4.0 Day 1 Trainer Slides FINAL 08-10-13

CHARACTER COUNTS! 4.
0
• Character Development Seminar
DAY 1
CHARACTER COUNTS! 4.0 ©

Josephson Institute 2013
1
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?
2
Introduction Videos
Game of Hope
Haircut
Worksheet 2: VIDEOS – Introduction to Course – (Supplemental Materials)

3
Game of Hope

4
Haircut

5
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?

6
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 Josephson Institute 2013
7
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

9
Who Are You?
In 45 seconds or less:
Name Why are you at this
Where You’re From training and what do you
Current job hope your institution will
gain?
Choose one of the following
3 questions to answer:
What does your school
What is one thing you do now and what do you
are thinking about as you do personally to develop
consider bringing about key social emotional
change in your skills and character traits
school/organization? in students?
10
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?
11
12
13
Principles of Change
Changing Behavior by Changing Beliefs

14
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.

15
“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)

16
Change theory as a key student
development strategy
The hardest growth challenge
is when one must replace a
All growth, including strongly held belief, a way of
acquisition of new looking at things (a mindset,
information, skills, and traits, perspective or attitude), or a
is change. way of dealing with situations
(a disposition) with a new
belief, attitude or approach.
Personal growth occurs when

a student replaces beliefs and
The best way to improve a
attitudes that hamper or
student’s life is to change
prevent academic or social
their behavior by changing
success with beliefs that
their beliefs and attitudes.
promote behaviors that create
success.

17
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.

18
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

19
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.
20
Pay It Forward
The Assignment

21
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.

22
Pay It Forward
Something Big

23
FIXED MINDSET GROWTH MINDSET
Personal attributes “You can do anything you
(intelligence, patience, and put your mind to.”
talents) are inborn. “You Attributes and talents can
either have it or you don’t” be developed.

24
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

25
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.

26
Questions Related to Change
What will What will
success look Is it worth How do I What needs I can do it! We did it!
make it
like? it? do it? to change? work?
Professional Resources / Action Lasting

Vision Commitment
Development
Assessment Strategies Plan Results

27
Facilitating Change
for a Meaningful, Measureable, Sustainable Initiative
Professional Action Lasting

Vision Commitment Assessment Resources
Development Plan Results
Professional Action
 Commitment
Development
Assessment Resources
Plan
Confusion
Professional Action
Vision  Development Assessment Resources
Plan
Sabotage
Action
Anxiety
Vision Commitment  Assessment Resources Plan
Action
Vision Commitment
Professional
Development  Resources
Plan
Uncertainty
Action
Vision Commitment
Professional
Development
Assessment  Plan
Frustration
Professional False
Vision Commitment
Development
Assessment Resources  Starts
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
28
It’s Working . . .
Data from
Successful Programs

29
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.”
30
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

31
Downey, California
ACADEMIC • API scores rose 5%, an increase of 63% over the
PERFORMANCE previous 3 years before CC!
HIGHER GRADUATION • Graduation rates have been over 92% since CC

RATES. implementation; statewide graduation rate is 68%
REDUCED SUSPENSIONS • Suspension days decreased 41% from 6417 to

& EXPULSIONS 3757; expulsions fell 64% from 229 to 82.
PARENTS LOVE • 96% said CC! a valuable part of the school; 94% said,
“My child is exhibiting Six Pillars of good character at
PROGRAM home and at school.”
• 96% said, “The content and training they received to

TEACHERS SUPPORT implement CHARACTER COUNTS! is useful in helping
build students' character”; 95% "would recommend CC!
training to others.”
• 94% agree: "I feel the CC! program makes me a better

STUDENTS SUPPORT student;" 95% agree, “The Six Pillars of good character
help remind me to make good choices."
32
The Problem – Building
the Case
Pre-Course Survey
Summary Slides

33
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?

34
2012 Report Card on Values and
Conduct of American Youth
The 2012 initiative

surveyed more than
In 2012, the Josephson
23,000 high school
Institute of Ethics
students in all
conducted its 9th study
demographics,
of the ethics of
including public,
American youth.
private, and charter
schools.

35
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%

36
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%
Stole something from a friend in the

past year: 14%
37
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

38
The Solution
CHARACTER COUNTS! 4.0®

39
What you should know about the Josephson
Institute of Ethics and CHARACTER COUNTS!
• To improve the ethical quality of society by

changing personal and organizational decision
JOSEPHSON making and behavior
INSTITUTE
MISSION
• 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
KEY Administration, Business
PROGRAMS: • Michael Josephson Radio Commentaries

40
In 1992 the Josephson Institute introduced
CHARACTER COUNTS! the first national, non
partisan, secular character education
strategy based on common values

41
What is CHARACTER COUNTS!® ?
Most widely used school improvement and character-

development 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.
42
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

43
Today we have the iPhone 5, Windows 8 and
CHARACTER COUNTS! 4.0 – all state of the art
versions of the original
4.0
44
CHARACTER COUNTS!®
Partner of Education Associations

45
CHARACTER COUNTS!®
Partner of National Youth Serving
Organizations

46
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, values-
based School Whole
Improvement and Child
Student
Development
System
47
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
48
Objectives
Provide to schools, teachers and parents state-

of-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
49
• CHARACTER COUNTS!® strategies
should deal effectively with issues that are
MEANINGFUL relevant and significantly impact the
community and individuals.
• CHARACTER COUNTS!® should be

MEASURABLE expected to demonstrate effectiveness in
terms of measurable changes in attitudes
and conduct.
• CHARACTER COUNTS!® must become

part of the DNA of a school, organization
SUSTAINABLE or community, so that values promoted
endure changes in leadership.

50
Methods of teaching and instilling beliefs
that will produce desired behaviors
Experiential Activity
Vicarious
Explanation generates self- Experience
discovery and an
Direct Stories told
emotional commitment
Teaching orally, by book,
to desired beliefs and
video or movie
behavior

51
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!)

52
Defining Elements of CHARACTER COUNTS! 4.0
FOUR DOMAINS:
• 1 Organizational Domain
• Positive School Climate
• 3 Personal Domains
• Academic
• Social / Emotional
• Character

53
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 Domain). CHARACTER COUNTS! 4.0 ©
54
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.

55
ACADEMIC
DOMAIN

56
Model Standards in A4. Knowledgeable, Logical,
Academic Domain Critical, Creative Thinkers.
A4.1. Acquire, Remember Knowledge.
A1. Motivated, Committed Learners
A4.2. Understand Knowledge
A1.1. Curiosity
A4.3. Apply Knowledge
A1.2. Personal Growth and Lifelong
A4.4. Analyze, Evaluate (Critical
Learning
Thinking)
A2. Confident, Diligent Learners
A4.5. Create, Innovate (Synthesis)
A2.1. Growth Mindset
A4.6. Concentrate
A2.2. Learning From Mistakes
A4.7. Perceptive, Observant
A3. Responsible, Engaged,
A4.8. Openness
Autonomous, Connected Learners
A4.9. Intellectual Integrity
A3.1. Dedication to Education.
A4.10. Intellectual Independence
A3.2. Full Engagement in Learning
A4.11. Intellectual Humility
Process.
A4.12. Pursuit of Wisdom
A3.3. Self-Directed Learners
A5. Effective Problem Solvers and
A3.4. Resourceful, Discerning
Decision-Makers.
Research
A5.1. Rational Decision Making.
A3.5. Versatile Learners.
A5.2. Ethical Decision Making.
A3.6. Connection to School Community
A5.3. Effective Decision Making.
A5.4. Best Possible Result.
57
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).

58
59
Model Standards in
SE3. Social Awareness &
Social/Emotional Domain Relationship Skills and Traits
SE1. Self-Awareness SE3.1. Social Awareness.
SE1.1. Emotions and Their Impact SE3.2. Empathy.
SE1.2. Traits and Attributes SE3.3. Remorse
SE1.3. Values, Beliefs, Attitudes, SE3.4. Positive Relationships.
Mindsets. SE3.5. Effective Communication.
SE1.4. Self-Acceptance. SE3.6. Leadership.
SE1.5. Happiness & Success SE3.7. Collaboration & Teamwork.
SE1.6. Capacity to Be a Change Agent. SE3.8. Conflict Management.
SE2. Self-Management. SE4. Success Skills & Attitudes
SE2.1. Expressing Emotions. SE4.1. Executive Function
SE2.2. Self-Discipline SE4.2. Commitment to Excellence
SE2.3. Resisting & Replacing Negative SE4.3. Conscientiousness.
Emotions SE4.4. Perseverance
SE2.4. Resilience SE4.5. Self-Confidence
SE2.5. Flexibility. SE4.6. Initiation and Action
SE2.6. Patience and Poise SE4.7. Positivity
SE2.7. Self-Improvement SE4.8. Gratitude
SE2.8. Setting Goals SE4.9. Forgiveness
SE2.9. Planning SE4.10. Technological Literacy
SE2.10. Managing Time SE4.11. Financial Literacy
SE2.11. Organization CHARACTER COUNTS! 4.0 ©
60
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.

61
62
Model Standards in C4.3. Consequences for Their Words
Character Domain C4.4. Consequences for Actions
C4.5. Developing & Positive Life Skills
C1. Commitment to Character & Ethics C4.6. Self-Reliance & Money Management
C1.1. Good Character - Components- C4.7. Learning From Experience
C1.2. Importance of Character C4.8. Being Rational and Reflective
C1.3. Responsibility for Character C4.9. Healthy Choices
C1.4. Six Pillars of Character C5. Fairness
C1.5. Ethical Concepts and Terms
C5.1. The Basics of Fairness
C2. Trustworthiness.
C2.1. Integrity C5.2. Making Fair Decisions
C2.2. Honest Communications C5.3. Proportionality
C2.3. Honest Actions C5.4. Complexity of Fairness
C2.4. Belief That Honesty Pays C6. Caring
C2.5. Promise-Keeping & Reliability C6.1. The Basics of Caring
C2.6. Loyalty C6.2. Caring & Other Ethical Duties
C3. Respect C7. Good Citizenship
C3.1. Treating Others With Respect C7.1. Civil Rights
C3.2. Golden Rule
C7.2. Civil Responsibilities
C3.3. Basics of Respect
C3.4. School Climate C7.3 Respect for Authority & Law
C3.5. Respecting Privacy C7.4. Participation in Democratic Process
C3.6. Respecting Others’ Autonomy C7.5. Improving School Climate
C4. Responsibility C7.6. Environmental Protection
C4.1. Compliance: Doing What Is Required
C4.2. Ethics: Doing What Should Be Done CHARACTER COUNTS! 4.0 ©
63
SCHOOL CLIMATE
Domain Four is the

organization-wide focus on
promoting a positive climate
that is conducive to learning.

64
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.

65
• Identify and instill beliefs
Values and attitudes that drive
choices that produce
desirable behavior
• Develop ability to
Choices choose option that
achieves the best
possible result
• Promote wise
and ethical
Behavior conduct
consistent with
Six Pillars of
Character

66
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

67
Values and Choices
The Concert
Concert
Mo Cheeks

68
The Concert

69
Mo Cheeks

70
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?
71
What are
they and why
do they
matter?
Creating
Beliefs,a attitudes
Values-based Climate
and desires that
shape goals and motivate
72
choices Josephson Institute 2013
72
How are values instilled or adopted?
Instruction: Emulation: Habituation:

Direct Adoption of Inculcation
teaching and attitudes and of automatic
advocacy beliefs of patterns of
concerning others (i.e., thinking and
what is right, role models) being
desirable
and effective

73
Values are the
building blocks of
Character and
shape the nature
and quality of our
personal and
social interactions

74
Stated • What we say we value and
Values 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

75
Intrinsic Instrumental
Values Values
• Beliefs about
feelings and • Beliefs about
achievements what is
that are important to
intrinsically achieve other
good and goals or
worthy as end outcomes.
states (not These are
merely means intermediate
to an end); values, means
they define to an end.
ultimate goals.

76
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
77
Read-Aloud: The Dot
• Positive values (beliefs and

attitudes) that unlock potential
Key and open doors to success,
Values personal growth, and fulfillment
• Negative values that limit

Lock potential, impede achievement,
and prevent personal growth and
Values fulfillment.

78
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)

79
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)

80
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?

81
Mindsets and Perceptions
The Best Way to Change Your Life is to

Change Your Attitude

82
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
CHARACTER COUNTS! 4.0 © 83
83
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?

84
Perspective and
Attitudes Videos
The Greatest
Concert
No Limbs No Limits

85
The Greatest

86
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.
87 87
Do you see the arrow?

88 88
Do you see the arrow?
Character &
Ethics

89
Perspective: What you see depends
on your vantage point

90 90
What two images do you see?

91
Three perspectives of same object
Three perspectives of same object

92 92
Some people are
forward looking, other
tend to look sideways
at the folks next to
them or behind.
Which are you?

93
How
could you
use these
kind of
images
and
illusions
with your
students?
The great magician Harry Houdini Josephson Institute 2013
94
Activity –
Perception Test

95
How many arrows are there?

96 96
What do you see?

97
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.
98
Draw 4 straight lines that connect all 9 dots
without going over a dot more than once

99
Can we misinterpret what we see in personal
interactions?

100 100
No Limbs No Limits

101
Choices and Decisions
Pursuing the Best Possible Result

102
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.

103
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
104
What We Need to Teach Students
To think of all choices in

terms of potential Every decision has
consequences to consequences.
themselves and to others
(stakeholders).
Decision-Making
The higher the stakes,
The greater the potential
the more need there is
consequences, the
for careful decision
higher the stakes.
making

105
Two Core Principles for Good Decision Making
We have the We’re morally

power to decide responsible for
what we do and the consequences
say. of our choices.

106
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?
107
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

108
A poor decision is unacceptable because it is illegal,
POOR
unethical, and/or ineffective.
GOOD A good decision legally, ethically and effectively

accomplishes the primary purpose.
A better decision legally, ethically and effectively

BETTER accomplishes the primary purpose without causing
unintended and/or undesirable consequences.
The best decision legally, ethically and effectively

accomplishes the best possible result while avoiding
BEST
unintended consequences and enhancing the
decision maker’s credibility and relationships.

109
Good choices produce good results.
Better choices create better results.
The best choices produce the BEST

POSSIBLE RESULT.

110
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.
111
Josephson Institute
Model Standards for
Academic, Social, Emotional and
Character Development
Critical Educational Outcomes

112
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.
113
ACADEMIC
DOMAIN

114
Using The Model Standards in the Academic
Domain – Five Educational Outcomes
The first three are about values
and the obligation to instill in
The second group of two deals
students certain attitudes and
with cognitive skills: critical
beliefs that will tend to produce
thinking, problem solving,
success in school as well as
creative thinking and decision-
provide a happy and fulfilling life
making.
and a responsible productive
citizen.
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.
115
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?”

116

4.0 Day 1 Trainer Slides FINAL 08-10-13

Cargado por

Información del documento

Derechos de autor

Formatos disponibles

Compartir este documento

Compartir o incrustar documentos

Opciones para compartir

¿Le pareció útil este documento?

¿Este contenido es inapropiado?

Copyright:

Formatos disponibles

4.0 Day 1 Trainer Slides FINAL 08-10-13

Cargado por

Copyright:

Formatos disponibles

CHARACTER COUNTS! 4.

CHARACTER COUNTS! 4.0 ©

Everything else can be put in your

Worksheet 2: VIDEOS – Introduction to Course – (Supplemental Materials)

CHARACTER COUNTS! 4.0 ©

CHARACTER COUNTS! 4.0 ©

CHARACTER COUNTS! 4.0 ©

Game of Hope Haircut

What choices were made

What are possible

CHARACTER COUNTS! 4.0 ©

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

What was purpose and value of activity?

What did you notice about the progression of the

What was purpose and impact of increasingly

Which of the questions had the most impact on you?

How could you effectively use this technique with

• Review of Your Materials

• We will get to the remainder of your materials in the

CHARACTER COUNTS! 4.0 ©

Creating a Positive Learning Environment

•What factors contribute to a positive

•What factors contribute to a positive

Changing Behavior by Changing Beliefs

CHARACTER COUNTS! 4.0 ©

Most effective way to change someone:

CHARACTER COUNTS! 4.0 ©

“And if you want to change how

Influencer: The Power to Change Anything (2010)

Personal growth occurs when

CHARACTER COUNTS! 4.0 ©

We possess many beliefs and attitudes

A primary goal of education is to develop

CHARACTER COUNTS! 4.0 ©

We may not choose our

CHARACTER COUNTS! 4.0 ©

It’s worth it.

CHARACTER COUNTS! 4.0 ©

It’s worth it.

CHARACTER COUNTS! 4.0 ©

CHARACTER COUNTS! 4.0 ©

CHARACTER COUNTS! 4.0 ©

Improvement in academic achievement

Reduction in misbehavior and crime

Improvement in school climate

CHARACTER COUNTS! 4.0 ©

The essence of CHARACTER COUNTS!® 4.0 is to instill or strengthen positive

An effective CHARACTER COUNTS! implementation embeds positive values

CHARACTER COUNTS! 4.0 ©

Professional Resources / Action Lasting

CHARACTER COUNTS! 4.0 ©

Professional Action Lasting

CHARACTER COUNTS! 4.0 ©

2011 Puerto Rico Survey

Despite widespread initial resistance, at end of

ENGAGEMENT – students, teachers

SAFETY – physical and emotional

HIGHER GRADUATION • Graduation rates have been over 92% since CC

REDUCED SUSPENSIONS • Suspension days decreased 41% from 6417 to

• 96% said, “The content and training they received to