The purpose of this toolkit is to conduct a situational analysis or assessment that will help you to understand the size of the challenge and the current capacity of your school to set up a counselling service. To assist you to decide on the most suitable options for implementing counselling support in your school context.

The purpose of this toolkit is to conduct a situational analysis or assessment that will help you to understand the size of the challenge and the current capacity of your school to set up a counselling service. To assist you to decide on the most suitable options for implementing counselling support in your school context.

Learners will be exposed to a variety of nongovernmental organizations (NGOs) and intergovernmental organizations (IGOs) whereby they will develop and build awareness of viable resources they can draw upon currently and, in the future, to help achieve their goals. This lesson will help prepare learners to identify a nonprofit organization’s mission statement and learner’s will employ critical thinking skills to connect that mission statement to one of the nonprofit’s past/current/future projects. Learners will orally present their findings to their peers. This lesson will apply the universal intellectual standard of relevance as learners will write a reflective analysis of their own research experience and explain which NGO/IGO is most relevant to their lives. The lesson activities can be adapted to different classrooms depending on available technologies.

Learners will be exposed to a variety of nongovernmental organizations (NGOs) and intergovernmental organizations (IGOs) whereby they will develop and build awareness of viable resources they can draw upon currently and, in the future, to help achieve their goals. This lesson will help prepare learners to identify a nonprofit organization’s mission statement and learner’s will employ critical thinking skills to connect that mission statement to one of the nonprofit’s past/current/future projects. Learners will orally present their findings to their peers. This lesson will apply the universal intellectual standard of relevance as learners will write a reflective analysis of their own research experience and explain which NGO/IGO is most relevant to their lives. The lesson activities can be adapted to different classrooms depending on available technologies.

This course provides an exciting, eye-opening, and thoroughly useful inquiry into what it takes to live an extraordinary life, on your own terms. The instructors address what it takes to succeed, to be proud of your life, and to be happy in it. Participants tackle career satisfaction, money, body, vices, and relationship to themselves. They learn how to confront issues in their lives, how to live life, and how to learn from it.
A short version of this course meets during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month. Then this semester-long extension of the IAP course is taught to interested members of the MIT community. This not-for-credit course is sponsored by the Department of Science, Technology, and Society. A similar, semester-long version of this course is taught in the Sloan Fellows Program.
Acknowledgment
The instructors would like to thank Prof. David Mindell for his sponsorship of this course, his hopes for its continued expansion, and his commitment to the well-being of MIT students.

This course provides an exciting, eye-opening, and thoroughly useful inquiry into what it takes to live an extraordinary life, on your own terms. The instructors address what it takes to succeed, to be proud of your life, and to be happy in it. Participants tackle career satisfaction, money, body, vices, and relationship to themselves and others. They learn how to address issues in their lives, how to live life, and how to learn from it.
This course is offered during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month. This not-for-credit course is sponsored by the Department of Science, Technology, and Society. A similar, semester-long version of this course is taught in the Sloan Fellows Program. A semester-long extension of the IAP course is also taught to the population at large of MIT (please see PE.550, Spring).
Acknowledgment
The instructors would like to thank Prof. David Mindell for his sponsorship of this course, his intention for its continued expansion, and his commitment to the well-being of MIT students.

When we put ourselves in another person’s shoes, we are often more sensitive to what that person is experiencing and are less likely to tease or bully them. By explicitly teaching students to be more conscious of other people’s feelings, we can create a more accepting and respectful school community.

School and family relationships with a focus on communication, ethics, professionalism and problem-solving. Impact of the community, its resources and referral systems. Emphasis on families, diversity, multicultural issues and parent involvement.

This material is for low beginning/literacy ESL students who need life skill instruction. There is a teacher's manual, student book, blackline masters and audio for every lesson. This material was developed through a California Department of Education grant. Co-Author is Grace Tanaka.  

This course proposes that most cities have neither the infrastructure nor the processes in place to support the demographically complex public in fulfilling its role in democracy. Through this course, participants will learn a set of design principles for creating public engagement practices necessary for building inclusive civic infrastructure in cities. Participants will also have the opportunity to review and practice strategies, techniques, and methods for engaging communities in demographically complex settings.

This multidisciplinary seminar addresses fundamental issues in global health faced by community-based healthcare programs in developing countries. Students will broadly explore topics with expert lecturers and guided readings. Topics will be further illuminated with case studies from healthcare programs in urban centers of Zambia. Multidisciplinary teams will be formed to develop feasible solutions to specific health challenges posed in the case studies and encouraged to pursue their ideas beyond the seminar. Possible global health topics include community-based AIDS/HIV management, maternity care, health diagnostics, and information technology in patient management and tracking. Students from Medicine, Public Health, Engineering, Management, and Social Sciences are encouraged to enroll. No specific background experience is expected, but students should have some relevant skills or experiences.

In this service-learning engineering project, students follow the steps of the engineering design process to design an assistive eating device for a client. More specifically, they design a prototype device to help a young girl who has a medical condition that restricts the motion of her joints. Her wish is to eat her favorite food, pizza, without getting her nose wet. Students learn about arthrogryposis and how it affects the human body as they act as engineers to find a solution to this open-ended design challenge and build a working prototype. This project works even better if you arrange for a client in your own community.

Students begin by reading Dr. Seuss' "The Lorax" as an example of how overdevelopment can cause long-lasting environmental destruction. Students discuss how to balance the needs of the environment with the needs of human industry. Student teams are asked to serve as natural resource engineers, city planning engineers and civil engineers with the task to replant the nearly destroyed forest and develop a sustainable community design that can co-exist with the re-established natural area.

The 12th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 12th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Language study is embedded in every 12th grade unit as students use annotation to closely review aspects of each text. Teacher resources provide additional materials to support each unit.

In our lives, we are constantly telling stories to ourselves and to others in an attempt to both understand our experiences and present our best selves to others.  But how do we tell a story about ourselves that is both true and positive? How do we hold ourselves up in the best possible light, while still being honest about our struggles and our flaws? Students will explore ways of interpreting and portraying personal experiences.  They'll read Chinua Achebe's novel Things Fall Apart , analyzing the text through the eyes of one character. They'll get to know that character's flaws and strengths, and they'll tell part of the story from that character's perspective, doing their best to tell an honest tale that presents their character's best side. Then they'll explore their own stories, crafting a personal narrative about an important moment of learning in his or her life.

ACCOMPLISHMENTS

Students read and analyze Chinua Achebe’s Things Fall Apart , viewing the events and conflicts of the novel through the eyes of one of the central characters.
Students write a two-part narrative project: one narrative told through their character’s perspective and one personal narrative about an incident in their own life.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

How do our conflicts shape and show our character?
How can we tell a story about ourselves that’s both honest and positive?
How do definitions of justice change depending on the culture you live in?
What are ways individuals can react to a changing world? To a community that doesn’t accept us?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

Who are the characters students will meet in this novel? In this lesson, students will become familiar with one particular character, through whose eyes they will read and interpret the novel. Students will make a profile of their character to introduce him or her to the rest of the class.

Can a person be both admirable and flawed at the same time? In this lesson, students will look more closely at the character of Okonkwo. Students will figure out what his most admirable qualities are, as well as some of his flaws. They will also decide whether Okonkwo has the potential to be a tragic hero.

Outlines course objectives and week-by-week lesson plans including links to syllabus and other OER materials for class use.

Required Course Objectives
1. Discuss theories and research supporting a family-centered approach to early childhood education.
2. Articulate the role of cultural context in attitudes, beliefs, values, and child-rearing practices.
3. Analyze personal values, beliefs, and cultural biases that influence their work with families.
4. Demonstrate knowledge and understanding of the IFSP/IEP process and the impact this process has on families.
5. Identify strategies that support and assist families to identify their priorities, resources, and concerns for their children.
6. Identify specific components of IDEA that support families in the special education process.
7. Continue to identify themselves with the early childhood profession and will exhibit the attributes of a collaborative educational leader including the acquisition of appropriate knowledge, skills, and dispositions.

Students will be comparing different dishes of food and defending their opinion on which is more healthy. After that, the lab assistant will facilitate an open discussion (via prompted questions) about the Deaf community interacting in fast food businesses compared to hearing people's experiences.

A biome is a large community of vegetation and wildlife adapted to a specific climate.