programs. including Pell Grants and Stafford Loans.collegefunds.com/minority.gov/ The California Student Aid Commission's web site contains a wealth of information on state. http://www.ed.edu/Financial%20Aid/privatescholar.htm An awesome scholarship site for all kinds of minorities! http://www.com/ Scholarship Resource Network Express is a search engine and database of private scholarships designed to assist students identify sources for undergraduate through postgraduate study.edfund.
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QuickTime™ and a GIF decompressor are needed to see this picture. http://www.php The Scholarship Page!™ started in 1997 out of frustration.org/otheraid/minority. Division III schools do not offer athletic scholarships.
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QuickTime™ and a GIF decompressor are needed to see this picture.phtml Find information about scholarships and fellowships for minority students. http://www. These scholarships are given directly by each academic institution.org/wps/ncaa?ContentID=10 Athletic scholarships for undergraduate student-athletes at Division I and Division II schools are funded through the membership revenue distribution.
QuickTime™ and a GIF decompressor are needed to see this picture. A student was looking for scholarships because they were flat broke (even though they worked part-time) and their parents could not afford to support him while he was in school.
. http://www.in other words…they have money!
QuickTime™ and a GIF decompressor are needed to see this picture. http://www.phtml Find information about scholarships and fellowships for female students. QuickTime™ and a GIF decompressor are needed to see this picture.
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QuickTime™ and a GIF decompressor are needed to see this picture.org/ The goal of the National Academy of American Scholars is to encourage a national discourse in order to raise the current educational level of pre-level college students by setting high academic standards and offering incentives to surpass these standards .com/index.scholarship-page.
3. but the home is still the primary
base for safety and sympathy when the child experiences emotional stress. questioning represents a natural curiosity to grow and learn. Boys and girls play separately…The two groups now tend to go their separate ways. and are descriptive of the general characteristics children experience as they move from different ages. but there is
increased antagonism in any interactions they do continue to have. Group activities tend to be more thoroughly planned and executed.Supplemental Material: Working with Students
Understanding how students feel and think can at times be very difficult. This supplemental reading is designed to help you understand and develop the necessary skills to work with students. Children seek adventure…Independence from adults is sought. their impatience is a representation of the many roles that they take in life.
2. primary children acquire enough skill
to judge critically and to discuss the good and bad sides of their teachers. while boys activities are as disconnected from the home as possible. Children’s activities are organized…Children now accept the need for some organization and
begin to see the value in rules. Eleven year olds are right in the middle of so many different developmental changes. Children desire the approval of their peers and fear ostracism…Children need the approval of
adults. like the acquisition of hobbies and collections of all sorts. When in groups. Children have their secret activities and codes…Children begin to develop small worlds of their
own. they want to know what is going on. This curiosity can be seen in the child’s own activities. and center around. kids play together and sit together at school. but these moments become less frequent and less as the child begins to develop. Children want to learn…Children have a desire for knowledge that is more self-motivated and
systematic. The following are some of the findings from several studies. Adults are judged more objectively…Aided by discussion. but this togetherness disappears by the age eleven and does not return until the child reaches age sixteen. They also seek a more scientific explanation for events. Research has helped us understand the developmental stages that children go through and how they handle conflict as they seek independence. The roles children begin to develop start to become increasingly gender specific.
1. Children are sociable…One of the most apparent characteristics of primary school is the desire for
group activity with children their own age. Eleven can be described as a search for knowledge. During childhood. but are beginning to hold more value in the approval of members of their own groups. As children get older we begin to notice more active moves on their part to organize their lives independently from adults. Children’s critical discussions of adults make them fallible human beings in their eyes and help them with the dependence once felt.
5. Girls activities tend to stay close to. often secret from adults.
8. Girls tend to like these activities as well. but they concentrate more on relationships within the group. It is important to realize that these characteristics are never completely negative. make suggestions and try their hand on the job.
7. The beginning of middle school intensifies these for many students. the home. 97
. Being restlessly active can indicate self-motivation. Girls will play games in a more real way. There are frequent moments of anxiety because rules are hard to accept when they go against one. adventure and social experience. while boys play involves more competition and creativity. parents and educators.
At age twelve. 98
3. Girl groups are most evident in school. children are working towards an even greater independence from adults than previous stages and the learning of definite masculine and feminine roles is more apparent. Schools do not always provide this knowledge. ability. and desires.
2. social-absorption and sexual development: • Self. They begin to seek out occasions to be around interesting adults who are willing to talk and listen. Although this age can be difficult. At this age. children often find themselves faced with pressure to perform delinquent acts to gain group acceptance. Thirteen year olds tend to be a little distant and pre occupied. Adolescents are beginning to experience problems which include self-absorption. Personal friendships take precedence over loyalty to the group. In their groups they begin to discuss their relationships with parents or teachers and start to evaluate them. with a leader and
others that follow. The characteristics used to describe eleven year olds can be applied to this age group as well. The fear of social isolation can be so great to even cause one to keep the secrets of their group. Girl groups are bound more by mutual friendships. Children desire the approval of their peers and fear ostracism…There is an increasing need for
groups to provide a haven for safety and organized activity. At thirteen children start to slow down and begin to specialize.
1. Most activities take place in
groups and for success to be achieved the group must conform in ways of thinking and behaving. Boys and girls play separately…Boys are determined now to be masculine at all costs. but may differ in the degree they feel loyal to. Children seek adventure…Groups now become a place to learn new skills in a sport and develop a
different perspective on current paradigms. Members of a group are to provide psychological comfort in times of distress. the groups tend to break up into their smaller groups of best friends. money. This may reflect the necessity for making choices and the beginnings of a more acute self-awareness. whereas after-school. • • Social-absorption: The “crowd” is now more mixed with the presence of girls. The “In-group” of a twelve year old is very important. Children’s activities are organized…Boy groups have a definite social structure. they will respond to someone who is in control of the situation. behavior. Girls move from creative play towards using and developing their creative skills. examination. Girls see boys as rude and nasty and many of their activities as childish. teens start to develop an overall evaluation of themselves. Children often have several groups they hold high appreciation for. but with a much greater capacity to control extremes of anger and impulsiveness. Children are sociable…Friendships at this age tend to be more stable. They may begin to play an instrument.
4. At this age.
7. even if it means to tell a lie or defy an authority figure. Sexual development: Changes in both body and emotions. achieving and selfconsciousness. Adults are judged more objectively…A group at this age is looking to find a deeper understanding
of what it is like to be an adult. This presence tends to cast a civilizing affect on boys.
6. This is
seen by the increased aggressiveness in their talk. and who can channel a child’s energy towards purposeful activities. small groups composed of smaller pairs/trios. who is able to organize skills they have learned. At this time students have begun to realize the importance of education and the usefulness of conformity. At fourteen. Children have their secret activities and codes…At this age there is a realization that there are
things that you don’t talk about with adults. girls start to show greater maturity in their development The twelve year old continues to show the energy of the eleven. start a new craft or start writing short stories. The leader is chosen based on that ability the group deems as significant.absorption: physical appearance.
The control may be obtained through moral concepts with little or no physical punishment. Because of the lack of affection at home. students start to become annoyed and moody…like before. Possessive parents have often had circumstances where the child is made so precious that the parents are so anxious for their welfare and safety that they over-protect the child. Parents are put in one of the most difficult positions because they are responsible for the life and development of their children. Children of possessive parents often view the world as a more dangerous place than it actually is. but they also show a general indifference to their child’s safety. In school. A well off parent may spend all their efforts trying to find a sitter that works around current obligations. The authoritarian imposes high standards in many non-essential aspects of life.At fifteen. There begins to be differences in physical development among people. neatness. and sometimes very insecure. 2. Adolescents are more concerned with who they are and how others see them. the mother quickly points to her cheek as to not smudge any make-up. which guides some of the activities they feel comfortable with. quiet. such as table manners. Conversation is more controlled and future-oriented. 4. acting out and throwing tantrums are often signs of a child trying to free themselves from their parents while keeping the role of “good student” at school. tidiness. but they find it difficult to make friends and participate in new experiences. When the child asks for a kiss. They tend to become too involved and have the appearance that the parent is using the child to fill a personal void. students see the need to do well in their classes and start to think beyond high school years. 3. Children in these situations tend to be less physically active. shelter. but the way in which it happens differs greatly. This well-behaved student at school commonly misbehaves at home. over-protected students tend to be well behaved and studious. we must first start with determining key guiding influences that students face each day: the two most important are parents and teachers. Being disobedient. To provide food. Boys and girls are on much better terms because of puberty and you see an increase in “horse play”. Fifteen-year-olds are beginning to be more concerned about their bodies as well. In school. Working with Parents and Teachers In order for us to gain an understanding of adolescence. Teachers and adults have a profound effect on the decisions they make and the paths they take in life. toys…versus being over-indulgent and neglectful To give affection…versus being over-affectionate or rejecting To protect from physical and psychological harm…versus being over-protective or indifferent To encourage the development of skills…versus being over demanding or unconcerned To control…versus being authoritative or over-permissive
Some effects of parents “overdoing it” 1. if the parent is too lenient. Rejecting parents will neglect their children physically. Teens start to show more embarrassment towards family affection. 5. Sixteen is a point where students become more socially aware. The hard part is the very “process” of this development. the child goes wild. clothes. and order. the child will rebel. and a lack of concern for their personal and social development. 3. Rejecting Parents…Not only do these parents reject their children. If a parent is too strict. Authoritarian Parents…Authoritarian parents are over-controlling and lack affection. any participation on their part must be rewarded by praise and recognition or there will be no persistence in activities. Authoritarian parents may not be consistent with their punitive actions but may express themselves through continuous nagging with an 99
. Over-possessive Parents…Possessive parents = over-controlling/indulgent + over-affection. These attacks are outbursts followed by the slamming of the door or storming off. The main responsibilities of parents to their children may be summarized as follows: 1. care of household furniture. 2.
A laissez-faire climate…In this climate there is no routine. active. Attention is paid to what is being written and not how it has been written. not just in the class but academic success overall. Just as strict environments inhibit individuality of thought. support and advise on many issues that are important to them. The word “climate” refers to the environment that the teachers develop and how the students react to this development. children in democratic climates behave more spontaneously.” Children of permissive parents are often very unstable and have big mood swings. but are reminded that they must stay close by for potential hazard. for older kids. Where control is accomplished through moral judgments. yet the realization that they do need help. corrections in grammar and punctuation will be eventually made as the student’s writing abilities develop over the year. There is a hushed silence in the classroom that seems unnatural. responsible and co-operative. They give instructions and orders in a very direct manner. The classroom is noisy and students are walking from desk to desk. For the very young child. but there are a few that stand out because of their creativity. A democratic climate…The appearance and climate is determined by the activity at hand. They are often capable of conversing with adults on a surprisingly adult level. they are over indulgent so that the child is given far more than they reasonably need. This supplemental reading is intended to help you understand people differently and potentially aid you when facilitating a large group. Sometimes simply a chance in class or teacher will not better the “climate. 100
. volunteering suggestions and asking more questions. An authoritarian climate. whereas if control is fostered through physical punishment the child is socially outgoing and aggressive. children often find themselves socially timid and non assertive. The parents may seem indifferent because they have not stopped the child’s aberrant behavior. Democratic Parents… These parents work with a balance between the extremes in parenting styles. it is good to know that teachers act in many of the same ways. they provide chances to explore. These students are the “split” child and find themselves acting in these ways because they have no external control from their own impulsiveness. freedom of choice whenever possible. these students are independent. Usually..The teacher is a strict disciplinarian. which was already established. and working on group projects. 4. Explain: You will often find yourself acting one way and then switching to a more effective style when the situation calls for it.. Teaching styles and the climates they foster… 1. unless you stay there and are unaware of the benefits of other methods. Composition pieces are scattered and thoughts are unorganized. Differences are found in the climates that teachers develop in the classroom. Compositions are short and neat but seem to be very scripted and unimaginative. and impede exploration. this is not a predictor of your behavior. After discussing several parenting styles and how they may affect the way children see the world. Sometimes the class is quietly sitting in rows reading a book and other times the class is noisy. if you find yourself acting in one way more than others. expression.occasional resort to physical punishment. Over-Permissive Parents…These parents allow the child to do more or less what they wish. students are working on different parts of the same book. Similarly. These teachers are extremely flexible and pay close attention to “how” the students are learning.” as perceived by the student. At school. The over-permissive parent is concerned for the child’s safety but find themselves unable to be assertive until it comes to a point of “boil-over. 3. This climate is very strong and has a lot of influence over the behavior of students. 5. Lessons in the classroom are very organized and filled with routine that must be followed step by step. 2.