RE: [xmca] Request for selection activity

The question related to an applicants goal was asked of me when I was
apply for some funding to study. If the individual does not know why
they are doing it and what they expect to get from the program, then any
obstacles will be harder to navigate.

Regards

Louise

-----Original Message-----
From: Barbara Kathy Stuart [mailto:Barbara.Stuart@Colorado.EDU]
Sent: Tuesday, 26 June 2007 01:57 PM
To: eXtended Mind, Culture, Activity
Subject: RE: [xmca] Request for selection activity

Hi

Similarly to Louise, I've asked participants to define indicators or
measurements. I am always surprised and informed by their creativity.
How do they know they are learning something new? What can each one do
to create an environment where learning occurs? we do this publically
and then develop a rubric based on their words. At some point in the
process, and at the end, we do a 360 assessment when they assess
themselves and others, using the rubric they developed. I've used these
methods all over the world, recently in Pakistan and previously in a low
income housing property of 1000 persons receiving grant funding.

Barb

---- Original message ----
>Date: Tue, 26 Jun 2007 11:33:01 +1000
>From: "Louise Hawkins" <l.hawkins@cqu.edu.au>
>Subject: RE: [xmca] Request for selection activity
>To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
>
>Helen,
>
>A simple question to ask each applicant is what there goal is by
>undertaking this program. The more concrete and personal the answer the

>better.
>
>Louise
>
>-----Original Message-----
>From: Helena Harlow Worthen [mailto:hworthen@ad.uiuc.edu]
>Sent: Tuesday, 26 June 2007 08:41 AM
>To: eXtended Mind, Culture,Activity
>Subject: [xmca] Request for selection activity
>
>Hello, xmca --
>
>I suspect that someone on this list might be able to answer this
>question.
>
>I am working with a group of people here in Chicago that has to select
>36 students to enter a high-powered pre-apprenticeship training
program.
>
>The 36 students have to come from targeted disadvantaged groups:
>minority, women, low-income, etc. They will probably be mostly African
>American, mostly men.
>
>The pre-apprenticeship program is grant-funded from the State of
>Illinois, the outcome of some serious politicking. It is a full-day 5
>days a week 11-week program where the students will get paid $300 a
>week, get bus passes, childcare, tools and safety equipment, and when
>they graduate they'll get a union card and a very minor hoop to jump
>through (a math test, for which they will get preparation assistance)
>before getting into the full four-year Carpenters' Apprenticeship
>Program. This is an expensive program: it costs about $1,000 per week
>per student. The idea is that it is designed to address ALL the
>barriers to minority entry into the building trades. It's got a lot of
>math and hands-on carpentry and physical training in it.
>
>Since the first class starts in September, we have a very short time to

>recruit and select the students. We need an effective way to
>distinguish between the ones that are going to make it and the ones
>that are going to drop out or get dropped. Drug testing is a given; we
>have to do drug testing at the beginning and randomly throughout the
>program. We figure that drug testing will eliminate half the
>applicants. So it's the other things I have to focus on. It's not
>academics, either -- the teachers in this program take the attitude
>that as long as someone is showing progress, no matter how slow, they
>stay in the program. What we're looking for is people who can show
>commitment, act responsibly, and build trust with the people they're
working with.
>
>So here is my question: Does anyone know an activity that measures how
>well someone learns in a group? I imagine that it would be some kind of

>group activity with a slowly rising challenge built into it.
>
>Any ideas or references?
>
>Thank you --
>
>Helena Worthen
>hworthen@uiuc.edu
>312-996-8733
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Received on Mon Jun 25 21:28 PDT 2007