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Unit 1

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Agreements in ‘Good Work’ Classroom

Give Respect, Gain Respect

I respect your thoughts

I liked your idea. It helped me.

Discussions in the ‘Good Work’ Classroom can involve engaging in difficult conversations and being vulnerable. Be assured by these AGREEMENTS which we should all follow.

No right or wrong answers

Be present and ready to engage

Share these norms with your students.

Explain that in the ‘Good Project’ classroom, we know that discussing good work can be vulnerable. It might involve some difficult conversations that need you to share your opinion openly – especially when going through ethical dilemmas. So some of the norms that we should all practice in our classroom are as follows:

Click to show animation of each Norm. explain as below for each norm:

Give Respect, Gain Respect – Respect one another’s opinion/idea/thought, be open to others’ ideas
No answer is incorrect – In the ‘Good Work’ classroom, you are not going to hear responses like ‘this is what you need to do’, ‘this is what you need to think’, ‘this is the right or wrong answer’, etc. We want you to respond to discussions using your own experience and thoughts on dilemmas. Sometimes there will be lack of closure because of this – be prepared for that. There will not always be a definitive answer to a dilemma. You will have to decide on your own views and action points based on the framework of ‘Good Work’.
Be present and ready to engage – Be active participants, be ready to engage, ready to think with one another, ready to communicate/share/debate respectfully.

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UNIT 1 – LESSON 1.1

Learning Objective:

Students will begin to investigate the meaning of “good work” as defined by excellence, ethics, and engagement.

Success criteria

I can identify some people I believe exemplify good work.
I can reflect about these individuals by describing aspects such as who they are, what kind of work they do, and why each of them exemplifies good work.
I can describe what makes a good professional and what are some of their qualities.
I can identify some of the challenges to doing good work.
I can articulate the meaning of "good work" defined by excellence, ethics and engagement.

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* - Exemplifies means to be a true / typical example of.

For instance – The clothes she wears exemplify her knowledge of ‘high fashion’.

A person I know who –

Exemplifies*

good work

Someone who I know personally and believe to be a ‘model worker’

1 min

CLASS DISCUSSION

TEACHERS

FAMILY MEMBERS

FRIENDS

OTHER PROFESSIONALS

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Write a personal reflection….

Who is s/he?
What kind of work does s/he do?
Why does s/he exemplify good work?

5 min

INDIVIDUAL

REFLECTION

FOR PORTFOLIO

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Qualities of a Good Worker

CLASS DISCUSSION

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Qualities of �a Good �Worker

CLASS DISCUSSION

PHOTOGRAPH FOR GROUP PORTFOLIO

EXCELLENCE	ETHICS	ENGAGEMENT

5 min

Activity 2 - (20min)

Divide the board vertically into 2 parts –

Left Side – write down the qualities/descriptor/adjectives that students share about a person who does good work

Start the discussion – Let’s discuss….

Modeling – Here’s how the teacher will model the activity

I’ll start by sharing – The first person that came to my mind who exemplifies good work is my _______

This person is very hardworking and sincere.

Write down the qualities ‘hardworking’, ‘sincere’ on the left side of the board

Let’s have you all share some qualities of a person who shows good work in whatever they do.

Write students answers on the left side board

Right Side – Draw a table with 3 columns labeled – Excellence, Ethics, Engagement

Take each word at a time. Ask students whether the word belongs to any particular column.

You can model using the words you gave – ‘hardworking’ – Does working hard help you achieve excellence? Help you in being engaged with your work? Or does it help you remain ethical about your work? I think it helps me achieve excellence so let me put it into that column. Does the class agree with me?

Now let’s take one quality at a time and see how we can fit it. When you tell me the column, explain why you think so.

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What is Good Work?

WRITTEN WORKSHEET

FOR PORTFOLIO

8 min

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What is Good Work?

What makes a good professional? What are some of the qualities necessary to do good work?

What are some of the challenges to doing good work?

WRITTEN WORKSHEET

FOR PORTFOLIO

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Who does Good Work?

HOMEWORK

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Watch this video about “3Es”, shich is also in your Virtual Classroom.

Then complete this worksheet for homework

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CHECK YOUR PORFOLIO

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https://harvard.az1.qualtrics.com/jfe/form/SV_3yBGCdOlotd9LVQ

Dear students:

Please complete the 5-min survey since this is the end of

Lesson 1.1

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UNIT 1 – LESSON 1.2

Learning Objective:

Students will differentiate and understand the relationship between “good work” and “work”.

Success criteria

I can articulate the meaning of "good work" defined by excellence, ethics and engagement.
I can discuss dilemmas by using the “See, Think, Wonder” routine.
I can write narratives, demonstrating my understanding of a person who does “good work” and a person who just does “work”.

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Agreements in ‘Good Work’ Classroom

Give Respect, Gain Respect

I respect your thoughts

I liked your idea. It helped me.

Discussions in the ‘Good Work’ Classroom can involve engaging in difficult conversations and being vulnerable. Be assured by these AGREEMENTS which we should all follow.

No right or wrong answers

Be present and ready to engage

Share these norms with your students.

Explain that in the ‘Good Project’ classroom, we know that discussing good work can be vulnerable. It might involve some difficult conversations that need you to share your opinion openly – especially when going through ethical dilemmas. So some of the norms that we should all practice in our classroom are as follows:

Click to show animation of each Norm. explain as below for each norm:

Give Respect, Gain Respect – Respect one another’s opinion/idea/thought, be open to others’ ideas
No answer is incorrect – In the ‘Good Work’ classroom, you are not going to hear responses like ‘this is what you need to do’, ‘this is what you need to think’, ‘this is the right or wrong answer’, etc. We want you to respond to discussions using your own experience and thoughts on dilemmas. Sometimes there will be lack of closure because of this – be prepared for that. There will not always be a definitive answer to a dilemma. You will have to decide on your own views and action points based on the framework of ‘Good Work’.
Be present and ready to engage – Be active participants, be ready to engage, ready to think with one another, ready to communicate/share/debate respectfully.

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What makes ‘Good Work’?

What are the components of ‘Good Work’?

What do the three components of ‘Good Work’ mean?

Good Work Framework

Activity 1 - (5min)

Discuss with the class their understand from the video shared with them in the last lesson as part of their HW assignment.

Discuss each question on the slide individually to gain their understanding –

What makes ‘Good Work’? – Work that is high in quality (Excellent), socially responsible where you are concerned about the consequences of your actions / means by which you achieve good work (Ethical), personally/professionally/socially meaningful (Engaging)

What are the components of ‘Good Work’? – Components of Good Work are - Excellent, Ethical and Engaging

What do they mean? – They are interlinked as below –

You can be excellent and ethical in your work only when you are engaged in your work
When you are concerned with consequences of your actions and not just do your work skillfully, you will become engaged in your work.
Work that is done when you are ethical and engaged, often shows excellent quality
Work that is excellent (flawless, shows quality, unmatched, meets all requirements, error-free, etc.) can only result from complete engagement (involvement/participatory/occupied/engrossed/absorbed/connected) with your work and a very ethical (principled/virtuous/honorable/morally correct/responsible to self-society-organization-profession-world),

One cannot be achieved without the other 2 –

If you are ethical in your work, you will automatically be engaged and ensure excellence

If your work is excellent (as evaluated by others), you must surely be ethical in your practices and engaged in your work

If you are engaged in your work, you will ensure that you do your work responsibly (ethically) so that the output may be excellent

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Dilemma Discussion - 1

Stephen is a professor of engineering.

He recognizes the importance of teaching in his work

He uses techniques that help students grow intellectually and personally

Stephen has a strong commitment to the meaning of grades

He agrees with the college’s policy practised by the other professors too

The policy is one of not inflating grades. Grades are a true evaluation of student work.

But his students are unhappy about this policy as they cannot compete with students from other colleges

Other colleges inflate grades of their students

But Stephen feels that grades should correctly reflect the quality of a student’s work.

His low grading means that his students are less successful in qualifying for top engineering programs.

Stephen faces a major dilemma in his work with respect to this grading policy.

The Meaning of Grades

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Dilemma – The Meaning of Grades

“How do you live in the world and yet still be true to your internal notions of what’s right?

For instance, if you’re in a world of people who cheat and connive and do things that are underhanded and illegal, but you don’t want to do those things, but you still have to compete with them and not go out of business—how do you manage?”

Unable to change the practices of other institutions, yet strong in his own convictions, Stephen is in a difficult position.

See-Think-Wonder

Activity 2 – Ending – Dilemma Question (3min)

Pose the final question in the dilemma

Read the dilemma that Stephen faces.

Explain that the teacher will reflect on the dilemma using a ‘See-Think-Wonder’ Chart in answer to 3 questions.

Click to show the animated text.

This is the modeling section of the lesson – The teacher will reflect on the dilemma by talking the students through the thinking process to respond to the 3 main questions using her own experience and thoughts as a modeling tool.

Show the PDF - 1.2_Act2_MeaningOfGrades_STW_Model.pdf on the screen

Read each question one by one and model your thinking by demonstrating your answer.

Next show the PDF – 1.2_Act2_MeaningofGrades_3Q.pdf on the screen.

Discuss random students’ answers to the questions in the document and note them on the board.

Take a photo of the answers on the board before moving to the next question.

Explain – this is how the next activity will go. I will pose a dilemma to you. You will reflect on it using some questions and you will share your thoughts.

Ask if there are any questions on how to conduct the dilemma activity.

Click to show next slide

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Dilemma – When in Doubt… Make it Excellent

How do you see James’s work relating to each of the “3 Es”?

How would you do “good work” if you were James?

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WRITTEN WORKSHEET

FOR PORTFOLIO

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Dilemma Discussion

When in doubt…Make it Excellent

NOTE: The dilemma pdf “1.2_Act3_Dilemma_WhenInDoubt.pdf” must be given as a Pre-Reading Activity 3-4 days prior to the lesson.

Activity 3 - (15min)

15 min will be split as below –

Show the video for the dilemma – “When in doubt...Make it excellent. A Good Project Dilemma.”.mp4
Display the template of “See”, “Think”, “Wonder” chart on the board (“CW_1.2_Act3_WhenInDoubt_SeeThinkWonder.pdf”)
Discuss the 3 questions in the chart. Invite student answers and fill the columns based on student contributions to each column. Have students in each row contribute to a particular column before moving on to the next column. (10 min) Facilitate using the 3 questions at the top of the “See-Think-Wonder” chart

Take a picture of answers of each question for your record.

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Cooperative learning: in teams of 4, read the dilemma “When in doubt…Make it Excellent” and then, complete the collaborative chart about your thoughts as a team in the OneNote Collaboration Space Unit 1 – Lesson 1.2 in Teams

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WRITTEN WORKSHEET

FOR PORTFOLIO

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2 Narratives (1 paragraph each): you could think of same professional field and context, and then describe the differences of a worker who performs just “work” and a worker who performs “good work”

A person who does ‘Good Work’.

A person who just does ‘Work’.

1

2

WRITTEN WORKSHEET

FOR PORTFOLIO

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CHECK YOUR PORFOLIO

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https://harvard.az1.qualtrics.com/jfe/form/SV_3yBGCdOlotd9LVQ

Dear students:

Please complete the 5-min survey since this is the end of

Lesson 1.2

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UNIT 1 – LESSON 1.3

Learning Objective:

Students will identify and articulate the values that are most important to them.

Success criteria

I can identify one value that I believe exemplifies good work.
I can identify differences and similarities how I completed the value sort for myself versus my peers.
I can talk about how my own values are / are not in alignment with the values of my class as a whole.
I can write a reflection about an individual or type of work I believe illustrates a value I choose.

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THE VALUE SORT: WHAT IT IS?

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We’re going to do an activity called ‘Value Sort’.

But before we start, let’s understand some of the values we are exploring today.

Value Sort Activity

Lesson Modeling

Teacher will model the value-sort activity first by showing the cards and the activity sheet under the visualizer first.

Model by thinking aloud what ‘work’ you are thinking about and accordingly sort the cards into their slots.�

I first think of an activity or profession that is important to me, something that I consider my “work. So let’s say I am thinking about my profession – teaching.
Now, I will sort the cards in terms of relative importance to me while involved I am involved in this work.

Show students how you could sort the values, hypothetically, talking aloud.

For example, let’s say that –

“If I felt that teaching was very important in my life, I would place it in the ‘most important’ column.” Your answers can by hypothetical in some cases. Explain to students that the value sort activity is not about right or wrong answers but about individual judgment.

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Values in your work

Hard Work and Commitment

Efficient Work Habits

Fame, Success

Creativity, Pioneering (originality, imaginativeness)

Curiosity

Challenge

Creating Balance in One’s Life

Broad Interests

Courage, Risk Taking

Openness (being receptive to new ideas or multiple perspectives)

Professional Conduct

Quality (excellent, thorough, accurate, or careful work)

Self-Examination, Self-Criticism, Self-Understanding

Social Concerns (pursuing the common good, avoiding harm, caring about future generations)

Explain - On the board you have different value descriptors. What do you understand by them? Is there a descriptor on the screen which you are not aware of or do not understand? Raise your hand and we can discuss the meaning.

Discuss the meaning of different values that have an impact on you/your work.

Ask students to share what they understand by each value that is shown on the screen

NOTE: The slide shows only some values from the list of 30 values. Students should be able to easily understand the remaining values on the list. If they have any problems understanding the meaning, they may raise their hands and the teacher must facilitate them independently.

Some meanings you can understand and use to facilitate students –

Openness (being receptive to new ideas or multiple perspectives) – the ability of work to develop openness (being able to understand different opinions, transparency into different perspectives, etc.)
Broad interests – a strong interest in the work is absent – you are mildly interested in the work
Creating balance in one’s life – sometimes when something is absent in our life, our work makes us feel connected and it gives us the missing element in our life
Self-Examination, Self-Criticism, Self-Understanding – Being able to reflect/criticize/understand about one’s actions/thoughts/work etc
Social Concerns – being able to provide a service to the community, etc.

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We will take one value at a time and sort it based on how important it is to us.

I’ll do one sample.

Value Sort Activity

The first step –

Think of an activity or profession that is important to you, something that you consider your “work”.

For me, that would be ‘teaching’.

Sort the cards in terms of relative importance to you while involved in this work.

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Value Sort Activity

Sort the cards in terms of relative importance to you while involved in this work.

Broad Interests

LEAST

LESS

NEUTRAL

MORE

MOST

Challenging

Creating Balance in One’s Life

Fame / Success

Enjoyment of the Activity Itself

I’m thinking of the work that I am involved in – ‘Teaching’ and how each of these values are important in my work.

Spirituality

Opener – (contd.)

I take each value and put them in the respective category based on the relative importance to me while I am involved in my work which is ‘teaching’.

The categories are Least Important, Less Important, Neutral, More Important, and Most Important

Neutral would mean a value that is ‘not very important’ to me in this context

For each value card, show the animation and discuss how it is important to you using the following guiding statements –

Show the animated slide and for each animation think aloud as below (or from your own viewpoint)

Broad Interests – I believe just having a broad interest in Teaching can never achieve good work. Teaching cannot be just a ‘broad interest’ to me. Hence I assign the least importance to this value.

Challenging – I like challenges and I feel I work better when there is a challenge. But I also would like the challenge to be achievable and something I know I can do. So I would set it at the ‘more’ important level.

Creating balance in one’s life – I love teaching, so I am quite neutral to the requirement that this job has to create balance in my life. I’m ok if it does and ok if it doesn’t too. I’m so passionate about teaching that I can easily ignore this part of my life too.

Fame/Success – I’m teaching as I enjoy it. I love my work. I would love to get recognition for my work but to the level of fame/success is not something I am in pursuit of

Enjoyment of the activity – I believe that if I enjoy the activity it will never feel like ‘work’ to me. Hence I would assign the highest value of importance to this

Spirituality – I am not sure about Spirituality when it comes to work. I don’t think much about it. Hence it is least important to me.

Conclude – In this manner there are 30 values and you have categorise it such that –

4 values are under ‘Least’
6 values are under ‘Less’
10 values are under ‘Neutral’
6 values are under ‘More’
4 values are under ‘Most’

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Now it’s your turn.

Do the Value Sort activity using the Master Value List given to you.

Value Sort Activity

Categorize the values as per the level of importance you assign w.r.t. your “work”

4 values are under ‘Least’
6 values are under ‘Less’
10 values are under ‘Neutral’
6 values are under ‘More’
4 values are under ‘Most’

Sort the cards in terms w.r.t. each of the following

How important each value is to an activity/profession that you consider as your “work”.
How important each value is to ‘You’ as a person
How important you think each value is to your peer / to what extent do the values guide your peer

Activity 2 – 30 min – 10 min per sheet

Use CW_1.3_Act2_ValueSort_3Perspectives.pdf (3 pages) for this activity (1 copy for each student)

Use ValueSortList.docx for this activity (1 copy for each student)

Give the value sort activity sheets (3 in number) and the Value List Document to each student

Have them complete the activity in the given time as below –

Value Sort activity w.r.t ‘Your work’

Value Sort activity w.r.t ‘You’(personally)

Value sort activity w.r.t ‘Your peers’

Use the master list given to you. Read each value on the list, contemplate on its importance and write down the name in the sheet provided to you. You may write only the value with its serial number and not what is in parentheses

For e.g. – only write ’24. Social Concerns’ and not ‘24. Social Concerns (pursuing the common good, avoiding harm, caring about future generations)

Alternatively – this activity can be done using any of the following methods –

1. using the value sort tool on Pztools website to conduct the entire activity – share the link with the students, students do the activity online itself – http://www.pztools.org/valuesort/

View the video - https://www.loom.com/share/f2b574e60e1c41b9b5eebc3ef50b297c

Understand how to do the activity from the video

2. Using the offline mode described at the start of this slide and then teacher manually enters the data using the PZ ValueSort tool for analyzing.

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THE VALUE SORT:

Think of an activity that is important to you: then place values in terms of relative importance to you while involved in this activity/work

Now, place sort of values in terms of relative importance to you personally.

Finally, please sort the values in terms of how important you perceive them to be a peer: to what extent do they guide them?

Value sort is not about right or wrong answers, but about my individual judgment.

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Go to your virtual classroom where you will find out the links to access to each of the value sort activities

THE VALUE SORT:

Think of an activity that is important to you: then place values in terms of relative importance to you while involved in this activity/work

Now, place sort of values in terms of relative importance to you personally,

Finally, please sort the values in terms of how important you perceive them to be a peer: to what extent do they guide them?

Save your answers by copying and pasting the link in a Word file

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THINK-PAIR SHARE

How easy or difficult did you find this exercise was to complete?

What would you like to ask your classmates about their experience?

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Value Sort Activity

Let’s reflect a bit on the value Sort activity. Complete the 3 questions given in the sheet.

Differences and Similarities in completing the Value Sort activity from the 3 perspectives.

I must reflect on the Value Sort Activity!

Which values do you consider your own?

Which values guide you in your approach in all the 3 perspectives?

Which values that are not on the list but are important to you?

What’s the class trend? Which values were most often categorized as most important?

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Homework: written exploration of a chosen value

Create a word file named as “Written exploration of a chosen value”

Choose a value that you would like to think more about. Think of a person (or a type of work) that you consider exemplifies that value.

Write down why and how this example helps to describe your understanding of this value.

Minimum 20 lines paragraph

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https://harvard.az1.qualtrics.com/jfe/form/SV_3yBGCdOlotd9LVQ

Dear students:

Please complete the 5-min survey since this is the end of

Lesson 1.3

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CHECK YOUR PORFOLIO

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UNIT 1 – LESSON 1.4

Learning Objective:

Students will understand how their school and other communities deﬁne excellence, ethics, and engagement. They will relate community definitions and values to their own personal values, which will be recorded in written assessments.

�

Success criteria

I can identify and analyze the values in my school and relate them to the concept of “Good Work”.
I can identify and analyze the values in the local community I belong to and relate them to the concept of “Good Work”.
I can reflect on how those values are demonstrated in the local community I have chosen and think whether they are in alignment or not with my personal values.

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Let’s check the top values for this class in a plenary:

Are you surprised by any of these values?

Is there something you expected to be in the top four that isn’t?

Look at your own top values. When you look at the top values of our class, do you see any major differences that surpise you?

Are there values that you believe are important to doing good work that are not included in these top four?

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VALUES IN MY SCHOOL

Take a look to the mission, values etc. of our school; based on your reading, what would you consider are key words? What are the most crucial parts? Why?

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Cooperative Classwork:

Get together in groups of 4.

Each team member should have a role: time-keeper, voice monitor, presenter and Scribe.

Use as a resource the mission/values of our School.

Complete the worksheets “Our Mission” and “Mission Reflection”

The presenter in each team should come up with their responses in front of the class.

Time: 30 min

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HW

Choose a community of which you are a member. This community can be of any type, any size, and involve many types of activities.

Some examples of communities include: A team you play on, A hobby group, Your town or cit, Your family, A religious group.

Create an infographic, doodlevideo, or drawing respreseting your community and their top values.

Include a rationale (2-3 paragraphs) that answers all the questions in the worksheet “Good Work in my Community”.

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https://harvard.az1.qualtrics.com/jfe/form/SV_3yBGCdOlotd9LVQ

Dear students:

Please complete the 5-min survey since this is the end of

Lesson 1.4

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SELF-ASSESSMENT

Complete the self-assessment of your learning about Unit 1 by reviewing your work in your Good Work portfolio.

Remember to reference the Unit Learning Goal and success criteria for each lesson in your written reflections.

The length of responses will vary, but you should aim for a minimum of 2 paragraphs per question.

As an alternative assignment, you may also record a video or podcast, reflecting on the questions in the Student Self- Assessment worksheet.

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Student Self- Assessment Worksheet

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CHECK YOUR PORFOLIO