“Educating students for

this uncertain future

is like training for

the Olympics without

knowing which sport

you will compete in.”— Thomas Friedman

Introduction

It is challenging for educators to identify and teach students what they need to know and

be able to do to succeed in this ever increasingly complex world. However, the one thing

we do know is regardless of how things change, students will need good interpersonal and

organizational skills, often tagged soft skills, to thrive in the classroom and eventually in the

workplace.

Supported by the latest research from educators and business leaders, It’s Up 2 U…r u ready?

introduces students to the essential skills they need to succeed not only in high school but

in the workplace of tomorrow. With dynamic activities and engaging graphics students gain

insights and learn strategies particularly suited to their wants and needs.

This instructor’s guide is organized in three sections. You get the why, what and how to

help you quickly introduce, deliver and support each activity in the student version of

It’s Up 2 U…r u ready? In addition, there are links to valuable resources and short video

clips to make the booklet material more interesting and meaningful.

1.TheBigIdea — reasons “why” students need to learn the skill.

2.TheStellarOutcome —“what” students will know and be able to do with this information.

3.TheTeacherTips — ideas on “how” to present and extend each activity.

Author Barbara Carson believes that…Students learn what they care about, from people they

care about and who, they know, care about them. With that in mind, we know you can help

your students put these life lessons to work for them.

Big Idea

This booklet provides students with an opportunity to address, discuss and prepare for some of the challenges they will be faced with in high school. Because students look to you for guidance, how you introduce and use this booklet in your classroom will greatly influence its success…once again, it’s up 2 u.

“ The best way to predict your

future is to create it.”

— Stephen Covey

GettingStarted

Stellar Outcome

With new insights and strategies students will be better prepared to take on new responsibilities and to take advantage of new opportunities high school will offer them.

Pages 2 - 3 in Student booklet

Want More?

n View and discuss this “5”Video…

it is a GREAT way to begin the book…it’s only 3 minutes!

n Ask questions about where they will be 5 years from today.

Ask Questions

n What is going to be different about high school?

n How are you preparing for these changes?

n What does this quote mean to you?

“The best way to predict your future is to create it.” — Stephen Covey

The Activity

n Distribute the booklets and give students time to look through it.

n Have students complete the Table of Contents quiz on page 3.

n Discuss some of the Table of Contents questions.

Here are some ideas to help you introduce this booklet to your class.

Teacher TipsGetting Started

Stellar Outcome

With an understanding of their VARK scores and their personal learning style, students will have insight into how they like to learn and an increased appreciation for the fact that people learn in different ways. Equipped with this information students can use their unique learning style to learn better and faster.

“ Learning how to

learn is life’s most

important skill.”

— Tony Buzan

1. Learn to Learn

Big Idea

The single most important thing you can learn in today’s world is the ability to learn how to learn. In this first activity, students are introduced to learning styles and take the VARK Learning Styles Assessment designed for young learners. This will get them thinking about how they learn and how they can improve and develop their capacity to learn.

Pages 4 - 5 in Student booklet

Want More?

n Have students explain their learning style to a family member.

n Have students take the VARK online and compare their results to the book quizwww.vark-learn.com.

n Have students print, review and highlight the VARK help sheets for their learning style.

Ask Questions

n What is a learning style?

n How would you describe your learning style?

n Why would knowing your learning style be helpful?

The Activity

n Review the VARK directions and give students time to complete and score their assessment.

n Survey the class and get a tally of learning styles in the class.

n Match different styles with class assignments.

Teacher Tips1. Learn to Learn, part 1

“ Learning is a treasure

which accompanies its

owner everywhere.” — Chinese Proverb

Stellar Outcome

Students will be able to identify and employ learning strategies that will help them learn better and faster. They will have a greater awareness of their learning preferences and take advantage of the ways they like to learn to make learning more fun and rewarding for themselves.

Big Idea

While our students have spent years in school being taught- there is a good chance they know little about the learning process and their own learning style. Once students identify their natural learning preferences they need to learn specific strategies to use to help them learn more effectively. As they begin to create their own learning profiles, students can enhance their learning capabilities and can become empowered learners for a lifetime

1. Learn to Learn

Pages 6 - 7 in Student booklet

Teacher Tips1. Learn to Learn, part 2

Ask Questions

n What is an auditory learner?

n How does a visual learner prefer to learn?

n Who likes to learn by reading and writing?

n How would you help a kinesthetic learner study for a spelling test?

The Activity

n Review the directions and give students time to complete the activity.

n Divide students into groups and have each group come up their best study tips.

Want More?

Have students interview each other about how they learn best.

Sample questions…

Where do you like to study?

Who do you like to study with?

When (what time of day) do you study best?

What (days of the week) are your best study days?

What subjects are easiest for you to study?

What makes studying difficult?

What could you do to make studying easier for yourself?

“ Be a good listener. Your

ears will never get you

in trouble.” — Frank Tyger

Stellar Outcome

Students will be able to identify the importance of listening and the qualities and benefits of active listening. In addition, they can use active listening strategies to listen more effectively in the classroom and in their personal lives.

Big Idea

Listening is the most used communication skill in learning and in the workplace, yet most students are not good listeners. While students receive extensive instruction in reading, writing and speaking, they do not learn how to actively listen. Failure to listen is costly — leading to mistakes, lost friendships, misaligned goals, wasted time, and poor performance in school. This activity introduces students to listening strategies they can immediately employ to actively listen.

2. Actively Listen

Pages 8 - 9 in Student booklet

Want More?

n Have students ask several people they know and respect to rate their listening abilities. (As a class compose 3-4 questions to ask their interviewees and give them time to practice with a partner.)

Ask a friend

Ask a brother, sister

Ask an adult — parent, teacher, coach, aunt, uncle…

When they complete the assignment, have students share one thing they learned about their listening skills.

Ask Questions

n Share with your students a problem you had because you failed to listen.

n What kind of problem have you created for yourself by not listening?

n What do you think active listening means?

The Activity

n Review the directions and give students time to complete the activity.

n Discuss the Chinese Character for listening.

n Play the game “Telephone.”

n Discuss what happened during the game and how active listening strategies helped.

Teacher Tips2. Actively Listen

Big Idea

Successful students ask questions. Asking questions engages the brain and helps students stay focused and attentive in class. While many teens are reluctant to ask, the more they can learn about how and what to ask and practice these skills the better prepared they will be to ask the thoughtful and engaging questions that will help them succeed.

“ Asking is…the world’s most

powerful and neglected secret

to success and happiness.” — Percy Ross

Stellar Outcome

Students will know when and how to ask a variety of questions. They will be able to use both open and closed questions to gather the kinds of information they seek. In addition, they will be able to explain why asking questions is important.

3. Ask Questions

Pages 10 - 11 in Student booklet

Ask Questions

n How often do you ask a question in class?

n How comfortable do you feel asking questions?

n What kinds of questions do you have about going to high school?

The Activity

n Review the directions and give students time to complete the activity.

n Play the question game.

Write on the board or overhead “going to high school.” Go around the room and ask students to share an open-ended questions about this topic. Write students’ questions on the board. Any question is acceptable as long as it is open-ended and has not been asked before. The game is over when students cannot offer a related open-ended question without repeating one.

Want More?

nAsk students to write 3 questions they have about high school.

nHave students work with a partner to share and practice asking their questions.

nAs a class, identify 5 questions they want answered and invite a high school counselor or former student to class to answer their questions.

Teacher Tips3. Ask Questions

Big Idea

In today’s world, students are connecting and collaborating like never before, but they may not have the social skills to make the best and most rewarding connections. When working in a collaborative environment, students must know what makes teams valuable and what it takes to develop a successful team. Providing students with opportunities to practice and build their collaborative skills will give them an added advantage in our interconnected world.

“ None of us is as smart

as all of us.” — Japanese Proverb

Stellar Outcome

Students will be able to identify the advantages of diverse teams. In addition, they will understand the essential team roles that contribute to successful teams and the roles they prefer when working in a team environment.

4.Work inTeams

Pages 12 - 13 in Student booklet

Ask Questions

n What kinds of teams have you been on?

n What’s the best thing about being on a team?

n What’s the worst thing about being on a team?

The Activity

n Review the directions and give students time to complete the activity.

n Have students form teams with four to five members. Have team members explain to the group what team role they like to play. Have groups identify members who would be good leaders, harmonizers, organizers, encouragers, and innovators.

What positions is each group missing?

What role is the most difficult to fill?

Want More?

nAsk students to discuss with their families what makes a good (family) team member.

nMake and share a list of characteristics families thought were important.

nShow and discuss LessonsfromGeese.

Teacher Tips4. Work in Teams

Stellar Outcome

Students will be able to use brainstorming to find interesting possibilities to the problems/challenges they face. In addition, they will better understand the creative process and why creativity is important.

“ Imagination is more

important than knowledge.” — Albert Einstein

5. Think Creatively

Big Idea

All around us are matters of national and international importance that are crying for creative solutions…peace in the Middle East, universal health care, global warming. Our country needs creative ideas to find innovative solutions to these problems. Consequently, we need a cadre of innovative thinkers. Since the ability to think creatively is a skill that can be developed, we must give students some guidance and practice in growing their creativity.

Pages 14 - 15 in Student booklet

Ask Questions

n What is creativity?

n Why is being creative important?

n What is brainstorming?

The Activity

n Review the directions and give students time to complete the activity.

n Give students time to brainstorm with a partner/s for the “Brainstorm Your Way to High School” activity.

n Share ideas on how they plan to make their high school years more memorable.

Want More?

nUse these 2shortvideoclips to show how to brainstorm and how not to brainstorm.

nDiscuss what they learned from watching these teams in action.

Teacher Tips5. Think Creatively, part 1

Big Idea

In a recentIBMreport1,500 Chief Executive Officers from 60 countries and 33 industries worldwide, reported that — more than rigor, management discipline, integrity or even vision, successfully navigating an increasing complex world will require creativity. To thrive in the workplace of tomorrow our students must appreciate and develop their creative capabilities.

“ You never truly know

someone until you’ve walked

a mile in his shoes.” — Author Unknown

5. Think Creatively

Stellar Outcome

Students will be able to use the brainstorming process to create a unique personal product.

Pages 16 - 17 in Student booklet

Ask Questions

n Are you wearing TOMS Shoes?

n Why do you think they are so popular?

n Discuss TOMS Shoes and show TOMSwebsiteandvideo.

The Activity

n Review the directions and give students time to complete the activity.

n Put out any available art supplies, colored pencils, markers…

n Turn on some “creative” music and let the students have at it.

Want More?

nHave students do short presentations to share their shoes and explain their designs.

n Copy additional shoe pages for students who choose to design more shoes for extra-credit.

n Post extra-credit shoe designs.

Teacher Tips5. Think Creatively, part 2

Big Idea

Many experts contend that developing a good problem-solving ability is the cognitive passport to the future. A SWOT is a problem solving tool that helps students define a problem, organize information, and identify action steps to take to solve the problem. Students can use this tool over and over again to help them analyze and address the solutions they seek.

“ Don’t find fault,

find a remedy.”— Henry Ford

6. Solve Problems

Stellar Outcome

Students will be able to use a SWOT to help them address and analyze simple and complex problems. They can use the tool in the classroom and in their personal lives.

Pages 18 - 19 in Student booklet

Ask Questions

n When you have a problem what do you do?

n Have you ever heard of a SWOT?

n Introduce a SWOT.

The Activity

n Review the directions and give students time to complete the activity.

n Use a SWOT with your class to address a common class problem or challenge…do it together.

n Divide students into small groups of 3-5 and have them complete a SWOT

n Share some SWOTs.

Want More?

nEncourage students to use the SWOT to solve a problem at home or at school.

nOffer additional credit if students share what they did and how it worked.

Teacher Tips6. Solve Problems

Stellar Outcome

Students will be able to use the SMART goal setting process to set goals for school and in their personal lives. In addition, they will be able to identify the advantages of goal setting.

“ A man without a goal is like

a ship without a rudder.”— Thomas Carlyle

7. Set Goals

Big Idea

Students who define their goals and write them down are much more likely to reach their goals. Goal setting is a critical component of success. In a Harvard Study, cited in What They Don’t Teach You in the Harvard Business School they found that the three percent who had clear, written goals were earning, on average, ten times as much as the other 97 percent put together.

Pages 20 - 21 in Student booklet

Ask Questions

n What goals have you set?

n What happened when you set a goal?

n Why do you think goals are important?

The Activity

n Review the directions and give students time to complete the activity.

n Have students work with a partner to make a SMART goal.

n Share students’ SMART goals.

Want More?

nPrint copies of this excerpt on “GoalSetting”from Michael Jordan’s book, I Can’t Accept Not Trying.

n Give students time to read, review and discuss Jordan’s advice.

n Ask some reflective questions.

How does Michael Jordan set a goal?

If you followed Michael Jordan’s advice, what kind of goal would you set for yourself?

Teacher Tips7. Set Goals

Big Idea

Look at the words we use to describe life today — words about time…24/7, rushed, time-starved, too much to do and not enough time to do it. To navigate this world, students need to be able to focus, to determine what is important and to pay attention to the task at hand and avoid distractions.

“ The beginning is half

of every action.”

— Greek Proverb

8. Manage Time

Stellar outcome

Students will be aware of how they spend their time and be able to identify what activities they want to increase and what time wasters they want to avoid. In addition, they will be able to use the “two-minute rule” to use their little chunks of time.

Pages 22 - 23 in Student booklet

Ask Questions

n What is procrastination?

n How well do you think you manage your time?

n When you get an assignment that is due in a month…when do you begin?

The Activity

n Review the directions and give students time to complete the activity.

n Discuss how students use their time.

n Based on their time audits, what changes would they like to make?

n Brainstorm things students can do in about 2 minutes…

Want More?

nShow students the assignmentcalculatorsite and demonstrate how it works.

n Have students use the calculator for one of their projects.

Teacher Tips8. Manage Time

Stellar Outcome

Students will identify the benefits of a positive outlook and attitude. They will also have the ability to recognize things they can do to develop their positivity and how they are influenced by positive and negative people.

“ Attitudes are contagious.

Is yours worth catching?” — Author Unknown

9. Be Positive

Big Idea:

Positive energy invigorates us and makes us healthier and happier. One of the best ways to increase your positivity is to focus on the bright side by seeking out and sharing information about the good things going on all around us. Since attitude is a choice, helping students recognize the benefits of positivity, will help them succeed. (Watch this Benjamin Zander videoonpossibilitythinking…a positive outlook.)

Pages 24 - 25 in Student booklet

Ask Questions

n Draw a continuum on the board negative to positive and ask : where does your attitude lie on this continuum?

n Why do they say attitude is a choice?

The Activity

n Review the directions and give students time to complete the activity.

n Have students work with together to compile a list of things they can do to be more positive.

Things to Do Things to Avoid Hang out with positive people Walk around with my head down

Smile, say Hi Spend time with negative people

n Have student share their lists.

Want More?

nHave students agree to spend time around the most positive person they know and report on this experience.

n Have students try being positive/cheerful in the morning for 1 week and report on the outcome.

Teacher Tips9. Be Positive

Ending Activity

“ The only real thing stopping you

from reaching your dreams is you.” — Kent Healy

Success Principles for Teems

Stellar Outcome

Students will identify the ideas, tips and quotes that will help them in high school and show how they will use them in their lives.

Big Idea

This ending activity is designed to provide students with an active way to demonstrate what they learned and how they will use the information as they move forward. It gives them an opportunity to make the message their own.

Pages 26 - 27 in Student booklet

Reference Materials

Using some of the latest research from educators like Ellen Galisnsky and Tony Wagner as well as the NACE survey and CTE standards, we identified the most essential skills students will need to succeed in high school and beyond. Here are the direct links to those resources.

Ellen Galinsky — Mind in the Making, The Seven Essential Life Skills Every Child Needs.

Tony Wagner — Global Achievement Gap.

National Association Colleges and Employers (NACE) — Skills Employers Seek.

California Career Technical Education Standards — Grades Seven through Twelve.

This project was funded by the Chancellor’s Office, California Community

Colleges Governor’s Career Technical Education Initiative (SB70/SB1133) Career

Technical Education Community Collaborative Grants #08-140-830 and

#09-140-830, which were awarded to Coast Community College District.

Summer 2011

Written & Designed by Leading Edge Lessons

www.leadingedgelessons.com