Unit 2 - Life Skills for Success
Unit Focus Questions:
a) How can I make effective decisions? b) How do I get along with others and communicate in an adult manner? c) What skills and strategies are needed for effective conflict-resolution? d) What are the basic products, services and knowledge needed to support independent living? Topics: 1. Decision Making 2. Styles of Decision Making 3. Effective Decisions 4. Needs vs. Wants 5. Communication Skills 6. Social Media Smarts 7 Identifying Your Social Network 8. Conflict Management & Resolution 9. Lifelong Learning 10. Skills & Talents: Multiple Intelligences 11. Time Management 12. Productivity 13. Models of Success- Summative |
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1. Decision Making
"You can't have your cake, and eat it too."
a) PRINCESS on Slice - Episode 3 - Laura (45 min)
i) List some of the poor decisions Laura made on a regular basis.
ii) Was Laura spending more on "needs" or "wants"? How do you know this?
iii) What were the effects of Laura's decisions on:
- her mom?
- her best friends?
- her boyfriend?
iv) What does it mean to be an "enabler"? Who was enabling Laura?
v) What changes did Gail implement to give Laura a taste of reality?
vi) How did Laura initially react to these changes?
vii) Explain how credit cards can become a big financial problem?
viii) Do you think Laura will maintain the expectations set out by Gail long term?
- What are the consequences if she goes back to her high-spending lifestyle?
ix) If you were in Laura's shoes, would you choose to go pursue your Modelling Career, or College?
- Why would you make this decision?
b) "Decision is a risk rooted in the courage of being free."
- Paul Tillach
Powerful words, but what do they mean? Simply put, it means that it takes guts to make decisions.
- Every time you make a decision, you put yourself out there for criticism
- As soon as you give your opinion & act on it (ie. make the decision) you open yourself up for others to judge you
- It is unfortunate that this is the way it is, but it is human nature to judge others.
* However, by making decisions, you gain confidence in your skills and abilities, and thereby gain the feeling of independence and freedom.
*The more confident you are, the more you will not care about what others think. You will be your own judge, which is a goal that we all try to achieve.
What types of decisions are common among adolescents?
Ex.
Let's look at a typical day of a student. Let's call him John.
John wakes up in the morning and has to decide if he gets out of bed right away or presses the snooze button. His next decision comes when he gets dressed. He needs to decide what to wear. Once he decides this, he heads to the kitchen to get some breakfast. Here he has to decide what to eat for breakfast. Once he has eaten, he heads to the bus stop to wait for the bus. The bus comes and now John has to decide who he will sit with on the bus.
As you can see, John has made several decisions within a matter of minutes - and he hasn't even arrived at school yet!
Think about it:
i) Make a list of all the decisions you have made so far today.
ii) Beside each, indicate whether it was a big, medium or small decision (in terms of its impact on your life)
iii) Beside each, write who was affected by this decision - either directly, or indirectly? (you, parents, teachers, friends...?)
iv) In your own words - define "decision making"
c) What is Decision Making?
The dictionary defines a decision as: A need to make up one's own mind; to make a judgment.
In simple words, it is the process of solving a problem.
A problem is a question that needs an answer.
It could be as simple as what to wear in the morning or as complicated as deciding what college to attend.
What Influences Decision Making?
See Article -Teens and Decision Making: What Brain Science Reveals
Surviving the Teen Brain - The Nature of Things with David Suzuki
Other Factors:
- Friends - How Peers Effect the Teenage Brain
- Family - What have I learned from my family?
- Finances - can I afford it?
- Rewards - what will I get out of this?
- Emotions/Stress - Stress and Making Decisions - 1:50 min
- Education - What do I know about this?
- Technology - To call or to text?
- Social Media & its effect on buying decisions 1:48- Facebook Photos?
- FB Study - What do you think?
- Deciding to take your Health (and Health Care) seriously- 5 min
Choose BREAKFAST
Class Breakfast Poll --> How do you start your day?
Answer the following on the paper provided, anonymously.
1. Do you have breakfast every day? If yes, skip to question 3.
2. What is your main reason for not eating breakfast?
3. How often do you eat a serving of fruit and/or vegetables for breakfast?
a) never b)1-2 times a month c) maybe once per week d) most days e) every day
4. What is your favourite thing to eat for breakfast?
5. Do your parents/guardians regularly eat breakfast?
6. List one example of a breakfast protein.
Breakfast Lab Prep:
1st - Read through, highlight, and complete the Quiz from, the "Breakfast" info package.
2nd - In groups of 4-5 use the chrome books, and your devices to complete the Lab Prep handout given.
**Include this handout in your portfolio once it's been marked and returned**
Wed Oct 2 -
Surviving the Teen Brain - The Nature of Things
Carl Sandburg wrote a poem called Choose and it does a good job of describing how our decisions affect our interactions with others.
Choose:
The single clenched fist lifted and ready,
Or the open hand held out and waiting.
Choose:
For we meet by one or the other.
- Carl Sandberg
* Sandberg hints at the idea that our decisions will always affect more than just ourselves.
- We need to consider who our decisions will affect as part of our decision-making process.
- Our decisions will impact us not only now, but in the future as well.
Decision making takes practice, but we learn from our mistakes, and that is what life is all about.
- We should not be scared to make a decision because we are afraid of the consequences.
- We need to trust that we know what is best and understand that sometimes, we will make the wrong decisions.
However, by making the wrong decisions, we sometimes learn better what the right decisions are.
"You can't have your cake, and eat it too."
a) PRINCESS on Slice - Episode 3 - Laura (45 min)
i) List some of the poor decisions Laura made on a regular basis.
ii) Was Laura spending more on "needs" or "wants"? How do you know this?
iii) What were the effects of Laura's decisions on:
- her mom?
- her best friends?
- her boyfriend?
iv) What does it mean to be an "enabler"? Who was enabling Laura?
v) What changes did Gail implement to give Laura a taste of reality?
vi) How did Laura initially react to these changes?
vii) Explain how credit cards can become a big financial problem?
viii) Do you think Laura will maintain the expectations set out by Gail long term?
- What are the consequences if she goes back to her high-spending lifestyle?
ix) If you were in Laura's shoes, would you choose to go pursue your Modelling Career, or College?
- Why would you make this decision?
b) "Decision is a risk rooted in the courage of being free."
- Paul Tillach
Powerful words, but what do they mean? Simply put, it means that it takes guts to make decisions.
- Every time you make a decision, you put yourself out there for criticism
- As soon as you give your opinion & act on it (ie. make the decision) you open yourself up for others to judge you
- It is unfortunate that this is the way it is, but it is human nature to judge others.
* However, by making decisions, you gain confidence in your skills and abilities, and thereby gain the feeling of independence and freedom.
*The more confident you are, the more you will not care about what others think. You will be your own judge, which is a goal that we all try to achieve.
- - Your "imaginary audience" diminishes
What types of decisions are common among adolescents?
Ex.
Let's look at a typical day of a student. Let's call him John.
John wakes up in the morning and has to decide if he gets out of bed right away or presses the snooze button. His next decision comes when he gets dressed. He needs to decide what to wear. Once he decides this, he heads to the kitchen to get some breakfast. Here he has to decide what to eat for breakfast. Once he has eaten, he heads to the bus stop to wait for the bus. The bus comes and now John has to decide who he will sit with on the bus.
As you can see, John has made several decisions within a matter of minutes - and he hasn't even arrived at school yet!
Think about it:
i) Make a list of all the decisions you have made so far today.
ii) Beside each, indicate whether it was a big, medium or small decision (in terms of its impact on your life)
iii) Beside each, write who was affected by this decision - either directly, or indirectly? (you, parents, teachers, friends...?)
iv) In your own words - define "decision making"
c) What is Decision Making?
The dictionary defines a decision as: A need to make up one's own mind; to make a judgment.
In simple words, it is the process of solving a problem.
A problem is a question that needs an answer.
It could be as simple as what to wear in the morning or as complicated as deciding what college to attend.
What Influences Decision Making?
See Article -Teens and Decision Making: What Brain Science Reveals
Surviving the Teen Brain - The Nature of Things with David Suzuki
Other Factors:
- Friends - How Peers Effect the Teenage Brain
- Family - What have I learned from my family?
- Finances - can I afford it?
- Rewards - what will I get out of this?
- Emotions/Stress - Stress and Making Decisions - 1:50 min
- Education - What do I know about this?
- Technology - To call or to text?
- Social Media & its effect on buying decisions 1:48- Facebook Photos?
- FB Study - What do you think?
- Deciding to take your Health (and Health Care) seriously- 5 min
Choose BREAKFAST
Class Breakfast Poll --> How do you start your day?
Answer the following on the paper provided, anonymously.
1. Do you have breakfast every day? If yes, skip to question 3.
2. What is your main reason for not eating breakfast?
3. How often do you eat a serving of fruit and/or vegetables for breakfast?
a) never b)1-2 times a month c) maybe once per week d) most days e) every day
4. What is your favourite thing to eat for breakfast?
5. Do your parents/guardians regularly eat breakfast?
6. List one example of a breakfast protein.
Breakfast Lab Prep:
1st - Read through, highlight, and complete the Quiz from, the "Breakfast" info package.
2nd - In groups of 4-5 use the chrome books, and your devices to complete the Lab Prep handout given.
**Include this handout in your portfolio once it's been marked and returned**
Wed Oct 2 -
Surviving the Teen Brain - The Nature of Things
Carl Sandburg wrote a poem called Choose and it does a good job of describing how our decisions affect our interactions with others.
Choose:
The single clenched fist lifted and ready,
Or the open hand held out and waiting.
Choose:
For we meet by one or the other.
- Carl Sandberg
* Sandberg hints at the idea that our decisions will always affect more than just ourselves.
- We need to consider who our decisions will affect as part of our decision-making process.
- Our decisions will impact us not only now, but in the future as well.
Decision making takes practice, but we learn from our mistakes, and that is what life is all about.
- We should not be scared to make a decision because we are afraid of the consequences.
- We need to trust that we know what is best and understand that sometimes, we will make the wrong decisions.
However, by making the wrong decisions, we sometimes learn better what the right decisions are.
d) Identifying Decisions
Let's see if you can identify the decisions made in the following story. Answer the questions that follow. *Samid made many decisions that we may or may not agree with. We can agree though that his heart was in the right place. He put the safety of others before himself and he should feel good about that. |
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2. Decision Making Styles
Each group will look at one style and develop the following:
a) An example of a situation where this strategy being used is effective.
b) An example of a situation where this strategy being used in ineffective.
-->) Explain WHY this style is ineffective in this situation.
Student Questions for reflection:
1. What decisions are you used to making/ have you made today, and which styles did you use to make them?
2. Which style(s) do you think you utilize most frequently? What does this tell you about yourself?
3. What big "life" decisions will you be making in the next 1-2 years, and What styles will be helpful for making these decisions?
Exit Reflection:
You must answer 4 of the following questions (IN PROPER SENTENCES) and hand them in before you leave class.
1. Give an example of a decision you have made, that has affected other people? What were the effects on them? (ie. family, friends, teachers, employers...)
2. What decisions have your parents made that have affected you in some way? Explain decision and effect.
3. Give an example of something you have learned by making a poor decision. Explain the mistake, consequence and lesson.
4. How you can learn how to make good decisions by watching someone else make poor decisions?
5. Why is it important to distinguish between "needs" and "wants" from an early age, when regarding decision making?
6. What decisions are you used to making/ have you made today, and which styles did you use to make them?
7. Which style(s) do you think you utilize most frequently? What does this tell you about yourself?
8. What big "life" decisions will you be making in the next 1-2 years, and What styles will be helpful for making these decisions?
3. Effective Decision Making
a) Teen Decision Making - Article *revisit handout
b) 5 Steps to Making Good Decisions *add to course notes
a) An example of a situation where this strategy being used is effective.
b) An example of a situation where this strategy being used in ineffective.
-->) Explain WHY this style is ineffective in this situation.
Student Questions for reflection:
1. What decisions are you used to making/ have you made today, and which styles did you use to make them?
2. Which style(s) do you think you utilize most frequently? What does this tell you about yourself?
3. What big "life" decisions will you be making in the next 1-2 years, and What styles will be helpful for making these decisions?
Exit Reflection:
You must answer 4 of the following questions (IN PROPER SENTENCES) and hand them in before you leave class.
1. Give an example of a decision you have made, that has affected other people? What were the effects on them? (ie. family, friends, teachers, employers...)
2. What decisions have your parents made that have affected you in some way? Explain decision and effect.
3. Give an example of something you have learned by making a poor decision. Explain the mistake, consequence and lesson.
4. How you can learn how to make good decisions by watching someone else make poor decisions?
5. Why is it important to distinguish between "needs" and "wants" from an early age, when regarding decision making?
6. What decisions are you used to making/ have you made today, and which styles did you use to make them?
7. Which style(s) do you think you utilize most frequently? What does this tell you about yourself?
8. What big "life" decisions will you be making in the next 1-2 years, and What styles will be helpful for making these decisions?
3. Effective Decision Making
a) Teen Decision Making - Article *revisit handout
b) 5 Steps to Making Good Decisions *add to course notes
b) Put this model into practice...
*Decision Game cards
- Work in groups of 2-4 to make some decisions using the steps outlined above.
- Discuss the rationale for your decisions with your group.
- Group the decisions made into three piles based on your perception of difficulty:
1.Easy 2.Moderate 3.Hard
Class Discussion:
--> Share some of the more difficult decisions and rationales behind your decision making with the class .
--> What made these so difficult? What were some of the consequences of each choice?
*Bring Portfolios to Lab for catch up.
1. Read --> Google search the consolidation questions below
*Google search the following questions and read about what you find.
Consider: is your website published by a credible organization?
i) How might making decisions in one area of life affect other areas of life?
ii) What are some barriers to making healthy meal choices?
iii) How could weekly planning of nutritious meals help improve your overall health and financial status?
*Decision Game cards
- Work in groups of 2-4 to make some decisions using the steps outlined above.
- Discuss the rationale for your decisions with your group.
- Group the decisions made into three piles based on your perception of difficulty:
1.Easy 2.Moderate 3.Hard
Class Discussion:
--> Share some of the more difficult decisions and rationales behind your decision making with the class .
--> What made these so difficult? What were some of the consequences of each choice?
*Bring Portfolios to Lab for catch up.
1. Read --> Google search the consolidation questions below
*Google search the following questions and read about what you find.
Consider: is your website published by a credible organization?
i) How might making decisions in one area of life affect other areas of life?
ii) What are some barriers to making healthy meal choices?
iii) How could weekly planning of nutritious meals help improve your overall health and financial status?
2. Watch--> INTERACTIVE Video: Decision Making Case Study: "The Track Meet"
*use headphones or read subtitles if possible (or turn volume to VERY low)
4. Needs vs. Wants
Create a word/google document that will be included in your portfolio called "NEEDS vs. WANTS"
Complete the following:
a) Define Need (look up & re-type definition)
b) Define Want ( " " )
c) Create a chart detailing the Needs and Wants that you have right now (identify 10 items under each category)
d) Explain, in your own words, how understanding the difference between needs and wants demonstrates responsible decision making.
** Print when completed
** "Needs vs Wants" are to be entered into portfolio contents and added to folder.
*use headphones or read subtitles if possible (or turn volume to VERY low)
4. Needs vs. Wants
Create a word/google document that will be included in your portfolio called "NEEDS vs. WANTS"
Complete the following:
a) Define Need (look up & re-type definition)
b) Define Want ( " " )
c) Create a chart detailing the Needs and Wants that you have right now (identify 10 items under each category)
d) Explain, in your own words, how understanding the difference between needs and wants demonstrates responsible decision making.
** Print when completed
** "Needs vs Wants" are to be entered into portfolio contents and added to folder.
communication.pdf | |
File Size: | 1503 kb |
File Type: |
5. Communication
a) Methods of communicating - Verbal vs Non-Verbal - 75-90% of our communication is non-verbal!
- So.... what is non-verbal communication?
- How does it influence the message we're trying to get across?
- Can non-verbal and verbal communication send conflicting messages? YES!~
This can explain why some people are misunderstood, despite their best efforts to choose appropriate words.
b) Styles of Communication: There are different styles of communication that we must use every day both at school and at work in order to succeed. Using the right style of communication will help you succeed in making your dreams a reality. Let's start with understanding the 4 prominent styles of communication.
They are:
a) Methods of communicating - Verbal vs Non-Verbal - 75-90% of our communication is non-verbal!
- So.... what is non-verbal communication?
- How does it influence the message we're trying to get across?
- Can non-verbal and verbal communication send conflicting messages? YES!~
This can explain why some people are misunderstood, despite their best efforts to choose appropriate words.
b) Styles of Communication: There are different styles of communication that we must use every day both at school and at work in order to succeed. Using the right style of communication will help you succeed in making your dreams a reality. Let's start with understanding the 4 prominent styles of communication.
They are:
- Passive
- Passive-Aggressive
- Aggressive
- Assertive
Which style of communication do you use?
Passive communication occurs when the person is not active or verbal in response. People usually act passively because they do not like to cause conflict. Their attitude and responses are based on compliance.
Example: A teacher asks a student to work on a math exercise in class. If the student knows how to complete the exercise, they will quietly and passively start working on the exercise. If they do not know how to complete the exercise, they will sit quietly at their desk and try to work through it on their own without outside help. They may feel like they do not want to bother the teacher or others around them. They might also communicate passively because they feel ashamed that they do not know how to complete the exercise.
Passive-Aggressive communication occurs when a person is responsive, but in an often negative and/or sly way. Children are usually the most-likely group of people to demonstrate a passive-aggressive style of communication. Passive-aggressive responses are based on non-compliance. If someone doesn't want to do what is asked of them, they may use distractions to avoid a task.
Example: A student is asked to complete a math exercise in class. A passive-aggressive response to this would be to create a distraction to avoid completing the exercise either because they do not know how to do the exercise or they do not want to do the exercise. They may start writing notes, doodling, listen to their iPod, etc. Often, passive-aggressive responses are sneaky and not usually detected at first.
Aggressive communication occurs when the person is bold and assertive, to the point of being considered pushy. People usually act aggressively when they feel either personally attacked or pressured. Aggressive responses are based on emotions, not usually rational thinking.
Example: A teacher asks a student to work on a math exercise in class. The student feels pressure to comply, but does not understand how to do the assignment or does not want to do the exercise, so instead tells the teacher they will not do it. They take a stand in front of the rest of the class causing a clear battle for control of the classroom.
Assertive* communication occurs when the person is confident in their response and often demonstrates a positive attitude. People who are assertive appear confident to others. They are usually well-liked by others because they have a positive attitude and speak their mind in a calm and controlled manner. Being assertive not only means speaking your mind, but it also means knowing that there is a time and place for everything. It may not be appropriate to speak your mind during the middle of a presentation, but asking questions after the presentation is often encouraged.
Example: A teacher asks a student to complete a math exercise in class. An assertive student may or may not know how to complete the assignment. If they do know, they will work hard to complete it, often assisting others who might need help. If they do not know how to complete the exercise, they will raise their hand and ask the teacher for help, then engage in completing the exercise.
Which Type are You? - Take the Quiz
Reflection Questions:
1 - Which style was your result?
Read the information at the bottom of the quiz to learn a little more about yourself as a communicator.
2 - Make a T chart comparing the advantages and drawbacks of this style of communication.
3 - How might it affect you in a workplace setting? Personal relationships?
4 - Create a Poster: Tips for effective communication:
--> Do some research on tips for effective communication
--> Create an informative poster that advertises 5 specific tips to enhance communication.
--> Use the computer and search for appropriate images with Google.
---> Include words, text boxes, and pictures that all support the concept of "Effective Communication".
Poster Evaluation:
Remedial - Incomplete. No clear tips noted.
Level 1 - Lacking visual interest. One or two tips identified. Explanations are lacking and/or examples are weak.
Level 2 - Moderate visual appeal. Three to Four tips identified. Explanations are moderate and/or examples are unclear.
Level 3 - Visually appealing. Five useful and practical tips identified. Explanations are clear and/or examples are illustrated.
Level 4 - Very visually appealing. Five or more useful, relevant and practical tips identified. Explanations are clear and detailed, and examples are clearly illustrated.
*This will be added to your portfolios.
------------------------------------------------------------------------------------
c) Keys To Better Communication
Here are some basic principles and techniques of communication to begin using right away.
They include active listening, using "I messages," and choosing the right time to communicate.
Active Listening
Active listening involves being open, setting aside your own feelings momentarily, and trying to understand what the person is saying.
To listen actively you must:
How well do you actively listen? What could you do to improve?
Tuesdays With Morrie
Discuss:
1. What role does self-concept play in effective communication?
2. Describe the role of “interpersonal intelligence” (i.e., the capacity for listening to and empathizing with others) in successful relationships.
3. Demonstrate an understanding of the elements of communication.
4. Describe techniques that lead to effective interaction with others
Using "I messages"
"I messages" communicate how you feel about a situation and what you expect of the other person.
Unlike "You messages," which blame, accuse, and label people, "I messages" get the message across without putting the other person on the defensive. Consider the following example which shows the difference between a "You message" and an "I message:"
(You message) "You are so inconsiderate, coming home this late and not even calling me!"
(I message) "I get very worried when you come home late and don't call me. In the future, please call me and tell me when you're going to be late."
What differences do you see between the two statements?
Which would be easier to hear?
Which do you think would have the better results & why?
Exercise: How to construct an "I message:"
"I feel __________________________________ (state the emotion you are
feeling, ex: hurt, angry, disappointed, upset, etc.) when you _________________
_________________________________________________________ (state
the facts about what the person did or said) and I'd like
____________________________________________________________. (state what you expect or want from the person)
I Messages - role play
Passive communication occurs when the person is not active or verbal in response. People usually act passively because they do not like to cause conflict. Their attitude and responses are based on compliance.
Example: A teacher asks a student to work on a math exercise in class. If the student knows how to complete the exercise, they will quietly and passively start working on the exercise. If they do not know how to complete the exercise, they will sit quietly at their desk and try to work through it on their own without outside help. They may feel like they do not want to bother the teacher or others around them. They might also communicate passively because they feel ashamed that they do not know how to complete the exercise.
Passive-Aggressive communication occurs when a person is responsive, but in an often negative and/or sly way. Children are usually the most-likely group of people to demonstrate a passive-aggressive style of communication. Passive-aggressive responses are based on non-compliance. If someone doesn't want to do what is asked of them, they may use distractions to avoid a task.
Example: A student is asked to complete a math exercise in class. A passive-aggressive response to this would be to create a distraction to avoid completing the exercise either because they do not know how to do the exercise or they do not want to do the exercise. They may start writing notes, doodling, listen to their iPod, etc. Often, passive-aggressive responses are sneaky and not usually detected at first.
Aggressive communication occurs when the person is bold and assertive, to the point of being considered pushy. People usually act aggressively when they feel either personally attacked or pressured. Aggressive responses are based on emotions, not usually rational thinking.
Example: A teacher asks a student to work on a math exercise in class. The student feels pressure to comply, but does not understand how to do the assignment or does not want to do the exercise, so instead tells the teacher they will not do it. They take a stand in front of the rest of the class causing a clear battle for control of the classroom.
Assertive* communication occurs when the person is confident in their response and often demonstrates a positive attitude. People who are assertive appear confident to others. They are usually well-liked by others because they have a positive attitude and speak their mind in a calm and controlled manner. Being assertive not only means speaking your mind, but it also means knowing that there is a time and place for everything. It may not be appropriate to speak your mind during the middle of a presentation, but asking questions after the presentation is often encouraged.
Example: A teacher asks a student to complete a math exercise in class. An assertive student may or may not know how to complete the assignment. If they do know, they will work hard to complete it, often assisting others who might need help. If they do not know how to complete the exercise, they will raise their hand and ask the teacher for help, then engage in completing the exercise.
Which Type are You? - Take the Quiz
Reflection Questions:
1 - Which style was your result?
Read the information at the bottom of the quiz to learn a little more about yourself as a communicator.
2 - Make a T chart comparing the advantages and drawbacks of this style of communication.
3 - How might it affect you in a workplace setting? Personal relationships?
4 - Create a Poster: Tips for effective communication:
--> Do some research on tips for effective communication
--> Create an informative poster that advertises 5 specific tips to enhance communication.
--> Use the computer and search for appropriate images with Google.
---> Include words, text boxes, and pictures that all support the concept of "Effective Communication".
Poster Evaluation:
Remedial - Incomplete. No clear tips noted.
Level 1 - Lacking visual interest. One or two tips identified. Explanations are lacking and/or examples are weak.
Level 2 - Moderate visual appeal. Three to Four tips identified. Explanations are moderate and/or examples are unclear.
Level 3 - Visually appealing. Five useful and practical tips identified. Explanations are clear and/or examples are illustrated.
Level 4 - Very visually appealing. Five or more useful, relevant and practical tips identified. Explanations are clear and detailed, and examples are clearly illustrated.
*This will be added to your portfolios.
------------------------------------------------------------------------------------
c) Keys To Better Communication
Here are some basic principles and techniques of communication to begin using right away.
They include active listening, using "I messages," and choosing the right time to communicate.
Active Listening
Active listening involves being open, setting aside your own feelings momentarily, and trying to understand what the person is saying.
To listen actively you must:
- Put yourself in the other person's place.
- Show understanding and acceptance.
- Restate the person's concerns in your own words.
- Don't interrupt.
- Maintain eye contact.
- Listen carefully.
How well do you actively listen? What could you do to improve?
Tuesdays With Morrie
Discuss:
1. What role does self-concept play in effective communication?
2. Describe the role of “interpersonal intelligence” (i.e., the capacity for listening to and empathizing with others) in successful relationships.
3. Demonstrate an understanding of the elements of communication.
4. Describe techniques that lead to effective interaction with others
Using "I messages"
"I messages" communicate how you feel about a situation and what you expect of the other person.
Unlike "You messages," which blame, accuse, and label people, "I messages" get the message across without putting the other person on the defensive. Consider the following example which shows the difference between a "You message" and an "I message:"
(You message) "You are so inconsiderate, coming home this late and not even calling me!"
(I message) "I get very worried when you come home late and don't call me. In the future, please call me and tell me when you're going to be late."
What differences do you see between the two statements?
Which would be easier to hear?
Which do you think would have the better results & why?
Exercise: How to construct an "I message:"
"I feel __________________________________ (state the emotion you are
feeling, ex: hurt, angry, disappointed, upset, etc.) when you _________________
_________________________________________________________ (state
the facts about what the person did or said) and I'd like
____________________________________________________________. (state what you expect or want from the person)
I Messages - role play
6. Social media Smarts- changing the way we communicate.
a) Watch Facebook Follies - CBC Documentary
b) Looking at your social networks
i) Handout - Exploring your online social networks
- interview a partner, write a brief profile of their online social networking habits, and share with class
ii) Define Social Network in notes
7. Identifying your Personal Social Network
PORTFOLIO TASK:
A- Create a Concept map of your personal social network
- include the names and roles of those people you connect with on a regular basis
- consider friends, family, teachers, employers, bus drivers, etc.
B- On the back of your concept map:
Select 2 people from your social network, and explain how they are an asset to you now and how they will be an asset to you in the future.
c) What is an "Online Image"
d) What does it mean to "Burn Bridges"? (copy definition into notes)
Discuss: Why should you avoid "Burning Bridges" whenever possible?
Did you know: The term "burn bridges" is what they call an idiom?
8. Conflict Management
Everyday, and in so many ways, we would always meet some form of conflict – with other people, with the situation, even with ourselves.
The common reason, of course, is the fact that we are all different from one another.
Knowing the negative results of conflicts is one positive step in avoiding the many types of conflict.
i) Types of Conflict
Studies on the main types of conflict (person against self, person against another person, person against the world, and person against nature) had been extensive and well-known. However, knowing, isolating, and studying these types of conflict are not actually enough to make one impervious to them.
The better recourse is to understand these types and to be able to come up with the right approach to de-escalate the situation. The follow-up should be to defuse any negative or untoward results.
*Conflicts with persons Among the several types of conflict, the most common is one that happens to a person against another person. The other types (person versus nature, versus self or versus society) are the big ones and there are specific strategies on how to deal with them.
The person against person types are the ones we encounter daily and must be understood well enough to deal with them positively. They can be petty and they can be dangerous depending on how one faces them.
Three Cases for Conflict.
Relationship Conflict - Among the types of conflict, the ones dealing with relationships are the hardest and most delicate. This is because this kind deals mostly with emotions, and emotions can cloud even the best minds.
Once emotions rule, situations can be destructive and dangerous to either or both parties. It is useful to identify the situation right away because you can look for solutions in time. These can include better communications and looking at it from the perspective of the other party.
Values Conflict - This is one of the prickliest types of conflict considering that values come in different shades and colors depending where you come from. Every religion and every culture have their own set of values that can clash.
Opinions differ and when people disagree on what is “right”, value conflict begins. When either or both parties start imposing their values, conflict can escalate. Sometimes, they are triggered by a simple word or gesture.
Interests Conflict - Conflicts on interest are some of the more common types experienced by many of us interacting with all the other people. The issues are many – money, time, resources including procedural and psychological issues (trust, respect, honesty, fairness, etc).
The conflict ensues when someone has invested so much of themselves (psychologically and emotionally) into a project, and this sense of interest takes over his reason and his sense of objectivity is clouded.
Discussion Questions
A) Do you think it's easier to deal with conflict online or in person?
- advantages/ disadvantages of online
- advantages / disadvantages of in person
B) Do you think social media has helped, or hindered, peoples ability to manage conflict in personal relationships? Explain your rationale.
The Social Network - Video Study
Themes:
* Conflict management & burning bridges
* How social networks function
a) Watch Facebook Follies - CBC Documentary
b) Looking at your social networks
i) Handout - Exploring your online social networks
- interview a partner, write a brief profile of their online social networking habits, and share with class
ii) Define Social Network in notes
7. Identifying your Personal Social Network
PORTFOLIO TASK:
A- Create a Concept map of your personal social network
- include the names and roles of those people you connect with on a regular basis
- consider friends, family, teachers, employers, bus drivers, etc.
B- On the back of your concept map:
Select 2 people from your social network, and explain how they are an asset to you now and how they will be an asset to you in the future.
c) What is an "Online Image"
d) What does it mean to "Burn Bridges"? (copy definition into notes)
Discuss: Why should you avoid "Burning Bridges" whenever possible?
Did you know: The term "burn bridges" is what they call an idiom?
8. Conflict Management
Everyday, and in so many ways, we would always meet some form of conflict – with other people, with the situation, even with ourselves.
The common reason, of course, is the fact that we are all different from one another.
Knowing the negative results of conflicts is one positive step in avoiding the many types of conflict.
i) Types of Conflict
Studies on the main types of conflict (person against self, person against another person, person against the world, and person against nature) had been extensive and well-known. However, knowing, isolating, and studying these types of conflict are not actually enough to make one impervious to them.
The better recourse is to understand these types and to be able to come up with the right approach to de-escalate the situation. The follow-up should be to defuse any negative or untoward results.
*Conflicts with persons Among the several types of conflict, the most common is one that happens to a person against another person. The other types (person versus nature, versus self or versus society) are the big ones and there are specific strategies on how to deal with them.
The person against person types are the ones we encounter daily and must be understood well enough to deal with them positively. They can be petty and they can be dangerous depending on how one faces them.
Three Cases for Conflict.
Relationship Conflict - Among the types of conflict, the ones dealing with relationships are the hardest and most delicate. This is because this kind deals mostly with emotions, and emotions can cloud even the best minds.
Once emotions rule, situations can be destructive and dangerous to either or both parties. It is useful to identify the situation right away because you can look for solutions in time. These can include better communications and looking at it from the perspective of the other party.
Values Conflict - This is one of the prickliest types of conflict considering that values come in different shades and colors depending where you come from. Every religion and every culture have their own set of values that can clash.
Opinions differ and when people disagree on what is “right”, value conflict begins. When either or both parties start imposing their values, conflict can escalate. Sometimes, they are triggered by a simple word or gesture.
Interests Conflict - Conflicts on interest are some of the more common types experienced by many of us interacting with all the other people. The issues are many – money, time, resources including procedural and psychological issues (trust, respect, honesty, fairness, etc).
The conflict ensues when someone has invested so much of themselves (psychologically and emotionally) into a project, and this sense of interest takes over his reason and his sense of objectivity is clouded.
Discussion Questions
A) Do you think it's easier to deal with conflict online or in person?
- advantages/ disadvantages of online
- advantages / disadvantages of in person
B) Do you think social media has helped, or hindered, peoples ability to manage conflict in personal relationships? Explain your rationale.
The Social Network - Video Study
Themes:
* Conflict management & burning bridges
* How social networks function
Conflict Resolution - Case Study
Max is a grade 12 student who works part-time at Tim Hortons. His parents are out of town next weekend and he was planning to have some friends over Friday night. Despite having asked last week for that Friday off, he see's that his boss has scheduled him the closing shift. Angry, Max walks into his boss's office to have him explain why he didn't give him Friday night off, and proceeds to tell him he has already made plans. The boss apologizes and explains that they were short staffed for that night, and since Max was lowest in seniority, his request for time off had to be denied. Max makes a scene, talks openly about how much he hates this job and how he should "just quit, and leave them with no one to work that Friday night". As he's about to turn and storm off, his boss tells him to sit, and shuts the door. He's informs Max that his frequent emotional outbursts have been becoming a rising concern and that after this meeting, Max will be facing 3 months of probation where he will not be allowed any time off requests, must not be late for any shifts, and must control himself emotionally at work- or else, he will be fired. This meeting was considered to be his last warning. Max leaves his Boss' office with even more anger and resentment toward his boss and his job, than he had going in.
a) What are the implications of Marks behaviour on his current and prospective employment opportunities?
b) What bridge is Mark burning, and why could this be a problem for him when looking for future jobs?
c) How should Mark have dealt with this situation to show he is a mature, respectful and responsible person?
d) What strategies can Max implement when he begins to feel frustrated at work to avoid emotional outbursts?
(for Wednesday Oct 22) Strategies for Conflict Resolution *See Handout
Partner Analysis & Sharing
TASK:
a) Discuss your assigned strategy with a partner.
b) Prepare to explain your strategy to the class by giving an example illustrating how it could be used in a real-life situation.
"Yes, But..." - Four Corners Activity:
Move to the appropriate corner of the room, based on your response to each of the statements below.
Choose the corner that best represents your own personal opinion
1. Talking to your best friend about an annoying habit he/she has should only be done in person, face to face.
2. It's okay to confront your boss for not giving you a night off that you requested.
3. Breaking up with a boyfriend or girlfriend over text is acceptable if the relationship only lasted 6 months or less.
4. It's okay to quit a job with less than 2 weeks notice.
5. A person's online image is an important factor in their future employment success.
6. People should avoid aggressive communication or behaviours at all times to become better at dealing with conflict.
Max is a grade 12 student who works part-time at Tim Hortons. His parents are out of town next weekend and he was planning to have some friends over Friday night. Despite having asked last week for that Friday off, he see's that his boss has scheduled him the closing shift. Angry, Max walks into his boss's office to have him explain why he didn't give him Friday night off, and proceeds to tell him he has already made plans. The boss apologizes and explains that they were short staffed for that night, and since Max was lowest in seniority, his request for time off had to be denied. Max makes a scene, talks openly about how much he hates this job and how he should "just quit, and leave them with no one to work that Friday night". As he's about to turn and storm off, his boss tells him to sit, and shuts the door. He's informs Max that his frequent emotional outbursts have been becoming a rising concern and that after this meeting, Max will be facing 3 months of probation where he will not be allowed any time off requests, must not be late for any shifts, and must control himself emotionally at work- or else, he will be fired. This meeting was considered to be his last warning. Max leaves his Boss' office with even more anger and resentment toward his boss and his job, than he had going in.
a) What are the implications of Marks behaviour on his current and prospective employment opportunities?
b) What bridge is Mark burning, and why could this be a problem for him when looking for future jobs?
c) How should Mark have dealt with this situation to show he is a mature, respectful and responsible person?
d) What strategies can Max implement when he begins to feel frustrated at work to avoid emotional outbursts?
(for Wednesday Oct 22) Strategies for Conflict Resolution *See Handout
Partner Analysis & Sharing
TASK:
a) Discuss your assigned strategy with a partner.
b) Prepare to explain your strategy to the class by giving an example illustrating how it could be used in a real-life situation.
"Yes, But..." - Four Corners Activity:
Move to the appropriate corner of the room, based on your response to each of the statements below.
Choose the corner that best represents your own personal opinion
1. Talking to your best friend about an annoying habit he/she has should only be done in person, face to face.
2. It's okay to confront your boss for not giving you a night off that you requested.
3. Breaking up with a boyfriend or girlfriend over text is acceptable if the relationship only lasted 6 months or less.
4. It's okay to quit a job with less than 2 weeks notice.
5. A person's online image is an important factor in their future employment success.
6. People should avoid aggressive communication or behaviours at all times to become better at dealing with conflict.
attitude.pdf | |
File Size: | 28 kb |
File Type: |
9. Life Long Learning
"The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn."
-Alvin Toffler
Learning is a natural part of living. Unlearning, which means taking what you know and ignoring it in favour of relearning something a different way – that is what makes us successful.
Think about the changes in technology over the past 10 years. Think of the relearning you would need to do in a job just to keep up with the changes in technology – learning how to go from relying on an office phone to operating a smart phone, learning how to use a webcam for video conferencing, etc.
We constantly strive to improve and change as humans. That is part of who we are.
Successful people are the ones who keep up with change.
What is Lifelong Learning?
Learning for All Ages:
Lifelong learning is the voluntary and self-motivated pursuit of knowledge for personal or professional reasons. Once we are in a career or have a full-time job, we are always learning. If you want to get ahead in life though, you need to take on more responsibility for learning. *For example, a worker in a factory who wants to become a line manager doesn't rely on experience to get him or her there. He or she will research the company; upgrade their skills by maybe taking a leadership course, work overtime in other areas of the factory to get to know more about the factory in general, etc.
Lifelong learning is what makes us interesting to others and builds self-confidence.
Benefits of Lifelong Learning
**Copy into notes
There are many benefits to lifelong learning. They include:
Forms of Lifelong Learning
There are many ways for us to upgrade our skills, education, and general learning.
Some of these ways include:
Bill Clinton - "What have you learned?" 4:00
PORTFOLIO TASK:
15 Skills In 2015
Commit to learning 15 new skills or lessons in 2015 that will lead to a life of greater independence, health and happiness.
Your Task:
1) Identify the 15 skills you want to learn - consider all areas of your life (relationship skills, study skills, time management, honesty, learning strategies, communication, a new language, a physical skill)
2) In point form, include 1-2 points outlining the steps you can take to acquire the skills.
*Add this to your portfolio contents
10. Identifying your Skills & Talents: Multiple Intelligences
FOR PORTFOLIO:
Determine your Multiple Intelligence Profile.
Multiple Intelligence Quiz
Click the link above to discover your multiple intelligence profile.
* Print a copy of your Multiple Intelligence profile, and answer the following on the bottom of your page.
Questions:
- How does this profile compare to your results on the MI test at the beginning of the year?
- What are your major area(s) of strength(s) from this assessment?
- How do an individual's talents and interests impact their career and life choices?
- What careers would be suitable for someone with strengths in the areas you scored high in?
(Consider your top 3 areas of strength.)
* Add this to your portfolio contents
11. Time Management
"To live is so startling it leaves little time for anything else."
-Emily Dickinson
Dickinson has a good point here. How do our lives get so busy, so fast?
How many times have you said to someone, “I don't have time right now”? Probably many!
We are all so busy living our lives that it's east to forget to appreciate the little things.
Me..? A Time Manager?
This activity will hopefully help you manage your time better so that you will have more time for the little things.
Let's get a sense of how you manage your time right now.
Quiz
On a scrap piece of paper, answer not at all, rarely/sometimes, often, very often to the following questions:
1) Are the activities you work on during the day the most important to you?
2) Do you find yourself completing activities at the last minute or asking for extensions on assignments?
3) Do you set aside time for planning your work before it is due?
4) How often do you find yourself dealing with people interrupting?
5) Do you set goals?
6) Do you leave extra time in your day to deal with the "unexpected"?
7) Do you know whether the tasks you are working on are high, medium or low value?
8) When you are given a new assignment, do you analyze it for importance and prioritize it accordingly?
9) Are your stressed about deadlines?
10) Do you have "to do" lists?
11) Do distractions often keep you from working on important tasks?
--> Look critically at your answers and analyze your responses....
QUESTION: What can you learn from this about how well you manage your time?
The Basics of Time Management
As you now have a better understanding of how you manage your time right now, let's move on to talk about effective time management.
When we look to manage our time more effectively, we need to start by looking at our basic values.
What do you value — family, friends, school work, money?
There are likely many things that you value, but you need to start with what is most important to you.
You will know if you are spending your time effectively if you are using your time for what matters most to you.
Time management can be split into 3 categories: time wasted, time spent, and time invested.
Time wasted means that you are spending time on something of little or no value to you.
Time spent means that you are choosing how to spend your time, usually on something that enhances your values.
Time invested means that you are spending a few hours each day or week on something that will pay you back in the future. This payment could be in money, a benefit gained from your job, better marks in a subject, etc.
Take a minute and look at the examples below to get a better sense of what it all means...
Examples
Time wasted is time we spend on things like playing games, talking to others about things that are not important, etc. Generally speaking, it is time we spend on things that have little or no value to us. We often waste time in order to avoid something, like homework or calling someone.
Think of time spent as you would think of vacation time. We work hard at work or school and can't wait until summer holidays or March break, so that we can choose how we spend our time — usually with people, doing things of value to us.
Time invested is time we spend on something that we know will pay off in the future. For example, a student will invest his or her time on a project knowing that if they do well, the project will raise their overall mark in a course. A stockbroker invests his or her time watching the stock market, so they can invest their clients' money effectively. A mechanic invests his or her time reading the latest information on current models of cars so they can fix cars faster and with less difficulty.
"The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn."
-Alvin Toffler
Learning is a natural part of living. Unlearning, which means taking what you know and ignoring it in favour of relearning something a different way – that is what makes us successful.
Think about the changes in technology over the past 10 years. Think of the relearning you would need to do in a job just to keep up with the changes in technology – learning how to go from relying on an office phone to operating a smart phone, learning how to use a webcam for video conferencing, etc.
We constantly strive to improve and change as humans. That is part of who we are.
Successful people are the ones who keep up with change.
What is Lifelong Learning?
Learning for All Ages:
Lifelong learning is the voluntary and self-motivated pursuit of knowledge for personal or professional reasons. Once we are in a career or have a full-time job, we are always learning. If you want to get ahead in life though, you need to take on more responsibility for learning. *For example, a worker in a factory who wants to become a line manager doesn't rely on experience to get him or her there. He or she will research the company; upgrade their skills by maybe taking a leadership course, work overtime in other areas of the factory to get to know more about the factory in general, etc.
Lifelong learning is what makes us interesting to others and builds self-confidence.
Benefits of Lifelong Learning
**Copy into notes
There are many benefits to lifelong learning. They include:
- Better employability
- Better health
- Higher likelihood of community involvement
- Better informed citizens
- Improved self-confidence
- Improved efficiency
Forms of Lifelong Learning
There are many ways for us to upgrade our skills, education, and general learning.
Some of these ways include:
- Online learning through research or courses
- Courses
- On the job training
- Conferences and meetings
- Volunteering
- Involvement in clubs and community activities
- Reading
Bill Clinton - "What have you learned?" 4:00
PORTFOLIO TASK:
15 Skills In 2015
Commit to learning 15 new skills or lessons in 2015 that will lead to a life of greater independence, health and happiness.
Your Task:
1) Identify the 15 skills you want to learn - consider all areas of your life (relationship skills, study skills, time management, honesty, learning strategies, communication, a new language, a physical skill)
2) In point form, include 1-2 points outlining the steps you can take to acquire the skills.
*Add this to your portfolio contents
10. Identifying your Skills & Talents: Multiple Intelligences
FOR PORTFOLIO:
Determine your Multiple Intelligence Profile.
Multiple Intelligence Quiz
Click the link above to discover your multiple intelligence profile.
* Print a copy of your Multiple Intelligence profile, and answer the following on the bottom of your page.
Questions:
- How does this profile compare to your results on the MI test at the beginning of the year?
- What are your major area(s) of strength(s) from this assessment?
- How do an individual's talents and interests impact their career and life choices?
- What careers would be suitable for someone with strengths in the areas you scored high in?
(Consider your top 3 areas of strength.)
* Add this to your portfolio contents
11. Time Management
"To live is so startling it leaves little time for anything else."
-Emily Dickinson
Dickinson has a good point here. How do our lives get so busy, so fast?
How many times have you said to someone, “I don't have time right now”? Probably many!
We are all so busy living our lives that it's east to forget to appreciate the little things.
Me..? A Time Manager?
This activity will hopefully help you manage your time better so that you will have more time for the little things.
Let's get a sense of how you manage your time right now.
Quiz
On a scrap piece of paper, answer not at all, rarely/sometimes, often, very often to the following questions:
1) Are the activities you work on during the day the most important to you?
2) Do you find yourself completing activities at the last minute or asking for extensions on assignments?
3) Do you set aside time for planning your work before it is due?
4) How often do you find yourself dealing with people interrupting?
5) Do you set goals?
6) Do you leave extra time in your day to deal with the "unexpected"?
7) Do you know whether the tasks you are working on are high, medium or low value?
8) When you are given a new assignment, do you analyze it for importance and prioritize it accordingly?
9) Are your stressed about deadlines?
10) Do you have "to do" lists?
11) Do distractions often keep you from working on important tasks?
--> Look critically at your answers and analyze your responses....
QUESTION: What can you learn from this about how well you manage your time?
The Basics of Time Management
As you now have a better understanding of how you manage your time right now, let's move on to talk about effective time management.
When we look to manage our time more effectively, we need to start by looking at our basic values.
What do you value — family, friends, school work, money?
There are likely many things that you value, but you need to start with what is most important to you.
You will know if you are spending your time effectively if you are using your time for what matters most to you.
Time management can be split into 3 categories: time wasted, time spent, and time invested.
Time wasted means that you are spending time on something of little or no value to you.
Time spent means that you are choosing how to spend your time, usually on something that enhances your values.
Time invested means that you are spending a few hours each day or week on something that will pay you back in the future. This payment could be in money, a benefit gained from your job, better marks in a subject, etc.
Take a minute and look at the examples below to get a better sense of what it all means...
Examples
Time wasted is time we spend on things like playing games, talking to others about things that are not important, etc. Generally speaking, it is time we spend on things that have little or no value to us. We often waste time in order to avoid something, like homework or calling someone.
Think of time spent as you would think of vacation time. We work hard at work or school and can't wait until summer holidays or March break, so that we can choose how we spend our time — usually with people, doing things of value to us.
Time invested is time we spend on something that we know will pay off in the future. For example, a student will invest his or her time on a project knowing that if they do well, the project will raise their overall mark in a course. A stockbroker invests his or her time watching the stock market, so they can invest their clients' money effectively. A mechanic invests his or her time reading the latest information on current models of cars so they can fix cars faster and with less difficulty.
13. Productivity
On your post-it write the first 3 words that come to mind when you think of "PRODUCTIVITY"
A) Time Management Interview with Jason Womack - Life Coach ~ only watch first 30 min
Answer the following questions on your handout.
Before Video:
1. How are you productive? What things do you do to maximize your productivity?
2. Make a list of 5 things that could ruin your day.
3. Make a list of 5 things that you could do, that could increase the likelihood of having a good day?
4. Why do you think many employers want employees who can manage their time?
5. What physical tools do you use, (OR, could you use) to help you with time management?
After Video:
6. Do you ever get caught up in simply "doing" things, and forget why you're doing it? Explain.
7. What are your "3 Most Important Things" for today?
8. Are you shipping?
aka: At the end of the day, are you producing/sharing/delivering on what it is you're here to do?
9. Do you always perform at your best? (in school, social, family, work, etc.)
10. How can changing who you spend your time with, impact your life?
B) How 15 Minutes Can Fix Your Time Management - Your day, in 96, 15 minute blocks
What would you do with an extra 15 minutes?
On your post-it write the first 3 words that come to mind when you think of "PRODUCTIVITY"
A) Time Management Interview with Jason Womack - Life Coach ~ only watch first 30 min
Answer the following questions on your handout.
Before Video:
1. How are you productive? What things do you do to maximize your productivity?
2. Make a list of 5 things that could ruin your day.
3. Make a list of 5 things that you could do, that could increase the likelihood of having a good day?
4. Why do you think many employers want employees who can manage their time?
5. What physical tools do you use, (OR, could you use) to help you with time management?
After Video:
6. Do you ever get caught up in simply "doing" things, and forget why you're doing it? Explain.
7. What are your "3 Most Important Things" for today?
8. Are you shipping?
aka: At the end of the day, are you producing/sharing/delivering on what it is you're here to do?
9. Do you always perform at your best? (in school, social, family, work, etc.)
10. How can changing who you spend your time with, impact your life?
B) How 15 Minutes Can Fix Your Time Management - Your day, in 96, 15 minute blocks
What would you do with an extra 15 minutes?
CHECK --> Is Your Portfolio Up To Date? ---------->
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*Some of this pages resources & images are adapted from Mr.Wilson's HIP3E course website @ http://mrwilsons.weebly.com/hip3e.html