Scope and Sequence

Learning and Internalizing Choice Theory

The Process
Basic - Comprehension

Learning Benchmarks:

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Understanding the paradigm shift involved in working non-coercively, yet leading the learning process in the classroom.

bulletUnderstanding the components of choice theory and beginning the practice of intentionality in conversations with colleagues and students.
bulletUnderstanding four different type of strategies in influencing others.
bulletUnderstanding three different management styles
bulletUnderstanding the three conditions that create a true learning classroom and beginning to reflect on changes, adjustments and personal strategies to improve on these conditions.

 

Content and Concepts:

  1. Why choice theory?
  2. Component parts - Quality World, Perceptual System, Behavior System, Basic Human Needs and Comparing Place
  3. Four Levels of Application - personal, interpersonal, classroom or family and systemic
  4. Application Demonstrations
  5. Three Conditions - Culture, Instruction and Assessment
  6. Three Management Styles - Boss, Lassiez Faire and Lead
  7. Practice and Feedback - Skill Building 
  8. Concepts in Snippets

 
Basic Practicum - Application
Learning Benchmarks:
bulletBegin to apply the thinking involved in the paradigm shift in working non-coercively, yet leading the learning process in the classroom.
bulletBeginning to use components of choice theory in conversations with colleagues and students.
bulletUsing the four different type of strategies in influencing others and reflecting on the results.
bulletSelf-evaluation related to three different management styles and reflecting on areas for improvement 
bulletBeginning to create the three conditions and reflect on changes, adjustments and personal strategies for improvement.

 

Content and Concepts:

  1. Why choice theory?  Implications 
  2. Practice intentional conversations that influence using the component parts of choice theory - Quality World, Perceptual System, Behavior System, Basic Human Needs and Comparing Place
  3. Focus Application Practice at  1-2 levels - personal, interpersonal, classroom or family and systemic
  4. Application Demonstrations
  5. Focus on Professional Goal Related to 1 of 3 Conditions - Culture, Instruction and Assessment
  6. Practice with Three Management Styles - Boss, Lassiez Faire and Lead
  7. Practice and Feedback - Skill Building 
  8. Application of snippets of concepts in classroom or system

 
Advanced - Integration
Learning Benchmarks:
bulletDeep consideration of the thinking involved in the paradigm shift in working non-coercively, yet leading the learning process in the classroom.
bulletIntegration with other authors and ideas, contrast and compare.
bulletIn depth use of components of choice theory in conversations with colleagues and students.
bulletUsing the four different type of strategies in influencing others and reflecting on the results.
bulletSelf-evaluation related to three different management styles and reflecting on areas for improvement 
bulletIn depth reflection of the three conditions for learning and the implications of each.

 

Content and Concepts:

  1. Implications of systems thinking from opposing view points; external control psychology and internal control psychology.
  2. In depth practice and demonstrations of intentional conversations that influence using the component parts of choice theory - Quality World, Perceptual System, Behavior System, Basic Human Needs and Comparing Place
  3. Discussions and Focused Practice at  all levels - personal, interpersonal, classroom or family and systemic
  4. Discussions and cohort groups focusing on Professional Goals Related to the Three Conditions - Culture, Instruction and Assessment
  5. In depth practice with Lead Management 
  6. Practice and Feedback - Skill Building 
  7. Application of snippets of concepts in classroom or system-discussions, taping, demonstrations

 
Advanced Practicum - Synthesis
Learning Benchmarks:
bulletGrow a non-coercive, learning environment.
bulletPersonalize use of intentional and reflection generating conversations with colleagues and students.
bulletIn depth reflection of the four different type of strategies in influencing others.
bulletContinued self-evaluation related to three different management styles and reflecting on areas for improvement 
bulletIn depth evaluation of the three conditions, reflecting on changes, adjustments and personal strategies for improvement.
bulletTeaching presentation to colleagues.

 

Content and Concepts:

  1. More in-depth practice and demonstrations of intentional conversations that influence using the component parts of choice theory - Quality World, Perceptual System, Behavior System, Basic Human Needs and Comparing Place
  2. Discussions and Focused Practice at  all levels - personal, interpersonal, classroom or family and systemic
  3. Discussions and cohort groups focusing on Professional Goals Related to the Three Conditions - Culture, Instruction and Assessment
  4. In depth practice with Lead Management 
  5. Practice and Feedback - Skill Building 
  6. Application of snippets of concepts in classroom or system-discussions, taping, demonstrations
  7. Presentation, self-evaluation and reflection for improvement in creating a short teaching piece for colleagues.