s Working Together & Understanding Each Other «Introduction a, Overview of our 3 main points and leaming objectives: communication,teamwork: and crossing borders within transformative leaning b. Review all learning objectives Icebreaker a. Telephone game Main Point #1: Communication a. Lecture Listening Body Language li, Appropriate relationships and how communication affects those relationships b. Activity - Balloon Relay ¢. Closing - Review learning objective Main Point #2: Teamwork a. Activity - Kim's Game b. Lecture i. Interpersonal Skills Self & Project Management Teamwork Guidelines ¢. Closing - Review learning objective Break (10 mins) Main Point #3: Crossing Borders in Transformative Learning a. Introduction to Crossing Borders b. Video - If straight people had to come out ¢, Discussion i. Crossing borders within higher education i, Kolb’s Theory d. Activity - leeberg activity €. Closing - Review learning objective Closing a. Pull all three main points together and how it relates to Working Together & Understanding Each Other b. Poll Everywhere ©. Questions?Universal Design Room set up: For our room set up we opted to use a very similar design to group 3, however, ‘our set up design was slightly different in that we spaced out the 3 clusters of tables to allow for more User-friendly universal design for attendees with a wheelchair mode of transportation. Also, during the room set up, | modified the position of the tables designated for Dr. DuVivier and her evaluators. | repositioned the evaluator’s two desks so that they presented in a slight inverted V shape. | made this adjustment because it allows for the Dr. DuVivier, and her guest evaluators to communicate amongst themselves with minimal repositioning, as | have seen them do in recent presentation leading up to ours. The room set up is open, and roomy allowing for ease of movement for both attendees and evaluators. Additionally, the setup is such that allows our group to conduct effortlessly our workshop without interruption or rearrangement during our planned activities. As a side note, we incorporated the use of room 126A, as an optional storage area for our attendee's bag and baggage, and side room 1268 as a self-serve snack/refreshment area. The tables in the snack/refreshment area were set up in a way that creates a left to right flow for the serving ine. Our group also created a sign in the roster and positioned a sign-in table immediately to the right of the entryway of the workshop room. The provides ‘an opportunity for our attendees to sign in, as a means of gaining 100% accountability, for later use in attendance statistics, or for the purpose of providing proof of attendance for those that need proof of attendance for Continuing Education (CE) hours. The light source in the main presenting area is dim to prevent/cut down on potential glare that could potentially take away from the overall quality of our well prepared and meticulously thought through workshop design.joon Relay Directions to the audience- ‘The Balloon Relay will be comprised of two teams, team 1 and team 2. Each team will have a caption, that will caption will not participate in the relay, but be there to support their respective teams. The team that successfully moves through the obstacle wins. Explanations- ‘The game has a twist that the audience will not recognize right away. Each team caption will havea role to play. The caption of team 1 will have the role of being the supporter. The supporter stands in an open posture, actively listening and watching to their team, While team 2 will have the opposite, they will be in a closed position not caring about their and not be supportive, Instructions for Captions- ‘Team 1 Caption- will have the role of being the supporter, The supporter stands in an open posture, actively listening and watching to their team. You will be very supportive telling your team you recognize they are struggling but, they can do it. ‘Team 2.Caption- You will be in a closed position not caring about the team struggles and not be supportive. You are to act like you are not paying attention and shout things such as “come on, you're not moving fast enough.” Questions- What did we notice about the teams? ‘What were the consequences for team 2? What were the positives of team 1? What were you able to take away from this?Client Games to Enhance Mental Alertness, Memory, and strong team building skills: Kim’s game A game to develop the memory and powers of observation This game is named after the main character in Rudyard Kipling’s novel of the same name: Kim is the young son of an Irishman who is recruited as a spy in India by the British Secret Service. In the novel, Kim is trained to observe a scene and then to remember its details of that scene, And this is the exact aim of the game invented by Robert Baden-Powell, father of the scout movement, who described it for the first time in his Wolf Cub's Handbook. It can be played in teams, or individually. An adult, or whoever is leading the game, places a number of different objects (usually 24) on a table and allows the players one minute to memorize them. Then the objects are covered with a cloth. The players have 5 minutes to write down all the objects they can remember on a sheet of paper. The player or team that remembers the most objects wins. There are several variants of the game, each relating to one of the 5 senses, As well as "seeing" Kim, you can play "touching" Kim (the players are blindfolded and have to recognize the objects by feeling them), *hearing” Kim (the players are blindfolded and have to recognize objects that make a certain sound when touched or shaken by the game leader), "tasting" Kim (the objects to be guessed are foods that the players have to recognize by sampling, them), and *smelling” Kim (the players have to recognize objects by sniffing them). Kim's game is suitable for children aged 5 years and older. Author: ART Servizi EditorialiDescription: (Kristin) Students will examine features of culture to determine which are visible and which are invisible, and how the invisible affect the visible. Before beginning, remind students that: * Culture is a complex concept + Everyone has a culture + Itshapes how we see the world, ourselves, and others Ask students: 1. How much of an iceberg is above the water? 2. How much is underwater? Explain: Only about 1/8 of an iceberg is visible above the water. The rest is below. Culture is very similar to an iceberg. It has some aspects that are visible and many others that can only be suspected, guessed, or learned as understanding of culture deepens. Like an iceberg, the visible part of culture is only a small part of a much larger whole. Engage: (Katie) Each table please go stand next to an iceberg with the small pack of circles that have the features of cultures on them. Review the list of features within a culture we have given, Decide as a group. if-a particular feature belongs above the water line (i.e. is “visible”) or below the water line (ie. is “invisible”), and glue them to the area you believe they should be. Discuss: ‘Next, as a group share the placement of each feature and the reason for placing it above or below. Debriefing Questions: 1. Does it make sense to compare culture to an iceberg? Why or why not? 2. Are there any items below the water line that might influence or determine any item above? Examples. 3. In what ways does this activity tell you about the visible and invisible features of culture? 4, Does it explain why people from different cultures sometimes misunderstand each other? If 0 (or not, How? 5. How cana list such as "Features of Culture” help you understand differences among people? 6. How can we use what we've leamt today to improve our community?yWorking Together = Understanding Others Stay focused on interest/ \ P he behavior, nok people, Learniw 8 Participate to fullest ar mera fullest of yo = Identify how to use body Everyone's perspective is Language to communicate, valued, - Demonstrate active listening rn ' skills to improve relationships. oe a ~ Experience the benefits of generating cohesive teamwork skills, Discuss the importance of Agenda crossing borders to understand others, -Introduction to workshop “Review of Learning objectives Icebreaker -Communication Teamwork Break Crossing BoardersRefer ‘ences Cronin, C, (2014), Teamworle, http:// wu slide share net/ct231/teamwork— presentation-2012-15054766 Goma, C. K, (2008). The nonverbal advantage, [electronic resource] : secrets and science of body Language ak work, San Francisco, Calif. : Berreth Koehler Publishers, c200%, Hoppe, M. H, (2006). Active Listening. [electronic resource] : improve your ability to Listen and Lead, Greensboro, NC. : Center for Creative Leadership, 2006, Johnson, D. W., # Johnson, R. T. (2009), Energizing learning: The instructional power of conflict SAGE Publications. Miller, B. C. (2007), More quick team building activities for busy managers. New York: AMACOM/American Management Association, Plash, 5., Suell, 2.L., € Ratchford, D, (2012), Personality types and classroom management styles of the pre-service teachers. Review of Higher Education ¢ Self-Learning, (18), 16-20,Le) Ey maa eens)== Ground Rules 1. Stay focused on interest/behavior, not people. 2. Participate to the fullest of your ability. 3. Everyone's perspective is valid. 4. Have fun!Learning Objectives + Identify how to use body language to communicate. + Demonstrate active listening skills to improve relationships. - Experience the benefits of generating cohesive teamwork skills. + Discuss the importance of crossing borders to understand others.Agenda Welcome! Communication. Teamwork. Break. Crossing Borders. Wrap-Up. Evaluations.Opening ActivityCommunicationBody language or Nonverbal communication is defined. Aspects of communication, such as gestures and facial expressions, that do not involve verbal communication but which may include nonverbal aspects of speech itself (accent, tone of voice, speed of speaking, etc.) es aoe oo Feo = oe paeaes ae Identity how to use body language to communicate.The 5S C's of Non-Verbal Communication - Content. - Clusters. + Congruence. « Consistency. - Cultural.Reading the Body - Eye Contact. - Breath Sounds. + Open/Closed Posture.Active Listening Active listening is a way of listening and responding to another person that improves mutual understanding. Demonstrate active listening skills to improve relationships.Active Listening Skills - Pay Attention. - Suspend Judgement. - Reflect. + Clarify. - Summarize. - Share.barriers to Active Listening + Image of Leadership. + Silence as an Argument. » External Pressures. » Lack of Know-How. + Individual Make-Up. » Time & Place. + Emotion. - Cultural Differences.tow to Improve your Active Listening - Where you sit matters. - Take notes. - Focus on the person you are supposed to be listening too. - Pay attention. - Show signs of that you are paying attention.Communication ActivityCd Teamwork Teamwork is the ability to cooperate and communicate. effectively with others to achieve a common goal.trow can you achieve Teamwork? - Forming. - Storming. - Norming. - Performing. ‘Teamwork: Simply stated, it is less me and more we. vooplacenRequired Skills for Teamwork 1. Interpersonal: -Trust/Acceptance. -Communication. -Collaboration. -Conflict resolution. 2. SelfiProject Management: -Goals. -Planning. -Task Coordination. -Performance Management.Teamwork Guidelines 1. Effective communication. 2. Create a teamwork contract. 3. Set meeting guidelines. 4, Project Management. 5. Conflict Management.Teamwork ActivityBREAK For 1S minutes!Transformative Learning: Crossing Borders Discuss the Importance of crossing borders to ‘understand others,what is Crossing Borders? — | Intrapersonal processes in which any person might engage as the situation changes and interpersonal processes that occur when members of one group have to do business with members of another group. (Fried 2012) - Borderlands: Fear of the Other and Significant Differences. - Kolb’s Theory: Cycle of Learning. - Border Pedagogy: From Teaching to Learning. TsBorderlands ‘Co-create one’s understanding and learning experiences: + Mindfulness of actions and reactions. - Articulation of own experiences. - Apply new insights to behavior and understanding. Fear: + Sounding foolish or not understood. + Afraid of the unknown and discomfort. + Othering. + Differences vs. similarities. + Perspective.Kolb's T p's Theory ens Experience Active Reflective Experimentation Observation oats oatsBorder Pedagogy - Borders are everywhere in the college experience. - As learning takes place, border crossings are inevitable. + Be aware of your own lenses. Cray Relatives A ij lectiveActivityWrap-Up! al &Review of Learning Outcomes Identify how to use body language to communicate. Demonstrate active listening skills to improve relationships. Experience the benefits of generating cohesive teamwork skills. Discuss the importance of crossing borders to understand others.Poll-Ever ywhere!!!References | Cronin, C. (2014). Teamwork. http:/iwww.slideshare,net/ct231 /teamwork- | nresentation-2012-15054766 / | | Goman, C. K. (2008). The nonverbal advantage. [electronic resource] : secrets and science of body language at work. San Francisco, Calif. ; Berrett-Koehler : Publishers, c2008. | ! Hoppe, M. H. (2006), Active listening. [electronic resource] : improve your ability to listen and lead. Greensboro, N.C. : Center for Creative Leadership, c2006, | | | Johnson, D. W., & Johnson, R. T. (2009). Energizing learning: The instructional power of conflict SAGE Publications. York: AMACOM/American Management Association. Plash, S., Suell, J. L., & Ratchford, D. (2012). Personality types and classroom management styles of the pre-service teachers. Review of Higher Education & Miller, B. C. (2007). More quick team-building activities for busy managers. New ! | | | Self-Learning, 5(15), 15-20. | + All videos were provided from YouTube.com - All images pravided by Google.com |Thank you for taking the journey to better understanding each other!References Cronin, C. (2014). Teamwork. http://www slideshare,net/ct?31 /teamwork-presentation-201?- 15054766 Goman, C. K. (2008). The nonverbal advantage. [electronic resource] : secrets and science of body language at work. San Francisco, Calif. : Berrett-Koehler Publishers, 2008. Hoppe, M. H. (2006). Active listening. [electronic resource] : improve your ability to listen and lead. Greensboro, N.C. : Center for Creative Leadership, c2006. Johnson, D. W., & Johnson, R. T. (2008). Energizing learning: The instructional power of confict SAGE Publications. Miller, 8. C. (2007). More quick team-building activities for busy managers. New York: AMACOM/American Management Association. Plash, S., Suell,J.L, & Ratchford, D. (2012). Personality types and classroom management styles of the pre-service teachers. Review of Higher Education & Self-Learning, 5(15), 15-20.Extra Resources Sense of smell https://books.google.com/books?id=6wQGmjHS7- gC&pg-PA88&lpg-PA88&-dq=engaging #the+sense+oftsmell+in“leamingé-source=bl&ot s=-80HA- Tzmé:sig~829fXmkAXwLwMMjgiSqSneNf_e8 &hI=en8.so=X &ved=OchUKEwjeSoX410 XMAhWJMz4KHXPjDvOQGAEIVjAJ #v-onepaged&q~engaging%20the%20sense%200% 20smell%20in%20learning&f=false Orange aroma therapy aides in httpy/thehealthyhavenblog.com/2011/10/27/suggested-uses-for-orange-esser 1 For chronic fatigue syndrome, depression, fear, mental exhaustion, nervous tension, and stress, use 2-3 drops in a diffuser or steam inhalation. Iceberg Game: 1 http://uschool.nova.edu/forms/culture_is_like_an_iceberg.pdf 2 http://www.educationscotland.gov.uk/images/CultureAndDifference_tcm4-589191.pdf 3. http://interculturalism.blogspot.com/2011/03/iceberg-model-of-culture.htm! 4. http://www. peacecorps.gov/wws/lesson-plans/iceberg/