Understanding Differences With Others Grant ToepferGaver Ryan Wiegel

Understanding Differences With Others. Grant Toepfer-Gaver Ryan Wiegel

Standards ASCA National Standards A: A 2. 3: Use communications skills to know when and how to ask for help. A: B 1. 2: Learn and apply critical-thinking skills. PS: B 1. 7: Demonstrate a respect and appreciation for individual and cultural differences. Common Core Standards CCSS. ELA-LITERACY. SL. 9 -10. 1. B: Work with peers to set rules for collegial discussions and decision-making (e. g. , informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.

Purpose of Intent This academic lesson is meant to engage students in open discussions about current topics, where they will have conflicting views with their peers. The guidance lesson is tied in by working with the students in understanding these differences and how to effectively express differences in a safe, constructive, and academic environment as to decrease volatile conflicts and disciplinary referrals.

Plan of Action 45 minutes per lesson 2 class periods per semester targeting 9 th and 10 th grade English classes.

Materials Needed Whiteboard Access to internet Worksheets Pencils Dry erase markers TIME magazines Eager minds

Preparation The School Counselor will work with the teachers involved to determine if getting a TIME magazine subscription is plausible or if they are already incorporating the magazine into their curriculum. If a subscription is not possible then the School Counselor will work with stake holders in finding funds to provide current TIME magazines to use for the lesson. The School Counselor and Teacher will research and become knowledgeable about current topics of global, US, and local levels. The School Counselor will work with the Teachers in understanding their classroom schedule and how to best delegate the time available. The School Counselor will lay out the lesson for Teachers and work to delegate who will be in charge of what task.

Pre-assessment Before implementing the guidance lesson, the School Counselor will send out a pre -assessment to the teachers to give to their students the week before the lesson begins as to show where the students are before the lesson begins. https: //bgsu. az 1. qualtrics. com/SE/? SID=SV_0 DLc. Izn. Ygch. Y 0 Qt

Lesson School Counselor will ask class “how do you feel after taking the pre-assessment”. The School Counselor will discuss with the class how everyone has differences and how we should utilize empathy and understanding of these differences. School Counselor will ask the class as a whole of any issues that they know about going on globally, nationally, or locally and write them on the whiteboard. Teacher will pass out TIME magazines to students and instruct them to find an article of interest and quietly read for 10 minutes. After the 10 minutes are over, the teacher will ask the class which articles they read, and write them on the whiteboard. The teacher will continue using the white board by asking each student which article they read and divide them into small groups accordingly.

Lesson cont. The School Counselor will instruct the small groups to discuss the articles they read for 10 minutes and write down: Feelings evoked from the reading (positive and negative). Groups viewpoints of the subjects. Develop a brief synopsis of the article to share with the class. Write down differences of how each group member felt after reading the article and how they processed and approached said differences. The School Counselor will then facilitate the class by having the small groups present their findings to the whole and encourage a class wide discussion (3 -5 minutes) in a way that expresses differences and how to work through them. After the discussions are finished the School Counselor will ask the class how they were able to express their opinions, hear others opinions, and how they dealt with conflict during the lesson.

Lesson cont. The School counselor will further facilitate by asking the class how they can reduce and better handle conflict inside and outside of the school setting, and have them write them on the whiteboard. The next day the School Counselor will send out a post-assessment to the teachers and have them send out to their students.

Post-assessment After the lessons are completed, the students will complete a post-assessment as to provide data to show support of purpose but to also see if this can be a continued guidance lesson. https: //bgsu. az 1. qualtrics. com/SE/? SID=SV_e. RMlk 3 iklcwm. B 37

References American School Counselor Association (2004). ASCA National Standards Students. Alexandria, VA: Author National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors. for