Transcript Game of Hope - Character Counts

CHARACTER COUNTS! 4.0
• Character Development Seminar
DAY 1
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Please locate the following materials:
-Supplemental Materials (stapled
packet in blue folder)
-- Matrix (stapled packet in blue
folder)
-- Training Workbook (large book)
Everything else can be put in your
bag for now.
On the table are posters with statements and quotations. Please walk
around and put a dot on up to 5 statements or quotations you strongly
agree with. (Please use the stickers found on your materials)
Choose one of the quotations that resonates with you and copy it on
“Worksheet 1: Favorite Quotations” of your Supplemental Materials.
(stapled packed in blue folder)
Answer the following questions:
Why I like it?
What does it mean?
What are the values embedded in the quote?
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Introduction Videos
Game of Hope
Haircut
Worksheet 2: VIDEOS – Introduction to Course – (Supplemental Materials)
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Game of Hope
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Haircut
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Worksheet 2: VIDEOS – Introduction to Course (Supplemental Materials)
Game of Hope
Haircut
What feelings or ideas
were evoked by the
video? What values did
you see in the clips?
What choices were made
in each clip? What were
potential consequences
of the choices that could
have been considered?
What are possible
teaching/learning points
of each video?
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Circle With A Circle
Activity & Benefits
Method of getting everyone engaged, everyone talks
Cover lots of concepts/material quickly
Can be used in class for subject content as well
Provides physical movement for brain activity
Shows importance of listening to instructions
Provides challenge and opportunity for a problem-solving
strategy re: complex instructions
Training Workbook – page 3
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Teaching/Learning Objectives
Worksheet 3: Circle Within A Circle Activity (pg. 8)
What was purpose and value of activity?
What did you notice about the progression of the
questions?
What was purpose and impact of increasingly
complicated movement instructions?
Which of the questions had the most impact on you?
Why?
How could you effectively use this technique with
students, colleagues, and parents?
Trainer Introduction
• Trainer Introduction
• Review of Your Materials
• Supplemental Materials
• Training Workbook
• Matrix
• We will get to the remainder of your materials in the
next couple of days
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Who Are You?
In 45 seconds or less:
Name
Where You’re From
Current job
Why are you at this
training and what do you
hope your institution will
gain?
Choose one of the following
3 questions to answer:
What does your school
do now and what do you
do personally to develop
key social emotional
skills and character traits
in students?
What is one thing you
are thinking about as you
consider bringing about
change in your
school/organization?
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Activity
Agreements
Creating a Positive Learning Environment
•What factors contribute to a positive
learning environment for students?
•What factors contribute to a positive
learning environment for this class?
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Principles of Change
Changing Behavior by Changing Beliefs
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Goal: Improve society and lives of
children by improving their values,
character and conduct.
Improvement is
positive change.
Most effective way to change someone:
Instill or strengthen values that
determine choices.
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“If you want to change the world,
you eventually have to change how
people behave.”
“And if you want to change how
they behave, you have to first
change how they think.”
Influencer: The Power to Change Anything (2010)
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Change theory as a key student
development strategy
All growth, including
acquisition of new
information, skills, and traits,
is change.
The hardest growth challenge
is when one must replace a
strongly held belief, a way of
looking at things (a mindset,
perspective or attitude), or a
way of dealing with situations
(a disposition) with a new
belief, attitude or approach.
Personal growth occurs when
a student replaces beliefs and
attitudes that hamper or
prevent academic or social
success with beliefs that
promote behaviors that create
success.
The best way to improve a
student’s life is to change
their behavior by changing
their beliefs and attitudes.
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Behavior is the result of values, beliefs,
mindsets and attitudes that dictate our
actions, often at a subconscious level
We possess many beliefs and attitudes
that we did not choose – they were
instilled by parents or other social and
cultural forces and adopted without much
reflection.
A primary goal of education is to develop
critical thinking skills so that we exercise
more control over choices and make
decisions based on reason and logic
rather than instinct and emotion.
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Our attitudes and mindsets affect
our actions and reactions
We may not choose our
immediate emotional reaction or
initial attitude but we can choose
to hold on to or change how we
react to or feel about a situation
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People will not change
entrenched attitudes or
behaviors unless they
believe two things:
It’s worth it.
• It’s worth the effort.
• What I will get is more
valuable than what I
give up.
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Pay It Forward
The Assignment
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People will not change
entrenched attitudes or
behaviors unless they believe
two things:
It’s worth it.
• It’s worth the effort.
• What I will get is more
valuable than what I give up.
I can do it.
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Pay It Forward
Something Big
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FIXED MINDSET
Personal attributes
(intelligence, patience, and
talents) are inborn. “You
either have it or you don’t”
GROWTH MINDSET
“You can do anything you
put your mind to.”
Attributes and talents can
be developed.
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CHARACTER COUNTS!® can change the entire climate
of a school, organization, or community.
Improvement in academic achievement
Reduction in misbehavior and crime
Increased attendance
Improvement in school climate
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CHARACTER COUNTS!®
is about Change
The idea of changing the character of an individual or the culture of an
organization is so daunting that it sometimes doesn’t seem possible.
Changing beliefs, however, even about important things, is much more doable.
The essence of CHARACTER COUNTS!® 4.0 is to instill or strengthen positive
beliefs that promote desirable behaviors, and to modify or replace negative
beliefs that support undesirable behaviors.
An effective CHARACTER COUNTS! implementation embeds positive values
(beliefs) in the DNA of individuals and their institutions.
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Questions Related to Change
What will
success look
like?
Is it worth
it?
How do I
do it?
Vision
Commitment
Professional
Development
What needs
to change?
Assessment
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What will
make it
work?
I can do it!
We did it!
Resources /
Strategies
Action
Plan
Lasting
Results
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Facilitating Change
for a Meaningful, Measureable, Sustainable Initiative
Vision
Commitment
Professional
Development
Assessment Resources
Action
Plan
Lasting
Results

Commitment
Professional
Development
Assessment Resources
Action
Plan
Confusion

Professional
Development
Assessment Resources
Action
Plan
Sabotage
Assessment Resources
Action
Plan
Anxiety
Resources
Action
Plan
Uncertainty

Action
Plan
Frustration
Vision
Vision
Commitment


Vision
Commitment
Professional
Development
Vision
Commitment
Professional
Development
Assessment
Vision
Commitment
Professional
Development
Assessment Resources

If any factor is missing, a meaningful, measurable, sustainableCHARACTER
change will not
happen.
COUNTS!
4.0 ©
Adapted from Knoster, T., Villa, R., & Thousand, J. (2000). A framework for thinking
about
systems
change
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False
Starts
It’s Working . . .
Data from
Successful Programs
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Data from schools or districts that have
implemented the change model to make
CHARACTER COUNTS an integral part
of their school improvement efforts
2011 Puerto Rico Survey
88% School Principals Committed to Program
Despite widespread initial resistance, at end of
the first year, 88% concluded:
The program is effective and “I am committed to
continue developing it at my school.”
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Puerto Rico represents the largest and most comprehensive
implementation of CHARACTER COUNTS!® with the involvement
of over 350 public schools. At least 70% of school principals
reported improvement in a wide variety of measurements of:
PERFORMANCE
BEHAVIOR
ENGAGEMENT – students, teachers
and parents
SAFETY – physical and emotional
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Downey, California
ACADEMIC
PERFORMANCE
• API scores rose 5%, an increase of 63% over the
previous 3 years before CC!
HIGHER GRADUATION
RATES.
• Graduation rates have been over 92% since CC
implementation; statewide graduation rate is 68%
REDUCED SUSPENSIONS
& EXPULSIONS
• Suspension days decreased 41% from 6417 to
3757; expulsions fell 64% from 229 to 82.
PARENTS LOVE
PROGRAM
• 96% said CC! a valuable part of the school; 94% said,
“My child is exhibiting Six Pillars of good character at
home and at school.”
TEACHERS SUPPORT
• 96% said, “The content and training they received to
implement CHARACTER COUNTS! is useful in helping
build students' character”; 95% "would recommend CC!
training to others.”
STUDENTS SUPPORT
• 94% agree: "I feel the CC! program makes me a better
student;" 95% agree, “The Six Pillars of good character
help remind me to make good choices."
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The Problem – Building
the Case
Pre-Course Survey
Summary Slides
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Activity
What makes a class/school safe?
In addition to academic content, what should your
students learn that will equip them to be positive and
engaged in the learning process and in so doing
develop life skills to function as an adult? Think
Knowledge – what students should know and
understand; Skills – what students should be able to do;
Values – what students should value and believe, and
Traits – what characteristics and attributes of character
students should possess.
What are the positive values you would
like to see more of on the part of your
students? What are specific attitude and
behaviors you would like to see less of?
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2012 Report Card on Values and
Conduct of American Youth
The 2012 initiative
surveyed more than
23,000 high school
students in all
demographics,
including public,
private, and charter
schools.
In 2012, the Josephson
Institute of Ethics
conducted its 9th study
of the ethics of
American youth.
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And they lie and cheat
I sometimes lie to save money: 38%
(33% females; 45% males)
I cheated during a test at school in past year:
51%.
I lied to a teacher about something significant
in past year: 55%
(51% females; 59% males)
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The theft rate is alarming
Stole something from a store in past
year: 20% (17% females; 23% males)
Stole something from a parent or
relative in the past year: 18%
(15% females; 21% males)
Stole something from a friend in the
past year: 14%
(10% females; 19% males)
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It’s even worse than it looks
Admit they lied on at least one
question: 30%
Experts agree that dishonesty
on a survey invariably
understates negative
behaviors and attitudes
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The Solution
CHARACTER COUNTS! 4.0®
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What you should know about the Josephson
Institute of Ethics and CHARACTER COUNTS!
JOSEPHSON
INSTITUTE
MISSION
KEY
PROGRAMS:
• To improve the ethical quality of society by
changing personal and organizational decision
making and behavior
• CHARACTER COUNTS!/Tus Valores Cuentan – 7 million
children and families; nearly 1,000 member organizations
• Pursuing Victory With Honor/Logrando la Victoria con Honor
• Ethics in the Workplace – Government, Policing, School
Administration, Business
• Michael Josephson Radio Commentaries
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In 1992 the Josephson Institute introduced
CHARACTER COUNTS! the first national, non
partisan, secular character education
strategy based on common values
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What is CHARACTER COUNTS!® ?
Most widely used school improvement and characterdevelopment framework
Thousands of schools and youth serving organizations and more
than 7 million children and families
Based on shared beliefs and six core ethical values that
transcend political, cultural, socio-economic, and
religious differences (Six Pillars of Character)
No ideological or political agenda other than
strengthening the moral fiber of the next generation by
promoting consensus ethical values.
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The Evolution
In the past 20 years
Windows evolved into a
continually more powerful
tool
In the past 20
years mobile
phones
continued to
evolve – doing
more things
better
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Today we have the iPhone 5, Windows 8 and
CHARACTER COUNTS! 4.0 – all state of the art
versions of the original
4.0
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CHARACTER COUNTS!®
Partner of Education Associations
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CHARACTER COUNTS!®
Partner of National Youth Serving
Organizations
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4.0
The most complete overhaul
in our history, incorporating
the most current
educational research and
instructional strategies and
making full use of modern
technology.
A comprehensive,
integrated, valuesbased School
Improvement and
Student
Development
System
Whole
Child
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Why the change?
Schools are inundated with standards, mandates, and
demands as their resources shrink
Supplemental programs create demands on time and
challenges re: integration with basic school curricula and
with other programs
Many states started mandating SEL standards and some
have added character development
Juggling and sustaining multiple supplementary programs
detracts from unified focus
When we raise our kids we don’t separate our efforts or
lessons in the academic, social, emotional and character
domains – we do it all together
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Objectives
Provide to schools, teachers and parents stateof-the-art experience and research-based
strategies, techniques, and tools that convey
knowledge, instill values and beliefs and
develop character traits and life skills to:
• Succeed in school (including college or other
post-secondary school education);
• Succeed in the workplace and their careers;
• Live happy, worthy and fulfilling personal lives;
• Become engaged, responsible and productive
citizens
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MEANINGFUL
• CHARACTER COUNTS!® strategies
should deal effectively with issues that are
relevant and significantly impact the
community and individuals.
MEASURABLE
• CHARACTER COUNTS!® should be
expected to demonstrate effectiveness in
terms of measurable changes in attitudes
and conduct.
SUSTAINABLE
• CHARACTER COUNTS!® must become
part of the DNA of a school, organization
or community, so that values promoted
endure changes in leadership.
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Methods of teaching and instilling beliefs
that will produce desired behaviors
Explanation
Direct
Teaching
Experiential Activity
generates selfdiscovery and an
emotional commitment
to desired beliefs and
behavior
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Vicarious
Experience
Stories told
orally, by book,
video or movie
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Defining Elements of CHARACTER COUNTS! 4.0
COMMON LANGUAGE: 6 PILLARS
T.E.A.M.- TEACH, ENFORCE, ADVOCATE, MODEL
BEST POSSIBLE RESULT (BPR) DECISION-MAKING
FOUR DOMAINS (3 Personal / 1 Organizational)
MODEL STANDARDS & MATRIX
GROWTH MINDSET
CC! CHANGE BEHAVIOR MODEL (I can do it!)
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Defining Elements of CHARACTER COUNTS! 4.0
FOUR DOMAINS:
• 1 Organizational Domain
• Positive School Climate
• 3 Personal Domains
• Academic
• Social / Emotional
• Character
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To be successful …
• Schools must create and sustain a positive
climate where:
• students are and feel physically and emotionally
safe
• learning and personal growth is stimulated and
nurtured
• each and every student has an opportunity to
achieve their full potential in three overlapping
personal domains:
1) intellectual growth and performance (the
Academic Domain)
2) development of positive life skills (the
Social/Emotional Domain)
3) development of ethical and moral
commitment and competence (the
CHARACTER COUNTS! 4.0 ©
Character Domain).
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ACADEMIC DOMAIN
This domain is concerned with instilling
educational and academic knowledge
and values and developing in each
student the cognitive abilities, learning
skills, and personal traits that will help
them: 1) succeed in school (including
college or other post-secondary
education), 2) succeed in the workplace,
3) Live happy, worthy and fulfilling
personal lives, and 4) become engaged,
responsible and productive citizens.
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ACADEMIC
DOMAIN
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Model Standards in
Academic Domain
A4. Knowledgeable, Logical,
Critical, Creative Thinkers.
A4.1. Acquire, Remember Knowledge.
A4.2. Understand Knowledge
A4.3. Apply Knowledge
A4.4. Analyze, Evaluate (Critical
Thinking)
A4.5. Create, Innovate (Synthesis)
A4.6. Concentrate
A4.7. Perceptive, Observant
A4.8. Openness
A4.9. Intellectual Integrity
A4.10. Intellectual Independence
A4.11. Intellectual Humility
A4.12. Pursuit of Wisdom
A5. Effective Problem Solvers and
Decision-Makers.
A5.1. Rational Decision Making.
A5.2. Ethical Decision Making.
A5.3. Effective Decision Making.
A5.4. Best Possible Result.
A1. Motivated, Committed Learners
A1.1. Curiosity
A1.2. Personal Growth and Lifelong
Learning
A2. Confident, Diligent Learners
A2.1. Growth Mindset
A2.2. Learning From Mistakes
A3. Responsible, Engaged,
Autonomous, Connected Learners
A3.1. Dedication to Education.
A3.2. Full Engagement in Learning
Process.
A3.3. Self-Directed Learners
A3.4. Resourceful, Discerning
Research
A3.5. Versatile Learners.
A3.6. Connection to School Community
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SOCIAL/EMOTIONAL DOMAIN
This domain is concerned with non-cognitive
skills and traits, including: self-awareness
and self-management (e.g., the ability to
identify and regulate emotions), interpersonal
social skills (e.g., the ability to empathize and
communicate clearly and to form and sustain
positive personal relationships), and positive
life skills and traits (e.g., executive
functioning, goal-setting, planning, time
management, perseverance, resilience, and
conscientiousness).
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Model Standards in
Social/Emotional Domain
SE1. Self-Awareness
SE1.1. Emotions and Their Impact
SE1.2. Traits and Attributes
SE1.3. Values, Beliefs, Attitudes,
Mindsets.
SE1.4. Self-Acceptance.
SE1.5. Happiness & Success
SE1.6. Capacity to Be a Change Agent.
SE2. Self-Management.
SE2.1. Expressing Emotions.
SE2.2. Self-Discipline
SE2.3. Resisting & Replacing Negative
Emotions
SE2.4. Resilience
SE2.5. Flexibility.
SE2.6. Patience and Poise
SE2.7. Self-Improvement
SE2.8. Setting Goals
SE2.9. Planning
SE2.10. Managing Time
SE2.11. Organization
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SE3. Social Awareness &
Relationship Skills and Traits
SE3.1. Social Awareness.
SE3.2. Empathy.
SE3.3. Remorse
SE3.4. Positive Relationships.
SE3.5. Effective Communication.
SE3.6. Leadership.
SE3.7. Collaboration & Teamwork.
SE3.8. Conflict Management.
SE4. Success Skills & Attitudes
SE4.1. Executive Function
SE4.2. Commitment to Excellence
SE4.3. Conscientiousness.
SE4.4. Perseverance
SE4.5. Self-Confidence
SE4.6. Initiation and Action
SE4.7. Positivity
SE4.8. Gratitude
SE4.9. Forgiveness
SE4.10. Technological Literacy
SE4.11. Financial Literacy
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CHARACTER DOMAIN
This domain is concerned with educational
outcomes that help students develop the
constellation of moral and ethical qualities that
define good character. Successful efforts to build
good character will result in a safe caring, and
respectful school climate that provides students
with standards of right and wrong and instills in
them ethical consciousness, commitment and
competencies that will help them achieve
personal, school, and career goals; live happy,
worthy and fulfilling lives; and become engaged,
responsible, and productive citizens.
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Model Standards in
Character Domain
C4.3. Consequences for Their Words
C4.4. Consequences for Actions
C4.5. Developing & Positive Life Skills
C1. Commitment to Character & Ethics
C1.1. Good Character - ComponentsC1.2. Importance of Character
C1.3. Responsibility for Character
C1.4. Six Pillars of Character
C1.5. Ethical Concepts and Terms
C2. Trustworthiness.
C2.1. Integrity
C2.2. Honest Communications
C2.3. Honest Actions
C2.4. Belief That Honesty Pays
C2.5. Promise-Keeping & Reliability
C2.6. Loyalty
C3. Respect
C3.1. Treating Others With Respect
C3.2. Golden Rule
C3.3. Basics of Respect
C3.4. School Climate
C3.5. Respecting Privacy
C3.6. Respecting Others’ Autonomy
C4. Responsibility
C4.1. Compliance: Doing What Is Required
C4.2. Ethics: Doing What Should Be Done
C4.6. Self-Reliance & Money Management
C4.7. Learning From Experience
C4.8. Being Rational and Reflective
C4.9. Healthy Choices
C5. Fairness
C5.1. The Basics of Fairness
C5.2. Making Fair Decisions
C5.3. Proportionality
C5.4. Complexity of Fairness
C6. Caring
C6.1. The Basics of Caring
C6.2. Caring & Other Ethical Duties
C7. Good Citizenship
C7.1. Civil Rights
C7.2. Civil Responsibilities
C7.3 Respect for Authority & Law
C7.4. Participation in Democratic Process
C7.5. Improving School Climate
C7.6. Environmental Protection
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SCHOOL CLIMATE
Domain Four is the
organization-wide focus on
promoting a positive climate
that is conducive to learning.
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What You Need to Know
About Values & Choices
The essence of CHARACTER COUNTS! 4.0 is
explicit and overt identification and teaching of the
key beliefs (values) that will result in choices that
produce desired behaviors.
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Values
• Identify and instill beliefs
and attitudes that drive
choices that produce
desirable behavior
Choices
• Develop ability to
choose option that
achieves the best
possible result
Behavior
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• Promote wise
and ethical
conduct
consistent with
Six Pillars of
Character
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Values and Choices, Beliefs
and Behaviors
Key Concepts
• Choices of attitudes and actions are
determined by values
• The basic precept is that our values
shape our choices, which shape our
behaviors
• We need to believe we can change
behaviors and choices, and
ultimately values
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Values and Choices
The
Concert
Concert
Mo Cheeks
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The Concert
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Mo Cheeks
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Questions
Why do you think the pianist and coach did what they did?
Was the dominant motive to do what they thought was the smart
thing to do or the right thing to do?
If you think either man was motivated by the desire to do the right
thing, what value(s) or belief(s) would account for their decision?
Based on what you saw in these videos what words would you use
to describe each person’s character?
Where do you think these values came from? How were they
instilled or developed?
Do you think values like compassion and empathy can be taught
or enhanced? How?
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What are
they and why
do they
matter?
Creating
Values-based
Climate
Beliefs,a attitudes
and desires
that
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shape goals and motivate
choices
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How are values instilled or adopted?
Instruction:
Direct
teaching and
advocacy
concerning
what is right,
desirable
and effective
Emulation:
Adoption of
attitudes and
beliefs of
others (i.e.,
role models)
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Habituation:
Inculcation
of automatic
patterns of
thinking and
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Values are the
building blocks of
Character and
shape the nature
and quality of our
personal and
social interactions
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Stated
Values
• What we say we value and
the level of importance we
say we attach to the value
• What we actually value –
Operational our highest priorities
Values
revealed by our actions
and choices
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Intrinsic
Values
Instrumental
Values
• Beliefs about
feelings and
achievements
that are
intrinsically
good and
worthy as end
states (not
merely means
to an end);
they define
ultimate goals.
• Beliefs about
what is
important to
achieve other
goals or
outcomes.
These are
intermediate
values, means
to an end.
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Review about Values
How is an ethical value different from a regular
value?
How is a value different than a regular belief?
What is the difference between a stated value
and an operational value?
What is the difference between an instrumental
value and an intrinsic value
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Read-Aloud: The Dot
Key
Values
• Positive values (beliefs and
attitudes) that unlock potential
and open doors to success,
personal growth, and fulfillment
Lock
Values
• Negative values that limit
potential, impede achievement,
and prevent personal growth and
fulfillment.
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Are these keys or locks? Why?
• It is important to keep learning new things so that I can continue to
grow and develop. (A1)
• I can’t get better at anything. (A2)
• It’s okay if I make mistakes – that’s how I learn (A2.2)
• I will enjoy school more and be successful if I take charge of and
participate in my own education. (A3)
• I just can’t figure out problems and explain situations. (A4.4)
• My ideas are the only important ones. (A4.8)
• It is important to recognize and understand my emotions because
knowing how I feel can lead to better actions and decisions. (SE1)
• Short-term fun is the same as long-term happiness. (SE1.4)
• I have the ability to accurately assess current conditions (i.e., the
way things are) and have the ability to envision how things could
be better (i.e., the way things ought to be). (SE1.6)
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Are these keys or locks? Why?
• I can make sure that my behavior is appropriate and reflects my
values. (SE2.2)
• I can’t possibly imagine what it’s like to stand in someone else’s
shoes. (SE3.2)
• It is impossible to work productively with others as part of a team
or group because I could easily accomplish more on my own.
(SE3.7)
• My character affects all parts of my life and I am responsible for
making the right choices and being a person of character. (C1)
• Everyone lies; it’s no big deal (C2.4)
• I understand the universal Golden Rule (“do unto others as you
would have them do unto you”) and apply it as a standard of
respect (C3.2)
• I am responsible for my choices and their consequences. (C4)
• I like to help out other kids when I can. (C6)
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Keys and Locks Activity
Meet in groups of three and list for the the children or young people you teach:
Two keys and two locks in the academic domain
Two keys and two locks in the social and emotional domain
Two keys and two locks in the character domain
Develop specific instructional strategies that you could use
to instill in your students the key values and eliminate or
replace the lock values.
What key beliefs from your list are included in the Matrix?
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Mindsets and Perceptions
The Best Way to Change Your Life is to
Change Your Attitude
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Perception Test
What we see is not necessarily what is
What we see is affected by our vantage point and we often do not see
all that is before our eyes
The brain does some amazing things to fill gaps and correct. The brain
adopts strategies and looks for patterns
The brain also can be fooled by illusions. What we see can be a
distorted image of objective reality (optical illusions)
We can teach the mind to see what it did not originally see – e.g., look
for the white spaces, alternative images, and illusions
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If you change your perspective you change
the way you experience the world.
Three stonecutters were asked
what they were doing.
• The first man replied: “I am making
bricks from this stone.”
• The second said: “I am making the
foundation for a building.”
• The third answered: “I’m building a
cathedral.”
So what? What difference does it make
how a person looks at his work?
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Perspective and
Attitudes Videos
The
Greatest
Concert
No Limbs No Limits
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The Greatest
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There are some typographical errors in the passage
below. Your task is to read this as fast as you can but
only if you understand what you are reading.
Aoccdrnig to rscheearch at Cmabrigde
Uinervtisy, it deosn't mttaer in waht oredr
the ltteers in a wrod are, the olny
iprmoetnt tihng is taht the frist and lsat
ltteer be at the rghit pclae. The rset can
be a ttoal mses and you can sitll raed it
wouthit porbelm. Tihs is bcuseae the
huamn mnid deos not raed ervey lteter
by istlef, but the wrod as a wlohe.
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Do you see the arrow?
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Do you see the arrow?
Character &
Ethics
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Perspective: What you see depends
on your vantage point
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What two images do you see?
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Three
perspectives
of
same
object
Three perspectives of same object
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Some people are
forward looking, other
tend to look sideways
at the folks next to
them or behind.
Which are you?
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How
could you
use these
kind of
images
and
illusions
with your
students?
The great magician Harry Houdini
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Activity –
Perception Test
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How many arrows are there?
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What do you see?
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Are the
lines
parallel?
The feathered
lines make it
appear that
the lines are
not parallel
but they are.
Be careful
who you hang
out with.
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Draw 4 straight lines that connect all 9 dots
without going over a dot more than once
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Can we misinterpret what we see in personal
interactions?
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No Limbs No Limits
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Choices and Decisions
Pursuing the Best Possible Result
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Stakeholders
Each person who can be affected by a
decision has a “stake” in that decision
and a moral claim on the decision
maker to make the decision wisely and
ethically.
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CHOICES HAVE CONSEQUENCES
Everyone affected by a decision is a stakeholder in
that decision
Look how many people were affected by this young man’s decision
to stick his head through the opening in the back of his chair
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What We Need to Teach Students
To think of all choices in
terms of potential
consequences to
themselves and to others
(stakeholders).
Every decision has
consequences.
Decision-Making
The higher the stakes,
the more need there is
for careful decision
making
The greater the potential
consequences, the
higher the stakes.
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Two Core Principles for Good Decision Making
We’re morally
responsible for
the consequences
of our choices.
We have the
power to decide
what we do and
say.
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Recognizing Important Decisions
Is there possible danger of physical harm to you or
anyone else?
Could you or someone else suffer serious emotional
pain?
Could the decision hurt your reputation?
Could the decision impede achieving an important
goal?
Could you or someone else suffer significant
monetary or property loss?
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Aspects of a Good Decision
Based on sufficient reliable information
Effectively accomplishes the decision-maker’s objectives
• Efficient
• Avoids unintended consequences (collateral damage)
• Results in the most good and the least harm to each stakeholder.
Is and appears to be ethical
•
•
•
•
•
•
Generates trust
Treats all stakeholders respectfully
Acknowledges and fulfills the decision-maker’s responsibilities
Is fair to all concerned
Demonstrates caring and concern for all stakeholders
Abides by laws and rules
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POOR
GOOD
A poor decision is unacceptable because it is illegal,
unethical, and/or ineffective.
A good decision legally, ethically and effectively
accomplishes the primary purpose.
BETTER
A better decision legally, ethically and effectively
accomplishes the primary purpose without causing
unintended and/or undesirable consequences.
BEST
The best decision legally, ethically and effectively
accomplishes the best possible result while avoiding
unintended consequences and enhancing the
decision maker’s credibility and relationships.
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Good choices produce good results.
Better choices create better results.
The best choices produce the BEST
POSSIBLE RESULT.
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JI Character-Based
Decision-Making Model
Ethical decisions take into account the
interests and well-being of everyone likely to
be affected by your actions (stakeholders).
Ethical decisions put the core values of
Trustworthiness, Respect, Responsibility,
Fairness, Caring, & Citizenship above
others.
If it is necessary to violate one core ethical
value to honor another, do what will produce
the greatest good in the long run.
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Josephson Institute
Model Standards for
Academic, Social, Emotional and
Character Development
Critical Educational Outcomes
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In creating
CHARACTER
COUNTS! 4.0 we have
studied, synthesized,
simplified,
summarized and
augmented the
research findings,
insights,
organizational
structure and
implementation
strategies of the most
influential school
improvement
programs.
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ACADEMIC
DOMAIN
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Using The Model Standards in the Academic
Domain – Five Educational Outcomes
The first three are about values
and the obligation to instill in
students certain attitudes and
beliefs that will tend to produce
success in school as well as
provide a happy and fulfilling life
and a responsible productive
citizen.
The second group of two deals
with cognitive skills: critical
thinking, problem solving,
creative thinking and decisionmaking.
Write a 30-60 second
announcement/comment
promoting the Outcomes
embodied in the standard along
with specific instructional
strategies that a teacher could
use to intentionally teach the
standard.
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Thank you for your outstanding work
today.
As you reflect on the day. . .
What was significant for you?
What surprised you?
What do you plan to do differently
with your learning from today?
Reflections & Homework
Homework in preparation for day 2:
- Six Pillar Commercials – be thinking of creative ways you
could “sell” your pillar
- Complete the Six Pillar Personal Inventory
- Complete the survey called, “What’s Worth Teaching?”
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