Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Using Think-Aloud Pair Problem Solving
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify common events or activities that might occur over a day and semester.
Using the supplied Appendix G: Daily Calendar, a notebook, spreadsheet, word
processor, or other recording device, create a daily calendar noting by unit of time
(hourly, 30 minutes, 15 minutes) the activity you are performing. Maintain this
calendar for one week.
Figure 8.2. Sample calendar
At the end of one week, analyze the use of your time by identifying common activities
or tasks and the time spent on the tasks. Activities to consider should include “free
time” for family or social activities, classes, work, study, meals and preparation,
exercise, and chores. The intent of this week-long analysis is to create an organized
weeklong calendar or a planner that indicates your time spent on each activity.
Be sure to identify an adequate amount of “free time” while assuring that you put your
most mentally demanding tasks in time slots that best reflect your circadian rhythm of
sleep. Your planner should be a tool that accommodates your lifestyle.
Follow-up
Complete the week-long log sheet and work towards developing a week-long calendar
of organized time and potentially a daily planner. Evaluate the effectiveness of your
week-long calendar of organized time and daily planner after a week and make
adjustments.
What have you found out about your time use?
Do you see areas for improvement? Explain.
Whole Task Objectives Follow-up
How might establishing goals and objectives affect your personal development?
Toolbox Calendar of activities
References
Beswick, G., Rothblum, E. and Mann, L. (1988) Psychological antecedent of student
procrastination, Australian Psychologist, 23, 207-17.
Burka, Y. (1983, 2008.) Procrastination: Why You Do It, What To Do About It Now. New
York: Da Capo Lifelong Books.
Schraw, G., Wadkins, T., & Olafson, L. (2007.) Doing the things we do: A grounded
theory of academic procrastination [Electronic version.] Journal of Educational
Psychology, Vol. 99 (1), 12-25.
Strub, R. L. (1989.) Frontal lobe syndrome in a patient with bilateral globus pallidus,
lesions. Archives of Neurology 46, 1024-1027.
Procrastination, (2009, Jan. 31) In, Wikipedia, the free encyclopedia the free
encyclopedia. Retrieved Feb. 1, 2009, from
http://en.wikipedia.org/wiki/Procrastination
http://en.wikipedia.org/wiki/Procrastination
Q&A
Address any issues from prior session.
9.1 Objective
Identify the five practices of exemplary leadership.
Whole Task Objectives
Understand the concept of goals and objectives.
Describe factors affecting your personal development.
Relevancy
According to Kouzes and Posner (2009) despite differences in people’s individual
stories, their personal-best leadership experiences revealed similar patterns of
behavior.
It’s hard to beat a person who never gives up. — Babe Ruth
Pretest
What leadership techniques have you used that you have found to be particularly
effective? Why?
Activity
The following is an extract from Kouzes and Posner (2009) website providing the basis
for their model of leadership and parallel the Leadership Practices Inventory (Brown
and Posner, 2001).
Model the Way
Leaders establish principles concerning the way people (constituents, peers,
colleagues, and customers alike) should be treated and the way goals should be
pursued. They create standards of excellence and then set an example for others to
follow. Because the prospect of complex change can overwhelm people and stifle
action, they set interim goals so that people can achieve small wins as they work
toward larger objectives. They unravel bureaucracy when it impedes action; they put
up signposts when people are unsure of where to go or how to get there; and they
create opportunities for victory.
Inspire a Shared Vision
Leaders passionately believe that they can make a difference. They envision the future,
creating an ideal and unique image of what the organization can become. Through
their magnetism and quiet persuasion, leaders enlist others in their dreams. They
breathe life into their visions and get people to see exciting possibilities for the future.
Challenge the Process
Leaders search for opportunities to change the status quo. They look for innovative
ways to improve the organization. In doing so, they experiment and take risks. And
because leaders know that risk taking involves mistakes and failures, they accept the
inevitable disappointments as learning opportunities.
Enable Others to Act
Leaders foster collaboration and build spirited teams. They actively involve others.
Leaders understand that mutual respect is what sustains extraordinary efforts; they
strive to create an atmosphere of trust and human dignity. They strengthen others,
making each person feel capable and powerful.
Encourage the Heart
Accomplishing extraordinary things in organizations is hard work. To keep hope and
determination alive, leaders recognize contributions that individuals make. In every
winning team, the members need to share in the rewards of their efforts, so leaders
celebrate accomplishments. They make people feel like heroes.
Kouzes and Posner (2003) further break down the five practices into the ten
commitments of exemplary leadership. Model the way by (1) Finding your voice
through clarifying personal values, and (2) setting the example by aligning actions
with shared values. Inspire a shared vision through (3) envisioning the future by
imagining exciting ennobling possibilities, and (4) enlisting others in a common vision
by appealing to shared values. Challenge the process through (5) searching for
opportunities by seeking innovative ways to change, grow and improve, and (6)
experimenting and taking risks by constantly generating small wins and learning from
mistakes. Enable others to act through (7) fostering collaboration by promoting
cooperative goals and building trust, and (8) strengthening others by sharing power
and discretion. Encourage the heart through (9) recognizing contributions by showing
appreciation for individual excellence, and (10) celebrating the values and victories by
creating a spirit of community.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify at least two themes that emerge from the five practices and their ten
commitments of exemplary leadership that you have experienced and indicate why
you found them so memorable.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify how the five practices and ten commitments compare to your prior learning
of leadership.
Follow-up
Describe how these five practices and their ten commitments of exemplary leadership
might impact your personal leadership style.
Whole Task Objectives Follow-up
How do the five practices relate to the concept of goals and objectives?
How do the five practices relate to your understanding of your personal development?
Toolbox Model the way Inspire a Shared Vision Challenge the process Enable others to act Encourage the heart
9.2 Objective
Explore the concept of goals and objectives.
Whole Task Objectives
Understand the concept of goals and objectives
Describe factors affecting your personal development.
Relevancy
There are a number of definitions for the term objective. We might start with a simple
definition of to be objective as adhering to a defined method in one’s thinking while
taking into account the desired information and minimizing personal preconceived
notions or bias. Thus, to be objective, we must formulate an objective that provides a
basis for accurately defining and examining the results of a particular event or activity.
Dream no small dreams for they have no power to move the hearts of men. — Goethe
Prior Learning
By example, you saw that Kouzes and Posner (2003) broke down their five practices
into the ten commitments of exemplary leadership.
o Model the way by (1) Finding your voice through clarifying personal values, and
(2) setting the example by aligning actions with shared values.
o Inspire a shared vision through (3) envisioning the future by imagining exciting
ennobling possibilities, and (4) enlisting others in a common vision by appealing
to shared values.
o Challenge the process through (5) searching for opportunities by seeking
innovative ways to change, grow and improve, and (6) experimenting and taking
risks by constantly generating small wins and learning from mistakes.
o Enable others to act through (7) fostering collaboration by promoting
cooperative goals and building trust, and (8) strengthening others by sharing
power and discretion.
o Encourage the heart through (9) recognizing contributions by showing
appreciation for individual excellence, and (10) celebrating the values and
victories by creating a spirit of community.
Notice that each of the five forms a goal that is satisfied when the associated
commitments are met. Can you define the commitments as objectives?
Pretest
How confident are you that you understand the concept of an objective? Rate your
confidence from 0 to 100, 0 being totally unconfident, and 100 being totally confident.
Activity
If we consider an objective as an element that assists in describing a goal, then there
emerge a number of discipline-dependent processes for constructing an objective.
From the educational discipline, the intent of the objective is to define the type and
extent of learning that will occur at the conclusion of instruction. One of the more
common methods for developing an objective is the ABCD approach. This approach is
broad enough to lend itself to other disciplines where a series of objectives are met in
order to complete a goal. Thus, in simplest terms, the objectives are the steps
necessary to meet the goal – in completing all of the objectives, we meet the goal.
The ABCD approach to developing objectives considers the Audience, Behavior,
Conditions, and Degree. The audience, or targeted learner, might be described, for
example, as “tenth grade algebra students.” The behavior is the verb describing the
action the audience will perform. The behavior should be as descriptive as possible
using verbs such as “compare, describe,” rather than vague terms such as “know,
appreciate.” The condition describes the situation under which the learner’s
performance is observed such as “given a computer with internet access … .” Finally,
the degree provides the standard by which the learner’s performance is judged. The
degree might be specified, for example, as “within 1 inch” or “within ten minutes.”
Thus, a sample objective might appear “Given a geographical map of the United States
of America, the third grade student will locate all six New England states.” The
audience is the “third grade student.” The behavior is “locate.” The condition is “given
a geographical map of the United States of America.” The degree is “all six New
England States.”
The same method might used, for example, to address a project task whereby we
might state “The writer will complete the ten page PDF file grant introduction
document by January 30. The audience is the “writer”. The behavior is “complete”.
The condition is “ten page PDF file”. And, the degree is “by January 30”.
Identify, as best as possible, the ABCD elements of the Kouzes and Posner leadership
model. “Model the way by (1) finding your voice by clarifying personal values, and (2)
setting the example by aligning actions with shared values. Inspire a shared vision
through (3) envisioning the future by imagining exciting ennobling possibilities, and
(4) enlisting others in a common vision by appealing to shared values. Challenge the
process through (5) searching for opportunities by seeking innovative ways to change,
grow and improve, and (6) experimenting and taking risks by constantly generating
small wins and learning from mistakes. Enable others to act through (7) fostering
collaboration by promoting cooperative goals and building trust, and (8)
strengthening others by sharing power and discretion. Encourage the heart through
(9) recognizing contributions by showing appreciation for individual excellence, and
(10) celebrating the values and victories by creating a spirit of community”.
Note that this activity is a good concrete and abstract thinking exercise. As such, it
may require additional time as learning will require focus and critical thinking to
assure the ABCDs are identified in a workable form.
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Using Think-Aloud Pair Problem Solving |
Using Think-Aloud Pair Problem Solving