CONCEPT Precision and Form OBJECTIVE Stude n ts wi ll lea rn th e com pon e n ts of effective, orga n i zed wri tten com m u n ication . REQUIRED RESOURCES News p ri n t a nd ma r ke r s ; geom etric figu re vis ualsfor com m u n ication activi ty IMAGINE Students integrate the experience with a need for the expansion of their present skill levels. Activity 1)Ask for a pair of volunteers. Give one volunteer a drawing of an arrangement of geometric f i g u res. He or she is to tell the other how to draw the figure on the chalkboard. The drawer and the describer must stand back to back so they cannot see each other. The describer tells the drawer what to do using any words s/he may choose, but the drawer may not speak to the d e s c r i b e r. [This approximates what happens in written communication: the receiver is at the " m e rcy" of the sender.] 2)Ask for a second pair of volunteers. They have the same task with another drawing, except that the two may speak to but not look at each other. The drawer may ask for clarification of instructions. [This approximates telephone communication.] 3)A third pair of volunteers has the task with another drawing. This time the describer may watch the d r a w e r, and they may communicate fre e l y. [This approximates two-way face to face communication.] Students journal their own reflections on this activity including implications for their own skill development needs. ATTEND Students develop composite descriptions of what communication means to them. Activity The class reconvenes as a whole. Taking each group picture singularly, ask the class members for their interpretations of the picture. Following their reactions and comments, each group spokesperson will share his/her group's discussion that led to the development of the picture. At the close of the class session, each student completes the following sentence stem: "This activity . . . " AUTHOR’S NOTE: Display a composite of the sentence stem completions at the beginning of the next session. INFORM The instructor provides information on the form, style, and o rganization of a memorandum. Activity Students read the assigned text chapter, and the instructor lectures with visuals using the text as basis. 129 CONNECT Students experience how clarity of communication can impact them in their everyday lives. Activity Divide the class into groups of no more than five. Groups are given the following worksheet. 1)Discuss with each other the concept of communication and its facets. 2)Using the blank newsprint and magic markers provided, your group must draw a picture that represents communication. 3)You may approach this task in any way that is comfortable for the group as a whole. 4)All group members will sign the picture and tape it to the wall of the classroom. AUTHOR’S NOTE: This activity has been used with numerous groups with the same picture never repeated. The activity works very well as a connecting experience.
PRACTICE Students apply the principles of the ABA Code to a particular factual situation. Activity Three case studies are given; students write essays in which they justify their personal agreement or disagreement with the decision, citing specific reasons for their positions. EXTEND Students attend the ethical issues in a case from the perspective of the e n t i recommunity. Activity Students participate in a simulation of a television interview program that is examining the attorneys’ actions in the case they read in the PRACTICE step. Students role play the following: attorneys in case, father of one victim, chief of police, member of state bar ethics commitREFINE Students evaluate their understanding of the values underlying the concept of confidentiality Activity Each student drafts his/her own provision of a model code of p rofessional responsibility which defines the nature of the attorn e y ’s duty to pre s e rve a client’s confidences. The code should include both a statement of the ethical standard, as well as background "comments" which explain the values underlying the code. PERFORM Students share their insights about the strengths and weaknesses of the current code provisions regarding confidentiality. Activity The students share their "model code provisions" and are asked to vote for one such provision that reflects the consensus of the group (by at least a simple majority). The students will present this "model provision" to a panel of non-lawyers, consisting of the following: a faculty member from the philosophy department, a physician, a priest, a business executive, and a high school principal. The panel members evaluate the proposed code p rovision in terms of their view of the purpose of attorney/client confidentiality in our society. Students respond to any questions/criticisms raised by panel members. At the end of the discussion, each student writes a short statement as an addendum to his/her own "model code provision" which describes his/her reaction to the discussion. Would the student now re v i s e his/her draft provision in any way? Why or why not? SUBJECT Law DURATION As needed AUTHOR(S) Cynthia Kelly Conlon, J.D., Ph.D. is Assistant Professor of Law at Loyola University School of Law in Chicago, Illinois. 4MAT IN ACTION: POST- SECON DA RY ATTORNEY/CLIENT CONFIDENTIALITY 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed 130
CONCEPT Confidentiality OBJECTIVE Students will be introduced to the concept of confidentiality and the legal/ethical ramifications for attorneys. REQUIRED RESOURCES Teacher-prepared scenario case study; panel of guests for panel discussion BIBLIOGRAPHY: Annotated Code of Professional Responsibility, American Bar Foundation, Chicago, Illinois. 1979. “Opinions ofthe Committee on Professional Ethics,” American Bar Foundation, Chicago, Illinois. 1967. Redlich, Norman, Professional Responsibility: A Problem Approach. Little, Brown and Company, Boston, Massachusetts. 1976, pp. 60-62. CONNECT Students clarify their own values concerning confidentiality. Activity Pose this scenario to the students: A friend admits plagiarism of an article in order to make appointment to the Law Review. The group must choose: Would they tell…A) if they were not involved except as a fellow student; B)as editor of the Review; C)as someone whose own article was runner-up. IMAGINE Students depict their own values about how this concept applies in the context of criminal defense. Activity Illustrate the dilemma of client confidentiality and society’s rights in some abstract art form. Students each explain their illustration of their position and the complexity of the issue as they see it. ATTEND Students identify the values of loyalty and privacy underlying the concept of confidentiality and the competing societal need for accurate information. Activity Professor leads class discussion focusing on the group responses to the scenario, identifying relevant factors, the process used, and individual self-interest issues. INFORM The professor identifies the provisions of the American Bar Association Code of Professional Responsibility which defines the attorney’s ethical responsibilities in this situation. Activity Students read assigned materials outlining the attorney’s ethical duties to client confidences and client/societal rights. Summarize readings and discuss in class. 131
PRACTICE The participants take part in a discussion concerning learning style approaches to power abuses. Activity Participants discuss in small groups what the four different learning styles would consider to be abuses of power. Would they differ? EXTEND To afford participants practice in knowing the best uses of both kinds of power in instructional situations. Activity The participants practice moving from personal to position power and from position to personal power through scenarios. They attend the diff e rence circumstances when these two d i ff e rent ways of using power would exemplify best practice. Small groups then share their strategies with the large gro u p . REFINE Participants will overlay their learning on Navy policy. Activity Individuals write a reflective essay on the Navy’s policy of sexual harassment and the N a v y ’s policy of fraternization in light of what they have learned about the sources of power. PERFORM Participants will further their understanding of how exemplary instructors are perceived by their students. Activity P a rticipants will overlay their ideas on the best uses of power on each of the 4MAT quadrants. Some suggestions—Quadrant One: You are authentic and fair with them. Quadrant Two: You are a competent expert . Quadrant Three: They see you use your power fairly and well. And Quadrant Four: They see you as someone who will help them reach their goals. Finally the part i c i p a n t s reflect on and share: Which of the quadrants are they the most comfortable with and which do they need to work on? SUBJECT Instructor-Staff Development DURATION six sessions AUTHOR(S) Bernice McCarthy is the President of About Learning, Incorporated and the creator of The 4MAT® System. 132 4MAT IN ACTION: POST- SECON DA RY SOURCES OF POWER/USE AND MISUSE 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed
CONCEPT The Sources of Power: Their Use and Misuse OBJECTIVE Participants will understand the two majorsources of power: position (bestowed) and personal (earned), and how to best use both in instructional settings. REQUIRED RESOURCES US Navy policy on sexual harassment and fraternization; various definitions and quotes on power(gathered by the author); artsupplies; Compliance and Commitment List (created by the author); Situational Leadership: Perception and the Impact of Power, Ken Blanchard, Chapter 9. AUTHOR’S NOTE: *The concept forthis unit was taken from the Navy Education and Instruction Training Manual, March, 1991; Specifically, Topic 2, Knowledge and Comprehension of Group-Based Instruction CONNECT Participants will create list of people and things that have power over them in order to discriminate between those that are coercive and those that require commitment. Activity P a rticipants individually create a list of people and things that have power over them P a rticipants are then asked to classify theirchoices in terms of Compliance/ Coerc i o n versus Commitment/Persuasion. The list includes: "my children, my students, moral law, civil law, people in high places, people I resonate with, my clients, my superv i s o r s / m y superiors." The point here is, that in the ideal, all the check marks would be on the commitment side. If that were the case then an individual would be in agreement with the rules, regulations, laws, and the relationships with people that have power over him or h e r. The question then, is who has the power? The answer is the individual does—in all the power issues that make up his or her commitments. When the power stems fro m compliance or coercion, someone else, not the individual, has the power. The small g roups share their lists with each other and discuss briefly how they willingly or unwillingly submit to the power of others over their lives. The question then becomes what is the balance, and moreover, what is the ideal? IMAGINE Participants move to a metaphor to further conceptual understanding. Activity Participants will read quotes on power and create a visual highlighting anything that has real meaning for them. They share the highlighted material with their small groups. Then together, as a group, create a visual representation of "The Ideal Use of Power". ATTEND Participants take part in the One Great Teacher Exercise. Activity P a rticipants are asked to recall one great teacher they had. This memory does not have to come f rom a formal teaching circumstance. It might be a grandfather, or a friend, or even a single event. The moment recalled needs to be one of great learning, something that has never been f o rgotten. The participants are asked to tell their small groups the story of that teacher, or that moment and the impact it has had on their lives. After the stories are told, each individual lists one trait that made that learning so lasting, a trait in the teacher, or in the moment etc. The traits a re listed on each gro u p ’s paper charts and then classified according to the following: Position Power: the extent to which re w a rds, punishments and sanctions can be brought to bear; that which comes from above, from position. Personal Power: the extent to which confidence and t rust exists between and among people in terms of influence; the cohesiveness, commitment and rapport of a relationship. Are the characteristics that were listed for the teaching moment, the result of position power or personal power? INFORM The instructor provides an overview of power. Activity The instructor’s lecture on power, includes the use and misuse of power and Blanchard’s seven perceptions of power. 133
PRACTICE Students reinforce knowledge using a hands-on classification activity. Activity Groups are given a set of cards which have key words written on them. Their task is to sort the cards into the four main instructional theories: behavioral, bureaucratic, scientific and systems. The cards are color coded to distinguish between the assumptions underlying each theory, how to diagnose the differences and the strategies that could be used to improve things. This activity enables them to use theory as a tool. EXTEND Participants apply one theory to an organizational setting. Activity Participants self-select into one of four different "consultant" teams. Each team is restricted to one of the four organizational theories. Their task is to 1)develop a logo and name for their group; 2)develop questions, congruent with their particular theory, to obtain pertinent information about an organization; and 3) ask a manager these questions (if possible, the facilitator will have a courageous real-life manager take this role with the group. REFINE Participants evaluate the manager’s responses to their questions. Activity Participant "consulting" teams analyze the manager’s responses to their questions. They then make recommendations to the manager within the parameters of the theoretical organization approach they are taking. PERFORM Participants formulate a contingency theory of management, based on their experiences with the four theoretical models studied. Activity The facilitator conducts a general discussion followed by participants assigned to create a contingency theory of management, illustrating the best approach to take in different situations and contexts, and using all four theories. These are presented to the class as a whole, to be compared and contrasted for relative merit and feasibility. SUBJECT Organizational Theory DURATION Several class sessions AUTHOR(S) Ursula Clare and Louise Portway 134 4MAT IN ACTION: POST- SECON DA RY INSTRUCTIONAL DESIGN/ PERSPECTIVES ON ORGANIZATIONS 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed
CONCEPT Perspective OBJECTIVE Participants will understand and be able to appropriately apply four main organizational theories. REQUIRED RESOURCES Paper charts and markers;sketch paper and artsupplies CONNECT Participants conceptualize their own perception of their own organization. Activity Participants describe their organization using three different metaphors: as an animal; as a situation comedy, story or drama; and as a form of transport. IMAGINE Participants move from perceived metaphor to a vision of the ideal. Activity Participants choose their preferred metaphor and draw their ideal version of their organization. (In one session, participants produced ten healthy animals, eight efficient vehicles, one sunny house by the water, and some happy people.) ATTEND Participants reflect on the qualities represented in their metaphors. Activity Participants share metaphors in small groups, identifying the different kinds of information that each metaphor reveals about their organizations. A summary of each person’s perception is posted on a paper chart for the larger group to see. INFORM The facilitator provides an overview of the history of organizational theory. Activity General group discussion should establish that people have their own p re f e rred way of seeing things. The facilitator may address the concept of paradigms, using the classic old woman/young woman picture, and excerpts from current organizational development theory. The pre s e n t a t i o n includes a brief history of organizational theory in terms of changing paradigms, with diagrams to illustrate the inter- relationships, with re f e rence to management texts. 135
PRACTICE Participants correlate an existing career lesson with their own academic and guidance curriculum objectives. Activity Participants work with a lesson from the student activity book to find correlations with their own state and/or local standards. Then they present their correlations to the group. EXTEND Participants envision and work with synthesizing the materials for use in their classrooms. Activity Following a videotape presentation from a classroom that shows different lessons in action, participants use the text to create their own lesson, incorporating specific connections from their community REFINE Participants formulate a response to the integration of career paths with their existing programs. Activity Participants respond in writing to the following two questions: What part/s of the program can you integrate immediately? What parts will require some reflection time? Then they share the ideas in small or the large group, depending on total number. PERFORM Participants share insights and understandings for implementing the program. Activity Participants post and share lessons created in the EXTEND section. They demonstrate or illustrate key ideas. If possible, the trainer captures these lessons and makes them available to the participants at a later date. SUBJECT Career Awareness Workshop for Teachers/Counselors DURATION Two and on e - h a lfh o u r s AUTHOR(S) Ch a r lotte Davislea rn ed 4 M ATw h i leshe was a class room tea ch e rwi th the Sh awn ee Miss ion Sch ool Dis trict, Sh awn ee Miss ion ,KS. She appl ied the pri nc i ples in self - con ta i n ed ele m e n ta ry class rooms and in sta ff develop m e n t p rogra m s forthe dis trict a nd in the region . She is now using 4MAT in a new ca ree r as an education a l con s u l ta n tfor C a ree r Com m u n ication s, I nc . She has inspired th e com pa ny to use 4MAT p ri nc i plesin develop i n g A m e rican Careers p rograms for ele m e n ta ry,m iddle and h igh sch oolstude n tsas well asthe training p rograms th at a re o ffe red by the com pa ny. 136 4MAT IN ACTION: POST- SECON DA RY CONNECTING SCHOOL WORK AND CAREERS 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed
CONCEPT Integration of Systems OBJECTIVE Tea chers and co u n selor s wi ll explore waysto use ca ree r awa re n ess as a t ool for h elping stude n ts discove rthe con n ection between "sch ool wor k" a nd wor k in the rea l wor ld , a nd the releva nce a nd pra ctical a p pl ications oflea rn i n g. REQUIRED RESOURCES American Careers for Kids Program Materials; video clips from a classroom; assorted markers and paper; manipulatives for connecting section; academic and guidance standards forthe specific site AUTHOR’S NOTE: This plan is shared with permission and encouragementfrom Career Communications, Inc., Barbara F. Orwig, Publisher. If you would like more information about American Careers programs, call 1-800-669-7795. CONNECT Participants explore relationships and symbolic meanings for objects that function as organizing tools in life. Activity Participants form small groups to view an object on their table, discuss and share with the larger group personal opinions about how their object relates to careers. (Compass, Map, Legos, Dinosaur, Magnifier, Calculator, Address and Phone Book, Computer Mouse and Pencil) IMAGINE Participants develop an understanding of career paths as clusters of jobs that share common ideas, interests and abilities. Activity The trainer uses a hollow ball notched with different shapes to illustrate the point that individuals tend to gravitate toward their academic and personal strengths when choosing a career. They are more successful when they understand both the concept of career paths and their own unique abilities in relation to those paths. Participants then work in small groups to create a collage of symbols to illustrate the essence of one of the six career paths. All six paths are illustrated and shared with the total group. ATTEND Participants discover their own unique preferences and recognize diversity in the total group. Activity P a rticipants complete a career path pre f e rence inventory that identifies their own interests. The individual results show a numerical pro p o rt i o n between the six career paths. They stand with others who share their same pre f e rence and notice a visual display of diversity. INFORM Participants learn about the contextual framework of the program to be used with fourth or fifth grade students. Activity Trainer presents an overview of the program, using classroom anecdotes from different subject areas. Using the student text, student activity book and teacher’s guide, participants see how the three pieces use the topic of careers to apply and practice academic standards in language, math, science, social studies and life skills. 137
AUTHOR INDEX Bailey, Jean. FINE ARTS/VISUAL ARTS: Kachina Dolls 4-5 Baloun, Charlene. MATHEMATICS/SCIENCE: Size 26-27 Barnett, Lori. ENGLISH: “Our Town” 102-103 Boehme, Keith L. LANGUAGE ARTS: English Alphabet 48-49 Bronner, Constance. FINE ARTS/LANGUAGE ARTS: Shadow and Mystery 8-9 Buising, Susan. MATHEMATICS: Fractions 54-55 Caldwell, Susan. CUSTOMER SERVICE: Telephone Skills 120-121 Chesher, Donine. MATHEMATICS: Fractions 54-55 Chilgreen, Alice. SCIENCE: Scientific Method 94-95 Clare, Ursula. ORGANIZATIONAL THEORY: Instructional Design/Perspectives on Organizations 134-135 Conlon, Cynthia Kell,y J.D., Ph.D. LAW: Attorney/Client Confidentiality 130-131 Coyne, Rosemary. FINE ARTS/LANGUAGE ARTS: Shadow and Mystery 8-9 Davis, Ch a r lott e. CAREER AWARENESS: Connecting School Work and Careers 136-137 Davis, Cindee. MATH/BASIC ALGEBRA: Graphing Functions 124-125 D iet e r, Lynn P. , Ph . D. ENGLISH: “A Man for All Seasons” 98-99 Dietrich, Karen C. SCIENCE/BIOLOGY: Enzymes 114-115 DiGiacomo, Patricia. HISTORY: The Great Depression 96-97 DiGiacomo, Patricia. HISTORY: Revisionist History 106-107 Dodd, Marilyn. ENGLISH: Audience Attributes 74-75 Dunn, Dr. Mary Bess. TECHNICAL WRITING: Memorandums 128-129 Fisch ma n ,D r. B ruce. LANGUAGE ARTS/STUDY SKILLS: Homework Strategies 50-51 Fugate, Mary. ENGLISH: Literature/”Where the Red Fern Grows” 78-79 Garvey, Rhonda. MATHEMATICS: Fibonacci Sequence 62-63 George, Mitzi. FINE ARTS/VISUAL ARTS: Art Imitates Life 82-83 Glaum, Grace. SOCIAL STUDIES: The Flag 40-41 Hamaker, David. SCIENCE: Natural Selection 32-33 Hayes,Vera. MATH/PRE-ALGEBRA: Writing and Solving Equations (1 of 2) 90-91 Hayes,Vera. MATH/PRE-ALGEBRA: Writing and Solving Equations (2 of 2) 92-93 Hayslip, Juanice. SCIENCE: Ecology/Our Environment 36-37 Hermanson, Linda. SCIENCE/LANGUAGE ARTS: Eggs 30-31 Hostetter, Stephanie. MATH/CALCULUS: Maximum/Minimum Value 112-113 Hubler, Lisa. MATHEMATICS: Fractions 54-55 Huddleston, Lee. ENGLISH LITERATURE: Gender Stereotypes 100-101 Hunt, Carla. MATH/CALCULUS: Maximum/Minimum Value 112-113 Hunt, Scott, Ph.D. ECONOMICS: Elasticity in Economics 122-123 Johnson, Lucinda. LANGUAGE ARTS/Parts of Speech 52-53 Kafer, Marty. SCIENCE: Plants in the Neighborhood Habitat 34-35 Killock, Leona. SCIENCE/BIOLOGY: Living and Non-living Things 116-117 Kirschenbaum,Alisa. SCIENCE: Plants in the Neighborhood Habitat 34-35 Koch, Sue. MATHEMATICS: Fractions 54-55 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed 139
Kopecky, Jea n i n e. FOREIGN LANGUAGE/FRENCH I: Descriptive Language 84-85 Lott, Fran. SOCIAL STUDIES/FINE ARTS: Mayan Art 80-81 McAfee, Judith A. ENGLISH: Symbols in Poetry 104-105 McCarthy, Bernice. INSTRUCTOR-STAFF DEVELOPMENT: Use/Misuse of Power 132-133 McCarthy, Bernice. LANGUAGE ARTS: “Alexander and the Terrible,Horrible, No Good,Very Bad Day” 14-15 McCarthy, Bernice. LANGUAGE ARTS: “Make Way for Ducklings” 18-19 McCarthy, Bernice. LANGUAGE ARTS: “Owl Moon” 20-21 McCree, Robin. MEDICAL TECHNOLOGY: Medical Terminology 126-127 Mendenhall, Dianne. FINE ARTS/MUSIC/SOCIAL STUDIES: Wants Vs. Needs 6-7 M e rry, M oll y. SCIENCE: Birds 64-65 Moriarity,Vicky. LANGUAGE ARTS: Adjectives 12-13 Mosher, Jim. GUIDANCE: Planning for High School 86-87 Nick, Elaine. MATHEMATICS: Fractions 54-55 Nun, Kristin. SOCIAL STUDIES: Friends 38-39 Paxcia-Bibbins, Nancy. FINE ARTS/MUSIC: Beethoven Style 46-47 Pfau, Jenny. SCIENCE: Waste Management 66-67 Pi pe r,Joh n . I NTER DISC I P LI NA RY SC I ENC E A N D S OC I A L STU DI E S/G EOG RA P H Y:E nvi ron m e n ta nd Surviva l –Wh eel One 42 -43 Pi pe r,Joh n . I NTER DISC I P LI NA RY SC I ENC E A N D S OC I A L STU DI E S/G EOG RA P H Y:E nvi ron m e n ta nd Surviva l –Wh eel Two 44 -4 5 Pi pe r,Sy l vi a . I NTER DISC I P LI NA RY SC I ENC E A N D S OC I A L STU DI E S/G EOG RA P H Y:E nvi ron m e n ta nd Surviva l –Wh eel One 42 -43 Pi pe r,Sy l vi a . I NTER DISC I P LI NA RY SC I ENC E A N D S OC I A L STU DI E S/G EOG RA P H Y:E nvi ron m e n ta nd Surviva l –Wh eel Two 44 -4 5 Portway, Louise. ORGANIZATIONAL THEORY: Instructional Design/Perspectives on Organizations 134-135 Pulhamus, Marlene L. LANGUAGE ARTS: Working Together 16-17 Reilly, Robin. LANGUAGE ARTS/PHYSICAL EDUCATION: Action Verbs 10-11 Reynolds, Beth. LANGUAGE ARTS/SOCIAL STUDIES/STUDY SKILLS: Learning to Learn 88-89 Rizzetto, Diane. ENGLISH: Poetry 76-77 Ross, James. SCIENCE: Scientific Method 94-95 Schelkopf, Doreen. MATHEMATICS: Measurement(1 of 3) 56-57 Schelkopf, Doreen. MATHEMATICS: Measurement(2 of 3) 58-59 Schelkopf, Doreen. MATHEMATICS: Measurement(3 of 3) 60-61 Smith, Lynn T. MATH/ALGEBRA II: Graphing Sinusoids 110-111 Spatz,Thea, Ed.D., CHES. WOMEN’S HEALTHCARE: Breast Self-Exam 118-119 Stoklosa, Dolores. MATHEMATICS: Introduction to Geometry 24-25 Ti rri ,Bob. SOCIAL STUDIES: State Counties 72-73 Wallace, Margaret. LANGUAGE ARTS/PHYSICAL EDUCATION: Action Verbs 10-11 Watts, Lydia. MATHEMATICS: Numbers 28-29 Webb, Anita. ENGLISH: Literature/”Where the Red Fern Grows” 78-79 Webb, Joseph E. HISTORY/HUMANITIES: Slavery 108-109 Webe r,Don a ld . SOCIAL STUDIES: Local History 70-71 Wolf, John. SOCIAL STUDIES: United States Government 68-69 Woodru ff, Katie. MATHEMATICS: Attributes 22-23 140 2001 About Learning, Inc. www.aboutlearning.com www.lessonbank.com All rights reserved. No duplication allowed