Educator: Vicki Dyer, Faculty, School of Business, Nova Scotia Community College, CN

Implementation: The goal of this multi-step activity is to help students understand that they must take responsibility for their own success. First, using Popcorn Reading, have students read "The Late Paper" and have them rank each character for his/her responsibility for Kim’s failing grade in Psychology 101. Next have students form groups according to their first choice. Each group prepares an argument in support of its choice, writing main points on a flip chart page and posting the page on the wall. Each group then presents its argument to the class, with the option for anyone to switch groups at any time. Next, have entire class brainstorm Kim’s possible excuses, recording them on the white board. Create small groups and assign to each group one of the class-generated excuses. Distribute and explain the handout about the Creator/Victim Language; then assign each group to turn their assigned excuse into a Creator statement. Have each group present its translation and solicit feedback from the class. Finally, ask students to share excuses they have used or heard others use in school, at work, or elsewhere. For each excuse, invite the class to translate it into a Creator statement.  

Application:  Office Procedures class in preparation for Job Interviews

Educator: Melisa Johnson, Faculty, Business & Office Technology, Northeastern Technical College, SC

Implementation:  In Step A, create groups of three students and have them choose to become their Home Group's expert on 1) Writing Resumes--how to write different types of resumes, what should be included, format, etc. 2) Dressing for Success--how to dress for an interview as well as every day professional attire, or 3) Interviewing--how to answer commonly asked interview questions as well as important do's and don'ts during an interview. In Step B, each group develops its expertise with the assignment of creating a presentation to the whole class. For example: Group 1 could present examples (both good and bad) of each type of resume; Group 2 might present a fashion show of what to wear and not wear to an interview or work place; Group 3 could role play an interview, showing both what to do and what not to do. In Step C, experts return to their Home Groups and lead a discussion about what their group members learned from the presentations. 

Application:  Review for a quiz or test

Educator: Sarah Hadmack, Faculty, Religion, University of Hawaii and Windward Community College, HI

Implementation:  Buy small, soft balls at a craft shop.  Have students stand in a circle.  Ask a question and then throw a ball to a student.  The student with the ball must answer the question correctly in order to keep the ball.  If he/she answers incorrectly then he/she must throw the ball to another student to answer.  When the question is answered correctly, ask another question and throw another ball.  Student with the most balls at the end wins. Prizes might include bonus points on the quiz or test.