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Success For Kids
Educational Approach
Curriculum Development of Level 1
The Game of Life
Intro: The Game of Life
Lesson 1: The Game of Life Within this lesson, the students will: 1. Understand who SFK is and what we will be teaching them throughout the year. 2. Identify the components of a game and how those relate to life. 3. Understand that rules are necessary for success. 4. Recognize that overcoming challenges by following the rules allows for success.
Unit 1: Goals
Lesson 2: What you want Within this lesson, the students will: 1. Identify goals that they want to achieve in their life. 2. Understand that physical things and feelings can be goals. 3. Understand that the feelings they want will always remain the same. 4. Understand that the physical things that they want can and will change. Lesson 3: My True Self Within this lesson, the students will: 1. Define true self as goodness and talents within them. 2. Identify qualities of their true self. 3. Recognize that everyone has a true self. 4. Understand that their true self is always there and available to them. 5. Understand that their purpose in life is to uncover their true self and be the best that they can be. Lesson 4: Why Purpose Within this lesson, the students will: 1. Understand that their purpose in life is to uncover their true self and share it with the world 2. Recognize that sharing their goodness and talents will allow them to achieve more feeling goals. 3. Recognize that sharing their true self will allow others to receive good feelings.
Lesson 5: Assessment Within this lesson, the students will: 1. Complete an assessment that allows SFK to track attitudinal and behavioral changes. 2. Identify their true self qualities.
Unit 2: The Players
Lesson 6: I Have Two Voices Within this lesson, the students will: 1. Recognize that everyone has two voices inside of him or her. 2. Understand that our true voice encourages them to to care and share for others and themselves. 3. Understand that our opponent voice challenges them to think ONLY of them selves. 4. Recognize that only they can hear their voices, therefore it is their choice who to listen to. 5. Realize that they are the only ones who can stop themselves from achieving their goals and getting closer to their purpose. Lesson 7: What My Voices Say Within this lesson, the students will: 1. Identify what their voices tell them in various situations. 2. Understand that their voices are unique to them, meaning everyone’s voices tell them different kinds of actions to take in different situations. 3. Understand that by asking, “Who am I thinking about?” and “Am I being caring and sharing?” they can identify which voice they are listening to. Lesson 8: My Choices Within this lesson, the students will: 1. Understand that listening to their opponent voice will cover their true self, stopping them from getting closer to their purpose. 2. Understand that listening to their true voice will uncover their true self, allowing them to get closer to their purpose. Lesson 9: Assessment Within this lesson, the students will: 1. Complete an assessment that allows SFK to track attitudinal and behavioral changes. 2. Recognize the affects of their actions and identify which choice will allow them to reach their purpose.
Unit 3: The Challenges
Lesson 10: My Challenges Within this lesson, the students will: 1. Recognize that they all have challenges that will try to block them from reaching their purpose. 2. Recognize that challenges trigger reactive feelings that will turn up our opponent voice and try to block them from reaching their purpose. 3. Identify challenges within their lives.
Lesson 11: Our Challenges Within this lesson, the students will: 1. Recognize that their reactive behaviors are not the same as others. 2. Further identify that a reactive behavior is a selfish action in which they are only thinking about them self. 3. Practice identifying which voice is talking by asking the questions: “Who am I thinking about?” and “Am I being caring and sharing?” 4. Begin to understand how and why others behave the way they do in certain situations. Lesson 12: Challenges are Opportunities Within this lesson, the students will: 1. Understand that challenges are opportunities to practice listening to your true voice and uncover your true self, allowing you to get closer to your purpose.
Lesson 13: Assessment Within this lesson, the students will: 1. Complete an assessment that allows SFK to track attitudinal and behavioral changes. 2. Identify a challenge in their lives and document their reactive behaviors associated with that challenge. 3. See how that challenge can be an opportunity to make a choice that would allow them to get closer to reaching their purpose.
Unit 4: The Rules
Lesson 14: Effort and the Ready Made Puzzle Within this lesson, the students will: 1. Understand that when they put forth effort, they are being the best that they can be and get closer to their purpose. 2. Understand that taking the easy way out covers their true self, pushing them farther away from their purpose. 3. Understand that when they receive something without earning it they are often left with reactive feelings. Lesson 15: Effort for Purpose Within this lesson, the students will: 1. Further identify that when they choose to put forth effort, they are being the best that they can be and getting closer to their purpose. 2. Understand that everyone’s best is different. 3. Further identify that taking the easy way out covers their true self, pushing them farther from their purpose. 4. Recognize that even when they do not achieve a goal, if effort was made, they did succeed by getting closer to their purpose. Lesson 16: Chill Out Within this lesson, the students will: 1. Identify that they have a choice when faced with a challenge. 2. Learn that to turn down the volume of the opponent voice they must chill out. 3. Identify several ways to chill out. 4. Recognize that to be the best they can be, they must listen to their true voice and do a caring and sharing action.
Lesson 17: Why Care & Share: Change Within this lesson, the students will: 1. Recognize that change starts with them. 2. Understand that to create a caring and sharing world, they must be caring and sharing. 3. Understand that when they listen to their true voice they not only are creating the best them, they are creating the best world. Lesson 18: Why Share: Give More = Get More Within this lesson, the students will: 1. Understand that when they give, they receive. 2. Understand that when they give others receive. 3. Recognize how the opponent challenges them not to share. Lesson 19: What to Share: Goodness and Talents Within this lesson, the students will: 1. Identify that they can share physical things. 2. Identify that they can share qualities of their true self. 3. Understand that when they share the qualities of their true self, they are getting closer to reaching their purpose. 4. Understand that what you give is what you get in return. Lesson 20: Who to Care & Share With: We are All Connected Within this lesson, the students will: 1. Understand that they should share with everyone because we are all connected. 2. Identify that by asking “Caring Questions�, they can get to know someone. 3. Understand that by getting to know someone they are better able to care and share with him or her. 4. Recognize that there is goodness in everyone. Lesson 21: How to Care & Share: For Others Within this lesson, the students will: 1. Identify several new ways to care and share: give compliments; ask caring questions, listen, let go, and giving to help. 2. Understand how to apply these skills into their personal lives. 3. Recognize that these ways to share are all teamwork skills. Lesson 22: How to Care & Share: For Myself Within this lesson, the students will: 1. Understand that listening to their true voice means caring for themselves and others. 2. Recognize that there are 3 areas in which they must care for themselves: body, mind and feelings. 3. Identify several ways in which they can care for themselves. Lesson 23: The 3-Step System Within this lesson, the students will: 1. Make connections between the rules and develop a system to turn down the volume of their opponent voice and reach their purpose.
Lesson 24: Assessment Within this lesson, the students will: 1. Complete an assessment that allows SFK to track attitudinal and behavioral changes. 2. Recognize how all the game components fit together and see how the game works. 3. Understand that their only competition in the game of life is themselves.
Unit 5: Playing the Game (This entire unit is Assessment.)
1. 2.
Lesson 25: The Bullies: Part 1 Within this lesson, the students will: Relate situations and actions from a story to SFK concepts and tools. Use SFK concepts and tools to write a story.
Lesson 26: The Bullies: Part 2 Within this lesson, the students will: 1. Relate situations and actions from a story to SFK concepts and tools. 2. Use SFK concepts and tools to finish writing a story. 3. Evaluate the stories written. Lesson 27: My Story Within this lesson, the students will: 1. Learn to predict the outcomes of their choices. 2. Identify which choice will help them get closer to reaching their purpose. Lesson 28: You’re the Teacher: Part 1 Within this lesson, the students will: 1. Review the concepts taught within SFK Level 1 curriculum. 2. Demonstrate an understanding of the SFK concepts. 3. Create a presentation about the SFK concepts. Lesson 29: You’re the Teacher: Part 2 Within this lesson, the students will: 1. Review the concepts taught within SFK Level 1 curriculum. 2. Demonstrate an understanding of the SFK concepts. 3. Create and deliver a presentation about the SFK concepts. Lesson 30: Graduation Within this lesson, the students will: 1. Reflect upon the past year and identify a true self quality that they have uncovered.
Curriculum Development of Level 2
Exploring the Journey of Life UNIT ONE: Preparing for My Journey 1. • • •
Preparing for My Journey Identify their starting point on their map of life Identify what their destination is Understand that listening to their Opponent will not help them reach their destination
2. • • • •
Exploring My Choices Reflect and identify how their Opponent Voice stops them from sharing Understand that by listening to their Opponent Voice, they will not reach their destination Use the three step system to turn down their Opponent Voice Identify three challenges they have in life and what their Opponent tells them.
3. • •
Changing My Perception Acknowledge that they create opportunities when they change their perception to see it differently Demonstrate that they can create a beautiful path on their map of life by their choices
4. • • • •
Being the Cause Acknowledge that for every cause there is an effect Acknowledge that every choice creates an effect Understand that sometimes we see the effect immediately and sometimes there is time in between Realize that some causes (choices) keep our path clear of roadblocks and provide us with a smoother journey towards our destination and some causes (choices) create roadblocks on our path which keep us from moving forward and getting closer to our destination.
5. • • • • •
Planting Positive Seeds Explain how planting seeds is the cause Identify that caring and sharing words and behaviors are causes that come from listening to our True Voice (planting positive seeds) Identify that reactive behaviors are causes that come from the voice of our Opponent (planting negative seeds) Acknowledge that they will have more positive effects in their lives if they plant more positive seeds Explain how understanding cause and effect can help us get closer to our destination-to be the best that we can be
6. •
Progress on My Journey Reflect and identify what they have learned in Unit One
UNIT TWO: Travel Tips for My Journey 7. • • •
Take Responsibility Explain the difference between taking responsibility and not taking responsibility Acknowledge that reflection can help them choose differently next time Acknowledge that taking responsibility for their actions requires effort
8. Earn It • Explain in their own words the readymade puzzle concept versus earning it • Understand why they would prefer to put in effort (to create long term satisfaction and pride) 9. • • •
Use Self Control Explain some benefits of using self control in their lives Relate patience and self control to planting positive seeds Understand how they feel being in control versus out of control
10. • • •
Believe In Yourself Acknowledge that t is easier to resist peer pressure when they listen to their True Voice Acknowledge that when they listen to their True Voice, they become the positive cause Identify that believing in themselves is one tool to resist peer pressure
11. • • • •
See the Big Picture Realize that one benefit of seeing the big picture is to help them not judge Realize that when we judge, we are being the effect Realize that seeing the big picture takes effort and comes from listening to their True Voice Acknowledge that seeing the big picture will help them get closer to their destination of being the best they can be
12. • •
Use Active Listening Demonstrate the components of active listening with a partner Acknowledge the benefits of active listening
13. • • •
Remember the Power of Words Understand that their words are causes; the types of words they speak determine the type of effects they have in their lives Acknowledge that choosing their words carefully can cause good things to happen in their lives Understand that choosing positive words is a better choice to help them be the best they can be
14. • • •
Find A Solution Identify conflicts in their lives Understand how to apply many of the SFK tools (tips) to help resolve conflicts Recognize that by resolving their conflicts they are being the cause and get closer to their purpose-to be the best that they can be
UNIT THREE: My Journey and the World 15. • •
We Are All Connected Identify ways we see that we are all connected Support that our choices can and do affect the people around us
16. • •
The Ripple Effect Demonstrate how one action affects the people around us and the world Acknowledge that every choice they make affects the world
17. • •
I Make A Difference Acknowledge that change begins with each of them Demonstrate a continued ripple effect in a story
18. • • • • •
Inspiring Others Understand how others have inspired us Identify qualities of people who inspire us Realize that we inspire others Understand that when we inspire others we are planting positive seeds and get closer to our purpose Create an inspiring poem, song, picture, or story
19. • • •
The World and Me Explain the SFK concepts and what they’ve learned in their own words Create an action plan to change something within themselves Write a commitment to create their change
20. •
Celebration/Graduation See how they have the ability to inspire others with the T-Shirt they created.
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LOGIC MODEL
FOR THE SFK PROGRAM (LEVELS ONE TO THREE) – 120 weeks
ASSUMPTIONS
PROGRAM CONTENT
Children all over the world feel that their actions do not matter, that they cannot change the circumstances that they face.
Children learn about cause and effect and their ability to stop and reflect before making choices (self management)
International organizations such as the WHO and UN report that the answer to societal problems lies in the promotion of basic human values and life skills (SEL)
SFK teaches “values” as skills rather than absolutes (right or wrong).
Many children are used to being told what they can’t do, that they are worthless with nothing to offer. Children cannot become successful in life (academic or personal) without a sense of direction or purpose.
Service learning projects (social awareness)
At the core of all SFK concepts is “perspective taking” – caring for self and others.
Children identify their goodness and talents (geode analogy) Importance of effort and sharing; challenge as opportunity
INTERMEDIATE OUTCOMES Increased responsible decision-making and problem solving skills.
IMPACTS
Increased self-control.
• Improved grades
Decreased anxiety and self doubt
• Decreased drop-out rates
Increased social responsibility
Increased empathy and tolerance Increased interpersonal skills - active listening, teamwork and leadership skills
• Decreased bullying • Decreased violence • Decreased substance abuse • Increased volunteerism in community • Increased community pride • Improved work force
Increased internal locus of control - purpose Increased self-awareness and self-esteem Increased academic skills
• Economic development
Program to infuse SFK into the entire school culture – referred to as “hidden curriculum” by Kohlberg and other education scholars
SFK trains and certifies regular public school teachers to teach the complete SFK weekly program in their schools (50 hours of training plus observation; trained teachers teach 30 week SFK program)
PROGRAM DESCRIPTION SCHOOL
TEACHER
LEARNING
Direct programming stage is important for research and development – everything draws from our experience in the classroom to move into this wider diffusion model.
The more opportunities to reinforce the concepts outside of the SFK classroom, the greater the likelihood of sustained outcomes. “Tool kit” or infusion approach to teachers is more feasible for many than teaching an hour of SFK class each week in addition to their regular material. Allows for even wider expansion.
INTEGRATED
Estimated cost:
HOW IT WORKS
• Intensive workshops for select teachers on how to integrate SFK concepts into their lessons
•Staff and faculty wide orientation
• School assessment by SFK staff to develop integration plan
• Teacher evaluation at end of year to determine if maintain accreditation
• 4 to 5 global site visits for class observation and 10 hours of additional training.
• Monthly teacher meeting with Global Training Specialist
• Weekly teacher phone meetings
• Weekly class observation by local site coordinator
• 40 hour teacher training
TRAINING
Although the direct service model undoubtedly has the greatest quality, it is limited for expansion potential and cost. Training public school teachers significantly decreases the cost per student because the teacher salary is covered by the participating school. Challenges include teacher retention and the fact that it involves additional material for already stretched public school teachers.
PUB LIC
RATIONALE TO DONORS
EXPANSION PROGRAMS
Same core concepts as the regular SFK program, but provides opportunities for Arabic and Hebrew speaking youth/children to come together.
Same program and concepts as children’s course but upped developmentally to the needs and issues of youth.
YOUTH
CREATING
PEACE
Powerful reasons to promote tolerance amongst Arabic and Hebrew children and youth. Model can be adapted to other conflict areas such as gangs and favellas.
KIDS
Significant demand for youth programs to prevent at-risk behavior, particularly preventing gang involvement and substance abuse.
SFK
Direct program to direct program plus integrated to shelf and on-line products
• Cooperative activities for children
• Leaders from each come together for service learning style projects and Council
• Arabic and Hebrew youth receive regular concepts separately (with Dialogue youth program it is infused with human rights content)
Being piloted with correctional populations (NYC Probation) and youth mentors in Brazil (UNICEF). Same format as children’s program (direct service teacher)
• Assembly activities
• Posters
• Tool kit of SFK activities for select classes (math, science, literature, etc.) no pre-determined number