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Overview slides | |
Schedule overview
Approximately 16 one hour sessions |
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Role of
the facilitator
Emphasis on building learning skills by facilitating meta-cognitive questions during the process |
The definition of facilitate is "to make easy" or "ease a process." What a facilitator does is plan, guide, provide feedback and manage a group event to ensure that the group's objectives are met effectively, with clear thinking, good participation and full buy-in from everyone who is involved. |
Tenets of the organization | File |
Outcomes & Uniqueness' | File |
Simple projects that can be accomplished as a group while learning skills | |
Developing people for the new economy | Thinking Technicians PDF |
Need ... People that think and understand the needs of their customer and can work in a team.
· Understanding remote communication technology · Thinking skills · Supply-chain innovation · Process management · Distribution infrastructure · Customer focus · Teamwork & Problem Solving
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1. Want employees to see that their opinion counts and that they can learn new skills 2. Countries need to increase the skills of their work force to handle work levels that support critical process and thinking skills needed by companies. 3. Business will need people who understand innovative practices to help companies recover during and after the pandemic is over. 4. Systems to work around the ability of bringing people together for learning and training. 5. New work models based on organization use of AL, Analytics, IOT, and Robotics |
Tools/Quick notes:
Web site for links to Life-Skills descriptions | Link | |||||||||||||||
Culture | ||||||||||||||||
Team
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Team members questions to themselves | What do I bring to the team? 2. What are our commitments to one another? 3. What differences exist between us? 4. How will we operate? 5. How will we know we are succeeding? | |||||||||||||||
Learning life skills & having fun
The art or act of improvising, or of composing, uttering, executing, or arranging anything without previous preparation:
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Problem-Solving
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Improv | File | |||||||
Assessment/Rubrics | File | |||||||
Questions & learning | File | |||||||
Project framing | File | |||||||
Picking the problem | File | |||||||
Planning & schedule | File Getting set-up to do the project | |||||||
Elevator pitch | File Short presentation of key items that you did | |||||||
Mapping | File Information gathering plus how they are connected | |||||||
Learning Process | File | |||||||
Brain Plasticity |
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Thinking skills
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Learning targets | File Learning targets are short term goals or statements |
Self-Reflection of the project | File |
Benefits of the process | File |
Preparing for the presentation check-sheet | File |
Scamper | File Coming up with ways to find new ideas |
Links from home page of Project
Academy
the mental and moral qualities distinctive to an individual |
Interesting web sites; |
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It is the policy of Project Academy not to discriminate on the basis of race, gender, religion, national origin, color, homelessness, sexual orientation, gender identity, age or disability in its education programs, services, activities, or employment practices. |
Study
Guide
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