Who Does What in a Collaborative Meeting: Defining Meeting Roles
When you hold a collaborative meeting, one key to getting results is deciding on who does what. If you define the meeting roles of the people invited, everyone knows what to expect. If you don't define those roles, someone's time is being wasted. Okay, so how do you do this? The leader has these responsibilities: Set the goal. The leader has a big job, but is supported by.... The facilitator exists to make things easy. Creates the agenda with the meeting leader. For more on what meeting facilitation is all about, check out this article from Mind Tools and pay particular attention to the "toolbox" at the bottom. In most collaborative meetings, everyone is empowered to take notes, record action items, or otherwise help keep a record of what happened. Take pertinent meeting notes. Important note: the note-taker is not responsible for making people perform their action items -- that's up to the leader. Most meetings have participants beyond the roles listed above. Speak up.
2003 - (Gaskin) A choice blend. What volunteers want from organisation and management
At a time of fundamental change in social and demographic trends, volunteer-involving organisations are trying to discover how they can continue to attract people to volunteer and to keep them over time. This report looks mainly at volunteers’ views of their management at a time when it professionalization and formalisation is becoming the dominant management practice. The method was to draw on published research on the subject and 3 focus groups were convened to examine the experiences of current volunteers. Focus groups involved twenty seven current volunteers made up of ten young people (under 25) five retired people and eleven people of mixed ages. The research identified a progressive four stage model of volunteer involvement with eight key pressure points. The four stages are: the non-volunteer, the starter, the doer and the stayer.
How to Teach in an Age of Distraction (CHE) | Sunoikisis
At MIT, I teach a seminar on science, technology, and memoir. Enrollment is capped at 20 students. The atmosphere is intimate.
2001 - (Gaskin) Effective organisation and management of public sector volunteer workers: Police Special Constables
Author(s): Kevin Gaston (Manchester Business School, Manchester University, Manchester, UK) Jackie A. Alexander (Chief Inspector, Nottinghamshire Police, Nottingham, UK) Citation: Kevin Gaston, Jackie A. Downloads: The fulltext of this document has been downloaded 2446 times since 2006 Abstract: Increasing numbers of people internationally are volunteering their time and expertise to a wide range of public sector and not‐for‐profit organisations. Keywords: Police administration, Voluntary work, Police, Public sector management, Training Type: Publisher: MCB UP Ltd
Cooperative Learning: 7 Free PDF Assessment Instruments
Introduction Evaluating cooperative learning activities may seem like a Herculean task. But, actually it's not. Like any other assessment, you must determine in advance what you would like to assess and to what degree. Do you want to evaluate individual success, group success or perhaps, cooperative skills? Actually, I think you may find that it's useful to evaluate all three. I'm relatively sure what you may be thinking here. We teachers already have full plates--with all of the paperwork, lesson planning, endless paper grading, and the myriad of other things that are demanded of us, we just don't need something else to do. However, as you know from your own experiences, kids EXPECT to be evaluated. Pity the poor teacher who would respond to that question with, "No, but this will make great practice." The kids, of course, would immediately shut down. What follows on this page is a small collection of assessment tools that can be used for cooperative learning. Quick Links for THIS Page
2003 - (Locke et al) Hold on to what you’ve got: the volunteer retention literature
This article, based on a review of the literature on volunteer retention, finds many areas of disagreement among researchers about the factors that cause people to remain as volunteers. The section on ‘personal factors and life events’ suggests that changes in personal circumstances may cause people to leave volunteering and that domestic stability may cause them to stay, but is unable to give a clear answer on the part played by people’s demographic profiles or by their personalities, attitudes and religious beliefs. In the same way, the section on ‘organisations and contexts’ suggests that poor management may cause volunteers to leave organisations and that management which is ‘explicit, developmental, supportive and appreciative’ may encourage them to stay, but is forced to point out that the evidence on the influence of the motivation, commitment and satisfaction of the individual volunteer on retention is as yet inconclusive.
Appendix 3: Sample rubrics for assessment
(a) Rubric for participation and group work. It is also suitable for self-assessment and peer feedback. Adapted and used with permission from Karen Franker. For original click here. (b) Rubric for graphic organizer. Used with permission from Teach-nology. (c) Rubric for oral presentation. (d) Rubric for research reports. (e) Rubric for posters. Used with permission Anthony Salcedo. (f) Rubric for concept maps. Adapted and used with permission from Joyce Tugel.
2010 - (Smith & Cordery) What Works? A Systematic Review of Research and Evaluation Literature on Encouragement and Support of Volunteering
The Department of Internal Affairs commissioned this systematic literature review to assist the Lottery Grants Board and its distribution committees to make distribution decisions that are evidence-based, and to focus on the most effective interventions. This literature review summarises academic and practitioner research and evaluation from New Zealand and overseas – mostly Australia, the United Kingdom and the United States – on what works to encourage participation in volunteering and to support the management of volunteers. This literature review focuses on what works for managing formal volunteering carried out through the structure of an organization. This is a ‘workplace’ model for involving and managing volunteers, but it recognises that there is a diversity of volunteers and voluntary organisations. Over 1 million New Zealanders participate in volunteering and the government’s vision is that citizens will actively volunteer, be supported and valued.
Resources for The Wilson Reading - PAML Literacy
This area provides access to a variety of resources to support your Wilson Reading System® instruction and professional growth. In this section you’ll find… Basic WRS skills such as sound tapping and marking-up proceduresPrintable Materials-Teacher and student materials including lesson plan guidance, notebook examples, word cards, and moreText Passages-Enriched and non-controlled text passages to incorporate into Part 10 of the WRS Lesson Planand more... Differentiated Text Instruction This resource enables you to incorporate enriched and non-controlled passages in Part 10 of the WRS Lesson Plan. First, read the enriched text to the students while at the same time structuring their comprehension. Enriched Text When reading enriched text to students, do not have them follow along while you read. Non-Controlled Decodable Text Students require substantial practice applying their developing skills with non-controlled, decodable text.
prompts, lessons, and resources for writing classrooms
