English For the Community Apprenticeship

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/*0 - English for the Community Apprenticeship*/\ !English for the Community (EFTC) Intercultural Apprenticeship !!Facilitating Connections Between People Through Language & Culture Sharing Most of P-P-T’s work is focused on opening US society to be more welcoming of immigrants and refugees, and building bridges over borders, whether they are personal, social or national. We see our work as a key element of any effort to eliminate systemic inequality. It’s all one path – it’s just a matter of which direction you take and the quality of your journey. In our flagship English for the Community Apprenticeship, you can learn to effectively facilitate multi-ethnic, multi-level groups in community-based English language and culture classes. You can learn to support language learners to plan reach their personal language proficiency goals. You can do both! You will gain experience and confidence, improve your leadership skills, expand your worldview, make life-long relationships, and help create a more inclusive, connected world. [[Ready? Click here to move on!|0.0 INF Intro]] /***Original Text www.pptpdx.com/ampersand*** Milepost 0.1 – Ampersand: Facilitator Training Most of P-P-T’s work is focused on opening US society to be more welcoming of immigrants and refugees, and building bridges over borders. We see our work as a key element of any effort to eliminate violent inequality around the world. It’s all one path – it’s just a matter of which direction and how deep you want your journey to be. In our flagship English for the Community Apprenticeship, you will learn to effectively facilitate multi-ethnic, multi-level groups in community-based English language and culture classes throughout Portland. You will gain experience, improve your leadership skills, expand your worldview, make life-long relationships, and help to create a more inclusive, connected world. Your ability to support an English language learner to improve their language and cultural skills has little to do with your ability to speak English, and more to do with building trust, providing motivation, and understanding how languages are learned, by whom, and for what purposes. These intercultural skills cannot be transmitted through explanation, but they can be learned through experience. And this experience is enhanced and enriched when it’s guided and supported. This is why we call our work as Interculturalists “facilitation of language & cultural skills development”, not “teaching”. To facilitate consciously means not only to constantly improve your technique, but also to expand your self-awareness and cultural competencies. Above all, to focus on working with the people you are working with, in the ways they need to be worked with. All of our Interculturalist training programs will help you develop these skills, in a supportive & challenging multi-cultural, multi-lingual environment. Classroom Assistant is for those who are really just wanting to volunteer with our community partners and have very little responsibility other than showing up. Come and hang out with us a little while, demonstrate that you’re reliable, and then show up regularly. The training requirements for this we call the Audition stage, and is always free. Classroom Confidence Practicum (CCP) is our Junior Apprenticeship for basic classroom management, code switching, social equity, and language/cultural skills development facilitation. CCP is for budding Interculturalists who: Have only a short amount of time and plan to go overseas or begin classroom work soon Need a short practicum for an online or other training program Plan to take on facilitation duties with just one of our community partners, but are not interested in going very deep with their skills Experienced teachers who want to work with us and want to become familiar with our techniques and pedagogy English for the Community Apprenticeship (EFTC) is our Apprenticeship for fully developing foundational classroom management, code switching, social equity, and language/cultural skills development facilitation. EFTC is for committed Interculturalists who want to: Become competent classroom facilitators Earn a strong recommendation for English teaching or other reasons Fully employ their creativity in the multi-ethnic classrooms and communities Be a force for cultural change which includes work across ethnic and racial boundaries Work through their own biases and prejudices Use their privileges for good Develop a broad set of skills for navigating all sorts of intercultural situations Strengthen organizational, programmatic, and administrative skills that will serve them for the rest of their life Have expedited referral to paid teaching options through P-P-T’s local and global networks Continue to develop their intercultural expertise with P-P-T towards profit sharing or ownership*/

/*0 - Interactive Nonfiction Introduction*/\ !From Words To Action !!A Role Learning Game?!! Our teacher training apprenticeship is about the value of practice and experience. That means there's really no book for this. <<linkreplace "More" t8n>> We saw that books tended to promote thinking instead of doing. We saw that lists of rules promoted looking down at a paper instead of at the learners who came to us. We saw that videos led to promoting mimicry rather than being in the moment. <<linkreplace "More" t8n>> The way we learn it is by doing it, with an honest, supportive community around us. Nobody has all the answers, but some of us have asked a lot more questions. We can learn a little something from everyone, but we can learn a lot from those who have learned many things from many others. Every situation is unique, but there are patterns. There are things that tend to work most of the time, but the value of experience is how to handle the situation when the rules don't apply. It's not a linear process, it's a navigational process. <<linkreplace "More" t8n>> You might recall Choose Your Own Adventure books -- those books with different choices that changed the path of the story? The digital version of this is called Interactive Fiction. We've discovered that Interactive Fiction can be applied to our curriculum to create a more flexible, customizable experience that allows you to track your progress and fulfill tasks in your own time, place, and manner. <<linkreplace "More" t8n>> You can follow various paths and advance your story in different ways, completing Tasks and accomplishing Missions on your journey. Some of the Tasks can be accomplished from within the passages. Many will require that you achieve something in the real world, like seeking out some information from another person, and registering evidence of that in this place. We might call it Interactive Nonfiction. Or maybe a Narrative Curriculum? A Role-Learning Game? We're not sure! Let's just get on with it! [[Who Are You?|0.00 Data Collect]] <</linkreplace>> <</linkreplace>> <</linkreplace>> <</linkreplace>>

/*0.00 Who Are You?*/\ !What's In A Name? Can we get a little information from you? ~~We will never sell your information or put it on any other list. We will share it with other P-P-T Compas, though, to do good work together in our communities.~~ What do you like people to call you? (Please capitalize the first letter) <<if ndef $nickname>><<textbox "$nickname" "Noodle" autofocus>> <<else>><<textbox '$nickname' $nickname autofocus>><</if>> What is an adjective that describes you? (Please capitalize the first letter) <<if ndef $descriptor>><<textbox "$descriptor" "Humble">> <<else>><<textbox '$descriptor' $descriptor>><</if>> What do you want to be when you grow up? (Please capitalize the first letter) <<if ndef $aspiration>><<textbox "$aspiration" "Acrobat">><<else>><<textbox '$aspiration' $aspiration>><</if>>\ /*Your Guild Name is: <span id="data-guildname"><<print $GuildName>></span> <<button "Generate Guild Name">> <<replace "#data-guildname2">><<print $GuildName>><</replace>>*/ What third person pronoun feels most right for you? <<textbox "$pronoun" "anygender">> Your email address, please? (if you have a gmail address, that'll work best) <<if ndef $email>><<textbox "$email" "info@pptpdx.com">><<else>><<textbox '$email' $email>><</if>> Your phone number? <<if ndef $phone>><<textbox "$phone" "503-333-3333">><<else>><<textbox "$phone" $phone>><</if>> Can we text you? <<listbox "$textability" autoselect>> <<option "Yes" "text me!">> <<option "No" "don't text me.">> <</listbox>> <<button "Update Critical Information">> <<set $GuildName = $nickname + $descriptor + $aspiration>><<replace "#data-guildname">><<print $GuildName>><</replace>> <<replace "#data-guildname">>"<<print $GuildName>>"<</replace>> <<replace "#data-pronoun">><<print $pronoun>><</replace>> <<replace "#data-email">><<print $email>><</replace>> <<replace "#data-phone">><<print $phone>><</replace>> <<replace "#data-text">><<print $textability>><</replace>> <<replace "#completion">>[[Let's Get Started With Your First Task: The Fountain of Resources|0Act.2 Fountain I]]<</replace>> <</button>> Critical Info for <span id="data-guildname"><<print $GuildName>></span>: <span id="data-pronoun"><<print $pronoun>></span> <span id="data-email"><<print $email>></span> <span id="data-phone"><<print $phone>></span> <span id="data-text"><<print $textability>></span> <span id="completion">You're not quite Ready to move on yet. Fill in your information and click the button above.</span> /*What's your favorite season? <<listbox "$season" autoselect>> <<option "Spring" "spring">> <<option "Summer" "summer">> <<option "Fall" "fall">> <<option "Winter" "winter">> <</listbox>> Where does the most magic happen? <<listbox "$themeset" autoselect>> <<option "Foreign Land" "foreign land">> <<option "Kitchen" "kitchen">> <<option "Place of Worship" "place of worship">> <<option "Location of Natural Beauty" "location of natural beauty">> <<option "Sports Arena" "sports arena">> <<option "Construction Site" "construction site">> <<option "Alternate Dimension" "alternate dimension">> <<option "Amusement Park" "amusement park">> <<option "East Portland" "east portland">> <<option "Shopping Mall" "shopping mall">> <<option "Theater Stage" "theater stage">> <</listbox>> Age? Experience? Hometown? ***Original Text*** We'll use your email address to link your achievements to your contact info*/

Interculturalist Syllabi These are all the Learning Dimensions of the EFTC: <<if $stageprogress < 2>>\ Action Syllabus = Learn by Doing Administrative Syllabus = Learn by Organizing & Documenting Analytic Syllabus = Learn by Thinking Creative Syllabus = Learn through Transformation Ethical Syllabus = Learn by Evaluating Inspirational Syllabus = Learn by Imagination Narrative Syllabus = Learn by Believing Reflective Syllabus = Learn by Listening Relational Syllabus = Learn from Other People Technical Syllabus = Learn by Practice <<else>>/\ Action Syllabus [[Learn by Doing|Action Syllabus]] Administrative Syllabus [[Learn by Organizing & Documenting|Admin Syllabus]] Analytic Syllabus [[Learn by Thinking|Analytic Syllabus]] Creative Syllabus [[Learn through Transformation|Creative Syllabus]] Ethical Syllabus [[Learn by Evaluating|Ethical Syllabus]] Inspirational Syllabus [[Learn by Imagination|Inspire Syllabus]] Narrative Syllabus [[Learn by Believing|Narrative Syllabus]] Reflective Syllabus [[Learn by Listening|Reflective Syllabus]] Relational Syllabus [[Learn from Other People|Relational Syllabus]] Technical Syllabus [[Learn by Practice|Technical Syllabus]]<</if>>\ /***Original Text*** The items in the drop down menu below divide all the Achievements up into different sections you need to accomplish to complete this stage. Each section will have 1 or more Achievements to complete - some are entering a simple date or a word, others have several items to interact with. Mostly, we're not as concerned about getting the right answers as we are to make sure you watched the video, read the article, or went to the webpage. Most Achievements fall into "Syllabi" - the English for the Community Apprenticeship has 10 Syllabi, which are learning dimensions that strengthen different competencies. You'll see how this develops as you move through. Things don't always organize themselves perfectly in the real world, so we've give each Achievement a unique code number to make it easier to stay on track.*/

<<if not $AudAct2>><span id="mission-complete">^^Mission 0Act.2 Explore The Fountain of Resources I ^^</span><<else>>^^Mission 0Act.2 Explore The Fountain of Resources I <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 2 minutes^^ <<dialog 'Your First Task!'>>\ Welcome to your first Task! To work on it, click the "Task Detail" link. You can show and hide the Task Detail each time you click, as often as you like. Tread carefully, though: If you’ve already entered work, hiding and showing the Task Details can reset your entries. Read the Task instructions carefully, and think before you click. More useful information can be found when you click the <<c helppink>>Headboard<</c>> button at the top of the screen and the "Scoreboard" button at the bottom. Click the X in the upper right to close this dialog box and get underway.<</dialog>>\ !The Fountain of Resources I /*A chalkboard drawing of a geyser spouting (image)*/\ The Fountain is an endless wellspring of useful websites. <<message "!!*<<c taskyellow>>Task Detail: The Portland ESL Network (0Act.2.005)<</c>>">>\ This fantastic resource shows an up-to-date map of all known low-cost language & culture learning resources in Greater Portland. Click the [[The Portland ESL Network|http://www.portlandesl.com/]] to open a webpage and explore a little. Enter your response in the field below to complete the task. What is the closest resource (pin) on the map to where you live? <<if ndef $fountainI>><<textbox "$fountainI" "Statue of Liberty" autofocus>><<else>><<textbox '$fountainI' $fountainI autofocus>><</if>> <<button "Set Location">>\ <<if $fountainI == "Statue of Liberty">>\ <<replace "#fountain-I">>Really? You might want to double check that location...<</replace>>\ <<else>>\ <<replace "#fountain-I">>\ You answered: <<c yourresponseorange>>$fountainI<</c>> Click the link below to complete the Task: <<c taskyellow>>0Act.2.005<</c>> - <<if $Act005>>Portland ESL Network <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Portland ESL Network">><<c taskyellow>> Complete!<</c>><<set $Act005 = true>><<set $journal.unshift("<<c taskyellow>>0Act.2.005:<</c>> The Fountain of Resources I - <<c yourresponseorange>>'$fountainI'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>><</replace>>\ <</if>> <</button>> <<if $Act005>><span id="fountain-I">Your closest resource is <<c yourresponseorange>>$fountainI<</c>> <<c taskyellow>>0Act.2.005<</c>> - Portland ESL Network <<c taskyellow>>Complete!<</c>> </span><<else>>\ <span id="fountain-I">You haven't told us what your closest resource is yet. Open the website, find a location on the map, and enter it in the box. Click the button!</span><</if>>\ <</message>>\ ---- <<if not $AudAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act005>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.005:<</c>> The Fountain of Resources I - <<c yourresponseorange>>'$fountainI'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MjcxMTIxMTY5MTFa/sa/MTA2NzkyOTczMTY2/details If you're having trouble, look under Action Syllabus to find the assignment. Since this is your first one, send a text or What's App message if you're having trouble! You will be applauded for asking when you don't know - asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $AudAct2>>\ <<set $Audprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>0Act.2:<</c>> Fountain of Resources I <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $AudAct2 = true>>\ <<replace "#mission-complete">>^^Mission 0Act.2 Explore The Fountain of Resources I <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act005>>*<<c taskyellow>>0Act.2.005<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.005:<</c>> The Fountain of Resources I - <<c yourresponseorange>>'$fountainI'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** The Fountain is where we put websites that are useful. There are a few which are so key, we want to make sure you know they're there. Copy and paste this link into a browser - it will take you to Pindex, which is where we collect all of our media for learning. http://www.pindex.com/b/patrik-kilpatrick/resources This fantastic resource shows an up-to-date map of all known low-cost language & culture learning resources in Greater Portland. Check out the website and find something in your vicinity. List it below.*/\

!ETHICAL SYLLABUS (CONSCIENTIOUSNESS) <<if $Stage0Tasks > 20>>\ "Do the Right Thing" - Spike Lee<</if>> <<if $Stage1Tasks > 25>>\ The Ethical Syllabus is the learning dimension that develops your capacity to be righteous. In the world of Intercultural Communication, it's difficult to know what is right. We are defining it as an ability to code switch, lovingly cultivated out of respect and reverence for difference and the desire to continually transform oneself to better connect across difference – and to allow others to transform or not transform, and to help them in their journey. It's about the platinum rule – “Do unto others as they would have you do unto them”. But it's also recognizing that we will fail at this, that sometimes how we need to be done unto, and how others need to be done unto are irreconcilable, and allowing that as a fact of living in human society. It's about what we should do, and the practicality of morality. It's about deciding whether you should go to this place or that place on the map, or whether you should use the map, or steal the map, or give the map to someone else; whether you should explain the map or let another figure it out for themselves. It's about when to start the recipe, and whether you should bring pie or not, whether to use the best ingredients or make do with what you have. I saw a young man leaning on his wooden crutch He called out to me, "Don't ask for so much" And a young woman leaning in her darkened door She cried out to me, "Why not ask for more" - Johnny Cash “Bird on a Wire” (Leonard Cohen)<</if>> <<if $Stage2Tasks > 30>>\ Keywords: Goodness, Equivocation, Equity, Righteousness, Discernment, Evaluation, Judging, Weighing, Quandary, (Impact + Proof + Intelligence + Transcendence + Motivation + Belief + Understanding + Connection + Skill + Conscientiousness), Virtue, Holiness, Spirituality, Wisdom, (Observation + Responsiveness + Reliability + Self-Awareness + Initiative + Openness + Clarity)<</if>>\ /*Adventure: You see a Cricket with a Top Hat here. Kitchen: You see a Tasting Spoon here.*/ ''AUDITION STAGE0'' [[0Eth.1 Ethical Orientation|0Eth.1 Ethical Orient]] [[0Eth.2 What Is Intercultural Communication? I|0Eth.2 Inter Com? I]] [[0Eth.3 Skin In The Game|0Eth.3 Payment]] ''INSTRUCTOR STAGE1'' <<if $stageprogress < 1>>\ 1Eth.1 Do Gooder 1Eth.2 Quandary I 1Eth.3 What Is Intercultural Communication? II 1Eth.4 Burns & Boons <<else>>\ [[1Eth.1 Do Gooder|1Eth.1 Do Good]] [[1Eth.2 Quandary I|1Eth.2 Quandary I]] [[1Eth.3 What Is Intercultural Communication? II|1Eth.3 Inter Com? II]] [[1Eth.4 Burns & Boons|1Eth.4 Burns & Boons]]<</if>>\ ''PRACTITIONER STAGE2'' <<if $stageprogress < 2>>\ 2Eth.1 Do Gooder 2Eth.2 Quandary II 2Eth.3 What Is Intercultural Communication? III 2Eth.4 Burns & Boons <<else>>\ [[2Eth.1 Do Gooder|2Eth.1 Do Good]] [[2Eth.2 Quandary II|2Eth.2 Quandary II]] [[2Eth.3 What Is Intercultural Communication? III|2Eth.3 Inter Com? III]] [[2Eth.4 Burns & Boons|2Eth.4 Burns & Boons]]<</if>>\ ''FACILITATOR STAGE3'' <<if $stageprogress < 3>>\ 3Eth.1 Do Gooder (1x) 3Eth.2 Quandary III 3Eth.3 What Is Intercultural Communication? IV 3Eth.4 Burns & Boons <<else>>\ [[3Eth.1 Do Gooder (1x)|3Eth.1 Do Good]] [[3Eth.2 Quandary III|3Eth.2 Quandary III]] [[3Eth.3 What Is Intercultural Communication? IV|3Eth.3 Inter Com? IV]] [[3Eth.4 Burns & Boons|3Eth.4 Burns & Boons]]<</if>>\

!INSPIRATIONAL SYLLABUS (MOTIVATION) <<if $Stage0Tasks > 20>>\ SHELLFISH Always spend a penny as if you were spending a dollar and always spend a dollar as if you were spending a wounded eagle and always spend a wounded eagle as if you were spending the very sky itself. - Richard Brautigan<</if>> <<if $Stage1Tasks > 25>>\ The Inspirational Syllabus is the learning dimension that develops and sustains your motivation. This is connecting to the emotionality of anything that we do. It's no accident that motion and emotion are linked – but keep in mind that emotion is the internal engine that causes or allows the actual movement. Inspiration is about deciding to get out the map, the urge to go somewhere other than here, and the vision of where that is or might be. It's being filled with fire. Starting the ignition. Putting on your shoes. Take off. Lift off. It can be the same feeling that causes us to put the map down and move towards the new location.<</if>> <<if $Stage2Tasks > 30>>\ Keywords: Motivation, Emotion, Love, Determination, Endurance, Deciding, Drive, Urge, Desire, Want, Need, Take off, Lift off, Ignite<</if>>\ /*Adventure: You see a Walking Stick here. Kitchen: You see a Cup of Coffee here.*/ ''AUDITION STAGE0'' [[0Insp.1 Get Inspired!|0Insp.1 Inspired!]] [[0Insp.2 Motivation I|0Insp.2 Motive I]] ''INSTRUCTOR STAGE1'' <<if $stageprogress < 1>>\ 1Insp.1 Get Inspired! 1Insp.2 Motivation II <<else>>\ [[1Insp.1 Get Inspired!|1Insp.1 Inspired!]] [[1Insp.2 Motivation II|1Insp.2 Motive II]]<</if>>\ ''PRACTITIONER STAGE2'' <<if $stageprogress < 2>>\ 2Insp.1 Get Inspired! 2Insp.2 Motivation III <<else>>\ [[2Insp.1 Get Inspired!|2Insp.1 Inspired!]] [[2Insp.2 Motivation III|2Insp.2 Motive III]]<</if>>\ ''FACILITATOR STAGE3'' <<if $stageprogress < 3>>\ 3Insp.1 Get Inspired! 3Insp.2 Motivation IV <<else>>\ [[3Insp.1 Get Inspired!|3Insp.1 Inspired!]] [[3Insp.2 Motivation IV|3Insp.2 Motive IV]]<</if>>\ OPTIONAL ^^ C-American Identity: Las Patronas, the Mexican Women Who Feed Migrants  G-Responsible Power: 7 Ways Gaming Can Improve Your Life  Y-Fountain of Resources: Vice Versa Online | Magazine Transculturel, Transcultural Magazine^^

!REFLECTIVE SYLLABUS (INSIGHT) <<if $Stage0Tasks > 20>>\ "There's a crack in everything, that's where the light gets in." - Leonard Cohen<</if>> <<if $Stage1Tasks > 25>>\ The Reflective Syllabus is the learning dimension that develops your insight. It's about taking the time to apply what something means to you, what it means to others. To take the time for a fact or a story or a document or an action to sink in. It's the place of openness. This is where we can see ourselves, and where we can make the realization to change. Looking is to observe without necessarily understanding, but seeing is to apprehend, to grasp what is visible. To listen is to allow sound to enter your ears – but to hear is to appreciate and understand. It's the difference between looking at a map and seeing the lines and words, and starting to realize.. that's my street, here's where I am, that's the place I'm trying to go to. When you're baking a pie, the reflection might come at the end when the pie doesn't come out the way you expected – or maybe even better than you thought. Or recognizing that why doubling an ingredient has a certain effects on how the pie comes out. Recognizing that a technique you use when preparing another recipe can be applied to the recipe you're working on now – that's how Reflection works.<</if>> <<if $Stage2Tasks > 30>>\ Keywords: Insight, Understanding, Seeing, Realizing, Recognizing, Internalizing, Openness, Vulnerability, Hearing, Self-Awareness, Reflection, Apprehension, Marinate, Meditate, Allow, Wisdom, Introspection<</if>>\ /*Adventure: You see a Silver Mirror here. Kitchen: You see a Back Burner here.*/ ''AUDITION STAGE0'' [[0Ref.1 Know Yourself|0Ref.1 Know Five]] [[0Ref.2 Orientation: Levels of Reflection|0Ref.2 Levels Reflect*]] [[0Ref.3 One Burning Question|0Ref.3 Burning Question]] ''INSTRUCTOR STAGE1'' <<if $stageprogress < 1>>\ 1Ref.1 Consent to Coach 1Ref.2 Know Yourself 1Ref.3 Levels of Reflection: Observation 1Ref.4 21Challenges 1Ref.5 Go Deeper. <<else>>\ [[1Ref.1 Consent to Coach|1Ref.1 Consent]] [[1Ref.2 Know Yourself|1Ref.2 Know Location]] [[1Ref.3 Levels of Reflection: Observation|1Ref.3 Observe]] [[1Ref.4 21Challenges|1Ref.4 21Chal]] [[1Ref.5 Go Deeper.|1Ref.5 Deeper]]<</if>>\ ''PRACTITIONER STAGE2'' <<if $stageprogress < 1>>\ 2Ref.1 Know Yourself 2Ref.2 Levels of Reflection: Reaction 2Ref.3 21Challenges 2Ref.4 Go Deeper. <<else>>\ [[2Ref.1 Know Yourself|2Ref.1 Know Bias]] [[2Ref.2 Levels of Reflection: Reaction|2Ref.2 React]] [[2Ref.3 21Challenges |2Ref.3 21Chal]] [[2Ref.4 Go Deeper.|2Ref.4 Deeper]]<</if>>\ ''FACILITATOR STAGE3'' <<if $stageprogress < 1>>\ 3Ref.1 Levels of Reflection 3Ref.2 21Challenges 3Ref.3 Minimal Competence: Personal Growth <<else>>\ [[3Ref.1 Levels of Reflection|3Ref.1 Analyze]] [[3Ref.2 21Challenges|3Ref.2 21Chal]] [[3Ref.3 Minimal Competence: Personal Growth|3Ref.3 MinCom Growth]]<</if>>\

!RELATIONAL SYLLABUS (CONNECTION) <<if $Stage0Tasks > 20>>\ "Each friend represents a world in us, a world possibly not born until they arrive, and it is only by this meeting that a new world is born." - Anais Nin<</if>> <<if $Stage1Tasks > 25>>\ The Relational Syllabus is the learning dimension that develops your capacity to connect. This is critical for Intercultural Communication for a couple of reasons. First, all communication implies connection. But even more importantly, when you're working across language barriers, we often think that we can't communicate because we can't connect. But there are other ways of connecting without using words – and that connection enables communication. You have to know some things about humans and how they learn, you have to practice, but you can get quite good at it. It's also about how we learn to develop skills – ongoing connection is is the mechanism of language and culture learning. And it's also how people heal. A separation is a wound, and connection is a healing. People change when they meet other people.It's about your personal connection to what's on the map, the reasons why you want to use the map to get somewhere, about who is there, or what you are wanting to do when you arrive. It might even be about asking someone to help you interpret or use a map, or even throwing the map away and asking for directions. It's about who you are making the recipe for, and who gave it to you, and what making that recipe means in a line of other people who've made that recipe.<</if>> <<if $Stage2Tasks > 30>>\ Keywords: Connection, Communication, Society, Who, Together, Healing, Empathy, Mirroring, Accompaniment, Helping, Buddies, Team, Duet, Community, Responsiveness, Translation<</if>>\ /*Adventure: You see your Party Roster here. Kitchen: You see the Staff Schedule here.*/ ''AUDITION STAGE0'' [[0Rel.1 Get Connected! [[0Rel.2 Relational Orientation ''INSTRUCTOR STAGE1'' <<if $stageprogress < 1>>\ 1Rel.1 Minimal Competence: Connective Communication 1Rel.2 21Challenges 1Rel.3 Get Connected! 1Rel.4 Fledge I (F-WING) <<else>>\ [[1Rel.1 Minimal Competence: Connective Communication|1Rel.1 MinCom Comm]] [[1Rel.2 21Challenges|1Rel.2 21Chal]] [[1Rel.3 Get Connected!|1Rel.3 Connected!]] [[1Rel.4 Fledge I (F-WING)|1Rel.4 Fledge I]]<</if>>\ ''PRACTITIONER STAGE2'' <<if $stageprogress < 2>>\ 2Rel.1 Minimal Competence: Appreciative Inquiry 2Rel.2 21Challenges 2Rel.3 Get Connected! 2Rel.4 Fledge II (J-WING) <<else>>\ [[2Rel.1 Minimal Competence: Appreciative Inquiry|2Rel.1 MinCom Inquiry]] [[2Rel.2 21Challenges|2Rel.2 21Chal]] [[2Rel.3 Get Connected!|2Rel.3 Connected!]] [[2Rel.4 Fledge II (J-WING)|2Rel.4 Fledge II]]<</if>>\ ''FACILITATOR STAGE3'' <<if $stageprogress < 3>>\ 3Rel.1 Minimal Competence: Communication 3Rel.2 Minimal Competence: Community Engagement 3Rel.3 Minimal Competence: Coaching & Support 3Rel.4 21Challenges 3Rel.5 Get Connected! 3Rel.6 F-WING Leader <<else>>\ [[3Rel.1 Minimal Competence: Communication|3Rel.1 MinCom Comm]] [[3Rel.2 Minimal Competence: Community Engagement|3Rel.2 MinCom Engage]] [[3Rel.3 Minimal Competence: Coaching & Support|3Rel.3 MinCom Supp]] [[3Rel.4 21Challenges|3Rel.4 21Chal]] [[3Rel.5 Get Connected!|3Rel.5 Connected!]] [[3Rel.6 F-WING Leader|3Rel.6 FWING]]<</if>>\

!TECHNICAL SYLLABUS (SKILL) <<if $Stage0Tasks > 20>>\ "Knowledge is not skill. Knowledge plus ten thousand times is skill." - Shiniki Suzuki<</if>>\ <<if $Stage1Tasks > 25>>\ The Technical Syllabus is the learning dimension that develops your skill. We sometimes call it “teachnique”. This is what people want when they say “teach me how to do x”. The catch is that most abilities aren't about “know about”, they're about “know how”. And that takes practice, and often, feedback and guidance. It's about following the map, and taking the wrong exit, turning down the wrong street, finding yourself back where you started, confused – but then trying again and getting it right. It's about following the recipe, having the pie turn out horrible, and trying again. And even, following the recipe 30 times until you don't need it. Or following the route until you really don't need the map any more.<</if>>\ <<if $Stage2Tasks > 30>>\ Keywords: Skill, Repetition, Practice, Improvement, Mistake, Perfection, Imperfection, Feedback, Coaching, Mentoring, Apprenticing, Guiding, Learning, Method, Angle, Self-Correction, Grace, Poise, Know-how<</if>>\ /*Adventure: You see a Map here. Kitchen: You see a Recipe here.*/ ''AUDITION STAGE0'' [[0Tech.1 Technical Orientation|0Tech.1 Technical Orient]] [[0Tech.2 Technical Rehearsal|0Tech.2 Tech Rehearsal]] ''INSTRUCTOR STAGE1'' <<if $stageprogress < 1>>\ 1Tech.1 Minimal Competence: Preparation 1Tech.2 Coach5 I: Model Teaching 1Tech.3 21Challenges 1Tech.4 Coach5 II: Try My Recipe <<else>>\ [[1Tech.1 Minimal Competence: Preparation|1Tech.1 MinCom Prep]] [[1Tech.2 Coach5 I: Model Teaching|1Tech.2 Coach5 Model]] [[1Tech.3 21Challenges|1Tech.3 21Chal]] [[1Tech.4 Coach5 II: Try My Recipe|1Tech.4 Coach5 Recipe]]<</if>>\ ''PRACTITIONER STAGE2'' <<if $stageprogress < 2>>\ 2Tech.1 Minimal Competence: Preparation 2Tech.2 Coach5 III: Annotated Observation 2Tech.3 Coach5 IV: Gentle Intervention <<else>>\ [[2Tech.1 Minimal Competence: Preparation|2Tech.1 MinCom Prep]] [[2Tech.2 Coach5 III: Annotated Observation|2Tech.2 Annotated]] [[2Tech.3 Coach5 IV: Gentle Intervention|2Tech.3 Intervention]]<</if>>\ Tools for Teachnique ^^ A-Facilitating Language & Cultural Skills: Authentic Activities and Materials for ESL Learners  A-Facilitating Language & Cultural Skills: Making it Real – Teaching Pre-Literate Refugees^^ ''FACILITATOR STAGE3'' <<if $stageprogress < 3>>\ 3Tech.1 Minimal Competence: Classroom Management 3Tech.2 Coach5 5: You’re the Boss, Now. <<else>>\ [[3Tech.1 Minimal Competence: Classroom Management|3Tech.1 MinCom Manage]] [[3Tech.2 Coach5 5: You’re the Boss, Now.|3Tech.3 Boss]]<</if>>\ Tools for Teachnique ^^ A-Facilitating Language & Cultural Skills: Mutually Adaptive Learning Paradigm + Checklist  G-Responsible Power: Tips for White Trainers Leading Multi-Racial Groups^^ OPTIONAL Tools for Teachnique ^^ A-Facilitating Language & Cultural Skills: Authenticity in the Language Classroom and Beyond^^

!ADMINISTRATIVE SYLLABUS (ORGANIZATION) <<if $Stage0Tasks > 20>>\ “Don't Agonize, Organize!” - Florynce Kennedy<</if>>\ <<if $Stage1Tasks > 25>>\ The Administrative Syllabus is the learning dimension that develops your organizational capacity. People think it's boring, but it's actually magic + time travel. Good documentation is power, especially in a bureaucracy. It's about remembering everything and predicting the future. It's about marking out the route on the map so you don't forget it. It's about tracking where you are along the way. It's about making a checklist from the recipe, and not forgetting any of the items on your grocery list. It's about never missing an ingredient, or a step, or a tool. It's about following the directions. It's about ensuring things come out the way you want to.<</if>>\ <<if $Stage2Tasks > 30>>\ Keywords: Organization, Proof, Plan, Checklist, Documentation, Outline, Description, Observation, Log, Information, Overview, Structure, Signal, Knowledge, Instructions, Evidence, Bureaucracy, Journal, Budget, Consistency, Certainty, Accounting<</if>> /*Adventure: You see a Large Sheet of Papyrus here. Kitchen: You see a To-Do List here.*/\ <<message "<<c helppink>>Admin Syllabus Info<</c>>" btn>> (click the button to hide this information) The Administrative Syllabus, with its emphasis on Organization and Documentation, is the place where you'll generally find big long lists of things. This is one such list. It shows every Mission that is required to complete the EFTC. It also shows you which ones have been completed. The links are live, so if you would like to jump around, you can do so from here, though we may block some of the Missions in the earlier stages. Just make sure to save your progress, and check your [[Map|0.01 EFTC Map]] if you get lost! All the other Syllabi have their own lists, but only the Missions for that particular Syllabus. In the Headboard, you can always find a Quick View of the Missions for the Stage you are in. In keeping with the character of the Administrative Syllabus, you get everything here. If you want to find all of the //Tasks// for each Stage, look for the "Admin Dox" for that Stage, or Task Documentation. The very last Mission of each Stage is to verify that all the Tasks have been completed, which is super meta. <</message>>\ <<message "!!!<<c taskyellow>>AUDITION STAGE0<</c>>">>\ ''Action Syllabus'' [[0Act.1 Shadowing Experiences|0Act.1 Shadow Exp]]<<if $AudAct1>><<print " Complete!">><</if>> [[0Act.2 The Fountain of Resources I|0Act.2 Fountain I]]<<if $AudAct2>><<print " Complete!">><</if>> ''Admin Syllabus'' [[0Admin.0 Audition Task List|0Admin.0 Audition Dox]]<<if $AudAdmin0>><<print "Stage0 Complete!">><</if>> [[0Admin.1 Structural Orientation|0Admin.1 Structure Orient]]<<if $AudAdmin1>><<print " Complete!">><</if>> [[0Admin.2 Programmatic Orientation|0Admin.2 Program Orient*]]<<if $AudAdmin2>><<print " Complete!">><</if>> [[0Admin.3 Enroll|0Admin.3 Enroll*]]<<if $AudAdmin3>><<print " Complete!">><</if>> ''Analytic Syllabus'' [[0Ana.1 Think About It.|0Ana.1 Think]]<<if $AudAna1>><<print " Complete!">><</if>> ''Creative Syllabus'' [[0Cre.1 Dress Rehearsal|0Cre.1 Dress Rehearsal]]<<if $AudCre1>><<print " Complete!">><</if>> ''Ethical Syllabus'' [[0Eth.1 Ethical Orientation|0Eth.1 Ethical Orient]]<<if $AudEth1>><<print " Complete!">><</if>> [[0Eth.2 What Is Intercultural Communication? I|0Eth.2 Inter Com? I]]<<if $AudEth2>><<print " Complete!">><</if>> [[0Eth.3 Skin In The Game|0Eth.3 Payment]]<<if $AudEth3>><<print " Complete!">><</if>> ''Inspire Syllabus'' [[0Insp.1 Get Inspired!|0Insp.1 Inspired!]]<<if $AudInsp1>><<print " Complete!">><</if>> [[0Insp.2 Motivation I|0Insp.2 Motive I]]<<if $AudInsp2>><<print " Complete!">><</if>> ''Reflective Syllabus'' [[0Ref.1 Know Yourself: The Big Five|0Ref.1 Know Five]]<<if $AudRef1>><<print " Complete!">><</if>> [[0Ref.2 Orientation: Levels of Reflection|0Ref.2 Levels Reflect*]]<<if $AudRef2>><<print " Complete!">><</if>> [[0Ref.3 One Burning Question|0Ref.3 Burning Question]]<<if $AudRef3>><<print " Complete!">><</if>> ''Relational Syllabus'' [[0Rel.1 Get Connected!|0Rel.1 Connected!]]<<if $AudRel1>><<print " Complete!">><</if>> [[0Rel.2 Relational Orientation|0Rel.2 Relational Orient]]<<if $AudRel2>><<print " Complete!">><</if>> ''Technical Syllabus'' [[0Tech.1 Technical Orientation|0Tech.1 Technical Orient]]<<if $AudTech1>><<print " Complete!">><</if>> [[0Tech.2 Technical Rehearsal|0Tech.2 Tech Rehearsal]]<<if $AudTech1>><<print " Complete!">><</if>> <</message>>\ <<message "!!!<<c taskyellow>>INSTRUCTOR STAGE1<</c>>">> ''Action Syllabus'' [[1Act.1 MC (5x) & DJ (5x)|1Act.1 MC5 & DJ5]]<<if $InstAct1>><<print " Complete!">><</if>> [[1Act.2 The Fountain of Resources II|1Act.2 Fountain II]]<<if $InstAct2>><<print " Complete!">><</if>> [[1Act.3 Community Engagement IA|1Act.3 Community IA]]<<if $InstAct3>><<print " Complete!">><</if>> [[1Act.4 Community Engagement IB|1Act.4 Community IB]]<<if $InstAct4>><<print " Complete!">><</if>> ''Admin Syllabus'' [[1Admin.0 Instructor Task List|1Admin.0 Instruct Dox]]<<if $InstAdmin1>><<print "Stage1 Complete!">><</if>> [[1Admin.1 Minimal Competence: Documentation|1Admin.1 MinCom Doc]]<<if $InstAct1>><<print " Complete!">><</if>> [[1Admin.2 Level Up|1Admin.2 LevelUp Prac]]<<if $InstAdmin2>><<print " Complete!">><</if>> ''Analytic Syllabus'' [[1Ana.1 Think About It.|1Ana.1 Think]]<<if $InstAna1>><<print " Complete!">><</if>> ''Creative Syllabus'' [[1Cre.1 21Challenges|1Cre.1 21Chal]]<<if $InstCre1>><<print " Complete!">><</if>> [[1Cre.2 Try Something New.|1Cre.2 Try New]]<<if $InstCre2>><<print " Complete!">><</if>> ''Ethical Syllabus'' [[1Eth.1 Do Gooder|1Eth.1 Do Good]]<<if $InstEth1>><<print " Complete!">><</if>> [[1Eth.2 Quandary I|1Eth.2 Quandary I]]<<if $InstEth2>><<print " Complete!">><</if>> [[1Eth.3 What Is Intercultural Communication? II|1Eth.3 Inter Com? II]]<<if $InstEth3>><<print " Complete!">><</if>> [[1Eth.4 Burns & Boons|1Eth.4 Burns & Boons]]<<if $InstEth4>><<print " Complete!">><</if>> ''Inspire Syllabus'' [[1Insp.1 Get Inspired!|1Insp.1 Inspired!]]<<if $InstInsp1>><<print " Complete!">><</if>> [[1Insp.2 Motivation II|1Insp.2 Motive II]]<<if $InstInsp2>><<print " Complete!">><</if>> ''Narrative Syllabus'' [[1Nar.1 You Better Believe It.|1Nar.1 Believe]]<<if $InstNar1>><<print " Complete!">><</if>> ''Reflective Syllabus'' [[1Ref.1 Consent to Coach|1Ref.1 Consent]]<<if $InstRef1>><<print " Complete!">><</if>> [[1Ref.2 Know Yourself: Your Social Location|1Ref.2 Know Location]]<<if $InstRef1>><<print " Complete!">><</if>> [[1Ref.3 Levels of Reflection: Observation|1Ref.3 Observe]]<<if $InstRef2>><<print " Complete!">><</if>> [[1Ref.4 21Challenges|1Ref.4 21Chal]]<<if $InstRef3>><<print " Complete!">><</if>> [[1Ref.5 Go Deeper.|1Ref.5 Deeper]]<<if $InstRef1>><<print " Complete!">><</if>> ''Relational Syllabus'' [[1Rel.1 Minimal Competence: Connective Communication|1Rel.1 MinCom Comm]]<<if $InstRel1>><<print " Complete!">><</if>> [[1Rel.2 21Challenges|1Rel.2 21Chal]]<<if $InstRel2>><<print " Complete!">><</if>> [[1Rel.3 Get Connected!|1Rel.3 Connected!]]<<if $InstRel3>><<print " Complete!">><</if>> [[1Rel.4 Fledge I (F-WING)|1Rel.4 Fledge I]]<<if $InstRel4>><<print " Complete!">><</if>> ''Technical Syllabus'' [[1Tech.1 Minimal Competence: Preparation|1Tech.1 MinCom Prep]]<<if $InstTech1>><<print " Complete!">><</if>> [[1Tech.2 Coach5 I: Model Teaching|1Tech.2 Coach5 Model]]<<if $InstTech2>><<print " Complete!">><</if>> [[1Tech.3 21Challenges|1Tech.3 21Chal]]<<if $InstTech3>><<print " Complete!">><</if>> [[1Tech.4 Coach5 II: Try My Recipe|1Tech.4 Coach5 Recipe]]<<if $InstTech4>><<print " Complete!">><</if>> <</message>>\ <<message "!!!<<c taskyellow>>PRACTITIONER STAGE2<</c>>">> ''Action Syllabus'' [[2Act.1 MC (10x) & DJ (5x)|2Act.1 MC10 & DJ5]]<<if $PracAct1>><<print " Complete!">><</if>> [[2Act.2 The Fountain of Resources III|2Act.2 Fountain III]]<<if $PracAct2>><<print " Complete!">><</if>> [[2Act.3 Community Engagement IIA|2Act.3 Community IIA]]<<if $PracAct3>><<print " Complete!">><</if>> [[2Act.4 Community Engagement IIB|2Act.4 Community IIB]]<<if $PracAct4>><<print " Complete!">><</if>> [[2Act.5 Minimal Competence: Curriculum Materials|2Act.5 MinCom Curr]]<<if $PracAct5>><<print " Complete!">><</if>> [[2Act.6 Minimal Competence: Clarity|2Act.6 MinCom Clear]]<<if $PracAct6>><<print " Complete!">><</if>> ''Admin Syllabus'' [[2Admin.0 Practitioner Task List|2Admin.0 Prac Dox]]<<if $PracAdmin0>><<print " Complete!">><</if>> [[2Admin.1 Minimal Competence: Documentation|2Admin.1 MinCom Doc]]<<if $PracAdmin1>><<print " Complete!">><</if>> [[2Admin.2 Level Up|2Admin.2 LevelUp Fac]]<<if $PracAdmin2>><<print " Complete!">><</if>> ''Analytic Syllabus'' [[2Ana.1 Think About It.|2Ana.1 Think]]<<if $PracAna1>><<print " Complete!">><</if>> ''Creative Syllabus'' [[2Cre.1 21Challenges|2Cre.1 21Chal]]<<if $PracCre1>><<print " Complete!">><</if>> ''Ethical Syllabus'' [[2Eth.1 Do Gooder|2Eth.1 Do Good]]<<if $PracEth1>><<print " Complete!">><</if>> [[2Eth.2 Quandary II|2Eth.2 Quandary II]]<<if $PracEth2>><<print " Complete!">><</if>> [[2Eth.3 What Is Intercultural Communication? III|2Eth.3 Inter Com? III]]<<if $PracEth3>><<print " Complete!">><</if>> [[2Eth.4 Burns & Boons|2Eth.4 Burns & Boons]]<<if $PracEth4>><<print " Complete!">><</if>> ''Inspire Syllabus'' [[2Insp.1 Get Inspired!|2Insp.1 Inspired!]]<<if $PracInsp1>><<print " Complete!">><</if>> [[2Insp.2 Motivation III|2Insp.2 Motive III]]<<if $PracInsp2>><<print " Complete!">><</if>> ''Narrative Syllabus'' [[2Nar.1 You Better Believe It.|2Nar.1 Believe]]<<if $PracNar1>><<print " Complete!">><</if>> ''Reflective Syllabus'' [[2Ref.1 Know Yourself: Implicit Bias Test|2Ref.1 Know Bias]]<<if $PracRef1>><<print " Complete!">><</if>> [[2Ref.2 Levels of Reflection: Reaction|2Ref.2 React]]<<if $PracRef2>><<print " Complete!">><</if>> [[2Ref.3 21Challenges|2Ref.3 21Chal]]<<if $PracRef3>><<print " Complete!">><</if>> [[2Ref.4 Go Deeper.|2Ref.4 Deeper]]<<if $PracRef4>><<print " Complete!">><</if>> ''Relational Syllabus'' [[2Rel.1 Minimal Competence: Connective Communication|2Rel.1 MinCom Inquiry]]<<if $PracRel1>><<print " Complete!">><</if>> [[2Rel.2 21Challenges|2Rel.2 21Chal]]<<if $PracRel2>><<print " Complete!">><</if>> [[2Rel.3 Get Connected!|2Rel.3 Connected!]]<<if $PracRel3>><<print " Complete!">><</if>> [[2Rel.4 Fledge II (J-WING)|2Rel.4 Fledge II]]<<if $PracRel4>><<print " Complete!">><</if>> ''Technical Syllabus'' [[2Tech.1 Minimal Competence: Preparation|2Tech.1 MinCom Prep]]<<if $PracTech1>><<print " Complete!">><</if>> [[2Tech.2 Coach5 III: Annotated Observation|2Tech.2 Annotated]]<<if $PracTech2>><<print " Complete!">><</if>> [[2Tech.3 Coach5 IV: Gentle Intervention|2Tech.3 Intervention]]<<if $PracTech3>><<print " Complete!">><</if>> <</message>>\ <<message "!!!<<c taskyellow>>FACILITATOR STAGE3<</c>>">>\ ''Action Syllabus'' [[3Act.1 MC (5X) & DJ (10x) & Either (5x)|3Act.1 MC5 & DJ10 & Either5]]<<if $FacAct1>><<print " Complete!">><</if>> [[3Act.2 The Fountain of Resources IV|3Act.2 Fountain IV]]<<if $FacAct2>><<print " Complete!">><</if>> [[3Act.3 Community Engagement IIIA|3Act.3 Community IIIA]]<<if $FacAct3>><<print " Complete!">><</if>> [[3Act.4 Community Engagement IIIB|3Act.4 Community IIIB]]<<if $FacAct4>><<print " Complete!">><</if>> [[3Act.5 Impact A|3Act.5 Impact A]]<<if $FacAct5>><<print " Complete!">><</if>> [[3Act.6 Impact B|3Act.6 Impact B]]<<if $FacAct6>><<print " Complete!">><</if>> [[3Act.7 Minimal Competence: Resource Referral|3Act.7 MinCom Resource]]<<if $FacAct7>><<print " Complete!">><</if>> ''Admin Syllabus'' [[3Admin.0 Facilitator Task List|3Admin.0 Fac Dox]]<<if $FacAdmin0>><<print " Complete!">><</if>> [[3Admin.1 Minimal Competence: Documentation|3Admin.1 MinCom Doc]]<<if $FacAdmin1>><<print " Complete!">><</if>> [[3Admin.2 Level Up|3Admin.2 EFTC Grad]]<<if $FacAdmin2>><<print " Complete!">><</if>> ''Analytic Syllabus'' [[3Ana.1 Think About It.|3Ana.1 Think]]<<if $FacAna1>><<print " Complete!">><</if>> [[3Ana.2 Minimal Competence: Program Design|3Ana.2 MinCom Prog]]<<if $FacAna2>><<print " Complete!">><</if>> [[3Ana.3 Minimal Competence: Equity Analysis|3Ana.3 MinCom Equity]]<<if $FacAna3>><<print " Complete!">><</if>> [[3Ana.4 Minimal Competence: Jargon|3Ana.4 MinCom Jargon]]<<if $FacAna4>><<print " Complete!">><</if>> ''Creative Syllabus'' [[3Cre.1 21Challenges|3Cre.1 21Chal]]<<if $FacCre1>><<print " Complete!">><</if>> [[3Cre.2 Minimal Competence: Activity Design|3Cre.2 MinCom Design]]<<if $FacCre2>><<print " Complete!">><</if>> [[3Cre.3 The Artist Known Currently As You|3Cre.3 Artist]]<<if $FacCre3>><<print " Complete!">><</if>> ''Ethical Syllabus'' [[3Eth.1 Do Gooder|3Eth.1 Do Good]]<<if $FacEth1>><<print " Complete!">><</if>> [[3Eth.2 Quandary III|3Eth.2 Quandary III]]<<if $FacEth2>><<print " Complete!">><</if>> [[3Eth.3 What Is Intercultural Communication? IV|3Eth.3 Inter Com? IV]]<<if $FacEth3>><<print " Complete!">><</if>> [[3Eth.4 Burns & Boons|3Eth.4 Burns & Boons]]<<if $FacEth4>><<print " Complete!">><</if>> ''Inspire Syllabus'' [[3Insp.1 Get Inspired!|3Insp.1 Inspired!]]<<if $FacInsp1>><<print " Complete!">><</if>> [[3Insp.2 Motivation IV|3Insp.2 Motive IV]]<<if $FacInsp2>><<print " Complete!">><</if>> ''Narrative Syllabus'' [[3Nar.1 You Better Believe It.|3Nar.1 Believe]]<<if $FacNar1>><<print " Complete!">><</if>> ''Reflective Syllabus'' [[3Ref.1 Levels of Reflection|3Ref.1 Analyze]]<<if $FacRef1>><<print " Complete!">><</if>> [[3Ref.2 21Challenges|3Ref.2 21Chal]]<<if $FacRef2>><<print " Complete!">><</if>> [[3Ref.3 Minimal Competence: Personal Growth|3Ref.3 MinCom Growth]]<<if $FacRef3>><<print " Complete!">><</if>> ''Relational Syllabus'' [[3Rel.1 Minimal Competence: Communication|3Rel.1 MinCom Comm]]<<if $FacRel1>><<print " Complete!">><</if>> [[3Rel.2 Minimal Competence: Community Engagement|3Rel.2 MinCom Engage]]<<if $FacRel2>><<print " Complete!">><</if>> [[3Rel.3 Minimal Competence: Coaching & Support|3Rel.3 MinCom Supp]]<<if $FacRel3>><<print " Complete!">><</if>> [[3Rel.4 21Challenges|3Rel.4 21Chal]]<<if $FacRel2>><<print " Complete!">><</if>> [[3Rel.5 Get Connected!|3Rel.5 Connected!]]<<if $FacRel3>><<print " Complete!">><</if>> [[3Rel.6 F-WING Leader|3Rel.6 FWING]]<<if $FacRel4>><<print " Complete!">><</if>> ''Technical Syllabus'' [[3Tech.1 Minimal Competence: Classroom Management|3Tech.1 MinCom Manage]]<<if $FacTech1>><<print " Complete!">><</if>> [[3Tech.2 Coach5 5: You’re the Boss, Now.|3Tech.3 Boss]]<<if $FacTech2>><<print " Complete!">><</if>><</message>>\ (These are all expandable and contain links to their Tasks and Missions)

<<if not $AudAdmin000>><span id="mission-complete">^^Mission 0Admin.0. Audition Dox ^^</span><<else>>^^Mission 0Admin.0. Audition Dox <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 1 to 4 weeks^^ <<dialog 'Double Check'>>\ The last step of each Stage is to confirm that you've completed every Task, and document your progress. This serves as a nice reminder of how far you've come, and puts it all into one satisfying checklist. Completing this final Mission unlocks the Missions for the next Stage of Missions. If you're done, when you close this box, you'll see the class code for the next Stage in Google Classroom. You'll also be provided a link to your first Mission in Stage1 - Instructor If you're ready, click the x to close this box. <</dialog>> !EFTC Task Documentation: Stage0 - Audition This is the complete Task list for Stage0 - Audition. Here, you can get an overview of everything done so far. You have completed $Stage0Tasks of 48 Tasks in the current Stage. <<if $AudAdmin000>> <<c taskyellow>>This Mission is complete!<</c>> You have completed Stage0 - Audition, and you have now embarked on Stage1 - Instructor! Copy the entire list of Stage0 Tasks below, and paste them into Google Classroom, and turn in that assignment. https://classroom.google.com/u/0/c/MjcxMTIxMTY5MTFa/a/MTA2NzExMTU3MDAz/details Here is the code for Stage1 - Instructor class in Google Classroom. Join that class now: gozft4k <<set $AudAdmin0 = true>>\ <<set $Audprogress +=1>>\ <<set $stage = "Stage1 Instructor">>\ <<set $stageprogress = 1>>\ <<set $journal.unshift("Congratulations - You Have Completed All Tasks in Stage0 - Audition! (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<else>>\ If you'd like to see all Missions completed so far in Stage0 - Audition (instead of Tasks), look in the <<c helppink>>Headboard<</c>> <</if>> Would you like to see a list of all [[110 Missions|Admin Syllabus]] that comprise the 4 Stages of the EFTC Apprenticeship? ''Stage0 Audition Task List'' <<c taskyellow>>0Act.1.001<</c>> - Shadow1<<if $Act001>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow1date<</c>><</if>> <<c taskyellow>>0Act.1.002<</c>> - Shadow2<<if $Act002>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow2date<</c>><</if>> <<c taskyellow>>0Act.1.003<</c>> - Shadow3<<if $Act003>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow3date<</c>><</if>> <<c taskyellow>>0Act.1.004<</c>> - Shadow4<<if $Act004>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow4date<</c>><</if>> <<c taskyellow>>0Act.2.005<</c>> - Portland ESL Network<<if $Act005>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$fountainI<</c>><</if>> <<c taskyellow>>0Admin.1.006<</c>> - About Us<<if $Admin006>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$about<</c>><</if>> <<c taskyellow>>0Admin.1.007<</c>> - Guild Structure<<if $Admin007>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$guildreax<</c>><</if>> <<c taskyellow>>0Admin.2.008<</c>> - Program Overview<<if $Admin008>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$progover<</c>><</if>> <<c taskyellow>>0Admin.2.009<</c>> - Milestones (in development)<<if $Admin009>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$achievementsList<</c>><</if>> <<c taskyellow>>0Admin.2.010<</c>> - Syllabi<<if $Admin010>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$whichSyllabus<</c>><</if>> <<c taskyellow>>0Admin.2.011<</c>> - Coach5<<if $Admin011>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$whichCoach5: $coach5reax<</c>><</if>> <<c taskyellow>>0Admin.2.012<</c>> - 21Challenges<<if $Admin012>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$whichChal<</c>><</if>> <<c taskyellow>>0Admin.2.013<</c>> - Attendance Documentation<<if $Admin013>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$lcCreation<</c>><</if>> <<c taskyellow>>0Admin.2.014<</c>> - WING Support<<if $Admin014>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$WINGAudition: WINGAudAnswer<</c>><</if>> <<c taskyellow>>0Admin.3.015<</c>> - Guild Name<<if $Admin015>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$GuildName<</c>><</if>> <<c taskyellow>>0Admin.3.016<</c>> - Communication & Scheduling<<if $Admin016>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$commsched<</c>><</if>> <<c taskyellow>>0Admin.3.017<</c>> - Agreement<<if $Admin017>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$expectations<</c>><</if>> <<c taskyellow>>0Admin.3.018<</c>> - Payment Arrangements<<if $Admin018>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$paymentarr<</c>><</if>> <<c taskyellow>>0Admin.3.019<</c>> - Guild Login<<if $Admin019>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$weblogin<</c>><</if>> <<c taskyellow>>0Ana.1.020<</c>> - Are You Judging Those Who Ask for Help?<<if $Ana020>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>0Cre.1.021<</c>> - Dress Rehearsal<<if $Cre021>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$DRdate<</c>><</if>> <<c taskyellow>>0Eth.1.022<</c>> - Bringing the Pie<<if $Eth022>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$notpie<</c>><</if>> <<c taskyellow>>0Eth.1.023<</c>> - 7 Virtues of the Interculturalist<<if $Eth023>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$yrvirtue: $virtuesplain<</c>><</if>> <<c taskyellow>>0Eth.1.024<</c>> - Burns & Boons<<if $Eth024>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$burnboon<</c>><</if>> <<c taskyellow>>0Eth.1.025<</c>> - Schoolhouse Rules<<if $Eth025>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$schoolhouse<</c>><</if>> <<c taskyellow>>0Eth.2.026<</c>> - Explore the Glossary<<if $Eth026>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$glossary<</c>><</if>> <<c taskyellow>>0Eth.3.027<</c>> - Skin In The Game: Payment Options<<if $Eth027>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$payment<</c>><</if>> <<c taskyellow>>0Insp.1.028<</c>> - Building the Boat While Sailing<<if $Insp028>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$boatdetail<</c>><</if>> <<c taskyellow>>0Insp.1.029<</c>> - The Gap<<if $Insp029>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$gapfeeling<</c>><</if>> <<c taskyellow>>0Insp.2.030<</c>> - What Is Motivating You To Enter This Program?<<if $Insp030>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$motivationintro<</c>><</if>> <<c taskyellow>>0Ref.1.031<</c>> - The Big Five<<if $Ref031>> <<c taskyellow>>Complete!<</c>>: Extraversion <<c yourresponseorange>>$extraversion<</c>> Emotional Stability <<c yourresponseorange>>$stability<</c>> Agreeableness <<c yourresponseorange>>$agreeable<</c>> Intellect/Imagination <<c yourresponseorange>>$openness<</c>> Conscientiousness <<c yourresponseorange>>$conscience<</c>><</if>> <<c taskyellow>>0Ref.2.032<</c>> - Levels of Reflection - Overview<<if $Ref032>> <<c taskyellow>>Complete!<</c>>: Documentation: <<c yourresponseorange>>$Big5date<</c>> Observation: <<c yourresponseorange>>$observationBig5<</c>> Reaction: <<c yourresponseorange>>$reactionBig5<</c>> Analysis: <<c yourresponseorange>>$analysisBig5<</c>> Evaluation: <<c yourresponseorange>>$evaluationBig5<</c>><</if>> <<c taskyellow>>0Ref.3.033<</c>> - One Burning Question<<if $Ref033>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$oneburning<</c>><</if>> <<c taskyellow>>0Rel.1.034<</c>> - P-P-T Connect<<if $Rel034>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$connectdate<</c>><</if>> <<c taskyellow>>0Rel.2.035<</c>> - Connective Communication<<if $Rel035>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$connective<</c>><</if>> <<c taskyellow>>0Rel.2.036<</c>> - Appreciative Inquiry<<if $Rel036>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$appreciative<</c>><</if>> <<c taskyellow>>0Rel.2.037<</c>> - Motivational Critique<<if $Rel037>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$motivational<</c>><</if>> <<c taskyellow>>0Rel.2.038<</c>> - Collaborative Problem Solving<<if $Rel038>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$collaborative<</c>><</if>> <<c taskyellow>>0Tech.1.039<</c>> - The Basic Lesson<<if $Tech039>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$basicyell<</c>><</if>> <<c taskyellow>>0Tech.1.040<</c>> - Core Activities<<if $Tech040>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$gotit<</c>><</if>> <<c taskyellow>>0Tech.1.041<</c>> - Alphabet Sheet<<if $Tech041>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$alphabets<</c>><</if>> <<c taskyellow>>0Tech.1.042<</c>> - Attendance Record<<if $Tech042>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$attendance<</c>><</if>> <<c taskyellow>>0Tech.1.043<</c>> - Deck of Professions<<if $Tech043>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$deck<</c>><</if>> <<c taskyellow>>0Tech.1.044<</c>> - Lesson Plan Template<<if $Tech044>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$lessontitle<</c>><</if>> <<c taskyellow>>0Tech.1.045<</c>> - Lesson Self Evaluation<<if $Tech045>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$evaluation<</c>><</if>> <<c taskyellow>>0Tech.1.046<</c>> - Loyalty Card<<if $Tech046>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$loyalty<</c>><</if>> <<c taskyellow>>0Tech.1.047<</c>> - Voting for Curriculum<<if $Tech047>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$curriculumvote<</c>><</if>> <<c taskyellow>>0Tech.2.048<</c>> - Technical Rehearsal<<if $Tech048>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$TRdate<</c>><</if>> <<if $Act001 && $Act002 && $Act003 && $Act004 && $Act005 && $Admin006 && $Admin007 && $Admin008 && $Admin009 && $Admin010 && $Admin011 && $Admin012 && $Admin013 && $Admin014 && $Admin015 && $Admin016 && $Admin017 && $Admin018 && $Admin019 && $Ana020 && $Cre021 && $Eth022 && $Eth023 && $Eth024 && $Eth025 && $Eth026 && $Eth027 && $Insp028 && $Insp029 && $Insp030 && $Ref031 && $Ref032 && $Ref033 && $Rel034 && $Rel035 && $Rel036 && $Rel037 && $Rel038 && $Tech039 && $Tech040 && $Tech041 && $Tech042 && $Tech043 && $Tech044 && $Tech045 && $Tech046 && $Tech047 && $Tech048>><<set $AudAdmin000 = true>><</if>> /* 0Act.1.001 - Shadow1: $Act001 0Act.1.002 - Shadow2: $Act002 0Act.1.003 - Shadow3: $Act003 0Act.1.004 - Shadow4: $Act004 0Act.2.005 - Portland ESL Network: $Act005 0Admin.1.006 - About Us: $Admin006 0Admin.1.007 - Guild Structure: $Admin007 0Admin.2.008 - Program Overview: $Admin008 0Admin.2.009 - Milestones (in development): $Admin009 0Admin.2.010 - Syllabi: $Admin010 0Admin.2.011 - Coach5: $Admin011 0Admin.2.012 - 21Challenges (update pending): $Admin012 0Admin.2.013 - Attendance Documentation: $Admin013 0Admin.2.014 - WING Support (update pending): $Admin014 0Admin.3.015 - Guild Name: $Admin015 0Admin.3.016 - Communication & Scheduling: $Admin016 0Admin.3.017 - Agreement: $Admin017 0Admin.3.018 - Payment Arrangements: $Admin018 0Admin.3.019 - Guild Login: $Admin019 0Ana.1.020 - Are You Judging Those Who Ask for Help?: $Ana020 0Cre.1.021 - Dress Rehearsal: $Cre021 0Eth.1.022 - Bringing the Pie??: $Eth022 0Eth.1.023 - 7 Virtues of the Interculturalist: $Eth023 0Eth.1.024 - Burns & Boons: $Eth024 0Eth.1.025 - Schoolhouse Rules: $Eth025 0Eth.2.026 - Explore the Glossary: $Eth026 0Eth.3.027 - Skin In The Game: Payment Options??: $Eth027 0Insp.1.028 - Building the Boat While Sailing: $Insp028 0Insp.1.029 - The Gap: $Insp029 0Insp.2.030 - What Is Motivating You To Enter This Program?: $Insp030 0Ref.1.031 - The Big Five: $Ref031 0Ref.2.032 - Document, Observe, React, Analyze, Evaluate??: $Ref032 0Ref.3.033 - One Burning Question: $Ref033 0Rel.1.034 - P-P-T Connect: $Rel034 0Rel.2.035 - Connective Communication:: $Rel035 0Rel.2.036 - Appreciative Inquiry: $Rel036 0Rel.2.037 - Motivational Critique: $Rel037 0Rel.2.038 - Collaborative Problem Solving: $Rel038 0Tech.1.039 - The Basic Lesson: $Tech039 0Tech.1.040 - Core Activities: $Tech040 0Tech.1.041 - Alphabet Sheet: $Tech041 0Tech.1.042 - Attendance Record: $Tech042 0Tech.1.043 - Deck of Professions: $Tech043 0Tech.1.044 - Lesson Plan Template: $Tech044 0Tech.1.045 - Lesson Self Evaluation: $Tech045 0Tech.1.046 - Loyalty Card: $Tech046 0Tech.1.047 - Voting for Curriculum: $Tech047 0Tech.2.048 - Technical Rehearsal: $Tech048 <<if all taskobjects in Stage0 are complete>> <<set $stage = "Stage1 Instructor">> <<set $stageprogress = 1*/

<<if not $AudCre1>><span id="mission-complete">^^Mission 0Cre.1. Dress Rehearsal ^^</span><<else>>^^Mission 0Cre.1. Dress Rehearsal <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 2 hrs^^ <<dialog 'The Moment You Have All Been Waiting For'>>\ This is the culmination of the Audition stage. This Mission documents the date of your Dress Rehearsal. <</dialog>> !Enter, Stage Left <<message "!!*<<c taskyellow>>Task Detail: Dress Rehearsal (0Cre.1.021)<</c>>">> After you've had at least 4 Shadowing Experiences and received your Technical Rehearsal, you can do your Dress Rehearsal. During the Dress Rehearsal, you'll deliver the lesson that was given to you during the Technical Rehearsal. Please select the day you did your Dress Rehearsal: <<listbox "$DRday" "">> <<optionsfrom $day>> <</listbox>> Please select the month: <<listbox "$DRmonth" "">> <<optionsfrom $month>> <</listbox>> Please choose what day of the month: <<listbox "$DRdaynumber" "">> <<optionsfrom $daynumber>> <</listbox>> <<button "Submit DR Date">> <<set $DRdate = "$DRday, " + "$DRmonth " + "$DRdaynumber">> <<replace "#DR_date">> You completed your Dress Rehearsal on <<c yourresponseorange>>$DRdate<</c>> - It's a major step! Click the link below to complete the Task. <<c taskyellow>>0Cre.1.021<</c>> - <<if $Cre021>>Dress Rehearsal <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Dress Rehearsal">> <<c taskyellow>>Complete!<</c>><<set $Cre021 to true>><<set $journal.unshift("<<c taskyellow>>0Cre.1.021:<</c>> Dress Rehearsal - <<c yourresponseorange>>'$DRdate'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>> <</button>> <span id="DR_date"><<print "You haven't entered your Dress Rehearsal date yet.">></span> <</message>>\ ---- <<if not $AudCre1>>\ Click the button below to verify if you've completed all the Tasks for this Mission. <<message "Verify Missions" btn>> <<if $Cre021>> <<c taskyellow>>This Mission is complete!<</c>> Look at you go! Here are your Task responses for this Mission: *<<c taskyellow>>0Cre.1.021:<</c>> Dress Rehearsal - <<c yourresponseorange>>'$DRdate'<</c>> (<<datetime>>) Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MjcxMTIxMTY5MTFa/sa/MTM0MDE4MTEwNDIz/details Look under Creative Syllabus to find the assignment if you're having trouble locating it. You are very close to completing this stage. The next thing to do is [[Enroll in the EFTC Apprenticeship|0Admin.3 Enroll*]]. Once you've completed everything there, you'll do the very last Mission, [[Documenting Your Audition Tasks|0Admin.0 Audition Dox]] to level up to Stage1 - Instructor! If you're not sure that you've stayed on track with your Missions, open the <<c helppink>>Headboard<</c>> and look at the Stage0 - Audition Progress to see what you still need to do. We hope you are finding this informative, transformative, and useful. <<if not $AudCre1>> <<set $Audprogress +=1>> <<set $journal.unshift("<<c taskyellow>>0Cre.1:<</c>> Dress Rehearsal <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>> <<set $EFTCprogress += 1>> <<set $AudCre1 = true>> <<replace "#mission-complete">>^^Mission 0Cre.1. Dress Rehearsal <<c taskyellow>>COMPLETE!<</c>>^^<</replace>>\ <</if>>\ <<else>>\ Not so fast! You still need to complete: <<if not $Cre021>>*<<c taskyellow>>0Cre.1.021:<</c>> Dress Rehearsal<</if>>\ <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Whew! You made it! Here are your Task responses for this Mission: *<<c taskyellow>>0Cre.1.021:<</c>> Dress Rehearsal - <<c yourresponseorange>>'$DRdate'<</c>> (<<datetime>>) Most people will have completed all the other Missions in Stage0 at this point, except [[Documenting Your Audition Tasks|0Admin.0 Audition Dox]]. If that's true for you, get over there and click the button to level up! If you're not sure that you're ready, open the <<c helppink>>Headboard<</c>> and look at the Stage0 - Audition Progress to see what you still need to do. We hope you are finding this informative, transformative, and useful! <</if>>\ /***Original Text*** After you've had at least 4 Shadowing Experiences, you can do your Dress Rehearsal. Mark the items below when you've completed them all.*/

<<if not $AudAdmin3>><span id="mission-complete">^^Mission 0Admin.3. Enter The Guild ^^</span><<else>>^^Mission 0Admin.3. Enter The Guild <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 20 min^^ <<dialog 'Welcome To The Interculturalist Guild'>>\ When you complete this Mission, you will be enrolled in the //Ampersand Facilitator Training "English for the Community" Apprenticeship//. <</dialog>> !We Want You! !![[Enrollment Suite|http://www.pptpdx.com/register/start_here]] Here's what you need to do before entering the Apprenticeship: a) Create a Guild Name and Communication Plan, including scheduling, transportation, and technology access b) Sign an agreement, release, indemnity, and review expectations c) Review your Payment Arrangements (including enrollment fee, if eligible) d) Create a login for the website <<message "!!*<<c taskyellow>>Task Detail: Create Your Guild Name (0Admin.3.015)<</c>>">> You probably already created your Guild Name. Open the Headboard at the top of the page to see it! We did this to help you think a little bit about who you are and who you'd like to be - but also so other participants in the program can learn a little bit about you. If you haven't done it yet, or feel it's just not right, this is a great time to go back and "rebrand" yourself. Please review and update any of your contact information here as well. [[Who Are You?|0.00 Data Collect]] If you're all good with <<c yourresponseorange>>$GuildName<</c>>, then click the link below to complete the task. <<c taskyellow>>0Admin.3.015<</c>> - <<if $Admin015>>Guild ID <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Guild ID">> <<c taskyellow>>Complete!<</c>><<set $Admin015 to true>><<set $journal.unshift("<<c taskyellow>>0Admin.3.015:<</c>> Guild ID - <<c yourresponsorange>>'$GuildName'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</message>> <<message "!!*<<c taskyellow>>Task Detail: Communication & Scheduling (0Admin.3.016)<</c>>">> <<set $commsched = "Pending">> <<c taskyellow>>0Admin.3.016<</c>> - <<if $Admin016>>Communication & Scheduling <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Communication & Scheduling">> <<c taskyellow>>Complete!<</c>><<set $Admin016 to true>><<set $journal.unshift("<<c taskyellow>>0Admin.3.016:<</c>> Communication & Scheduling - <<c yourresponseorange>>'$commsched'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</message>> <<message "!!*<<c taskyellow>>Task Detail: Expectations (0Admin.3.017)<</c>>">> Please affirm the Expectations below before meeting with the P-P-T Oficiex. There are four sections, which you can show and hide just like the Tasks - but keep in mind if you hide it, it might erase all of the work you've done in that section. <<set $expectations = "Pending">> <<message "''Intention and Understanding''">> I intend to enroll in a personal development and technical training program whose goal is ultimately to bridge language and culture barriers in our communities. These barriers exist between all people who speak different languages. By checking each box below, I affirm my intention. <label><<checkbox "$EnrollSkills" false true>>1. I intend to develop my intercultural skills</label> <label><<checkbox "$EnrollUncomfortable" false true>>2. I will be challenged to look at my own limitations and that will be uncomfortable at times</label> <label><<checkbox "$EnrollNoVolunteer" false true>>3. Though I may be classified as a volunteer with our community partners, as an Aprendiz I am not a volunteer - I'm enrolled in a technical development and personal coaching program that will help me develop skills, understanding, and confidence</label> <label><<checkbox "$EnrollCivic" false true>>4. I believe that language & ethnic background should not be a barrier to civic access</label> <label><<checkbox "$EnrollPotential" false true>>5. I understand this work is grounded in social justice and the right of everyone to express the fullness of their human potential – including myself</label> <label><<checkbox "$EnrollInstitutionalChange" false true>>6. I am aware that racism, colonialism, and ethnocentricity are not just attitudes but also social and institutional structures; I am aware that P-P-T exists to change those structures</label> <label><<checkbox "$EnrollIword" false true>>7. I will not use the word "illegal" to refer to a person</label> <label><<checkbox "$EnrollDocumentationUnknown" false true>>8. I will not ask my learners or other members of the P-P-T community if they are undocumented, nor base facilitation decisions on whether or not they have documentation. Some members of our community are definitely not documented, and will admit that openly.</label> <label><<checkbox "$EnrollPrivilege" false true>>9. I am aware that my English skills are one of many privileges that I hold that my learners may not have - others may include my skin color, my religious beliefs, the neighborhood I live in, my income, my gender, my sexual orientation, my health status. I will strive at all times to be conscious of my privileges and use them for good.</label> <label><<checkbox "$EnrollFeature" false true>>10. P-P-T facilitator training is challenging, intense, awkward, embarrassing, and humiliating - just like learning a language; this is in fact a *feature* of intercultural learning and cultural competence</label> <label><<checkbox "$EnrollAmbiguous" false true>>11. I will be presented with situations and choices that are morally and ethically ambiguous, and I will do my best to navigate them with courage, kindness, and integrity</label> <label><<checkbox "$EnrollPayment" false true>>12. I will make payment arrangements upon entering the apprenticeship; fulfillment of payment obligations may be required to complete a practicum, training, or apprenticeship</label> <label><<checkbox "$EnrollIleave" false true>>13. I may leave a program at any time, for any reason, or no reason, regardless of whether I've completed it or not, and I will agree to an Exit Interview within two weeks of departure</label> <label><<checkbox "$EnrollGetout" false true>>14. I may be asked to leave the program at any time, for any reason, or no reason, and will agree to an Exit interview within two weeks of departure</label> <label><<checkbox "$EnrollNorefund" false true>>15. I understand that there are no refunds for our tiered payment plans or workstudy payment arrangements</label> <label><<checkbox "$EnrollNoFeerefund" false true>>16. I understand my enrollment fee is non-refundable, and reflects the work that it takes for us to enroll an apprentice</label> <label><<checkbox "$EnrollNoExit" false true>>17. I understand that I may forfeit any recommendations or referrals if I leave a program without an Exit Interview</label> <label><<checkbox "$EnrollReferral" false true>>18. I may ask for referrals and recommendations which do not evaluate my teaching skills any time while I am in a program, when I leave a program in good standing without completing it, or complete a program</label> <label><<checkbox "$EnrollImpress" false true>>19. P-P-T and its representatives will always try to give the best referral possible while telling the truth - it's my responsibility to impress P-P-T and the make a positive impact on the community by trying hard</label> <label><<checkbox "$EnrollCompletion" false true>>20. I understand that P-P-T cannot evaluate my abilities as a teacher/facilitator unless I fully complete a program in good standing. This means that if I'm enrolled in a practicum program with International TEFL Academy, CIEE, or any other program where practice teaching is required, I will complete the practicum certificate requirements (including receiving the certificate and having my picture taken) before I will receive confirmation of my activities or review of my progress</label> <label><<checkbox "$EnrollSign" false true>>21. If I am facilitating classes as part of a certificate or practicum program, I understand that only the Program Director can sign any documents verifying my practicum experiences</label> <</message>> <<message "''Expectations for Support and Connection''">> Our classroom is the Real World, so we want to make sure you know that things don't always come out the way we plan. But we believe that in the real world, communication, connection and support make the difference, and these are skills that can be practiced. Please check all boxes below to indicate you're ok with this. <label><<checkbox "$EnrollHealing" false true>>1. I believe that interpersonal connection is a force for healing and learning</label> <label><<checkbox "$EnrollDiversity" false true>>2. I embrace diversity of experience as a fact of society, and something to be celebrated</label> <label><<checkbox "$EnrollIntent" false true>>3. I understand that *intent* does not equal *impact*</label> <label><<checkbox "$EnrollRepurcussions" false true>>4. I understand that what I say and do will have an impact on vulnerable people, and may have lifelong repercussions that I'm not aware of <label><<checkbox "$EnrollSpeakup" false true>>5. I am expected to tell others about the impact their behavior has on me, both positive and negative</label> <label><<checkbox "$EnrollReceive" false true>>6. I will ask for and accept help and support</label> <label><<checkbox "$EnrollGive" false true>>7. I will offer help and support</label> <label><<checkbox "$EnrollResponsive" false true>>8. I will be responsive and respectful with communication</label> <label><<checkbox "$EnrollNoShame" false true>>9. P-P-T is a "no shame" environment - others will talk openly about my behavior and limitations, and I will talk openly about others'; but this is not gossip - the point is always to support and motivate each other to be better</label> <label><<checkbox "$EnrollCommitment" false true>>10. I take my commitment to this program as a commitment to the learners, other Aprendices, P-P-T as an organization, and the wider community as a whole</label> <label><<checkbox "$EnrollLate" false true>>11. I understand that arriving late or not at all can cause damage to our trust with our partners, learners and other apprentices</label> <label><<checkbox "$EnrollCanceling" false true>>12. I will be very thoughtful about canceling a commitment, especially at the last minute</label> <label><<checkbox "$EnrollPayback" false true>>13. When I do fail to keep a commitment, I am expected to reflect on why I wasn't able to meet the commitment; show empathy for the impact that it has, and step forward with an offer to return the support in a timely manner, without having to be asked</label> <label><<checkbox "$EnrollEquity" false true>>14. Our training model is an Equity model, not an Equality model - which means that everyone is treated differently here, based on who they are, what they need, and what they have to offer; it's personalized, it's contextualized, it's human. We are all using the same system, but it's tailored to who you are</label> <label><<checkbox "$EnrollFlexible" false true>>15. I will work to be open and flexible</label> <label><<checkbox "$EnrollBoundaries" false true>>16. I will set my boundaries and respect others' <label><<checkbox "$EnrollTouch" false true>>17. I will not touch another learner or apprentice unless I am absolutely sure that it is appropriate and welcomed</label> <label><<checkbox "$EnrollNogrudge" false true>>18. P-P-T is a "no grudge" environment - I will be forgiven for every error I make, but the error will not be ignored. It will also not be used against me. I will make an effort to re-establish relationship when hurt happens.</label> <label><<checkbox "$EnrollLimitations" false true>>19. I will work to understand my limitations and try not to go beyond them</label> <label><<checkbox "$EnrollGracious" false true>>20. I will be generous and flexible with others' limitations and ask others to be generous with mine</label> <label><<checkbox "$EnrollReachout" false true>>21. In the case of upset, conflict, or hurt feelings, I will reach out to someone else with the intention of establishing dialogue and resolution of the conflict - I will not hold on to anger, frustration, hurt or resentment but will ask for help toward the goal of re-establishing relationship with the person</label> <label><<checkbox "$EnrollExtramile" false true>>22. Under normal circumstances, I will go the extra mile to make things ok, and not pursue a sense of justice or equality that damages relationships</label> <label><<checkbox "$EnrollNotify" false true>>23. In the case of violation of physical, emotional, or respect boundaries (assault, aggression, intentional hurtful language, unwanted sexual attention, sabotage) I will notify a P-P-T Oficiex immediately</label> <label><<checkbox "$EnrollSiteCoordinator" false true>>24. If there is a dangerous situation at one of our sites, I will notify the site coordinator immediately - they are trained in handling difficult situations</label> <label><<checkbox "$Enroll3NiceThings" false true>>25. I will say 3 honest, supportive, encouraging things for every critical observation I make</label> <</message>> <<message "''Release & Ownership''">> <label><<checkbox "$EnrollPictures" false true>>1. P-P-T may take pictures, video or audio of me and use it for commercial or educational purposes without additional advising</label> <label><<checkbox "$EnrollUcreate" false true>>2. Anything I create (such as a worksheet) in the context of this program belongs to me - I can both use it for commercial, internal, educational, or promotional purposes unless there are other restrictions specified</label> <label><<checkbox "$EnrollNosell" false true>>3. I understand that entering and completing this program gives me the right to use products and techniques, but may limit my ability to sell them</label> <label><<checkbox "$EnrollAgreements" false true>>4. P-P-T and I are free to create other agreements depending on circumstances - with each other and with other programs and people</label> <label><<checkbox "$EnrollWhoCanPhoto" false true>>5. The ethics of photo and video of immigrants and refugees is complicated. Partners and learners may take photos and video of learners and use it for their purposes under our agreements. Yet, this may make learners uncomfortable and cause them not to return.</label> <label><<checkbox "$EnrollNoPhoto" false true>>6. I will not take pictures or video of learners in a P-P-T classroom setting without a) informing P-P-T to understand the implications b) ensuring that everyone knows what is happening and how they will be used. c) I will not use classroom images for commercial purposes</label> <label><<checkbox "$EnrollPersonal" false true>>7. I will take reasonable measures to protect the personal information of our learners, by allowing them to choose the name they wish to be called in class, and destroying personally identifying information instead of throwing it away.</label> <</message>> <<message "''Liability & Indemnity''">> Liability is about legal action. Indemnity means that it's not our fault. So far, we have not taken or been the object of legal action. The purpose of laying out these intense boundaries is to have clear guidelines if something bad does happen, but we don't expect that. Please check all boxes below. <label><<checkbox "$EnrollMistakes" false true>>1. I agree to hold P-P-T harmless for the mistakes and errors of community partners, classroom learners, and other P-P-T apprentices which have a negative impact on me</label> <label><<checkbox "$EnrollInsurance" false true>>2. When teaching or in community contexts, P-P-T is covered by general liability insurance, which protects our partners from the impacts of our program, including my mistakes and errors that cause damage</label> <label><<checkbox "$EnrollCareless" false true>>3. This liability insurance protects P-P-T from my actions, but I can be held responsible by P-P-T for willful or careless behavior that has a negative impact on learners, partners, or other Aprendices or members of the P-P-T community</label> <label><<checkbox "$EnrollStress" false true>>4. I will not hold P-P-T liable or responsible for emotional stress or health consequences that come from completing program requirements.</label> <label><<checkbox "$EnrollData" false true>>5. P-P-T data management tools are the property of P-P-T. Theft, carelessness, withholding, distortion and tampering with physical or digital information can expose me to legal action</label> <label><<checkbox "$EnrollPartnerPolicies" false true>>6. I will often be considered a volunteer with our partner agencies and will comply with their volunteer requirements, such as orientation, enrollment, and a background check</label> <label><<checkbox "$EnrollNoEmployment" false true>>7. I understand that completing P-P-T's training programs does not entitle me to employment</label> <</message>> <<c taskyellow>>0Admin.3.017<</c>> - <<if $Admin017>>Expectations <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Expectations">> <<c taskyellow>>Complete!<</c>><<set $Admin017 to true>><<set $journal.unshift("<<c taskyellow>>0Admin.3.017:<</c>> Expectations - <<c yourresponseorange>>'$expectations'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</message>> <<message "!!*<<c taskyellow>>Task Detail: Payment Arrangements (0Admin.3.018)<</c>>">> You chose "Sacrifice": <<c yourresponseorange>>$payment<</c>> Describe your payment arrangements: <<textarea "$paymentarr" $paymentarr>> When did you pay your enrollment fee? <<set $paymentarr = "Pending">> Click below to complete the Task! <<c taskyellow>>0Admin.3.018<</c>> - <<if $Admin018>>Payment Arrangements <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Payment Arrangements">> <<c taskyellow>>Complete!<</c>><<set $Admin018 to true>><<set $journal.unshift("<<c taskyellow>>0Admin.3.018:<</c>> Payment Arrangements - <<c yourresponseorange>>'$paymentarr'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</message>> <<message "!!*<<c taskyellow>>Task Detail: Create Website Login (0Admin.3.019)<</c>>">> <<set $weblogin = "Pending">> Click below to complete the Task! <<c taskyellow>>0Admin.3.019<</c>> - <<if $Admin019>>Create Login <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Create Login">> <<c taskyellow>>Complete!<</c>><<set $Admin019 to true>><<set $journal.unshift("<<c taskyellow>>0Admin.3.019:<</c>> Create Login - <<c yourresponseorange>>'$weblogin'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</message>> ---- <<if not $AudAdmin3>>\ Click the button below to verify if you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Admin015 && $Admin016 && $Admin017 && $Admin018 && $Admin019>> <<c taskyellow>>This Mission is complete!<</c>> You are now an Aprendiz. Congratulations! Felicidades! お疲れ様です Here are your Task responses for this Mission: *<<c taskyellow>>0Admin.3.015:<</c>> Guild ID - <<c yourresponsorange>>'$GuildName'<</c>> (<<datetime>>) *<<c taskyellow>>0Admin.3.016:<</c>> Communication & Scheduling - <<c yourresponseorange>>'$commsched'<</c>> (<<datetime>>) *<<c taskyellow>>0Admin.3.017:<</c>> Expectations - <<c yourresponseorange>>'$expectations'<</c>> (<<datetime>>) *<<c taskyellow>>0Admin.3.018:<</c>> Payment Arrangements - <<c yourresponseorange>>'$paymentarr'<</c>> (<<datetime>>) *<<c taskyellow>>0Admin.3.019:<</c>> Create Login - <<c yourresponseorange>>'$weblogin'<</c>> (<<datetime>>) Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MjcxMTIxMTY5MTFa/sa/MTA2NzkzMDIwOTc1/details Look under Administrative Syllabus to find the assignment if you're having trouble locating it. A final Mission remains in Stage0 - Audition: Go to [[Documenting Your Audition Tasks|0Admin.0 Audition Dox]] to level up to Stage1 - Instructor! Here you will be able to confirm that you've completed every Task in Stage0, and send your documentation to the Coordinator of Apprentices. That will unlock the Mission list for Stage1 - Instructor. You'll need to meet with the Coordinator of Apprentices to clarify goals and expectations before you can begin work on Stage1. Onward! <<if not $AudAdmin3>> <<set $AudAdmin3 = true>> <<set $Audprogress +=1>> <<set $journal.unshift("<<c taskyellow>>0Admin.3:<</c>> Enrollment <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>> <<set $EFTCprogress += 1>> <<replace "#mission-complete">>^^Mission 0Admin.3 Enrollment <<c taskyellow>>COMPLETE!<</c>>^^<</replace>>\ <</if>>\ <<else>>\ I know you're excited, but you still need to complete: <<if not $Admin015>>*<<c taskyellow>>0Admin.3.015:<</c>> Guild ID<</if>>\ <<if not $Admin016>>*<<c taskyellow>>0Admin.3.016:<</c>> Communication & Scheduling<</if>>\ <<if not $Admin017>>*<<c taskyellow>>0Admin.3.017:<</c>> Expectations<</if>>\ <<if not $Admin018>>*<<c taskyellow>>0Admin.3.018:<</c>> Payment Arrangements<</if>>\ <<if not $Admin019>>*<<c taskyellow>>0Admin.3.019:<</c>> Create Login<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>> <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> You are now an Aprendiz. Congratulations! Felicidades! お疲れ様です Here are your Task responses for this Mission: *<<c taskyellow>>0Admin.3.015:<</c>> Guild ID - <<c yourresponsorange>>'$GuildName'<</c>> (<<datetime>>) *<<c taskyellow>>0Admin.3.016:<</c>> Communication & Scheduling - <<c yourresponseorange>>'$commsched'<</c>> (<<datetime>>) *<<c taskyellow>>0Admin.3.017:<</c>> Expectations - <<c yourresponseorange>>'$expectations'<</c>> (<<datetime>>) *<<c taskyellow>>0Admin.3.018:<</c>> Payment Arrangements - <<c yourresponseorange>>'$paymentarr'<</c>> (<<datetime>>) *<<c taskyellow>>0Admin.3.019:<</c>> Create Login - <<c yourresponseorange>>'$weblogin'<</c>> (<<datetime>>) If you've completed this Mission, go to [[Documenting Your Audition Tasks|0Admin.0 Audition Dox]] to enter Stage1 - Instructor. If you've already leveled up, you can review your Stage0 - Audition responses or navigate to other Stages. <</if>>\ /***Original Text*** We Want You! Here's what you need to do before entering the program: a) Sign An Agreement, Release, Indemnity, and review expectations (see below!) b) Payment Arrangements (including enrollment fee, if eligible) c) Create a Guild Name and communication plan, including scheduling, transportation, and technology access d) Create a login for the web Please review the Affirmations below before meeting with the P-P-T Oficiex. Intention and Understanding I intend to enroll in a personal development and technical training program whose goal is ultimately to bridge language and culture barriers in our communities. These barriers exist between all people who speak different languages. By checking each box below, I acknowledge my intention. 1. I intend to develop my intercultural skills 2. I will be challenged to look at my own limitations and that will be uncomfortable at times 3. Though I may be classified as a volunteer with our community partners, as an Aprendiz I am not a volunteer - I'm enrolled in a technical development and personal coaching program that will help me develop skills, understanding, and confidence 4. I believe that everyone has a right to civic access, regardless of language or ethnic background 5. I understand this work grounded in social justice and the right of everyone to express the fullness of their human potential – including myself 6. I am aware that racism, colonialism, and ethnocentricity are not just attitudes but also social and institutional structures; I am aware that P-P-T exists to change those structures 7. I will not use the word "illegal" to refer to a person 8. I will not ask my learners or other members of the P-P-T community if they are undocumented, nor base facilitation decisions on whether or not they have documentation. Some members of our community are definitely not documented, and will admit that openly. 9. I am aware that my English skills are one of many privileges that I hold that my learners may not have - others may include my skin color, my religious beliefs, the neighborhood I live in, my income, my gender, my sexual orientation, my health status. I will strive at all times to be conscious of my privileges and use them for good. 10. P-P-T facilitator training is challenging, intense, awkward, embarrassing, and humiliating - just like learning a language; this is in fact a *feature* of intercultural learning and cultural competence 11. I will be presented with situations and choices that are morally and ethically ambiguous, and I will do my best to navigate them with courage, kindness, and integrity 12. I will make payment arrangements upon entering the apprenticeship; fulfillment of payment obligations may be required to complete a practicum, training, or apprenticeship 13. I may leave a program at any time, for any reason, or no reason, regardless of whether I've completed it or not, and I will agree to an Exit Interview within two weeks of departure 14. I may be asked to leave the program at any time, for any reason, or no reason, and will agree to an Exit interview within two weeks of departure 15. I understand that there are no refunds for our tiered payment plans or workstudy payment arrangements 16. I understand my enrollment fee is non-refundable, and reflects the work that it takes for us to enroll an apprentice 17. I understand that I may forfeit any recommendations or referrals if I leave a program without an Exit Interview 18. I may ask for referrals and recommendations which do not evaluate my teaching skills any time while I am in a program, when I leave a program in good standing without completing it, or complete a program 19. P-P-T and its representatives will always try to give the best referral possible while telling the truth - it's my responsibility to impress P-P-T and the make a positive impact on the community by trying hard 20. I understand that P-P-T cannot evaluate my abilities as a teacher/facilitator unless I fully complete a program in good standing. This means that if I'm enrolled in a practicum program with International TEFL Academy, CIEE, or any other program where practice teaching is required, I will complete the practicum certificate requirements (including receiving the certificate and having my picture taken) before I will receive confirmation of my activities or review of my progress 21. If I am facilitating classes as part of a certificate or practicum program, I understand that only the Program Director can sign any documents verifying my practicum experiences **Expectations for Support and Connection** Our classroom is the Real World, so we want to make sure you know that things don't always come out the way we plan. But we believe that in the real world, communication, connection and support make the difference, and these are skills that can be practiced. Please check all boxes below to indicate you're ok with this. 1. I believe that interpersonal connection is a force for healing and learning 2. I embrace diversity of experience as a fact of society, and something to be celebrated 3. I understand that *intent* does not equal *impact* 4. I understand that what I say and do will have an impact on vulnerable people, and may have lifelong repercussions that I'm not aware of 5. I am expected to tell others about the impact their behavior has on me, both positive and negative 6. I will ask for and accept help and support 7. I will offer help and support 8. I will be responsive and respectful with communication 9. P-P-T is a "no shame" environment - others will talk openly about my behavior and limitations, and I will talk openly about others'; but this is not gossip - the point is always to support and motivate each other to be better 10. I take my commitment to this program as a commitment to the learners, other Aprendices, P-P-T as an organization, and the wider community as a whole 11. I understand that arriving late or not at all can cause damage to our trust with our partners, learners and other apprentices 12. I will be very thoughtful about canceling a commitment, especially at the last minute 13. When I do fail to keep a commitment, I am expected to reflect on why I wasn't able to meet the commitment; show empathy for the impact that it has, and step forward with an offer to return the support in a timely manner, without having to be asked 14. Our training model is an Equity model, not an Equality model - which means that everyone is treated differently here, based on who they are, what they need, and what they have to offer; it's personalized, it's contextualized, it's human. We are all using the same system, but it's tailored to who you are 15. I will work to be open and flexible 16. I will set my boundaries and respect others' 17. I will not touch another learner or apprentice unless I am absolutely sure that it is appropriate and welcomed 18. P-P-T is a "no grudge" environment - I will be forgiven for every error I make, but the error will not be ignored. It will also not be used against me. I will make an effort to re-establish relationship when hurt happens. 19. I will work to understand my limitations and try not to go beyond them 20. I will be generous and flexible with others' limitations and ask others to be generous with mine 21. In the case of upset, conflict, or hurt feelings, I will reach out to someone else with the intention of establishing dialogue and resolution of the conflict - I will not hold on to anger, frustration, hurt or resentment but will ask for help toward the goal of re-establishing relationship with the person 22. Under normal circumstances, I will go the extra mile to make things ok, and not pursue a sense of justice or equality that damages relationships 23. In the case of violation of physical, emotional, or respect boundaries (assault, aggression, intentional hurtful language, sabotage) I will notify a P-P-T Oficiex immediately 24. If there is a dangerous situation at one of our sites, I will notify the site coordinator immediately - they are trained in handling difficult situations 25. I will say 3 honest, supportive, encouraging things for every critical observation I make **Release & Ownership** 1. P-P-T may take pictures, video or audio of me and use it for commercial or educational purposes without additional advising 2. Anything I create (such as a worksheet) in the context of this program belongs to me - I can both use it for commercial, internal, educational, or promotional purposes unless there are other restrictions specified 3. __Under Review__ I have reviewed P-P-T's Ownership guidelines and I understand that entering and completing this program gives me the right to use products and techniques, but may limit my ability to sell them 4. P-P-T and I are free to create other agreements depending on circumstances - with each other and with other programs and people 5. The ethics of photo and video of immigrants and refugees is complicated. Partners and learners may take photos and video of learners and use it for their purposes under our agreements. Yet, this may make learners uncomfortable and cause them not to return. 6. I will not take pictures or video of learners in a P-P-T classroom setting without a) informing P-P-T to understand the implications b) ensuring that everyone knows what is happening and how they will be used. c) I will not use classroom images for commercial purposes 7. I will take reasonable measures to protect the personal information of our learners, by allowing them to choose the name they wish to be called in class, and destroying personally identifying information instead of throwing it away. **Liability & Indemnity** Liability is about legal action. Indemnity means that it's not our fault. So far, we have not taken or been the object of legal action. The purpose of laying out these intense boundaries is to have clear guidelines if something bad does happen, but we don't expect that. Please check all boxes below. 1. I agree to hold P-P-T harmless for the mistakes and errors of community partners, classroom learners, and other P-P-T apprentices which have a negative impact on me 2. When teaching or in community contexts, P-P-T is covered by general liability insurance, which protects our partners from the impacts of our program, including my mistakes and errors that cause damage 3. This liability insurance protects P-P-T from my actions, but I can be held responsible by P-P-T for willful or careless behavior that has a negative impact on learners, partners, or other Aprendices or members of the P-P-T community 4. I will not hold P-P-T liable or responsible for emotional stress or health consequences that come from completing program requirements. 5. P-P-T data management tools are the property of P-P-T. Theft, carelessness, withholding, distortion and tampering with physical or digital information can expose me to legal action 6. I will often be considered a volunteer with our partner agencies and will comply with their volunteer requirements, such as orientation, enrollment, and a background check 7. I understand that completing P-P-T's training programs does not entitle me to employment*/

<<if not $AudAct1>><span id="mission-complete">^^Mission 0Act.1. Shadowing Experiences ^^</span><<else>>^^Mission 0Act.1. Shadowing Experiences <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 1 to 4 weeks^^\ <<dialog 'Shadowing Experiences.'>> This one's a little different. You can't do it in one sitting, so you'll have to come back multiple times before you complete the Stage. <</dialog>> !Until You Shine Your Light, You'll Be A Shadow Shadowing Experiences are in the <<link "<<c quickviewcoral>>Action Syllabus<</c>>">><<popup 'Action Syllabus' 'Learning by Doing'>><</link>> -- the learning dimension that amplifies your impact in the world. Documenting them is in the <<link "<<c quickviewcoral>>Administrative Syllabus<</c>>">><<popup 'Admin Syllabus' 'Learning by Documenting & Organizing'>><</link>> -- the learning dimension that develops your ability to keep track of what you do in an organized way. See the <<c helppink>>Headboard<</c>> for the Stage0 - Audition Progress Checklist. <<message "<<c helppink>>Shadowing Mission Help<</c>>" btn>> (click the button to hide this information) This Mission is a little more complex than some of the others, because it will likely take several weeks to complete. It's designed for you to enter the information that you have at a given moment and then come back several days later to enter in the next bit of information. You've probably Shadowed at least one time by now, so go ahead and start with that one. Click the Task Detail as you usually do. Select the date you did your Shadow1, and hit the button. This will record and display your Shadow1 date and give you the option to click a link to complete the Task. At this point, you can change your Shadow1 date if you make a mistake. Next, click the Task link once again to hide the entry screen, and then show it again. Magically, it will now ask you to enter in your Shadow2 date. You should be able to see your Shadow1 date, as well. At this point, you will no longer be able to update your Shadow1 date - just let your WING or the Coordinator of Apprentices know and we'll make any necessary adjustments. Whenever you complete a Shadow experience, visit this page to log it. After completing and logging four Shadows, you can hit the "Verify Mission" button and that will lock the information in and complete the Mission! Meanwhile, you can click the link in the Headboard to go to the Stage0 - Audition Progress Checklist to work through other Missions.<</message>>\ <<message "!!*<<c taskyellow>>Task Detail: Shadowing Experiences (0Act.1.001-0Act.1.004)<</c>>">>\ <<if not $Act001>>\ Please select the day you did your first Shadow: <<listbox "$Shadow1day" "">> <<optionsfrom $day>> <</listbox>> Please select the month: <<listbox "$Shadow1month" "">> <<optionsfrom $month>> <</listbox>> Please choose what day of the month: <<listbox "$Shadow1daynumber" "">> <<optionsfrom $daynumber>> <</listbox>> <<button "Submit Shadow1 Date">> <<set $Shadow1date = "$Shadow1day, " + "$Shadow1month " + "$Shadow1daynumber">> <<replace "#shadow_dates">>\ Click the link below to complete the Task: <<c taskyellow>>0Act.1.001<</c>> - <<if $Act001>>Shadow1 <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Shadow1">> <<c taskyellow>>Complete!<</c>><<set $Act001 = true>><<set $journal.unshift("<<c taskyellow>>0Act.1.001:<</c>> Shadow1 - <<c yourresponseorange>>'$Shadow1date'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> You completed your Shadow1 Experience on <<c yourresponseorange>>$Shadow1date<</c>>. Keep Going! Refresh this area by clicking on the Task Detail link above, then click again to show the Shadow2 entry screen. <</replace>><</button>><</if>>\ <<if $Act001 && not $Act002>>\ Please select the day you did your second Shadow: <<listbox "$Shadow2day" "">> <<optionsfrom $day>> <</listbox>> Please select the month: <<listbox "$Shadow2month" "">> <<optionsfrom $month>> <</listbox>> Please choose what day of the month: <<listbox "$Shadow2daynumber" "">> <<optionsfrom $daynumber>> <</listbox>> <<button "Submit Shadow2 Date">> <<set $Shadow2date = "$Shadow2day, " + "$Shadow2month " + "$Shadow2daynumber">><<replace "#shadow_dates">>\ Click the link below to complete the Task: <<c taskyellow>>0Act.1.002<</c>> - <<if $Act002>>Shadow2 <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Shadow2">> <<c taskyellow>>Complete!<</c>><<set $Act002 = true>><<set $journal.unshift("<<c taskyellow>>0Act.1.002:<</c>> Shadow2 - <<c yourresponseorange>>'$Shadow2date'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> You completed your Shadow2 Experience on <<c yourresponseorange>>$Shadow2date<</c>>. Refresh this area by clicking on the Task Detail link above, then click again to show the Shadow3 entry screen. <</replace>><</button>><</if>>\ <<if $Act002 && not $Act003>>\ Please select the day you did your third Shadow: <<listbox "$Shadow3day" "">> <<optionsfrom $day>> <</listbox>> Please select the month: <<listbox "$Shadow3month" "">> <<optionsfrom $month>> <</listbox>> Please choose what day of the month: <<listbox "$Shadow3daynumber" "">> <<optionsfrom $daynumber>> <</listbox>> <<button "Submit Shadow3 Date">> <<set $Shadow3date = "$Shadow3day, " + "$Shadow3month " + "$Shadow3daynumber">><<replace "#shadow_dates">>\ Click the link below to complete the Task: <<c taskyellow>>0Act.1.003<</c>> - <<if $Act003>>Shadow3 <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Shadow3">> <<c taskyellow>>Complete!<</c>><<set $Act003 = true>><<set $journal.unshift("<<c taskyellow>>0Act.1.003:<</c>> Shadow3 - <<c yourresponseorange>>'$Shadow3date'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> You completed your Shadow3 Experience on <<c yourresponseorange>>$Shadow3date<</c>>. Refresh this area by clicking on the Task Detail link above, then click again to show the Shadow4 entry screen. <</replace>><</button>><</if>>\ <<if $Act003 && not $Act004>>\ Please select the day you did your fourth Shadow: <<listbox "$Shadow4day" "">> <<optionsfrom $day>> <</listbox>> Please select the month: <<listbox "$Shadow4month" "">> <<optionsfrom $month>> <</listbox>> Please choose what day of the month: <<listbox "$Shadow4daynumber" "">> <<optionsfrom $daynumber>> <</listbox>> <<button "Submit Shadow4 Date">> <<set $Shadow4date = "$Shadow4day, " + "$Shadow4month " + "$Shadow4daynumber">><<replace "#shadow_dates">>\ Click the link below to complete the Task: <<c taskyellow>>0Act.1.004<</c>> - <<if $Act004>>Shadow4 <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Shadow4">> <<c taskyellow>>Complete!<</c>><<set $Act004 = true>><<set $journal.unshift("<<c taskyellow>>0Act.1.004:<</c>> Shadow4 - <<c yourresponseorange>>'$Shadow4date'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> You completed your Shadow4 Experience on <<c yourresponseorange>>$Shadow4date<</c>> - It's a major step! Make sure you click the ''Verify Missions'' button, below, to finish up! <</replace>><</button>><</if>>\ <<if $Act004>> <span id="#shadow_dates">You have completed all of your Shadowing Experiences. Move along...</span>\ <<elseif $Act003>> <span id="shadow_dates"> Here are your Shadow dates: Shadow1 = <<c yourresponseorange>>$Shadow1date<</c>> Shadow2 = <<c yourresponseorange>>$Shadow2date<</c>> Shadow3 = <<c yourresponseorange>>$Shadow3date<</c>> One more to go!</span>\ <<elseif $Act002>> <span id="shadow_dates"> Here are your Shadow dates: Shadow1 = <<c yourresponseorange>>$Shadow1date<</c>> Shadow2 = <<c yourresponseorange>>$Shadow2date<</c>> Halfway there, intrepid journeyer!</span>\ <<elseif $Act001>> <span id="shadow_dates"> Here are your Shadow dates: Shadow1 = <<c yourresponseorange>>$Shadow1date<</c>> One down, three to go.</span>\ <<else>> <span id="shadow_dates">You haven't completed any Shadowing Experiences, yet! Let's get this show on the road!</span><</if>>\ <</message>>\ ---- <<if not $AudAct1>>\ You haven't completed all of your Shadowing Experiences, yet. If you've done all you can do here for now, Go to [[Program Orientation|0Admin.2 Program Orient*]] to tackle one of the most informative Missions in Stage0 - Audition. <<message "Verify Mission" btn>> <<if $Act001 && $Act002 && $Act003 && $Act004>>\ <<c taskyellow>>At last, this Mission is complete!<</c>> Here are your Shadow dates: *<<c taskyellow>>0Act.1.001<</c>> - Shadow1 = <<c yourresponseorange>>$Shadow1date<</c>> (<<datetime>>) *<<c taskyellow>>0Act.1.002<</c>> - Shadow2 = <<c yourresponseorange>>$Shadow2date<</c>> (<<datetime>>) *<<c taskyellow>>0Act.1.003<</c>> - Shadow3 = <<c yourresponseorange>>$Shadow3date<</c>> (<<datetime>>) *<<c taskyellow>>0Act.1.004<</c>> - Shadow4 = <<c yourresponseorange>>$Shadow4date<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MjcxMTIxMTY5MTFa/sa/MTA2Nzg0NjQzMDQx/details Look under Action Syllabus to find the assignment if you have trouble finding it. It's time for your Technical Rehearsal! Contact the Welcomer or your WING if you haven't set up your Tech Rehearsal meeting yet and mosey on over to [[Technical Rehearsal|0Tech.2 Tech Rehearsal]].\ <<if not $AudAct1>> <<set $Audprogress +=1>> <<set $journal.unshift("0Act.1: Shadowing Experiences ACHIEVED <<datetime>>")>> <<set $EFTCprogress += 1>> <<set $AudAct1 = true>> <<replace "#mission-complete">>^^Mission 0Act.1. Shadowing Experiences <<c taskyellow>>COMPLETE!<</c>>^^<</replace>>\ <</if>>\ <<else>>\ Hold up! You still need to complete: <<if not $Act001>>*<<c taskyellow>>0Act.1.001<</c>> - Shadow1<</if>>\ <<if not $Act002>>*<<c taskyellow>>0Act.1.002<</c>> - Shadow2<</if>>\ <<if not $Act003>>*<<c taskyellow>>0Act.1.003<</c>> - Shadow3<</if>>\ <<if not $Act004>>*<<c taskyellow>>0Act.1.004<</c>> - Shadow4<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>At last, this Mission is complete!<</c>> Here are your Shadow dates: *<<c taskyellow>>0Act.1.001<</c>> - Shadow1 = <<c yourresponseorange>>$Shadow1date<</c>> *<<c taskyellow>>0Act.1.002<</c>> - Shadow2 = <<c yourresponseorange>>$Shadow2date<</c>> *<<c taskyellow>>0Act.1.003<</c>> - Shadow3 = <<c yourresponseorange>>$Shadow3date<</c>> *<<c taskyellow>>0Act.1.004<</c>> - Shadow4 = <<c yourresponseorange>>$Shadow4date<</c>> You're probably pretty experienced navigating the Role-Learning Game environment by now. Open the <<c helppink>>Headboard<</c>> and look at the Stage0 - Audition Progress Checklist to see if there are any Missions you haven't completed yet.<</if>>\ /***Original Text*** Document Shadowing Experiences Shadowing Experiences are in the "Action Syllabus" - the learning dimension that amplifies your impact in the world. Documenting them is in the "Administrative Syllabus" - the learning dimension that develops your ability to keep track of what you do in an organized way. Each of your four Shadowing Experiences should have been recorded in the Shadowing Log. Our Welcoming Coordinator will confirm whether you are ready for your Dress Rehearsal by confirming that you've documented all of your Shadowing experiences. If you missed any, go here: https://docs.google.com/forms/d/1uBw-uFdqBhyL50E3LhZESXrtoq_OmkN1AHVjZ88vHUU/viewform*/

<<if not $AudEth1>><span id="mission-complete">^^Mission 0Eth.1: Ethical Orientation ^^</span><<else>>^^Mission 0Eth.1: Ethical Orientation <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 20 min^^\ <<dialog 'Grey Areas'>>\ How do you do good when right and wrong are relative? It's not anything goes. <</dialog>> !The Ethics of Intercultural Communication The English for the Community Apprenticeship offers values, principles, and codes of conduct. In the intercultural world, almost everything is shades of grey, but there are still principles that tend to lead to better outcomes. The first few documents can be found here: [[Core Documents|http://www.pptpdx.com/core-documents/]] <<message "!!*<<c taskyellow>>Task Detail: Bringing the Pie (0Eth.1.022)<</c>>">> Click [[Bringing the Pie|http://www.pptpdx.com/ppt-content/uploads/2015/09/EFTCValues-BringingThePie2.0.pdf]] to go to a document that describes our overall ethic of "Bringing the Pie". What is the opposite of "Bringing the Pie"? <<listbox "$notpie" autoselect>> <<option "Eating the Pie">> <<option "Not Showing Up">> <<option "Baking the Cake">> <</listbox>> <<button "Submit Choice">> <<if $notpie == "Not Showing Up">> <<replace "#not_pie">><span id="not_pie">That's Right! <<c yourresponseorange>>$notpie<</c>> is the opposite of Bringing the Pie! Click the link below to complete the Task: <<c taskyellow>>0Eth.1.022<</c>> - <<if $Eth022>>Bringing the Pie <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Bringing the Pie">> <<c taskyellow>>Complete!<</c>><<set $Eth022 to true>><<set $journal.unshift("<<c taskyellow>>0Eth.1.022:<</c>> Bringing the Pie - <<c yourresponseorange>>'$notpie'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>></span> <</replace>> <<else>> <<replace "#not_pie">><span id="not_pie"><<c yourresponseorange>>$notpie<</c>> is not what we're looking for. Try another choice.</span> <</replace>> <</if>> <</button>> <<if not $Eth022>>\ <span id="not_pie"><<print "You haven't selected the opposite of Bringing the Pie yet.">></span> <<else>>\ <span id="not_pie"> That's Right! <<c yourresponseorange>>$notpie<</c>> is the opposite of Bringing the Pie!</span> <<c taskyellow>>0Eth.1.022<</c>> - Bringing the Pie <<c taskyellow>>Complete!<</c>></span><</if>>\ <</message>>\ <<message "!!*<<c taskyellow>>Task Detail: 7 Virtues of the Interculturalist (0Eth.1.023)<</c>>">> Click [[7 Virtues of the Interculturalist|http://www.pptpdx.com/ppt-content/uploads/2015/09/EFTCValues-7Virtues2.0.pdf]] to go to a document on the website that explains the 7 Virtues of the Interculturalist. Which one comes most naturally to you? <<listbox "$yrvirtue" autoselect>> <<optionsfrom $virtues>> <</listbox>> Tell us why. <<textarea "$virtuesplain" $virtuesplain>> <<button "Submit Answer">> <<if $yrvirtue == "">> <<replace "#your_virtue">> <span id="your_virtue">You haven't chosen your most natural intercultural Virtue yet.</span> <</replace>> <<else>> <<replace "#your_virtue">><span id="your_virtue"> You find that <<c yourresponseorange>>"$yrvirtue"<</c>> is the intercultural Virtue which comes most naturally to you.</span> <</replace>> <</if>> <<if $virtuesplain == undefined>> <<replace "#virtue-splain">><span id="virtue-splain"> You haven't explained your choice of your most natural Virtue yet.</span> <</replace>>\ <<else>>\ <<replace "#virtue-splain">><span id="virtue-splain"> Here's why you find <<c yourresponseorange>>$yrvirtue<</c>> the most natural for you: <<c yourresponseorange>>"$virtuesplain"<</c>> Click the link below to complete the Task: <<c taskyellow>>0Eth.1.023<</c>> - <<if $Eth023>>7Virtues Complete!<<else>><<linkappend "7Virtues">> <<c taskyellow>>Complete!<</c>><<set $Eth023 to true>><<set $journal.unshift("<<c taskyellow>>0Eth.1.023:<</c>> 7 Virtues - <<c yourresponseorange>>'$yrvirtue': '$virtuesplain'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>></span> <</replace>>\ <</if>> <</button>> <<if not $Eth023>>\ <span id="your_virtue">You haven't chosen your most natural intercultural Virtue yet.</span> <span id="virtue-splain"><<print "You haven't explained your choice of your most natural Virtue yet.">></span> <<else>>\ <span id="your_virtue"> You find that <<c yourresponseorange>>"$yrvirtue"<</c>> is the intercultural Virtue which comes most naturally to you.</span> <span id="virtue-splain"> Here's why you find <<c yourresponseorange>>$yrvirtue<</c>> the most natural for you: <<c yourresponseorange>>"$virtuesplain"<</c>></span> <<c taskyellow>>0Eth.1.023<</c>> - 7Virtues <<c taskyellow>>Complete!<</c>></span><</if>>\ <</message>>\ <<message "!!*<<c taskyellow>>Task Detail: Burns & Boons Orientation (0Eth.1.024)<</c>>">> We've learned over time that we don't want to punish people for messing up -- this is a training program after all -- but we have to have some way of acknowledging when people are going the extra mile, and when people are taking an extra mile. Explore this link:[[Burns & Boons Orientation|https://goo.gl/forms/IEPtxfwcReOnQbW32]] How many degrees of Burns & Boons are there? (Hint: Try submitting a sample Burn or Boon!) <label><<radiobutton "$burnboon" 1>> 1?</label> <label><<radiobutton "$burnboon" 2>> 2?</label> <label><<radiobutton "$burnboon" 3>> 3?</label> <<button "Submit Choice">> <<if $burnboon == 3>> <<replace "#burn_boon">>That's Right! <<c yourresponseorange>>$burnboon<</c>> is the number of degrees of Burns & Boons! Click the link below to complete the Task: <<c taskyellow>>0Eth.1.024<</c>> - <<if $Eth024>>Burns & Boons Orientation <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Burns & Boons Orientation">> <<c taskyellow>>Complete!<</c>><<set $Eth024 to true>><<set $journal.unshift("<<c taskyellow>>0Eth.1.024:<</c>> Burns & Boons Orientation - <<c yourresponseorange>>'$burnboon'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>> <<else>> <<replace "#burn_boon">><span id="burn_boon"><<c yourresponseorange>>$burnboon<</c>> is not what we're looking for. Try another choice.</span> <</replace>>\ <</if>> <</button>> <<if not $Eth024>>\ <span id="burn_boon">You haven't chosen the number of degrees of Burns & Boons yet.</span>\ <<else>>\ <span id="burn_boon">\ That's Right! <<c yourresponseorange>>$burnboon<</c>> is the number of degrees of Burns & Boons! <<c taskyellow>>0Eth.1.024<</c>> - Burns & Boons Orientation <<c taskyellow>>Complete!<</c>></span><</if>>\ <</message>>\ <<message "!!*<<c taskyellow>>Task Detail: Schoolhouse Rules Orientation (0Eth.1.025)<</c>>">> Although P-P-T is not a traditional school, we still have policies, guidelines, and cultural norms that we expect our staff, apprentices, visitors, and learners to respect. Look at them here: [[Schoolhouse Rules Orientation|http://www.pptpdx.com/schoolhouse/]] It's a lot to go through right now, but just from looking at the titles of each of the sections, choose one you think you're going to need. <<listbox "$schoolhouse" autoselect>> <<option "Boundaries & Personal Safety">> <<option "Materials Use">> <<option "Personal Information">> <<option "Practicum Experiences">> <<option "Recommendations & References">> <<option "Research">> <</listbox>> <<button "Select Option">> <<replace "#school_rule">> <span id="school_rule">You're thinking that <<c yourresponseorange>>$schoolhouse<</c>> is the rule you'll need the most. Check it out when you have a chance! Click the link below to complete the Task: <<c taskyellow>>0Eth.1.025<</c>> - <<if $Eth025>>Schoolhouse Rules Orientation <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Schoolhouse Rules Orientation">> <<c taskyellow>>Complete!<</c>><<set $Eth025 to true>><<set $journal.unshift("<<c taskyellow>>0Eth.1.025:<</c>> Schoolhouse Rules Orientation - <<c yourresponseorange>>'$schoolhouse'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>></span> <</replace>> <</button>> <<if not $Eth025>>\ <span id="school_rule">You haven't selected the Schoolhouse Rule you think you'll need the most, yet.</span>\ <<else>>\ <span id="school_rule">\ You're thinking that <<c yourresponseorange>>$schoolhouse<</c>> is the rule you'll need the most. Check it out when you have a chance! <<c taskyellow>>0Eth.1.025<</c>> - Schoolhouse Rules Orientation <<c taskyellow>>Complete!<</c>></span><</if>>\ <</message>>\ ---- <<if not $AudEth1>>\ Click the button below to verify if you've completed all the Tasks. <<message "Verify Missions" btn>> <<if $Eth022 && $Eth023 && $Eth024 && $Eth025>> <<c taskyellow>>This Mission is complete!<</c>> It's a major step! Here are your Task responses for this Mission: *<<c taskyellow>>0Eth.1.022:<</c>> Bringing the Pie - <<c yourresponseorange>>'$notpie'<</c>> (<<datetime>>) *<<c taskyellow>>0Eth.1.023:<</c>> 7 Virtues - <<c yourresponseorange>>'$yrvirtue': '$virtuesplain'<</c>> (<<datetime>>) *<<c taskyellow>>0Eth.1.024:<</c>> Burns & Boons Orientation - <<c yourresponseorange>>'$burnboon'<</c>> (<<datetime>>) *<<c taskyellow>>0Eth.1.025:<</c>> Schoolhouse Rules Orientation - <<c yourresponseorange>>'$schoolhouse'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MjcxMTIxMTY5MTFa/sa/MTM0MDE5OTMzNDQ4/details Look under Ethical Syllabus to find the assignment if you're having trouble locating it. You're welcome to take Missions at your own pace at this point. Open the Headboard and click on the link for Stage0 - Audition Progress if you haven't been there yet. For those wanting to follow a recommended path, here's another quick Mission in the Ethical Syllabus: Go to [[What is Intercultural Communication?|0Eth.2 Inter Com? I]] <<if not $AudEth1>> <<set $Audprogress +=1>> <<set $journal.unshift("<<c taskyellow>>0Eth.1:<</c>> Ethical Orientation <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>> <<set $EFTCprogress += 1>> <<set $AudEth1 = true>> <<replace "#mission-complete">>^^0Eth.1: Ethical Orientation <<c taskyellow>>COMPLETE!<</c>>^^<</replace>>\ <</if>>\ <<else>>\ Wait. You still need to complete: <<if not $Eth022>>*<<c taskyellow>>0Eth.1.022:<</c>> Bringing the Pie<</if>>\ <<if not $Eth023>>*<<c taskyellow>>0Eth.1.023:<</c>> 7 Virtues<</if>>\ <<if not $Eth024>>*<<c taskyellow>>0Eth.1.024:<</c>> Burns & Boons Orientation<</if>>\ <<if not $Eth025>>*<<c taskyellow>>0Eth.1.025:<</c>> Schoolhouse Rules Orientation<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> It's a major step! Here are your Task responses for this Mission: *<<c taskyellow>>0Eth.1.022:<</c>> Bringing the Pie - <<c yourresponseorange>>'$notpie'<</c>> (<<datetime>>) *<<c taskyellow>>0Eth.1.023:<</c>> 7 Virtues - <<c yourresponseorange>>'$yrvirtue': '$virtuesplain'<</c>> (<<datetime>>) *<<c taskyellow>>0Eth.1.024:<</c>> Burns & Boons Orientation - <<c yourresponseorange>>'$burnboon'<</c>> (<<datetime>>) *<<c taskyellow>>0Eth.1.025:<</c>> Schoolhouse Rules Orientation - <<c yourresponseorange>>'$schoolhouse'<</c>> (<<datetime>>)\ You're welcome to take Missions at your own pace at this point. Open the Headboard and click on the link for Stage0 - Audition Progress.<</if>>\ /***Original Text*** The English for the Community Apprenticeship offers values, principles, and codes of conduct. In the intercultural world, almost everything is shades of grey - but there are still principles that tend to lead to better outcomes. The first few documents can be found here: http://www.pptpdx.com/core-documents/ Look here for Schoolhouse Rules: http://www.pptpdx.com/schoolhouse/ 0Eth.1.xx1 Bringing the Pie (update pending) What's the opposite of Bringing the Pie? Eating the Pie Not Showing Up Baking the Cake 0Eth.1.xx2 7 Virtues of the Interculturalist Which one comes most naturally to you? 0Eth.1.xx3 Burns & Boons We've learned over time that we don't want to punish people for messing up - this is a training program after all - but we have to have some way of talking about when people are going the extra mile, and when people are taking an extra mile. How many degrees of Burns & Boons are there? https://goo.gl/forms/IEPtxfwcReOnQbW32 0Eth.1.xx4 Schoolhouse Rules It's a lot to go through right now, but just from looking at the titles of each of the sections, name one you think is something you're going to need?*/

<<if not $AudEth3>><span id="mission-complete">^^Mission 0Eth.3. Skin In The Game (Payment Options) ^^</span><<else>>^^Mission 0Eth.3. Skin In The Game (Payment Options) <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 10 min^^ <<dialog 'For What It`s Worth'>> In this Mission, we'll review what your exchange options are for this program. We need money, but you don't necessarily need money to take this program. We will ask you in this Achievement what you will invest. We can work something out if you're serious, so reach out and ask if you're not feeling sure. As always, click the "Task Detail" link. You can show and hide the Task Detail each time you click, as often as you like. Read the Task instructions carefully, and think before you click. More useful information can be found when you click the "Headboard" button at the top of the screen and the "Scoreboard" button at the bottom. Click the X in the upper right to close this dialog box.<</dialog>> !Everything Meaningful Requires Sacrifice <<message "!!*<<c taskyellow>>Task Detail: Skin in the Game (Payment Options) (0Eth.3.027)<</c>>">> We care more about connecting people to bridge communication gaps in our communities than we care about money. But we need to pay the bills somehow, so we have our own "Cash or Sweat" model: Pay us, or help us build our project. You don't need to be low income to take advantage of our tuition waivers, you just need to take your intercultural work seriously. Many people say that if you don't charge people money, they won't value what you have. If you share that belief, then please pay us! We do, however, believe that all meaningful accomplishments require sacrifice -- this is the spiritual side of what we're doing. In any case, for you to redeem the full benefits of this program, you'll need to invest something. We have many flexible options for all income levels. Our program costs about $1000 to administer in terms of time we spend coaching you and the infrastructure we put in place (like this Role-Learning Game). We charge $1100 because we think it's worth it, and we want to build more things, too. We charge a small, non-negotiable and non-refundable enrollment fee of $30 when you enroll in the program (after your Dress Rehearsal) because we are giving you things that cost us money to produce when you enter the program. Here's a breakdown of our payment plans. We're asking you to choose one in order to complete this Achievement. If you have questions about this, reach out and ask! We want you to understand our philosophy and make the best choice for you. Contact us! <label><<radiobutton "$payment" "__EFTW Accredited TEFL Program__ - $1399 in advance" checked>> __English for the World Accredited TEFL Program__ - $1399 - Cash, Check or Paypal in advance (Any fees paid towards another program may be applied towards the EFTW prior to exiting Stage1 (Classroom Confidence Practicum or Proficiency Navigator Practicum))</label> <label><<radiobutton "$payment" "__EFTC__ installment plan - $1100">> __English for the Community Apprenticeship__ - $1100 - Cash, check or card in three installments (Enrollment Fee to Enter, $330 Practitioner Stage, $330 Facilitator Stage, $410 to graduate)</label> <label><<radiobutton "$payment" "__EFTC__ discount - $935">> __English for the Community Apprenticeship__ - $935 - Cash or Check in advance 15% discount + waive enrollment fee</label> <label><<radiobutton "$payment" "__Wood & Water__ EFTC Waiver - Enrollment Fee + 100 Hours P-P-T Internship">> __Wood & Water__ EFTC Working Apprenticeship Tuition Waiver (Enrollment Fee + 100 Hour P-P-T Internship)</label> <label><<radiobutton "$payment" "__Your Work is Our Work__ EFTC Waiver - Enrollment Fee + 100 Service Hours">> __Your Work Is Our Work__ EFTC Community Service Tuition Waiver ($30 Enrollment Fee + Verified 100 Hours Community Service)</label> <label><<radiobutton "$payment" "__In Through the 'Corps Door__ EFTC Waiver - Enrollment Fee + AmeriCorps/Jesuit Volunteer Corps membership">> __In Through The 'Corps Door Tuition__ EFTC Public Service Tuition Waiver ($30 Enrollment Fee + past or present AmeriCorps/Jesuit Volunteer Corps member)</label> <label><<radiobutton "$payment" "__Bridge Builder__ EFTC Waiver - Enrollment Fee + Thesis or Major Project Work">> __Bridge Builder__ EFTC Institutional Tuition Waiver ($30 Enrollment Fee + Thesis or Major Project Work with Advisor/Supervisor Approval)</label> <label><<radiobutton "$payment" "__Praxis__ EFTC Waiver - 4 Shadowing Experiences + Assist 20 Classes + Enrollment Fee + Enrolled in Undergraduate Program">> __Praxis__ EFTC Undergraduate Tuition Waiver (4 Shadowing Experiences + Assist 20 Classes + Enrollment Fee + Enrolled in Undergraduate Program)</label> <label><<radiobutton "$payment" "__Carry On, Then__ EFTC Assistantship - Enrollment Fee + TESOL Enrollment + 50% Discount">> __Carry On, Then__ EFTC Assistantship ($30 Enrollment Fee + Completion or Current Enrollment in TESOL Program + 50% Discount: $580 Paid in advance)</label> <label><<radiobutton "$payment" "__Voces__ EFTC or CCP/PNP Assistantship - Enrollment Fee + 75% Discount + Immigrant/Refugee, Indigenous, or Afro-descendent Background">> __Voces__ EFTC or CCP/PNP Assistantship ($30 Enrollment Fee + Immigrant/Refugee, Indigenous, or Afro-descendent Background + 75% Discount: $305 Paid in Advance)</label> <label><<radiobutton "$payment" "__Bridge Boomer__ EFTC or CCP/PNP Assistantship - Over 55 + Enrollment Fee + 50% Discount">> __Bridge Boomer__ EFTC or CCP/PNP Assistantship ($30 Enrollment Fee + Over 55 + 50% Discount: $580/$137.50 Paid in Advance)</label> <label><<radiobutton "$payment" "CCP/PNP Standard - Enrollment Fee + $215">> __Classroom Confidence Practicum/Proficiency Navigator Practicum__ ($30 Enrollment Fee to Enter + $215 to Complete Certificate: $245)</label> <label><<radiobutton "$payment" "__Go Forth and Teach__ CCP/PNP Waiver - Enrollment Fee + TESOL Enrollment">> __Go Forth & Teach__ CCP/PNP Practicum Waiver ($30 Enrollment Fee + Completion or Current Enrollment in TESOL Program)</label> <label><<radiobutton "$payment" "Other Training Program">> Other Training Program</label> Remember, you need to choose one to complete this mission, but you'll have a chance to change your mind. Normally, no payment is due until you enroll in the program, after you complete the entire Stage. <<button "Select Payment">> <<replace "#payment_plan">>\ Your program selection & payment plan is <<c yourresponseorange>>$payment<</c>> <<c taskyellow>>0Eth.3.027<</c>> - <<if $Eth027>>Skin in the Game <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Skin in the Game">><<c taskyellow>> Complete!<</c>><<set $Eth027 to true>><<set $journal.unshift("<<c taskyellow>>0Eth.3.027:<</c>> Skin in the Game - <<c yourresponseorange>>'$payment'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>> <</button>> <span id="payment_plan"><<print "You haven't selected a Program and Payment Plan yet.">></span>\ <</message>>\ ---- <<if not $AudEth3>>\ Click the button below to verify if you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>>\ <<if $Eth027>> <<c taskyellow>>This Mission is complete!<</c>> You're on a roll! Here are your Task responses for this Mission: *<<c taskyellow>>0Eth.3.027:<</c>> Skin in the Game - <<c yourresponseorange>>'$payment'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MjcxMTIxMTY5MTFa/sa/MTM0MDE5OTMzNDU1/details Look under Ethical Syllabus to find the assignment. You're welcome to take Missions at your own pace at this point. Open the Headboard and click on the link for Stage0 - Audition Progress if you haven't been there yet. For those wanting to follow a recommended path, go to [[Ethical Orientation|0Eth.1 Ethical Orient]]. <<if not $AudEth3>>\ <<set $Audprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>0Eth.3:<</c>> Skin in the Game <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $AudEth3 = true>>\ <<replace "#mission-complete">>^^Mission 0Eth.3. Skin In The Game (Payment Options) <<c taskyellow>>COMPLETE <</c>>^^<</replace>>\ <</if>>\ <<else>>\ Your best efforts have yet to bear fruit. You still need to complete: <<if not $Eth027>>*<<c taskyellow>>0Eth.3.027:<</c>> Skin in the Game<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> You're on a roll! Here are your Task responses for this Mission: *<<c taskyellow>>0Eth.3.027:<</c>> Skin in the Game - <<c yourresponseorange>>'$payment'<</c>> (<<datetime>>)\ You're welcome to take Achievements at your own pace at this point. Open the Headboard and click on the link for Stage0 - Audition Progress, if you haven't been there yet<</if>>\ /***Original Text*** We care more about connecting people to bridge communication gaps in our community than we care about money. So, we have our own "Cash or Sweat" model: pay us with cash, or help us build community. You don't need to be low income to take advantage of our tuition waivers, you just need to take your intercultural work seriously. We have many flexible options for all income levels. Our program costs $800 to administer in terms of time we spend coaching you, and the infrastructure we put in place (like this Achievement List). We charge $895 because we think it's worth it, and we want to build more things, too. Here's a breakdown of our payment plans: (in development) Many people say that if you don't charge people money, they won't value what you have. If you share that belief, then please pay us cash. We do believe that all meaningful achievements require sacrifice. This is the spiritual side of what we're doing. In any case, for you to redeem the full benefits of this program, you'll need to "sacrifice" something. We charge a small, non-negotiable and non-refundable enrollment fee because we are giving you things that cost us money to produce when you enter the program.*/

<<if not $AudInsp2>><span id="mission-complete">^^Mission 0Insp.2. MotivationI: Program Motivation ^^</span><<else>>^^Mission 0Insp.2. MotivationI: Program Motivation <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 15 min^^\ <<dialog 'Ease On Down The Road'>>\ Aviso! There are a lot of words on this page! Please read them! <</dialog>> !What Moves You? Regardless of your background, cross cultural work is complicated and messy. The nature of the work is inherently awkward and laborious - a long road of error after error, and no short cuts, really. A bit of luck. But the more of us on that road -- the more company we have -- the faster we all learn. You're going to need some motivation to move you down this road. It's probably going to change a little bit along the way, but this is where we'd like you to reflect and share with our community about it. Note: We use Facebook, for now, for online sharing, connecting, and coordinating. We find Facebook extremely problematic, but we do love some of the things we can do with it. One is that we can communicate with hundreds of people for free, and not lose track of those people and the things we've communicated. Many of us also hate the petroleum industry, but we still drive cars; the health care industry, but we still go to the emergency room. You get the picture. You do not need to use Facebook to participate in this program - we can find another way. You will, however, need to be able to communicate with other people (if you want to teach English, but you don't want to communicate with other people - that's a deal-breaker.) If you do use Facebook, please join the P-P-T PDX Compas group here: https://www.facebook.com/groups/907115366046026/ When you answer the question below, please post your response into the Facebook group to introduce yourself to the community. If you don't use Facebook, we'll post it for you! Let us know if you absolutely do not want your name on Facebook. <<message "!!*<<c taskyellow>>Task Detail: What is Motivating You To Enter This Program? (0Insp.2.030)<</c>>">>\ Introduce yourself, and tell our community what your motivation for entering this program is. <<textarea "$motivationintro" $motivationintro>> <<button "Submit Response">> <<if $motivationintro == undefined>>\ <<replace "#motivation_intro">>You haven't told us your motivation, yet.<</replace>> <<else>> <<replace "#motivation_intro">>Here's how you introduced yourself to the P-P-T Community: <<c yourresponseorange>>"$motivationintro"<</c>> Click below to the complete the Task: <<c taskyellow>>0Insp.2.030<</c>> - <<if $Insp030>>Program Motivation <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Program Motivation">> <<c taskyellow>>Complete!<</c>><<set $Insp030 to true>><<set $journal.unshift("<<c taskyellow>>0Insp.2.030:<</c>> Program Motivation - <<c yourresponseorange>>'$motivationintro'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>><</replace>><</if>> <</button>> <<if not $Insp030>>\ <span id="motivation_intro">You haven't told us your motivation, yet.</span>\ <<else>>\ <span id="motivation_intro">\ Here's how you introduced yourself to the P-P-T Community: <<c yourresponseorange>>"$motivationintro"<</c>> <<c taskyellow>>0Insp.2.030<</c>> - Program Motivation <<c taskyellow>>Complete!<</c>></span><</if>>\ <</message>>\ ---- <<if not $AudInsp2>>\ Click the button below to verify if you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Insp030>>\ <<c taskyellow>>This Mission is complete!<</c>> New horizons await! Here are your Task responses for this Mission: *<<c taskyellow>>0Insp.2.030:<</c>> Program Motivation - <<c yourresponseorange>>'$motivationintro'<</c>> (<<datetime>>)")\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MjcxMTIxMTY5MTFa/sa/MTM0MDI1NDg4OTkx/details Look under Inspirational Syllabus if you can't find the assignment. You're making good progress. Let's preview a feature you'll use to get an overview of your journey towards intercultural fluency, coaching skill, and facilitation competence. The [[Journal of Progress|Journal]] is where you can go to see a log of all the key objectives you have completed. This will not only help you look back at how far you've come, but will also serve as a backup in case you have trouble with Google Classroom. Click on the [[Journal of Progress|Journal]] to take a peek. When you're done, hit the link that says "Go Back from Whence You Came" on that page to <<hovertip 'If you get stuck or confused, reach out to someone!'>>come back here.<</hovertip>> Now that you're getting familiar with the Role Learning Game Environment, let's head this way for our next feature: [[4Shadowing Experiences|0Act.1 Shadow Exp]]\ <<if not $AudInsp2>> <<set $Audprogress +=1>> <<set $journal.unshift("<<c taskyellow>>0Insp.2:<</c>> MotivationI: Program Motivation <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>> <<set $EFTCprogress += 1>> <<set $AudInsp2 = true>> <<replace "#mission-complete">>^^Mission 0Insp.2. MotivationI: Program Motivation <<c taskyellow>>COMPLETE!<</c>>^^<</replace>>\ <</if>>\ <<else>>\ You're not done yet! You still need to complete: <<if not $Insp030>>*<<c taskyellow>>0Insp.2:<</c>> MotivationI: Program Motivation<</if>>\ <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> New horizons await! Here are your Task responses for this Mission: *<<c taskyellow>>0Insp.2.030:<</c>> Program Motivation - <<c yourresponseorange>>'$motivationintro'<</c>> (<<datetime>>)")\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MjcxMTIxMTY5MTFa/sa/MTM0MDI1NDg4OTkx/details Look under Inspirational Syllabus if you can't find the assignment. The [[Journal of Progress|Journal]] is where you can go to see a log of all the key objectives you have completed. This will not only help you look back at how far you've come, but will also serve as a backup in case you have trouble with Google Classroom. Click on the [[Journal of Progress|Journal]] to take a peek. When you're done, hit the link that says "Go Back from Whence You Came" on that page to <<hovertip 'If you get stuck or confused, reach out to someone!'>>come back here.<</hovertip>> Not sure what to do now? Have you entered your [[4Shadowing Experiences|0Act.1 Shadow Exp]] recently? You can always look in the <<c helppink>>Headboard<</c>><</if>>\ /***Original Text*** Once you've joined the P-P-T PDX Facebook group, introduce yourself, and tell everyone what your motivation for entering this program is. https://www.facebook.com/groups/907115366046026/ When Did You Post Your Motivation? (date)*/

<<if not $AudRef3>><span id="mission-complete">^^Mission 0Ref.3. One Burning Question ^^</span><<else>>^^Mission 0Ref.3. One Burning Question <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 10 min^^ <<dialog 'Inquiring Minds'>>\ This Mission encourages you to ask a question that's come up for you and share it with the community. This helps you realize that you are a part of a community, that it's ok to ask questions, and that there may be many answers. Inquiring is a muscle that you have to strengthen. <</dialog>> !I Just Need To Know One Thing... <<message "!!*<<c taskyellow>>Task Detail: One Burning Question (0Ref.3.033)<</c>>">> As you go through these Missions, you might have a burning question - or more than one! If you don't, then make one up! <<textarea "$oneburning" $oneburning>> <<button "Submit Response">> <<if $oneburning == undefined>> <<replace "#burning_question">>You haven't told us your burning question, yet.<</replace>> <<else>> <<replace "#burning_question">>Here's your burning question: <<c yourreponseorange>>"$oneburning".<</c>> If you use Facebook, we'd like you to post your question in this group for folks to answer. https://www.facebook.com/groups/pptcompas/ If you don't, that's ok, we'll post it for you when we get a chance. Help us remember to follow up with an answer! Click below to the complete the Task: <<c taskyellow>>0Ref.3.033<</c>> - <<if $Ref033>>One Burning Question <<c taskyellow>>Complete!<</c>><<else>><<linkappend "One Burning Question">> <<c taskyellow>>Complete!<</c>><<set $Ref033 to true>><<set $journal.unshift("<<c taskyellow>>0Ref.3.033:<</c>> One Burning Question - <<c yourresponseorange>>'$oneburning'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>>\ <</if>>\ <</button>>\ <span id="burning_question"><<print "You haven't told us your burning question, yet.">></span> <</message>>\ ---- <<if not $AudRef3>>\ Click the button below to verify if you've completed all the required Tasks. <<message "Verify Mission" btn>> <<if $Ref033>> <<c taskyellow>>This Mission is complete!<</c>> Keep asking the Burning Questions! *<<c taskyellow>>0Ref.3.033:<</c>> One Burning Question - <<c yourresponseorange>>'$oneburning'<</c>> (<<datetime>>) Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MjcxMTIxMTY5MTFa/sa/MTM0MDI4MjkyOTYx/details Look under Reflective Syllabus to find the assignment if you're having trouble locating it. You’ve come a long way! By now, you probably know how to navigate the Missions - just go up to the Headboard and look at the Stage0 - Audition Progress. If you want to explore on your own, go ahead! Still in a reflective mood? Here's our next recommended Mission: Go to [[Know Five|0Ref.1 Know Five]] <<if not $AudRef3>> <<set $Audprogress +=1>> <<set $journal.unshift("<<c taskyellow>>0Ref.3:<</c>> One Burning Question <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>> <<set $EFTCprogress += 1>> <<set $AudRef3 = true>> <<replace "#mission-complete">>^^Mission 0Ref.3. One Burning Question <<c taskyellow>>COMPLETE!<</c>>^^<</replace>>\ <</if>>\ <<else>>\ I think you forgot something - You still need to complete: <<if not $Ref033>>*<<c taskyellow>>0Ref.3.033:<</c>> One Burning Question<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Keep asking the Burning Questions! *<<c taskyellow>>0Ref.3.033:<</c>> One Burning Question - <<c yourresponseorange>>'$oneburning'<</c>> (<<datetime>>) By now, you probably know how to navigate the Missions - just go up to the Headboard and look at the Stage0 - Audition Progress. <</if>>\ /***Original Text*** As you go through these Acheivements, you might have a burning question - or more than one! If you don't, then make one up! Post your question in to the P-P-T PDX Virtual Community: https://www.facebook.com/groups/907115366046026/*/

<<if not $AudRel2>><span id="mission-complete">^^Mission 0Rel.2. Relational Orientation ^^</span><<else>>^^Mission 0Rel.2. Relational Orientation <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 15 min^^ <<dialog 'Minding Our Business'>>\ People change when they meet other people. These tasks will explore some ways you can facilitate change without trying to control others. <</dialog>> !Helping Each Other Be Better Because this is a training program, and we employ peer mentoring along with the natural awkwardness of intercultural spaces, there are lots of opportunities for people to misunderstand, get their feelings hurt, step on others' toes and so on. Our strategy is to prioritize connection over correction. What that means is that we assume someone else will not be able to hear your critique if they don't trust you first. Use the tactics below to soften the blow, and create the biggest space for growth. <<message "!!*<<c taskyellow>>Task Detail: Connective Communication (0Rel.2.035)<</c>>">> Mainstream anglos in the US (predominantly White folks) generally don't like to say hello or reach out to someone they don't know unless there's a specific reason. (This may be more true in the northwest than other parts of the US.) In this program, we practice Connective Communication, which is low intensity checking-in all around. WINGs, Coaches and other support staff will reach out to you, and they want you to respond. We'll usually make up a reason, and it's always ok to say you're too busy. But it turns out that this is a great way to build bridges between people (though we do have to keep our boundaries, too). You will see this tactic woven throughout the Guild. How challenging do you think moderately frequent, low intensity communications will be for you? <<listbox "$connective" autoselect>> <<option "Very Challenging">> <<option "Challenging">> <<option "Doable With Some Effort">> <<option "Doable">> <<option "A Breeze!">> <</listbox>> <<button "Submit Response">> <<replace "#connective_com">>You think Connective Communication will be <<c yourresponseorange>>"$connective"<</c>> for you. Click the link below to complete the Task: <<c taskyellow>>0Rel.2.035<</c>> - <<if $Rel035>>Connective Communication <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Connective Communication">> <<c taskyellow>>Complete!<</c>><<set $Rel035 to true>><<set $journal.unshift("<<c taskyellow>>0Rel.2.035:<</c>> Connective Communication - <<c yourresponseorange>>'$connective'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>> <</button>> <span id="connective_com"><<print "You haven't told us how difficult you think Connective Communication will be for you, yet.">></span> <</message>>\ <<message "!!*<<c taskyellow>>Task Detail: Appreciative Inquiry (0Rel.2.036)<</c>>">> Most people who have completed some college in the US have training that develops their analytic skills. Analytic skills are sometimes called "critical thinking" or "problem solving" skills. These skills tend to emphasize right and wrong answers to questions, and a certain kind of linear, analytic intelligence. People who love grammar often exhibit delight and feel a sense of competence at knowing and sharing what's right and wrong. Critique and analysis are powerful and important tools. But in the realm of language learning, code switching, and intercultural communication, constant critique and emphasis on correction can be demoralizing and humiliating. Appreciative Inquiry is a way to shift from our urge to judge and critique to inquire about why a person made a choice, to see if they see it the same way, and to not assume there's only one way. With Appreciative Inquiry, we start with an observation "I saw you let that Learner spell the word wrong - is there a reason you did that?" This prioritizes the connection first and allows the person to self correct and not respond from a defensive place. How challenging do you think Appreciative Inquiry will be for you to do? <<listbox "$appreciative" autoselect>> <<option "Very Challenging">> <<option "Challenging">> <<option "Doable With Some Effort">> <<option "Doable">> <<option "A Breeze!">> <</listbox>> <<button "Submit Response">> <<replace "#appreciative_inq">>You think Appreciative Inquiry will be <<c yourresponseorange>>"$appreciative"<</c>> for you. Click the link below to complete the Task: <<c yourresponseorange>>0Rel.2.036<</c>> - <<if $Rel036>>Appreciative Inquiry Complete!<<else>><<linkappend "Appreciative Inquiry">> <<c taskyellow>>Complete!<</c>><<set $Rel036 to true>><<set $journal.unshift("<<c taskyellow>>0Rel.2.036:<</c>> Appreciative Inquiry - <<c yourresponseorange>>'$appreciative'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>> <</button>> <span id="appreciative_inq"><<print "You haven't told us how difficult you think Appreciative Inquiry will be for you, yet.">></span> <</message>>\ <<message "!!*<<c taskyellow>>Task Detail: Motivational Critique (0Rel.2.037)<</c>>">> And yet... Yes, this is a training program. As you go through it, you will receive critique, and not always the way you want it. You will also give critique. This kind of self development is not easy! Motivational Critique again prioritizes the connection over the correction. Conceptually, the critiquer needs to see themselves as invested in the actual improvement, not just the delivery of the critique. Because of the many defenses and traumas that exist in our society around race and wrongness, it's always dangerous waters. With Motivational Critique, we'll assume there is a behavior change that needs to be made. To do it, we'll need to find a strategy that allows the person to be alert to the change and how to make the change. That strategy also needs to help them be inspired and energized to do the follow through. How difficult do you think it's going to be for you to engage in Motivational Critique? <<listbox "$motivational" autoselect>> <<option "Very Challenging">> <<option "Challenging">> <<option "Doable With Some Effort">> <<option "Doable">> <<option "A Breeze!">> <</listbox>> <<button "Submit Response">> <<replace "#motivational_crit">>You think Motivational Critique will be <<c yourresponseorange>>"$motivational"<</c>> for you. Click the link below to complete the Task: <<c taskyellow>>0Rel.2.037<</c>> - <<if $Rel037>>Motivational Critique <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Motivational Critique">> <<c taskyellow>>Complete!<</c>> <<c helppink>>Wisdom Drop:<</c>> There is no one catch-all strategy for successful behavior change. You might look to yourself for an example of something that worked for you in the past, or you might turn someone who is able to tell you you're messing up in a way that you can hear it. Regardless, you should feel motivated and able to do something different. <<set $Rel037 to true>><<set $journal.unshift("<<c taskyellow>>0Rel.2.037:<</c>> Motivational Critique - <<c yourresponseorange>>'$motivational'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>> <</button>> <span id="motivational_crit"><<print "You haven't told us how difficult you think Motivational Critique will be for you, yet.">></span> <</message>> <<message "!!*<<c taskyellow>>Task Detail: Collaborative Problem Solving (0Rel.2.038)<</c>>">> The next step towards power sharing is when we can move the problem completely away from an individual, and then, at the same time, equitably share in the construction of a solution or response to a challenge together. For example, instead of saying, "How can I get you to stop being late?" we can switch it to, "What can we do to make it easier for you to arrive on time? or "How can we soften the effect of lateness on the classroom experience?" How challenging do you think it will be for you to move from Critique to Collaboration when difficulties come up? <<listbox "$collaborative" autoselect>> <<option "Very Challenging">> <<option "Challenging">> <<option "Doable With Some Effort">> <<option "Doable">> <<option "A Breeze!">> <</listbox>> <<button "Submit Response">> <<replace "#collab_prob">>You think Collaborative Problem Solving will be <<c yourresponseorange>>"$collaborative"<</c>> for you. Click the link below to complete the Task: <<c taskyellow>>0Rel.2.038<</c>> - <<if $Rel038>>Collaborative Problem Solving <<c taskyellow>>Complete!<</<<else>><<linkappend "Collaborative Problem Solving">> Complete!<<set $Rel038 to true>><<set $journal.unshift("<<c taskyellow>>0Rel.2.038:<</c>> Collaborative Problem Solving - <<c yourresponseorange>>'$collaborative'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>> <</button>> <span id="collab_prob"><<print "You haven't told us how difficult you think Collaborative Problem Solving will be for you, yet.">></span> <</message>>\ ---- <<if not $AudRel2>>\ Click the button below to verify if you've completed all the required Tasks. <<message "Verify Mission" btn>> <<if $Rel035 && $Rel036 && $Rel037 && $Rel038>> <<c taskyellow>>This Mission is complete!<</c>> Let's go welcome our neighbors! Here are your Task responses for this Mission: *<<c taskyellow>>0Rel.2.035:<</c>> Connective Communication - <<c yourresponseorange>>'$connective'<</c>> (<<datetime>>) *<<c taskyellow>>0Rel.2.036:<</c>> Appreciative Inquiry - <<c yourresponseorange>>'$appreciative'<</c>> (<<datetime>>) *<<c taskyellow>>0Rel.2.037:<</c>> Motivational Critique - <<c yourresponseorange>>'$motivational'<</c>> (<<datetime>>) *<<c taskyellow>>0Rel.2.038:<</c>> Collaborative Problem Solving - <<c yourresponseorange>>'$collaborative'<</c>> (<<datetime>>) Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MjcxMTIxMTY5MTFa/sa/MTM0MDI4MjkzMDA2/details Look under Relational Syllabus to find the assignment if you're having trouble locating it. Thank you so much for sticking with this so far! By now, you probably know how to navigate the Missions - just go up to the <<c helppink>>Headboard<</c>> and look at the Stage0 - Audition Progress. If you want to explore on your own, go ahead! But, surely, you have some questions, don't you? Here's our next recommended Mission: Go to [[One Burning Question|0Ref.3 Burning Question]] <<if not $AudRel2>> <<set $Audprogress +=1>> <<set $journal.unshift("0Rel.2: Relational Orientation ACHIEVED <<datetime>>")>> <<set $EFTCprogress += 1>> <<set $AudRel2 = true>> <<replace "#mission-complete">>^^Mission 0Rel.2. Relational Orientation <<c taskyellow>>COMPLETE!<</c>>^^<</replace>>\ <</if>>\ <<else>>\ Between you and me, you still need to complete: <<if not $Rel035>>*<<c taskyellow>>0Rel.2.035:<</c>> Connective Communication<</if>>\ <<if not $Rel036>>*<<c taskyellow>>0Rel.2.036:<</c>> Appreciative Inquiry<</if>>\ <<if not $Rel037>>*<<c taskyellow>>0Rel.2.037:<</c>> Motivational Critique<</if>>\ <<if not $Rel038>>*<<c taskyellow>>0Rel.2.038:<</c>> Collaborative Problem Solving<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Let's go welcome our neighbors! Here are your Task responses for this Mission: *<<c taskyellow>>0Rel.2.035:<</c>> Connective Communication - <<c yourresponseorange>>'$connective'<</c>> (<<datetime>>) *<<c taskyellow>>0Rel.2.036:<</c>> Appreciative Inquiry - <<c yourresponseorange>>'$appreciative'<</c>> (<<datetime>>) *<<c taskyellow>>0Rel.2.037:<</c>> Motivational Critique - <<c yourresponseorange>>'$motivational'<</c>> (<<datetime>>) *<<c taskyellow>>0Rel.2.038:<</c>> Collaborative Problem Solving - <<c yourresponseorange>>'$collaborative'<</c>> (<<datetime>>) By now, you probably know how to navigate the Missions - just go up to the <<c helppink>>Headboard<</c>> and look at the Stage0 - Audition Progress. <</if>>\ /***Original Text*** Because this is a training program, and we employ peer mentoring along with the natural awkwardness of intercultural spaces, there are lots of opportunities for people to misunderstand, get their feelings hurt, step on others' toes and so on. Our strategy is to prioritize connection over correction - and what that means is that we assume that someone else will not be able to hear your critique if they don't trust you first. Use the tactics below to soften the blow, and create the biggest space for growth. Connective Communication Mainstream anglos in the US (predominantly White folks) generally don't like to say hello or reach out to someone they don't know unless there's a specific reason (this may be more true in the northwest than other parts of the US). In this program, we practice Connective Communication, which is low intensity checking in all around - WINGs, Coaches and other support staff will reach out to you, and they want you to respond. We'll usually make up a reason, and it's always ok to say you're too busy. But it turns out that this is a great way to build bridges between people (though we do have to keep our boundaries, too). You will see this tactic woven throughout the Guild. How challenging do you think moderately frequent, low intensity communications will be for you? Very Challenging 1 A Breeze, I Do That Already! 5 Appreciative Inquiry Most people who have completed some college in the US have training that develops their analytic skills. Analytic skills are sometimes called "critical thinking" or "problem solving" skills. These skills tend to emphasize right and wrong answers to question, and a certain kind of linear, analytic intelligence. People who love grammar often exhibit delight and feel a sense of competence at knowing and sharing what's right and wrong. Critique and analysis are powerful and important tools. But in the realm of language learning, code switching, and intercultural communication, constant critique and emphasis on correction can be demoralizing or humiliating. Appreciative Inquiry is a way to shift from our urge to judge and critique to inquire about why a person made a choice - to see if they see it the same way, and to not assume there's only one way. With Appreciative Inquiry, we start with an observation "I saw you let that Learner spell the word wrong - is there a reason you did that?" This prioritizes the connection first, and allows the person to self correct, and not respond from a defensive place. How challenging do you think Appreciative Inquiry will be for you to do? Very Challenging 1 A Breeze, I Do That Already! 5 Motivational Critique And yet, yes, we are a training program, and as you go through it, you will receive critique (not always the way you want it!), and you will also give critique. This kind of self development is not easy! Motivational Critique again prioritizes the connection over the correction. Conceptually, the critiquer needs to see themselves as invested in the actual improvement, not just the delivery of the critique. Because of many defenses and traumas that exist in our society around race and wrongness, it's always dangerous waters. With Motivational Critique, we'll assume there is a behavior change that needs to be made. To do it, we'll need to find a strategy that allows the person to be alert to the change, and how to make the change, but also be inspired and energized to do the follow through. There is no one easy answer, but you can look to yourself for an example of something that worked for you, someone who is able to tell you you're messing up in a way that you can hear it, and feel supported to do something different. How difficult do you think it's going to be for you to engage in Motivational Critique? Very Challenging 1 A Breeze, I Do That Already! 5 Collaborative Problem Solving The next step towards power sharing is when we can move the problem completely away from an individual, and then, at the same time, equitably share in the construction of a solution or response to a challenge together. For example, instead of saying, "How can I get you to stop being late?" We can switch it to, "What can we do to make it easier for you to arrive on time? or "How can we soften the effect of lateness on the classroom experience?" How challenging do you think it will be for you to move from Critique to Collaboration when difficulties come up? Very Challenging 1 A Breeze, I Do That Already! 5*/

<<if not $AudTech1>><span id="mission-complete">^^Mission 0Tech.1. Technical Orientation ^^</span><<else>>^^Mission 0Tech.1. Technical Orientation <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 45 min - 1 hr^^ <<dialog 'And How?'>>\ This Is How We Do It. Most of the Tasks in this Mission will take you out to the website to explore resources we have there. We'll have you quickly review them and then come back to document your discoveries here. We hope you'll find them useful. <</dialog>> !Earning Your Chops Click this link to up your game: [[Classroom Tools|http://www.pptpdx.com/classroom-tools/]] Above, you'll find all of the tools that we use on a day-to-day basis in our community-based Language & Life Skills Classes. We do a lot with very little, and the items on this page are the foundation for a solid, engaging class. At this point, we aren't going to do a lot of explaining. We just want you to know where they are. None of our rules are "rules" that you ''have to follow'' just because we say so. This is the opposite of what we're going for. However, they are our "current best practices," and if we don't do things in a coordinated way, we'll all bump into each other. We want you to show you are able to perform the protocols, but it's up to you whether you adopt this later in your practice. Below are some basic exploratory questions to get you digging around. If you want to know more just ask someone! <<message "!!*<<c taskyellow>>Task Detail: The Basic Lesson (0Tech.1.039)<</c>>">> Complete the phrase: Yell & ( ) <<listbox "$basicyell" autoselect>> <<option "Smell">> <<option "Spell">> <<option "Scream">> <</listbox>> <<button "Submit Response">> <<if $basicyell == "Spell">> <<replace "#basic_yell">>You got it! We call it "Yell & Spell"! Click the link below to complete the Task: <<c taskyellow>>0Tech.1.039<</c>> - <<if $Tech039>>The Basic Lesson <<c taskyellow>>Complete!<</c>><<else>><<linkappend "The Basic Lesson">> <<c taskyellow>>Complete!<</c>><<set $Tech039 to true>><<set $journal.unshift("<<c taskyellow>>0Tech.1.039:<</c>> The Basic Lesson - <<c yourresponseorange>>'$basicyell'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>> <<else>> <<replace "#basic_yell">>Hm. "Yell & <<c yourresponseorange>>$basicyell"<</c>>? Doesn't sound quite right... Try something else.<</replace>> <</if>> <</button>> <span id="basic_yell"><<print "You haven't answered the Basic Lesson question, yet.">></span> <</message>> <<message "!!*<<c taskyellow>>Task Detail: Core Activities (0Tech.1.040)<</c>>">> What's our signature phrase to indicate to a Learner: "You have successfully completed the required Task?" <<listbox "$gotit" autoselect>> <<option "You got it!">> <<option "Good job.">> <<option "Correct!">> <</listbox>> <<button "Submit Response">> <<if $gotit == "You got it!">> <<replace "#got_it">>Correct! We call, <<c yourresponseorange>>"$gotit"<</c>> nearly every time a Learner hits the target. It's like a little cookie, and it's more motivating than saying "No..." all the time. Click the link below to complete the Task: <<c taskyellow>>0Tech.1.040<</c>> - <<if $Tech040>>Core Activities <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Core Activities">> <<c taskyellow>>Complete!<</c>><<set $Tech040 to true>><<set $journal.unshift("<<c taskyellow>>0Tech.1.040:<</c>> Core Activities- <<c yourresponseorange>>'$gotit'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>> <<elseif $gotit == "Good job.">> <<replace "#got_it">>Even though we say "good job!" all the time, we avoid it as the primary delivery mechanism of positive feedback, because it's ambiguous - it could mean the person has hit the target, but it could mean they didn't - but they made a good effort. Language learners need clear and consistent positive feedback to keep their motivation up. Give it another shot.<</replace>> <<elseif $gotit == "Correct!">> <<replace "#got_it">>"Correct!" emphasizes the distance between teacher and student, and emphasizes determining whether the answer is "right" or "wrong", rather than highlighting that the person has hit the target. Another try?<</replace>> <</if>> <</button>> <span id="got_it"><<print "You haven't answered the Core Activities question, yet.">></span> <</message>> <<message "!!*<<c taskyellow>>Task Detail: Alphabet Sheet (0Tech.1.041)<</c>>">> How many different alphabet sheets do we have available? <<listbox "$alphabets" autoselect>> <<option 3>> <<option 6>> <<option 9>> <</listbox>> <<button "Submit Response">> <<if $alphabets == 3>> <<replace "#alphabet_sheets">>You got it! At the moment, we have 3 different alphabet sheets on the website. The line drawing one with the ASL handshapes is the most common one, but you can switch it up with the keyboard. Feel free to search for others if you're looking to surprise and delight your Learners. Click the link below to complete the Task: <<c taskyellow>>0Tech.1.041<</c>> - <<if $Tech041>>Alphabet Sheet <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Alphabet Sheet">> <<c taskyellow>>Complete!<</c>><<set $Tech041 to true>><<set $journal.unshift("<<c taskyellow>>0Tech.1.041:<</c>> Alphabet Sheet - <<c yourresponseorange>>'$alphabets'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>> <<else>> <<replace "#alphabet_sheets">>Please count again.<</replace>> <</if>> <</button>> <span id="alphabet_sheets"><<print "You haven't answered the Alphabet Sheet question, yet.">></span>\ <</message>> <<message "!!*<<c taskyellow>>Task Detail: Attendance Record (0Tech.1.042)<</c>>">> How many lines are available on the AR? <<listbox "$attendance" autoselect>> <<option 10>> <<option 20>> <<option 30>> <</listbox>> <<button "Submit Response">> <<if $attendance == 30>> <<replace "#attendance_record">>You got it! Click the link below to complete the Task: <<c taskyellow>>0Tech.1.042<</c>> - <<if $Tech042>>Attendance Record <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Attendance Record">> <<c taskyellow>>Complete!<</c>><<set $Tech042 to true>><<set $journal.unshift("<<c taskyellow>>0Tech.1.042:<</c>> Attendance Record - <<c yourresponseorange>>'$attendance'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>> <<else>> <<replace "#attendance_record">>Please count again.<</replace>> <</if>> <</button>> <span id="attendance_record"><<print "You haven't answered the Attendance Record question, yet.">></span>\ <</message>> <<message "!!*<<c taskyellow>>Task Detail: The Deck of Professions (0Tech.1.043)<</c>>">> Who is the King of Hearts? <<listbox "$deck" autoselect>> <<option "Ramon Ramirez">> <<option "Darcelle XV">> <<option "Alan L. Hart">> <</listbox>> <<button "Submit Response">> <<if $deck == "Alan L. Hart">> <<replace "#deck_professions">>You got it! <<c yourresponseorange>>$deck<</c>> is the King of Hearts in the Deck of Professions. Click the link below to complete the Task: <<c taskyellow>>0Tech.1.043<</c>> - <<if $Tech043>>The Deck of Professions <<c taskyellow>>Complete!<</c>><<else>><<linkappend "The Deck of Professions">> <<c taskyellow>>Complete!<</c>><<set $Tech043 to true>><<set $journal.unshift("<<c taskyellow>>0Tech.1.043:<</c>> The Deck of Professions - <<c yourresponseorange>>'$deck'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>> <<elseif $deck == "Darcelle XV">> <<replace "#deck_professions">><<c yourresponseorange>>$deck<</c>> is the Queen of Hearts, and LOVING IT!!!! Try again. <</replace>> <<elseif $deck == "Ramon Ramirez">> <<replace "#deck_professions">><<c yourresponseorange>>$deck<</c>> is the King of Spades, with an astounding legacy fighting for migrant rights in Oregon. Another try?<</replace>> <</if>> <</button>> <span id="deck_professions"><<print "You haven't answered the Deck of Professions question, yet.">></span> <</message>> <<message "!!*<<c taskyellow>>Task Detail: Lesson Plan Template (0Tech.1.044)<</c>>">> After Yell & Spell, the title of the next Activity is usually: <<listbox "$lessontitle" autoselect>> <<option "Today's Lesson is Called:">> <<option "The Title of Today's Lesson">> <<option "The Title of Today's Lesson is Called:">> <</listbox>> <<button "Submit Response">> <<if $lessontitle == "The Title of Today's Lesson">> <<replace "#lesson_title">>Well done! <<c yourresponseorange>>$lessontitle<</c>> is the only of the responses that's actually in the form of a title. Many people confuse these, but a title would generally not have a colon or any punctuation unless it was critical to the title itself. The title of the Activity is "The Title of Today's Lesson". Just like, The title of the book is "The Color Purple". Click the link below to complete the Task: <<c taskyellow>>0Tech.1.044<</c>> - <<if $Tech044>>Lesson Plan Template <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Lesson Plan Template">> <<c taskyellow>>Complete!<</c>><<set $Tech044 to true>><<set $journal.unshift("<<c taskyellow>>0Tech.1.044:<</c>> Lesson Plan Template - <<c yourresponseorange>>'$lessontitle'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>> <<elseif $lessontitle == "Today's Lesson is Called:">> <<replace "#lesson_title">><<c yourresponseorange>>"$lessontitle"<</c>> isn't really a title - typically, a title would stand alone, without referencing the following expression with a colon. Even though, when we dictate the actual title of the lesson, we say "Today's lesson is called "(lesson title)". Tricky, huh? To compare, it would be odd to put in the Table of Contents: "Ch. 4 - Today's Book is Called:" It would sound better to put "The Title of Today's Book" And then, we might have as the first sentence of that chapter: "Today's book is called "The Color Purple." Give it another try? <</replace>> <<elseif $lessontitle == "The Title of Today's Lesson is Called:">> <<replace "#lesson_title">><<c yourresponseorange>>"$lessontitle"<</c>> is the most awkward form. Normally, we say, "The title of the book is "The Color Purple" - not "The title of the book is called "The Color Purple". Right? Try again, please.<</replace>> <</if>> <</button>> <span id="lesson_title"><<print "You haven't answered the Lesson Plan question, yet.">></span> <</message>> <<message "!!*<<c taskyellow>>Task Detail: Lesson Self Evaluation (0Tech.1.045)<</c>>">> How many evaluation dimensions are there to think through after each class? <<listbox "$evaluation" autoselect>> <<option 5>> <<option 6>> <<option 7>> <</listbox>> <<button "Submit Response">> <<if $evaluation == 6>> <<replace "#eval_dimensions">>Right! There are <<c yourresponseorange>>$evaluation<</c>> self-evaluation dimensions: *Preparation *Technique *Engagement *Connection *Poise *Reflection Click the link below to complete the Task: <<c taskyellow>>0Tech.1.045<</c>> - <<if $Tech045>>Lesson Self Evaluation <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Lesson Self Evaluation">> <<c taskyellow>>Complete!<</c>><<set $Tech045 to true>><<set $journal.unshift("<<c taskyellow>>0Tech.1.045:<</c>> Lesson Self Evaluation - <<c yourresponseorange>>'$evaluation'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>> <<else>> <<replace "#eval_dimensions">>Please count again.<</replace>> <</if>> <</button>> <span id="eval_dimensions">You haven't answered the Self-Eval question, yet.</span> <</message>> <<message "!!*<<c taskyellow>>Task Detail: Loyalty Card (0Tech.1.046)<</c>>">> How many circles are there to record attendance dates? <<listbox "$loyalty" autoselect>> <<option 6>> <<option 12>> <<option 10>> <</listbox>> <<button "Submit Response">> <<if $loyalty == 10>> <<replace "#loyalty_circles">>You're on it! There are <<c yourresposorange>>$loyalty<</c>> circles on a Loyalty Card. For the record, we kinda hate the name "Loyalty Card". But that's what they're called. Choosing this model helps people become accustomed to a common cultural phenomenon. Click the link below to complete the Task: <<c taskyellow>>0Tech.1.046<</c>> - <<if $Tech046>>Loyalty Card <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Loyalty Card">> <<c taskyellow>>Complete!<</c>><<set $Tech046 to true>><<set $journal.unshift("<<c taskyellow>>0Tech.1.046:<</c>> Loyalty Card - <<c yourresponseorange>>'$loyalty'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>> <<else>> <<replace "#loyalty_circles">>Please count again.<</replace>> <</if>> <</button>> <span id="loyalty_circles"><<print "You haven't answered the Loyalty Card question, yet.">></span> <</message>> <<message "!!*<<c taskyellow>>Task Detail: Voting for Curriculum (0Tech.1.047)<</c>>">> How many modules are listed on the Voting for Curriculum Document? <<listbox "$curriculumvote" autoselect>> <<option 21>> <<option 15>> <<option 10>> <</listbox>> <<button "Submit Response">> <<if $curriculumvote == 21>> <<replace "#curriculum_vote">>You're on it! There are <<c yourresponseorange>>$curriculumvote<</c>> modules on the Voting for Curriculum Document. Click the link below to complete the Task: <<c taskyellow>>0Tech.1.047<</c>> - <<if $Tech047>>Voting for Curriculum <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Voting for Curriculum">> <<c taskyellow>>Complete!<</c>><<set $Tech047 to true>><<set $journal.unshift("<<c taskyellow>>0Tech.1.047:<</c>> Voting for Curriculum - <<c yourresponseorange>>'$curriculumvote'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>> <<else>> <<replace "#curriculum_vote">>Please count again.<</replace>> <</if>> <</button>> <span id="curriculum_vote"><<print "You haven't answered the Curriculum Vote question, yet.">></span> <</message>>\ ---- <<if not $AudTech1>>\ Click the button below to verify if you've completed all the required Tasks. <<message "Verify Mission" btn>> <<if $Tech039 && $Tech040 && $Tech041 && $Tech042 && $Tech043 && $Tech044 && $Tech045 && $Tech046 && $Tech047>> <<c taskyellow>>This Mission is complete!<</c>> That's how you do it! Here are your Task responses for this Mission: Here are your Task responses for this Mission: *<<c taskyellow>>0Tech.1.039:<</c>> The Basic Lesson - <<c yourresponseorange>>'$basicyell'<</c>> (<<datetime>>) *<<c taskyellow>>0Tech.1.040:<</c>> Core Activities - <<c yourresponseorange>>'$gotit'<</c>> (<<datetime>>) *<<c taskyellow>>0Tech.1.041:<</c>> Alphabet Sheet - <<c yourresponseorange>>'$alphabets'<</c>> (<<datetime>>) *<<c taskyellow>>0Tech.1.042:<</c>> Attendance Record - <<c yourresponseorange>>'$attendance'<</c>> (<<datetime>>) *<<c taskyellow>>0Tech.1.043:<</c>> The Deck of Professions - <<c yourresponseorange>>'$deck'<</c>> (<<datetime>>) *<<c taskyellow>>0Tech.1.044:<</c>> Lesson Plan Template - <<c yourresponseorange>>'$lessontitle'<</c>> (<<datetime>>) *<<c taskyellow>>0Tech.1.045:<</c>> Lesson Self Evaluation - <<c yourresponseorange>>'$evaluation'<</c>> (<<datetime>>) *<<c taskyellow>>0Tech.1.046:<</c>> Loyalty Card - <<c yourresponseorange>>'$loyalty'<</c>> (<<datetime>>) *<<c taskyellow>>0Tech.1.047:<</c>> Voting for Curriculum - <<c yourresponseorange>>'$curriculumvote'<</c>> (<<datetime>>) Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MjcxMTIxMTY5MTFa/sa/MTA2ODA4MjcxNjE5/details Look under Technical Syllabus to find the assignment if you're having trouble locating it. By now, you probably know how to navigate the Missions - just go up to the <<c helppink>>Headboard<</c>> and look at the Stage0 - Audition Progress. If you want to explore on your own, go ahead! Here's a nice short Mission that'll give you pause: Go to [[Think About It|0Ana.1 Think]] <<if not $AudTech1>> <<set $Audprogress +=1>> <<set $journal.unshift("<<c taskyellow>>0Tech.1:<</c>> Technical Orientation <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>> <<set $EFTCprogress += 1>> <<set $AudTech1 = true>> <<replace "#mission-complete">>^^Mission 0Tech.1. Technical Orientation <<c taskyellow>>COMPLETE!<</c>>^^<</replace>>\ <</if>>\ <<else>>\ <<if not $Tech039>>*<<c taskyellow>>0Tech.1.039:<</c>> The Basic Lesson<</if>>\ <<if not $Tech040>>*<<c taskyellow>>0Tech.1.040:<</c>> Core Activities<</if>>\ <<if not $Tech041>>*<<c taskyellow>>0Tech.1.041:<</c>> Alphabet Sheet<</if>>\ <<if not $Tech042>>*<<c taskyellow>>0Tech.1.042:<</c>> Attendance Record<</if>>\ <<if not $Tech043>>*<<c taskyellow>>0Tech.1.043:<</c>> The Deck of Professions<</if>>\ <<if not $Tech044>>*<<c taskyellow>>0Tech.1.044:<</c>> Lesson Plan Template<</if>>\ <<if not $Tech045>>*<<c taskyellow>>0Tech.1.045:<</c>> Lesson Self Evaluation<</if>>\ <<if not $Tech046>>*<<c taskyellow>>0Tech.1.046:<</c>> Loyalty Card<</if>>\ <<if not $Tech047>>*<<c taskyellow>>0Tech.1.047:<</c>> Voting for Curriculum<</if>>\ <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> That's how you do it! Here are your Task responses for this Mission: *<<c taskyellow>>0Tech.1.039:<</c>> The Basic Lesson - <<c yourresponseorange>>'$basicyell'<</c>> (<<datetime>>) *<<c taskyellow>>0Tech.1.040:<</c>> Core Activities - <<c yourresponseorange>>'$gotit'<</c>> (<<datetime>>) *<<c taskyellow>>0Tech.1.041:<</c>> Alphabet Sheet - <<c yourresponseorange>>'$alphabets'<</c>> (<<datetime>>) *<<c taskyellow>>0Tech.1.042:<</c>> Attendance Record - <<c yourresponseorange>>'$attendance'<</c>> (<<datetime>>) *<<c taskyellow>>0Tech.1.043:<</c>> The Deck of Professions - <<c yourresponseorange>>'$deck'<</c>> (<<datetime>>) *<<c taskyellow>>0Tech.1.044:<</c>> Lesson Plan Template - <<c yourresponseorange>>'$lessontitle'<</c>> (<<datetime>>) *<<c taskyellow>>0Tech.1.045:<</c>> Lesson Self Evaluation - <<c yourresponseorange>>'$evaluation'<</c>> (<<datetime>>) *<<c taskyellow>>0Tech.1.046:<</c>> Loyalty Card - <<c yourresponseorange>>'$loyalty'<</c>> (<<datetime>>) *<<c taskyellow>>0Tech.1.047:<</c>> Voting for Curriculum - <<c yourresponseorange>>'$curriculumvote'<</c>> (<<datetime>>) By now, you probably know how to navigate the Achievements - just go up to the <<c helppink>>Headboard<</c>> and look at the Stage0 - Audition Progress. <</if>>\ /***Original Text*** Click this link to go to our Classroom Tools: http://www.pptpdx.com/classroom-tools/ Here, you'll find all of the tools that we use on a day-to-day basis in our community-based Language & Life Skills Classes. We do a lot with very little, and the items on this page are the foundation for a solid, engaging class. At this point, we aren't going to do a lot of explaining, we just want you to know where they are. None of our rules are "rules" that you *have* to follow just because we say so. This is the opposite of what we're going for. However, they are our "current best practices" - and if we don't do things in a coordinated way, we'll all bump into each other. We want you to show you are able to perform the protocols, but it's up to you whether you adopt this later in your practice. Below are some basic exploratory questions to get you digging around. If you want to know more just ask someone! "The Basic Lesson" Complete the phrase: "Yell & ___" Core Activities Complete the phrase: "You ___ it!" Alphabet Sheet How many different alphabet sheets do we have available? Attendance Record How many lines available on the AR? The Deck of Professions Who is the Jack of Clubs? Lesson Plan Template Complete the phrase: "The ____ of Today's Lesson" Lesson Self Evaluation How many evaluation dimensions are there to think through each class? Loyalty Card How many circles are there to record attendance dates? Voting for Curriculum How many modules are listed on the Voting for Curriculum Document?*/

<<if not $AudAdmin1>><span id="mission-complete">^^Mission 0Admin.1 Structural Orientation ^^</span><<else>>^^Mission 0Admin.1 Structural Orientation <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 15 min^^ <<dialog 'Your Second Task.'>>\ Welcome to your second Task! To work on it, click the <<c taskyellow>>Task Detail<</c>> link after you close this dialog box. You can show and hide the Task Detail each time you click, as often as you like. Tread carefully, though: If you’ve already entered work, hiding and showing the Task Details can reset your entries. Read the Task instructions carefully, and think before you click. More useful information can be found when you click the <<c helppink>>Headboard<</c>> button at the top of the screen and the <<c helppink>>Scoreboard<</c>> button at the bottom. Click the X in the upper right to close this dialog box.<</dialog>>\ !What We're Made Of <<message "!!*<<c taskyellow>>Task Detail: About Us (0Admin.1.006)<</c>>">>\ This page gives the motivation and background of P-P-T. Click [[About Us|http://www.pptpdx.com/about/]] and read both pages. The 2nd page lists all the reasons we chose an LLC model. What do you think is the most compelling reason why we haven't chosen a non-profit organizational structure? <<listbox "$about">> <<option "Nonprofits Are Incorporated Businesses, Too" "Nonprofits Are Incorporated Businesses, Too">> <<option "Nonprofits Are Beholden To Their Funders" "Nonprofits Are Beholden To Their Funders">> <<option "Nonprofits Are Our Clients" "Nonprofits Are Our Clients">> <<option "A Limited Liability Company Is The Most Flexible Organizational Structure Available" "A Limited Liability Company Is The Most Flexible Organizational Structure Available">> <<option "Immigrants & Refugees Are Not Charity Cases" "Immigrants & Refugees Are Not Charity Cases">> <<option "English Language Learners Benefit" "English Language Learners Benefit">> <<option "Language Is Not a Protected Class" "Language Is Not a Protected Class">> <<option "Educational Institutions’ Priorities Do Not Reflect the Reality of Immigrant/Refugee Lives" "Educational Institutions’ Priorities Do Not Reflect the Reality of Immigrant/Refugee Lives">> <<option "Academically Oriented Pedagogy Doesn’t Get The Goods" "Academically Oriented Pedagogy Doesn’t Get The Goods">> <<option "We Have Some Amazing, Valuable Services – Please Purchase Them!" "We Have Some Amazing, Valuable Services – Please Purchase Them!">> <</listbox>> <<button "Submit Answer">> <<replace "#structure-about">>\ You find that <<c yourresponseorange>>"$about"<</c>> is the most compelling reason why P-P-T chose to be an LLC. Click the link below to complete the Task: <<c taskyellow>>0Admin.1.006<</c>> - <<if $Admin006>>About Us <<c taskyellow>>Complete!<</c>><<else>><<linkappend "About Us">> <<c taskyellow>>Complete!<</c>><<set $Admin006 to true>><<set $journal.unshift("<<c taskyellow>>0Admin.1.006:<</c>> About Us - <<c yourresponseorange>>'$about'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>> <</button>> <<if not $Admin006>> <span id="structure-about">You haven't chosen your reason yet.</span>\ <<else>> <span id="structure-about">\ You said <<c yourresponseorange>>"$about"<</c>> We appreciate your thoughts. <<c taskyellow>>0Admin.1.006<</c>> - About Us <<c taskyellow>>Complete!<</c>></span><</if>>\ <</message>> <<message "!!*<<c taskyellow>>Task Detail: Guild Structure (0Admin.1.007)<</c>>">>\ This is an overview of our unique organizational structure. As an Oregon LLC working towards certification as a "Benefit Corporation", we're not a non-profit, but our main goal isn't really to be for-profit. We're kind of a social enterprise with a dedication to the craft of building bridges across cultures and supporting each other for economic development and social justice impact. So, we're going with Guild. Click [[Guild Structure|http://www.pptpdx.com/guild-structure/]] and read the page. What's your Reaction to this concept? <<textarea "$guildreax" $guildreax>> <<button "Submit Answer">> <<if $guildreax != undefined>> <<replace "#structure-guild">>\ You said <<c yourresponseorange>>"$guildreax"<</c>> We appreciate your thoughts. Click the link below to complete the Task: <<c taskyellow>>0Admin.1.007<</c>> - <<if $Admin007>>Guild Structure <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Guild Structure">> <<c taskyellow>>Complete!<</c>><<set $Admin007 to true>><<set $journal.unshift("<<c taskyellow>>0Admin.1.007:<</c>> Guild Structure - <<c yourresponseorange>>'$guildreax'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>>\ <<else>> <span id="structure-guild">You haven't told us how you feel about the Guild concept yet.</span> <</if>> <</button>> <<if not $Admin007>>\ <span id="structure-guild">You haven't told us how you feel about the Guild concept yet.</span>\ <<else>>\ <span id="structure-guild">\ You said <<c yourresponseorange>>"$guildreax"<</c>> We appreciate your thoughts. <<c taskyellow>>0Admin.1.007<</c>> - Guild Structure <<c taskyellow>>Complete!<</c>></span><</if>>\ <</message>>\ ---- <<if not $AudAdmin1>>\ Click the button below to verify if you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Admin006 && $Admin007>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! Now that you know a little bit about what we're about, we hope you are about it, too! Here are your Task responses for this Mission: *<<c taskyellow>>0Admin.1.006:<</c>> About Us - <<c yourresponseorange>>'$about'<</c>> (<<datetime>>) *<<c taskyellow>>0Admin.1.007:<</c>> Guild Structure - <<c yourresponseorange>>'$guildreax'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MjcxMTIxMTY5MTFa/sa/MTA2NzkyOTczMTgz/details If you're having trouble, look under Administrative Syllabus to find the assignment. Ask if you feel confused, it will save a lot of time and frustration. Click the <<c helppink>>Scoreboard<</c>> button below to review your progress stats. You should have 3 Tasks in the red bar, and 2 of 20 Missions completed. The very bottom of your screen shows the last screen you visited, and how many Missions you have left to complete the current Stage. Let's go to another important Mission that only takes a few minutes to complete: Go To [[What Moves You?|0Insp.2 Motive I]]\ <<if not $AudAdmin1>> <<set $Audprogress +=1>> <<set $journal.unshift("<<c taskyellow>>0Admin.1:<</c>> Structural Orientation <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>> <<set $EFTCprogress += 1>> <<set $AudAdmin1 = true>> <<replace "#mission-complete">>^^Mission 0Admin.1 Structural Orientation <<c taskyellow>>COMPLETE!<</c>>^^<</replace>>\ <</if>>\ <<else>>\ You're not done yet! You still need to complete: <<if not $Admin006>>*<<c taskyellow>>0Admin.1.006:<</c>> About Us<</if>>\ <<if not $Admin007>>*<<c taskyellow>>0Admin.1.007:<</c>> Guild Structure<</if>> Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! Now that you know a little bit about what we're about, we hope you are about it, too! Here are your Task responses for this Mission: *<<c taskyellow>>0Admin.1.006:<</c>> About Us - <<c yourresponseorange>>'$about'<</c>> (<<datetime>>) *<<c taskyellow>>0Admin.1.007:<</c>> Guild Structure - <<c yourresponseorange>>'$guildreax'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** Reviewing these items will help you understand how P-P-T is structured as an organization. 0Admin.1.006 - About Us This page gives the motivation and background of P-P-T - the 2nd page lists all the reasons we chose an LLC model: http://www.pptpdx.com/about/ What do you think is the most compelling reason why we haven't chosen a Non Profit organizational structure? Nonprofits Are Incorporated Businesses, Too Nonprofits Are Beholden To Their Funders Nonprofits Are Our Customers A Limited Liability Company Is The Most Flexible Organizational Structure Available Immigrants & Refugees Are Not Charity Cases English Language Learners Benefit Language Is Not a Protected Class Educational Institutions’ Priorities Do Not Reflect the Reality of Immigrant/Refugee Lives Academically Oriented Pedagogy Doesn’t Get The Goods We Have Some Amazing, Valuable Services – Please Purchase Them! 0Admin.1.007 - Guild Structure Here's an overview of our unique organizational structure: http://www.pptpdx.com/guild-structure/ Even though there are Guilds in existence, we worry a little bit that it sounds too D&D or something. But it's sticking, because we're not a non profit, but we're not a business that's solely organized for profit. We're kind of a socially responsible business, but it's more about dedication to the craft of building bridges between cultures. So, we're going with Guild. What's your Reaction to this concept?*/\

<<if not $AudAdmin2>><span id="mission-complete">^^Mission 0Admin.2. Program Orientation ^^</span><<else>>^^Mission 0Admin.2. Program Orientation <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 20 min - 1 hr^^\ <<dialog 'Going Deeper'>>\ We're going to start to show you how the EFTC program works. You’ll have opportunities to explore the various Stages and Syllabi that help guide your journey. If you get turned around, you can find this area again by opening your map in the Sidebar.<</dialog>> !How It All Works This is where you can look under the hood at the English for the Community (EFTC) Apprenticeship. <<message "!!*<<c taskyellow>>Task Detail: Program Overview (update pending) (0Admin.2.008)<</c>>">>\ These are the requirements, goals, and objectives for the English for the Community Apprenticeship. At the moment, this Task is under construction, so you get a freebie! When we've completed the EFTC Role-Learning Game this will have a detailed overview. <<set $progover = "Pending">> Click the link below to complete the Task: <<c taskyellow>>0Admin.2.008<</c>> - <<if $Admin008>>Program Overview <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Program Overview">> <<c taskyellow>>Complete!<</c>><<set $Admin008 to true>><<set $journal.unshift("<<c taskyellow>>0Admin.2.008:<</c>> Program Overview - <<c yourresponseorange>>'$progover'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>>\ <</message>>\ <<message "!!*<<c taskyellow>>Task Detail: Missions (0Admin.2.009)<</c>>">>\ The link below will take you to a page that shows you a checklist of everything you have to do to complete the full EFTC Apprenticeship (Note that the "Classroom Confidence Practicum" is Stage1 of the EFTC.) The items on this checklist are called "Missions". As a review, each Mission requires you to do one or more Tasks to complete it. You are currently working on one of the Tasks for the Program Orientation Mission, which is in the Administrative Syllabus. It might look like a lot, but Tasks and Missions are designed to be integrated into your daily life and your facilitation practice. It is challenging, because we're serious about doing good, being good, and getting better. <<link '<<c quickviewcoral>>The EFTC Complete Mission List Quick View<</c>>'>> <<popup 'Admin Syllabus' 'This is Literally Everything'>><</link>> How many Missions are there in the Audition Stage? <<textbox "$missionsList" $missionsList>> <<button "Submit Answer">> <<if $missionsList == 20>><<replace "#missions_list">> You said <<c yourresponseorange>>"$missionsList"<</c>> That's right! <<if not $Admin009>>Click the link below to complete the Task:<</if>> <<c taskyellow>>0Admin.2.009<</c>> - <<if $Admin009>>Missions <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Missions">> <<c taskyellow>>Complete!<</c>><<set $Admin009 to true>><<set $journal.unshift("<<c taskyellow>>0Admin.2.009:<</c>> Missions - <<c yourresponseorange>>'$missionsList'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>>\ <</replace>>\ <<elseif $missionsList == undefined>>\ <<replace "#missions_list">>Please enter a value in the box above. You haven't told us how many Missions in the Audition Stage yet.<</replace>> <<else>> <<replace "#missions_list">> You said <<c yourresponseorange>>"$missionsList"<</c>> You might want to count them again... <</replace>><</if>><</button>>\ <<if not $Admin009>><span id="missions_list"><<print "You haven't told us how many Missions in the Audition Stage yet.">></span>\ <<else>>\ <span id="missions_list">\ You said <<c yourresponseorange>>"$missionsList"<</c>> That's right! 0Admin.2.009 - Missions Complete!</span><</if>>\ <</message>>\ <<message "!!*<<c taskyellow>>Task Detail: Syllabi (0Admin.2.010)<</c>>">>\ There are 10 Learning Dimensions to the EFTC Apprenticeship, and you must demonstrate Minimal Competence in all of them to complete the EFTC. The Academic world tends to value linguistic/analytic learning (aka, "intelligence") -- and don't get us wrong, we think smart people are awesome! But in order to be a competent facilitator in cross cultural settings, you're going to need to be Organized, Motivated, Resourceful, Righteous, Passionate, Flexible, Understanding, Empathetic, and Precise. And Smart. You're not going to just know some new facts, you're gonna be a different person. Ready? <<link '<<c quickviewcoral>>10Syllabi Quick View<</c>>'>> <<popup '0.10 Syllabi' 'Behold! The 10 Learning Dimensions of the EFTC!'>><</link>> Which Syllabus do you think you will find the most challenging? <<textbox "$whichSyllabus" $whichSyllabus>> <<button "Submit Answer">> <<if $whichSyllabus === undefined>> <<replace "#syllabus_challenge">>\ <span id="syllabus_challenge"><<print "You haven't told us which Syllabus you feel will be most challenging yet.">></span><</replace>> <<else>><<replace "#syllabus_challenge">> You said <<c yourresponseorange>>"$whichSyllabus"<</c>> Very interesting choice! <<if not $Admin010>>Click the link below to complete the Task:<</if>> <<c taskyellow>>0Admin.2.010<</c>> - <<if $Admin010>>Syllabi <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Syllabi">> <<c taskyellow>>Complete!<</c>><<set $Admin010 to true>><<set $journal.unshift("<<c taskyellow>>0Admin.2.010:<</c>> Syllabi - <<c yourresponseorange>>'$whichSyllabus'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>><</if>><</button>>\ <<if not $Admin010>> <span id="syllabus_challenge"><<print "You haven't told us which Syllabus you feel will be most challenging yet.">></span> <<else>>\ <span id="syllabus_challenge"> You said <<c yourresponseorange>>"$whichSyllabus"<</c>>> Very interesting choice! <<c taskyellow>>0Admin.2.010<</c>> - Syllabi <<c taskyellow>>Complete!<</c>></span><</if>><</message>>\ <<message "!!*<<c taskyellow>>Task Detail: 5 Coached Experiences (0Admin.2.011)<</c>>">>\ The Coach5 is the way we provide periodic intensive feedback about the development of your cross-cultural facilitation skills. Coaching is a kind of teaching that is not focused on changing how one thinks, but how one acts. With most teaching, you read or hear some facts, and then you "know" them, and then you can be right! Before you know them, there's nothing lost by not knowing. Coaching generally involves more risk: You do something, then someone tells you you can do it better, and shows you how. Then you keep trying until you are better. It requires humility and persistence. And trust. And faith. Accepting coaching doesn't just make you better at the thing, it makes you a better person, too. <<link '<<c quickviewcoral>>Coach5 Quick View<</c>>'>> <<popup '0.5 Coach5' '5 Coached Experiences'>><</link>> Choose one of the Coach5 and say what you think or feel about it. <<listbox "$whichCoach5" autoselect>> <<option "Model Teaching" "Model Teaching">> <<option "Try My Recipe" "Try My Recipe">> <<option "Annotated Observation" "Annotated Observation">> <<option "Gentle Intervention" "Gentle Intervention">> <<option "You're the Boss, Now" "You're the Boss, Now">> <</listbox>> Do you like being coached, or does it feel intimidating? <<textarea "$coach5reax" $coach5reax>> <<button "Submit Answer">> <<replace "#coach5_choice">><span id="coach5_choice">\ You said <<c yourresponseorange>>"$whichCoach5"<</c>> Very interesting choice!</span> <</replace>> <<if $coach5reax == undefined>> <<replace "#coach5_reaction">> You haven't talked about your Coach5 yet. <</replace>> <<elseif "$coach5reax" !== undefined>> <<replace "#coach5_reaction">> And here's how you feel about this Coached Experience: <<c yourresponseorange>>"$coach5reax"<</c>> <<if not $Admin011>>Click the link below to complete the Task:<</if>> <<c taskyellow>>0Admin.2.011<</c>> - <<if $Admin011>>Coach5 <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Coach5">> <<c taskyellow>>Complete!<</c>><<set $Admin011 to true>><<set $journal.unshift("<<c taskyellow>>0Admin.2.011:<</c>> Coach5 - <<c yourresponseorange>>'$whichCoach5: $coach5reax'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <<c helppink>>Wisdom Drop<</c>>: As you start to get really good, you might start to become overconfident. That's when you need to become a Coach, too. To be a good Coach, you can't just be good; you have to care about other people being better. And that requires listening, flexibility, cheerleading, persistence, empathy, trust, faith -- we can just call it love, for short. Good parents are generally good Coaches, but coaching and parenting are not the same.<</replace>>\ <<else>> <span id="coach5_choice"><<print "You haven't chosen your Coach5 yet.">></span> <span id="coach5_reaction"><<print "You haven't talked about your Coach5 yet.">></span><</if>><</button>>\ <<if not $Admin011>> <span id="coach5_choice"><<print "You haven't chosen your Coach5 yet.">></span> <span id="coach5_reaction"><<print "You haven't talked about your Coach5 yet.">></span>\ <<else>>\ <span id="coach5_choice"> You said <<c yourresponseorange>>"$whichCoach5"<</c>> Very interesting choice! And here's how you feel about this Coached Experience: <<c yourresponseorange>>"$coach5reax"<</c>> <<c taskyellow>>0Admin.2.011<</c>> - Coach5 <<c taskyellow>>Complete!<</c>></span><</if>>\ <</message>>\ <<message "!!*<<c taskyellow>>Task Detail: 21Challenges (0Admin.2.012)<</c>>">>\ Throughout the program, you'll have to confront Challenges to develop your creativity, code switching, connection, insight -- and general awesomeness. There are 39 possible challenges in all, and maybe we'll even add more! The idea behind the Challenges is to ensure that you're stretching yourself throughout the program. Never phone it in, unless you need to give yourself a break -- in which case, go easy on yourself. There are times when we might assign a Challenge if someone needs a little extra practice, or we might substitute a Challenge for another requirement if there's a good reason. <<link '<<c quickviewcoral>>21Challenges Quick View<</c>>'>> <<popup '0.21 21Chal' '21Challenges To Up Your Game - And Then Some'>><</link>> Which of the required Challenges do you find the most intriguing? <<listbox "$whichChal" $whichChal autoselect>> <<option "How's My Pie?" "How's My Pie?">> <<option "I Need to Work On That" "I Need to Work On That">> <<option "Deck of Professions" "Deck of Professions">> <<option "Props" "Props">> <<option "New Shoes" "New Shoes">> <<option "Shower of Compliments" "Shower of Compliments">> <<option "Tough Crowd" "Tough Crowd">> <<option "Silent Class" "Silent Class">> <<option "Sharpen Your Pencil" "Sharpen Your Pencil">> <<option "Say Something Nice" "Say Something Nice">> <<option "Can We Talk?" "Can We Talk?">> <<option "Growing Edge" "Growing Edge">> <<option "You Shall Overcome" "You Shall Overcome">> <<option "Life Guard" "Life Guard">> <</listbox>> <<button "Submit Answer">> <<if $whichChal != "">>\ <<replace "#21chal_intrigue">>\ You said <<c yourresponseorange>>"$whichChal"<</c>> Serious? Ok, then! <<if not $Admin012>>Click the link below to complete the Task:<</if>> <<c taskyellow>>0Admin.2.012<</c>> - <<if $Admin012>>21Challenges <<c taskyellow>>Complete!<</c>><<else>><<linkappend "21Challenges">> <<c taskyellow>>Complete!<</c>><<set $Admin012 to true>><<set $journal.unshift("<<c taskyellow>>0Admin.2.012:<</c>> 21Challenges - <<c yourresponseorange>>'$whichChal'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>> <</if>>\ <</button>>\ <<if not $Admin012>> <span id="21chal_intrigue"><<print "You haven't told us which Challenge you feel will be most intriguing yet.">></span>\ <<else>> <span id="21chal_intrigue">\ You said <<c yourresponseorange>>"$whichChal"<</c>> Serious? Ok, then! <<c taskyellow>>0Admin.2.012<</c>> - 21Challenges <<c taskyellow>>Complete!<</c>></span><</if>>\ <</message>>\ <<message "!!*<<c taskyellow>>Task Detail: Attendance Tracking Protocol (0Admin.2.013)<</c>>">>\ It sounds really bureaucratic, but here's the thing: if we don't count people, and count them well, we can't prove we're doing anything valuable. This is one that we really want you to be precise about, and you can expect lots of coaching and reminders about it along the way. <<link '<<c quickviewcoral>>Attendance Tracking Protocol Quick View<</c>>'>> ''Warning: lots of text!'' <<popup '0.000 Attendance Tracking Protocol' 'Details Matter'>><</link>> There's a new Learner in the class. How do we create a new Loyalty Card? <<listbox "$lcCreation" $lcCreation>> <<option "DJ gives a Loyalty Card to Learner at the end of the class." "DJ gives a Loyalty Card to Learner at the end of the class.">> <<option "DJ creates a new Loyalty Card during the Yell & Spell - DJ writes Learner's name." "DJ creates a new Loyalty Card during the Yell & Spell - DJ writes Learner's name.">> <<option "DJ creates a new Loyalty Card during the Yell & Spell - Learner writes their own name." "DJ creates a new Loyalty Card during the Yell & Spell - Learner writes their own name.">> <</listbox>> <<button "Submit Answer">> <<if $lcCreation === "DJ creates a new Loyalty Card during the Yell & Spell - DJ writes Learner's name.">> <<replace "#attendance_protocol">>\ Yes, the DJ should create the new Loyalty Card during the Yell & Spell and write the name in clear capital letters. <<if not $Admin013>>Click the link below to complete the Task:<</if>> <<c taskyellow>>0Admin.2.013<</c>> - <<if $Admin013>>Attendance Tracking Protocol <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Attendance Tracking Protocol">> <<c taskyellow>>Complete!<</c>><<set $Admin013 to true>><<set $journal.unshift("<<c taskyellow>>0Admin.2.013:<</c>> Attendance Tracking - <<c yourresponseorange>>'$lcCreation'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>>\ <<else>> <<replace "#attendance_protocol">>\ Please review the protocol once more. <</replace>>\ <</if>> <</button>> <<if not $Admin013>>\ <span id="attendance_protocol">You'll need to answer the question about Attendance Tracking Protocol to complete this Task</span>\ <<else>>\ <span id="attendance_protocol">\ Yes, the DJ should create the new Loyalty Card during the Yell & Spell and write the name in clear capital letters. 0Admin.2.013 - Attendance Tracking Protocol Complete!</span><</if>>\ <</message>>\ <<message "!!*<<c taskyellow>>Task Detail: WING Support (0Admin.2.014)<</c>>">>\ "Well-Integrated Nurturing and Guidance" is our Peer Mentoring model, supporting Aprendices throughout the Practicum program, and on into the Guild structure. It's the opposite of a Chain of Command -- it's a Chain of Support. <<link '<<c quickviewcoral>>WING Support Quick View<</c>>'>> <<popup '0.7 WING Support' 'WING: Airborne Assistance'>><</link>> Select one of the 10 questions from the drop-down box, and then give your best answer in the open space below. We'll want you to know the answers to all of them by the time you complete the Instructor stage of the EFTC,but for now, just give it your best shot. Feel free to pick an easy one -- it's not a test, we're just showing you stuff. <<listbox "$WINGAudition" $WINGAudition>> <<option "I1: What is the difference between a Shadower and an Assistant?" "I1: What is the difference between a Shadower and an Assistant?">> <<option "I2: What are the roles of the MC & the DJ?" "I2: What are the roles of the MC & the DJ?">> <<option "I3: During a Dress Rehearsal, who is the MC?" "I3: During a Dress Rehearsal, who is the MC?">> <<option "I4: When is the Class Report & Attendance Record Due?" "I4: When is the Class Report & Attendance Record Due?">> <<option "I5: Who is responsible for making sure that Shadowers are welcomed to their class?" "I5: Who is responsible for making sure that Shadowers are welcomed to their class?">> <<option "I6: Who decides who will be the MC & the DJ?" "I6: Who decides who will be the MC & the DJ?">> <<option "I7: What is the difference between Theme, Module, and Lesson Topic?" "I7: What is the difference between Theme, Module, and Lesson Topic?">> <<option "I8: Who is responsible for making sure there are Loyalty Cards, Attendance Records, etc, at each site?" "I8: Who is responsible for making sure there are Loyalty Cards, Attendance Records, etc, at each site?">> <<option "I9: Where can you find a copy of the criteria and descriptions for the self-evaluation?" "I9: Where can you find a copy of the criteria and descriptions for the self-evaluation?">> <<option "I10: What does Bringing the Pie mean to P-P-T?" "I10: What does Bringing the Pie mean to P-P-T?">> <</listbox>> <<textarea "$WINGAudAnswer" $WINGAudAnswer>> <<button "Submit Response">> <<replace "#WING_choice">> You chose <<c yourresponseorange>>"$WINGAudition"<</c>> Easy one... <</replace>>\ <<if $WINGAudAnswer === undefined>> <<replace "#WING_answer">> You haven't answered your chosen question yet. <</replace>>\ <<elseif "$WINGAudAnswer" != undefined>> <<replace "#WING_answer">>\ And here's your response to this question: <<c yourresponseorange>>"$WINGAudAnswer"<</c>> <<if not $Admin014>>Click the link below to complete the Task:<</if>> <<c taskyellow>>0Admin.2.014<</c>> - <<if $Admin014>>WING Support <<c taskyellow>>Complete!<</c>><<else>><<linkappend "WING Support">> <<c taskyellow>>Complete!<</c>><<set $Admin014 to true>><<set $journal.unshift("<<c taskyellow>>0Admin.2.014:<</c>> WING Support - <<c yourresponseorange>>'$WINGAudition: WINGAudAnswer'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>>\ <<else>> <span id="WING_answer">You haven't answered your chosen question yet.</span>\<</if>><</button>>\ <<if not $Admin014>> <span id="WING_choice">You haven't selected a question yet.</span> <span id="WING_answer">You haven't answered your chosen question yet.</span>\ <<else>>\ <span id="WING_choice"> You chose <<c yourresponseorange>>"$WINGAudition"<</c>> Easy one...</span>\ <span id="WING_answer"> And here's your response to this question: <<c yourresponseorange>>"$WINGAudAnswer"<</c>> <<c taskyellow>>0Admin.2.014<</c>> - WING Support <<c taskyellow>>Complete!<</c>></span><</if>>\ <</message>>\ ---- <<if not $AudAdmin2>>\ Click the button below to verify if you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Admin008 && $Admin009 && $Admin010 && $Admin011 && $Admin012 && $Admin013 && $Admin014>>\ <<c taskyellow>>This Mission is complete!<</c>> Whew! Here are your Task responses for this Mission: *<<c taskyellow>>0Admin.2.008:<</c>> Program Overview - <<c yourresponseorange>>'$progover'<</c>> (<<datetime>>) *<<c taskyellow>>0Admin.2.009:<</c>> Missions - <<c yourresponseorange>>'$missionsList'<</c>> (<<datetime>>) *<<c taskyellow>>0Admin.2.010:<</c>> Syllabi - <<c yourresponseorange>>'$whichSyllabus'<</c>> (<<datetime>>) *<<c taskyellow>>0Admin.2.011:<</c>> Coach5 - <<c yourresponseorange>>'$whichCoach5: $coach5reax'<</c>> (<<datetime>>) *<<c taskyellow>>0Admin.2.012:<</c>> 21Challenges - <<c yourresponseorange>>'$whichChal'<</c>> (<<datetime>>) *<<c taskyellow>>0Admin.2.013:<</c>> Attendance Tracking - <<c yourresponseorange>>'$lcCreation'<</c>> (<<datetime>>) *<<c taskyellow>>0Admin.2.014:<</c>> WING Support - <<c yourresponseorange>>'$WINGAudition: WINGAudAnswer'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MjcxMTIxMTY5MTFa/sa/MTA2NzkzMDIwOTU5/details Look under Administrative Syllabus to find the assignment if you're having trouble. <<c helppink>>Wisdom Drop<</c>> At this point, you've really gotten a pretty broad overview of the structure of the EFTC program. If you have questions, please ask your WING or the Coordinator of Apprentices. This is a good time to work through any doubts or concerns. You don't have to agree with everything, but you should have a pretty good idea of our style and tone. We hope you will want to work together to make our newcomer neighbors feel welcome! This is probably a good time to think about Payment Options. You won't need to pay anything at this point, but you probably want to know what your options are and our philosophy around money. (Note: there are plenty of low-cost options, and we won't require any payment until you enroll in the program, after your Dress Rehearsal and completing these Tasks). Go to [[Payment Options|0Eth.3 Payment]] <<if not $AudAdmin2>> <<set $Audprogress +=1>> <<set $journal.unshift("<<c taskyellow>>0Admin.2:<</c>> Program Orientation <</c>>ACHIEVED (<<datetime>>)")>> <<set $EFTCprogress += 1>> <<set $AudAdmin2 = true>> <<replace "#mission-complete">>^^Mission 0Admin.2. Program Orientation <<c taskyellow>>COMPLETE!<</c>>^^<</replace>> <</if>>\ <<else>> Hate to tell you this, but... you're still not done with this Mission. Here's what's left: <<if not $Admin008>>*<<c taskyellow>>0Admin.2.008:<</c>> Program Overview<</if>>\ <<if not $Admin009>>*<<c taskyellow>>0Admin.2.009:<</c>> Missions<</if>>\ <<if not $Admin010>>*<<c taskyellow>>0Admin.2.010:<</c>> Syllabi<</if>>\ <<if not $Admin011>>*<<c taskyellow>>0Admin.2.011:<</c>> Coach5<</if>>\ <<if not $Admin012>>*<<c taskyellow>>0Admin.2.012:<</c>> 21Challenges<</if>>\ <<if not $Admin013>>*<<c taskyellow>>0Admin.2.013:<</c>> Attendance Tracking<</if>>\ <<if not $Admin014>>*<<c taskyellow>>0Admin.2.014:<</c>> WING Support<</if>>\ <</if>>\ <</message>> <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Whew! Here are your Task responses for this Mission: *<<c taskyellow>>0Admin.2.008:<</c>> Program Overview - <<c yourresponseorange>>'$progover'<</c>> (<<datetime>>) *<<c taskyellow>>0Admin.2.009:<</c>> Missions - <<c yourresponseorange>>'$missionsList'<</c>> (<<datetime>>) *<<c taskyellow>>0Admin.2.010:<</c>> Syllabi - <<c yourresponseorange>>'$whichSyllabus'<</c>> (<<datetime>>) *<<c taskyellow>>0Admin.2.011:<</c>> Coach5 - <<c yourresponseorange>>'$whichCoach5: $coach5reax'<</c>> (<<datetime>>) *<<c taskyellow>>0Admin.2.012:<</c>> 21Challenges - <<c yourresponseorange>>'$whichChal'<</c>> (<<datetime>>) *<<c taskyellow>>0Admin.2.013:<</c>> Attendance Tracking - <<c yourresponseorange>>'$lcCreation'<</c>> (<<datetime>>) *<<c taskyellow>>0Admin.2.014:<</c>> WING Support - <<c yourresponseorange>>'$WINGAudition: WINGAudAnswer'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** This is where you can look under the hood at the English for the Community (EFTC) Apprenticeship and the Classroom Confidence Practicum (CCP). Most of the Program Elements below are found here: http://www.pptpdx.com/core-documents/ 0Admin.2.008 - Program Overview (update pending) These are the requirements, goals and objectives for the English for the Community Apprenticeship. Rank the importance of the three objectives to you. 1. Develop your confidence & competence as a language skills development facilitator 2. Develop your confidence & abilities as a Cultural Navigator 3. Develop your self-awareness, leadership, and capacity to generate social equity 0Admin.2.009 - Milestones (in development) This is a checklist of everything you have to do to complete the EFTC Apprenticeship. It looks like a lot, but it's designed to be integrated into your daily life and your practice facilitation. It is challenging, because we're serious about doing good, being good, and getting better. What's your immediate Reaction? 0Admin.2.010 - Syllabi 0Admin.2.011 - 5 Coached Experiences The Coach5 is the way we provide periodic intensive feedback about the development of your cross-cultural facilitation skills. What's the name of the 2nd Coached Experience most Aprendices have? Model Teaching Try My Recipe Annotated Observation Gentle Intervention You're The Boss, Now. 0Admin.2.012 - 21Challenges (update pending) Throughout the program, you'll have to confront Challenges to develop your creativity, code switching, connection, insight - and general awesomeness. There are 39 possible challenges in all, and maybe we'll even add more! The idea behind the Challenges is to ensure that you're stretching yourself throughout the program. Never phone it in, unless you need to give yourself a break - in which case, go easy on yourself. There are times when we might assign a Challenge if someone needs a little extra practice, or we might substitute a Challenge for another requirement if there's a good reason. Write the name of the Challenge that looks most useful to you. 0Admin.2.013 - Attendance Tracking Protocol (update pending) It sounds really bureaucratic, but here's the thing: if we don't count people, and count them well, we can't prove we're doing anything valuable. This is one that we really want you to be precise about, and you can expect lots of coaching and reminders about it along the way. Which of the following below are tools we use to count Learners? (select all that apply) Loyalty Cards Attendance Record Class Report Documentation Tracking System Tally Photograpic Documentation Abacus 0Admin.2.014 - WING Support (update pending) "Well-Integrated Nurturing and Guidance" is our Peer Mentoring model, supporting Aprendices throughout the Practicum program, and on into the Guild structure. It's the opposite of a Chain of Command - it's a Chain of Support. As an Instructor, you'll have an F-WING - someone in the Facilitator level of the program. How often will you communicate with your WING? After Each Class Every Morning They Will Surprise Me Once a Week Whenever. Everytime I'm Just About To Take A Nap*/

<<if not $AudTech2>><span id="mission-complete">^^Mission 0Tech.2. Tech Rehearsal ^^</span><<else>>^^Mission 0Tech.2. Tech Rehearsal <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 3 hrs^^ <<dialog 'Going Through The Motions'>>\ This Mission documents the date that you met with a Coach and wrote down your lesson plan for your Dress Rehearsal. <</dialog>> !The House Recipe <<message "!!*<<c taskyellow>>Task Detail: Technical Rehearsal (0Tech.2.048)<</c>>">> The Technical Rehearsal is one of the most important elements of the entire apprenticeship, and we really take the time to do it right. After you’ve shadowed four times, you are invited to teach your first class with a custom-made lesson plan that we give to you. We call this first guided classroom leadership experience the “Dress Rehearsal”. In order to prepare, you’ll sit down one-on-one with a highly skilled facilitator to develop your first lesson step by step. This is the "Technical Rehearsal". This takes about two hours. The Welcoming Coordinator will help you set this up after your fourth Shadowing experience. You will need to pick the date of your Dress Rehearsal before we can do the Technical Rehearsal. Your lesson will look a lot like what you’ve observed in your Shadowing experiences, but this is the opportunity to understand why the techniques work. You’ve seen people doing things slightly differently and you’re not sure which is the “right” way to do it. Your Coach will go step-by-step into everything you say and do and the effect that it has on your class. At the end of this session, you’ll know where you’ll be teaching, what you’ll be teaching, and how. You, as Auditioner, will be expected to connect with the MC and DJ before that class. They’re there to support you and to reduce worry and anxiety. Please select the day you did your Technical Rehearsal: <<listbox "$TRday" autoselect>> <<optionsfrom $day>> <</listbox>> Please select the month: <<listbox "$TRmonth" autoselect>> <<optionsfrom $month>> <</listbox>> Please choose what day of the month: <<listbox "$TRdaynumber" autoselect>> <<optionsfrom $daynumber>> <</listbox>> <<button "Submit TR Date">> <<set $TRdate = "$TRday, " + "$TRmonth " + "$TRdaynumber">> <<replace "#TR_date">> You completed your Technical Rehearsal on <<c yourresponseorange>>$TRdate<</c>>. It's a major step! Click the link below to complete the Task: <<c taskyellow>>0Tech.2.048<</c>> - <<if $Tech048>>Technical Rehearsal <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Technical Rehearsal">> <<c taskyellow>>Complete!<</c>><<set $Tech048 to true>><<set $journal.unshift("<<c taskyellow>>0Tech.2.048:<</c>> Technical Rehearsal - <<c yourresponseorange>>'$TRDate'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>> <</button>> <span id="TR_date"><<print "You haven't completed your Technical Rehearsal, yet.">> </span> <</message>>\ ---- <<if not $AudTech2>>\ Click the button below to verify if you've completed all the required Tasks. <<message "Verify Mission" btn>> <<if $Tech048>> <<c taskyellow>>This Mission is complete!<</c>> That's how you do it! Here are your Task responses for this Mission: *<<c taskyellow>>0Tech.2.048:<</c>> Technical Rehearsal - <<c yourresponseorange>>'$TRdate'<</c>> (<<datetime>>) Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MjcxMTIxMTY5MTFa/sa/MTA2ODA4MjcxNjMw/details Look under Technical Syllabus to find the assignment if you're having trouble locating it. It's time to do your Dress Rehearsal! You have your lesson, and your head is spinning with ideas. The best way to ground yourself is to connect with the MC for the class and go over your lesson. Your Coach should have connected you to the MC so you can schedule a phone call to go over your Dress Rehearsal step by step. Why this is important: Everyone is nervous their first time, even if you're a pretty confident person. Some of our Aprendices are true novices and others have some skills. In any case, there are several benefits to going over your lesson with the MC *It helps you review the lesson. *It connects you with your support, grounding you in connection. *It informs your support person what you plan to do. *It reminds your support person of what should be in a typical lesson. *It helps your support person know that you'll be there and ready. It's hard to overestimate how important this is. It sounds so bland and obvious, but it's super deep and critical: we cannot develop as interculturalists without help from other people. It's scary and humbling to explore unfamiliar territory. With supportive connection, we can go further, do more, and make the changes we want to see in the world. It's your big moment! No turning back now! [[Go To Dress Rehearsal|0Cre.1 Dress Rehearsal]]. <<if not $AudTech2>> <<set $Audprogress +=1>> <<set $journal.unshift("<<c taskyellow>>0Tech.2:<</c>> Technical Rehearsal <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>> <<set $EFTCprogress += 1>> <<set $AudTech2 = true>> <<replace "#mission-complete">>^^Mission 0Tech.2. Tech Rehearsal <<c taskyellow>>COMPLETE!<</c>>^^<</replace>>\ <</if>>\ <<else>>\ Back up! You still need to complete: <<if not $Tech048>>*<<c taskyellow>>0Tech.2.048:<</c>> Technical Rehearsal<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> That's how you do it! Here are your Task responses for this Mission: *<<c taskyellow>>0Tech.2.048:<</c>> Technical Rehearsal - <<c yourresponseorange>>'$TRdate'<</c>> (<<datetime>>) It's time to do your Dress Rehearsal! You have your lesson, and your head is spinning with ideas. The best way to ground yourself is to connect with the MC for the class and go over your lesson. Your Coach should have connected you to the MC so you can schedule a phone call to go over your Dress Rehearsal step by step. A brief explanation why this is important: Everyone is nervous their first time, even if you're a pretty confident person. Some of our Aprendices are true novices and others have some skills. In any case, there are several benefits to going over your lesson with the MC *It helps you review the lesson *It connects you with your support, grounding you in connection *It informs your support person what you plan to do *It reminds your support person of what should be in a typical lesson *It helps your support person know that you'll be there and ready It's hard to overestimate how much important this is. It sounds so bland and obvious - but it's super deep and critical - we cannot develop as interculturalists without help from other people. It's scary and humbling to explore unfamiliar territory. But with supportive connection, we can go further, do more, and make the changes we want to see in the world. <</if>>\ /***Original Text*** When did you meet with a P-P-T Oficiex for your two hour Technical Rehearsal? (date) When Was Your Dress Rehearsal? (date) Where Was Your Dress Rehearsal? (short answer) Who "Stage Managed" Your Dress Rehearsal? (name) The "Stage Manager" is usually the person who would have MC'd that day, but supports you instead. Please enter their full name or Guild name. What's One Thing That Went Well? Be specific, be honest, be fair. What's One Thing That Didn't Work? Be specific, be honest, be fair*/

!CREATIVE SYLLABUS (TRANSCENDENCE) <<if $Stage0Tasks > 20>>\ "Be yourself – everyone else is already taken." - Oscar Wilde<</if>> <<if $Stage1Tasks > 25>>\ The Creative Syllabus is the learning dimension that develops your capacity to go beyond what is and what you are. It allows you to springboard out your habits and reinvent yourself. Because of that, it’s always risky. It’s not playing it safe – but it’s also not random chaos. It’s intentional chaos. It's play and experimentation. It's about deciding to go somewhere on the map that you haven't gone before, or even using the map for something other than a map. Maybe even throwing the map away. It's about changing the recipe just to see what happens.<</if>> <<if $Stage2Tasks > 30>>\ Keywords: Transcendence, Experimentation, Discovery, Exploration, Openness, Flexibility, Play, Risk, Sacrifice, Gain, Expansion, Transgression, Transformation, Reinvention, Reveal, Vulnerability, Error<</if>>\ /*Adventure: You see a Fountain Pen here. Kitchen: You see a Menu here.*/ ''AUDITION STAGE0'' [[0Cre.1 Dress Rehearsal|0Cre.1 Dress Rehearsal]] ''INSTRUCTOR STAGE1'' <<if $stageprogress < 1>>\ 1Cre.1. 21Challenges 1Cre.2. Try Something New. <<else>>\ [[1Cre.1. 21Challenges|1Cre.1 21Chal]] [[1Cre.2. Try Something New.|1Cre.2 Try New]]<</if>>\ ''PRACTITIONER STAGE2'' <<if $stageprogress < 2>>\ 2Cre.1 21Challenges <<else>>\ [[2Cre.1 21Challenges|2Cre.1 21Chal]]<</if>>\ ''FACILITATOR STAGE3'' <<if $stageprogress < 3>>\ 3Cre.1 21Challenges 3Cre.2 Minimal Competence: Activity Design 3Cre.3 The Artist Known Currently As You <<else>>\ [[3Cre.1 21Challenges|3Cre.1 21Chal]] [[3Cre.2 Minimal Competence: Activity Design|3Cre.2 MinCom Design]] [[3Cre.3 The Artist Known Currently As You|3Cre.3 Artist]]<</if>>\

!ACTION SYLLABUS (IMPACT) <<if $Stage0Tasks > 20>>\ "Fortuna Audaces Iuvat."<</if>>\ <<if $Stage1Tasks > 25>>\ The Action Syllabus is the learning dimension that amplifies your impact in the world. It's about doing instead of thinking or understanding. It's not the how-to manual, it's what you do with a how-to manual. It's also giving direction to someone else, or to a group. It's what you do with a map after you've understood your route, and you set off in the direction you want to go. It's the acceleration of the car. It's what happens after you look at a recipe, put it down, and pull out your tools and start to preheat the oven. It's what happens after the lights and the camera.<</if>>\ <<if $Stage2Tasks > 30>>\ Keywords: Impact, Experience, Direction, Movement, Work, Navigation, Vector, Speech, Flight, Process, Proceed, Bold, To-Do, Observe, Examine, Look, Approach<</if>>\ <<message "<<c helppink>>Action Syllabus Info<</c>>" btn>> (click the button to hide this information) It appears to be one of the shortest lists, but this is the core of the EFTC Apprenticeship – 50 Classroom Leadership experiences, with guidance and support. Roughly speaking, the idea is to Shadow a few classes to get a feel of what it's like, then to have your first real world Facilitation experience. * After Enrolling and becoming an Aprendiz, the Instructor stage is designed develop confidence and demonstrate consistency with a total of 10 Classroom Leadership experiences. (5 MC &5 DJ) * In the Practitioner stage, you need at 15 Classroom Leadership experiences. 10 must be as MC & 5 as either MC/DJ - even though, usually, Aprendices will alternate MC/DJ duties each week. This means a given Aprendiz may have more than 15 Classroom Leadership experiences in this stage. * The Facilitator stage requires a total of 20 Classroom Leadership experiences, 5 as MC, 10 as DJ, and 5 as either. * You can access Achievements for other Stages of the EFTC here - some you can complete at any time, others you won't be able to complete until other conditions have been met.<</message>> /*Adventure: You see a new pair of faux leather boots here. Kitchen: You see an oven here.*/\ ''AUDITION STAGE0'' [[0Act.1 Shadowing Experiences (x4)|0Act.1 Shadow Exp]] [[0Act.2 Fountain of Resources I: Portland ESL Network|0Act.2 Fountain I]] /*Tools for Action:  Y-Fountain of Resources: Multnomah County Library  Y-Fountain of Resources: The Portland ESL Network*/\ ''INSTRUCTOR STAGE1'' <<if $stageprogress < 1>>\ 1Act.1 MC (5x) & DJ (5x) 1Act.2 Fountain of Resources II: Immigrant Refugee Resource Guide 1Act.3 Community Engagement IA: Real World CurriculumIA 1Act.4 Community Engagement IB: Intercultural PDX <<else>>\ [[1Act.1 MC (5x) & DJ (5x)|1Act.1 MC5 & DJ5]] [[1Act.2 Fountain of Resources II: Immigrant Refugee Resource Guide|1Act.2 Fountain II]] [[1Act.3 Community Engagement IA: Real World Curriculum|1Act.3 Community IA]] [[1Act.4 Community Engagement IB: Intercultural PDX|1Act.4 Community IB]]<</if>>\ /*Tools for Action:  A-Facilitating Language & Cultural Skills: Needs Assessments & Learner Self-Evaluation  A-Facilitating Language & Cultural Skills: Mentira – A Place-Based Exploratory Language Learning Game  Y-Fountain of Resources: Cultural Services Directory?*/\ ''PRACTITIONER STAGE2'' <<if $stageprogress < 2>>\ 2Act.1 MC (10x) & DJ (5x) 2Act.2 Fountain of Resources III: Center for Diversity and the Environment 2Act.3 Community Engagement IIA: Turning Realia Into Reality 2Act.4 Community Engagement IIB: Intercultural PDX 2Act.5 Minimal Competence: Curriculum Materials 2Act.6 Minimal Competence: Clarity <<else>>\ [[2Act.1 MC (10x) & DJ (5x)|2Act.1 MC10 & DJ5]] [[2Act.2 Fountain of Resources III: Center for Diversity and the Environment|2Act.2 Fountain III]] [[2Act.3 Community Engagement IIA: Turning Realia Into Reality|2Act.3 Community IIA]] [[2Act.4 Community Engagement IIB: Intercultural PDX|2Act.4 Community IIB]] [[2Act.5 Minimal Competence: Curriculum Materials|2Act.5 MinCom Curr]] [[2Act.6 Minimal Competence: Clarity|2Act.6 MinCom Clear]]<</if>>\ /*Tools for Action:  A-Facilitating Language & Cultural Skills: NRS Functioning Level Table  A-Facilitating Language & Cultural Skills: ESOL Standards with Indicators  A-Facilitating Language & Cultural Skills: Determining Needs | ATESL Adult ESL Curriculum Framework  G-Responsible Power: Position Statement of the TESOL Board on African American Vernacular English  Y-Fountain of Resources: NRS Implementation Guide*/\ ''FACILITATOR STAGE3'' <<if $stageprogress < 2>>\ 3Act.1 MC (5x) & DJ (10x) & Either (5x) 3Act.2 Fountain of Resources IV: Learning for LIFE: An ESL Literacy Curriculum Framework 3Act.3 Community Engagement IIIA: Excursion Learning Activity 3Act.4 Community Engagement IIIB: Go To The People 3Act.5 Impact A: I Made A Difference 3Act.6 Impact B: Butterfly 3Act.7 Minimal Competence: Resource Referral <<else>>\ [[3Act.1 MC (5x) & DJ (10x) & Either (5x)|3Act.1 MC5 & DJ10 & Either5]] [[3Act.2 Fountain of Resources IV: Learning for LIFE: An ESL Literacy Curriculum Framework|3Act.2 Fountain IV]] [[3Act.3 Community Engagement IIIA: Excursion Learning Activity|3Act.3 Community IIIA]] [[3Act.4 Community Engagement IIIB: Go To The People|3Act.4 Community IIIB]] [[3Act.5 Impact A: I Made A Difference|3Act.5 Impact A]] [[3Act.6 Impact B: Butterfly|3Act.6 Impact B]] [[3Act.7 Minimal Competence: Resource Referral|3Act.7 MinCom Resource]]<</if>>\ /*Tools for Action:  A-Facilitating Language & Cultural Skills: Determining Needs | ATESL Adult ESL Curriculum Framework  A-Facilitating Language & Cultural Skills: Curriculum Framework  G-Responsible Power: Connect: Create a Culture of Appreciation  G-Responsible Power: Coalition of Communities of Color: Organizational Protocol  G-Responsible Power: Women Launch 'White Nonsense Roundup' to Unburden People of Color  Y-Fountain of Resources: SuperBetter  Y-Fountain of Resources: The New School for Public Engagement  Y-Fountain of Resources: The Refugee Center Online*/

!ANALYTIC SYLLABUS (INTELLIGENCE) <<if $Stage0Tasks > 20>>\ Well we know where we're going But we don't know where we've been And we know what we're knowing But we can't say what we've seen And we're not little children And we know what we want And the future is certain Give us time to work it out - Talking Heads, “Road to Nowhere”<</if>> <<if $Stage1Tasks > 25>>\ The Analytic Syllabus is the learning dimension that develops your ability to interpret what is happening around you. It's about separating signal from noise. It's about looking at a map, knowing where you are and knowing where you want to go, and planning the best route. It's about measurement, fact-checking, and triangulation. It's about researching, estimating, planning, revising your estimates, and getting there right about the time you thought. It's about reading the recipe, and planning out the steps, and knowing what the elements in the recipe refer to in the real world.<</if>> <<if $Stage2Tasks > 30>>\ Keywords: Estimation, Planning, Revising, Understanding, Intelligence, Decipher, Separation, Categorization, Triangulating, Measurement, Comparing, Judgment, Fact-Checking, Interpretation, Research, Investigation, Critique, Correction, Methodology<</if>>\ /*Adventure: You see a Yardstick here. Kitchen: You see a Thermometer here.*/ ''AUDITION STAGE0'' [[0Ana.1 Think About It.|0Ana.1 Think]] ^^1. G-Responsible Power (1): Are You Judging Those Who Ask For Help?^^ ''INSTRUCTOR STAGE1'' <<if $stageprogress < 1>>\ 1Ana.1 Think About It. <<else>>\ [[1Ana.1 Think About It.|1Ana.1 Think]]<</if>>\ ^^2. A-Facilitating Language & Cultural Skills (1): Stephen Krashen's Theory of Second Language Acquisition 3. A-Facilitating Language & Cultural Skills (2): Top Hardest Languages to Learn in the World 4. B-Intercultural Communication (1): Proportional Pie Chart of the World’s Most Spoken Languages 5. C-American Identity (1): Spanglish, A New American Language 6. C-American Identity (2): 40 Acres and a Mule Would Be at Least $6.4 Trillion Today 7. C-American Identity (3): America's Queer Muslims and the Orlando Shooting 8. D-Understanding Whiteness (1): Grammar Snobs are Patronising, Pretentious and Just Plain Wrong 9. D-Understanding Whiteness (2): Whiteness Culture 10. D-Understanding Whiteness (3): The Surprisingly Racist History of Caucasian 11. E-New Portland (1): Tri County Language Spoken At Home – Washington, Multnomah, Clackamas 12. E-New Portland (2): How the Whitest City in America Appears Through the Eyes of its Black Residents 13. E-New Portland (3): You Are Here: A Snapshot of the Portland Region's Changing Communities 14. F-Cultural Appropriation (1): Why We Need to Take Responsibility for Anti-Black Racism in K-Pop 15. F-Cultural Appropriation (2): Art, Appropriation and the Damaging Economic Effect on Indigenous Artists 16. G-Responsible Power (1): Situational Leadership^^ ''PRACTITIONER STAGE2'' <<if $stageprogress < 2>>\ 2Ana.1 Think About It. <<else>>\ [[2Ana.1 Think About It.|2Ana.1 Think]]<</if>>\ ^^17. A-Facilitating Language & Cultural Skills (1): How Long Does It Take? 18. A-Facilitating Language & Cultural Skills (2): Teaching Grammar 19. B-Intercultural Communication (1): Is PC Culture Anti-Free Speech? 20. B-Intercultural Communication (2): Ungendering the Spanish language 21. C-American Identity (1): Obama Effect Triggers More Nuanced Conversations On Race 22. F-Cultural Appropriation (1): Fully Appreciating Culture Without Appropriation^^ ''FACILITATOR STAGE3'' <<if $stageprogress < 2>>\ 3Ana.1 Think About It. <<else>>\ [[3Ana.1 Think About It.|3Ana.1 Think]]<</if>>\ ^^23. A-Facilitating Language & Cultural Skills (1): Launching a Community Based ESL Program 24. B-Intercultural Communication (1): Developing Intercultural Competence 25. B-Intercultural Communication (2): Why Philanthropy Needs to Invest in Bridge Builders 26. B-Intercultural Communication (3): Race, Culture, and Identities in Second Language Acquisition 27. B-Intercultural Communication (4): Of Washing Powder, Afrophobia and Racism in China 28. B-Intercultural Communication (5): Defining Transculturalism 29. C-American Identity (1): Reflective Democracy 30. D-Understanding Whiteness (1): Unpacking White Racial Identity in English Language Teacher Education 31. D-Understanding Whiteness (2): The White-Savior Industrial Complex 32. D-Understanding Whiteness (3): Diversity in Pre-service Teacher Education 33. F-Cultural Appropriation (1): bell hooks, Eating The Other: Desire and Resistance Presentation 34. F-Cultural Appropriation (2): On Fleek & Cultural Appropriation 35. F-Cultural Appropriation (3): Black Intellectuals, White Audiences 36. G-Responsible Power (1): Burning Out or Finding Your Way: Community ESL Teachers in a Difficult Spot 37. G-Responsible Power (2): Adult Learning: Challenging Assumptions 38. G-Responsible Power (3): White Debt^^ <<if $stageprogress < 2>>\ 3Ana.2 Minimal Competence: Program Design 3Ana.3 Minimal Competence: Equity Analysis 3Ana.4 Minimal Competence: Jargon <<else>> [[3Ana.2 Minimal Competence: Program Design|3Ana.2 MinCom Prog]] [[3Ana.3 Minimal Competence: Equity Analysis|3Ana.3 MinCom Equity]] [[3Ana.4 Minimal Competence: Jargon|3Ana.4 MinCom Jargon]]<</if>> OPTIONAL ^^ A-Facilitating Language & Cultural Skills: Formative Assessment  A-Facilitating Language & Cultural Skills: 3 Myths About Language Fluency People Still Believe  B-Intercultural Communication: La Intraducibilidad de la Palabra “Bachaquero”  B-Intercultural Communication: Multiculturalism or Transculturalism  D-Understanding Whiteness: Indigeneity, Settler Colonialism, Whiteness  D-Understanding Whiteness: Within Mainstream Environmentalist Groups, Diversity is Lacking  D-Understanding Whiteness: The Handbook of Educational Linguistics  D-Understanding Whiteness: Neoliberal Paradoxes of Language Learning  G-Responsible Power: #MoreThanMean - Women in Sports 'Face' Harassment  G-Responsible Power: On Intersectionality  F-Cultural Appropriation: Black Authenticity^^

!NARRATIVE SYLLABUS (BELIEF) <<if $Stage0Tasks > 20>>\ "When you stand and share your story in an empowering way, your story will heal you, and your story will heal someone else." - Iyanla Vanzant<</if>>\ <<if $Stage1Tasks > 25>>\ The Narrative Syllabus is the learning dimension that develops your capacity to believe, especially believe other experiences and other realities. This is critical for Intercultural Communication because we need to believe that other realities, experiences, and dimensions exist in order to want to navigate them, to see how to navigate them, to plan out how we'll navigate them, to do the actual navigation. To accurately document the navigation. It's about what is possible and what is real. It's knowing that there is another world that this map corresponds to, and not a fantasy land. It's allowing that you can make the recipe, that people will eat it, and that it can be delicious. This belief can directly open the way for inspiration, and then, to action. The action of listening to the story, so that the teller knows you are listening, is Connection.<</if>>\ <<if $Stage2Tasks > 30>>\ Keywords: Belief, Imagination, Dream, Vision, Listening, Story, Realities, Dimensions, Clairvoyance, Scrying, Expression, Vocalizing, Unfolding, Becoming<</if>>\ /*Adventure: You see an Ear-Shaped Piece of Wood here. Kitchen: You see a Wood Ear Mushroom here.*/ ''AUDITION STAGE0'' ''INSTRUCTOR STAGE1'' <<if $stageprogress < 1>>\ 1Nar.1 You Better Believe It. <<else>>\ [[1Nar.1 You Better Believe It.|1Nar.1 Believe]]<</if>> ''PRACTITIONER STAGE2'' <<if $stageprogress < 2>>\ 2Nar.1 You Better Believe It. <<else>>\ [[2Nar.1 You Better Believe It.|2Nar.1 Believe]]<</if>> ''FACILITATOR STAGE3'' <<if $stageprogress < 3>>\ 3Nar.1 You Better Believe It. <<else>>\ [[3Nar.1 You Better Believe It.|3Nar.1 Believe]]<</if>>\ OPTIONAL ^^ B-Intercultural Communication: Teaching English Abroad: Will I Face Discrimination as a Minority?  B-Intercultural Communication: East Side Sushi Official Trailer  B-Intercultural Communication: Palabras – Latino USA  B-Intercultural Communication: Americans in China  C-American Identity: Orange County's Great Zoot Suit Panic of 1943  C-American Identity: Arizona Gets Schooled  C-American Identity: Hostile Border OFFICIAL TRAILER^^

/*0.40 - Stage0 - Audition (Touring the Kitchen)*/\ !Audition (Touring the Kitchen) !!Reliability, Openness, and Awareness + Taking a Look Around\ /*4 people standing holding stencils that spell out the word "love" in shadows (image)*/ <<message '<<c helppink>>Achievement Checklist Help<</c>>' btn>> (Click the button again to hide this information) This is where you can see your progress through each stage in detail. When you complete an Achievement, it updates this list (and the Journal) by printing "Complete!" next to the Achievement. A couple of things to keep in mind when looking at this: * The blue links are live, so if you click them, you will find that the page underneath this dialog has changed! This is convenient, but can be confusing the first time it happens - clicking the link doesn't appear to do anything in the popup window. * This checklist only shows Achievements, not individual Tasks. >* To see every Task in a single Stage, you'll need to visit the Administrative Syllabus for that Stage. >* To see a list of every Task and Achievement, you'll need to visit the Administrative Syllabus main page >* If you want to see a chronological list of all your milestones, you'll want to visit the Journal <</message>> Below are the Achievements you need to complete <<c taskyellow>>Stage0 - Audition<</c>> and Enroll in the EFTC Apprenticeship. You have completed $Audprogress of 20 Achievements in Stage0 !!!AUDITION STAGE0 ''Action Syllabus'' [[0Act.1 Shadowing Experiences|0Act.1 Shadow Exp]]<<if $AudAct1>><<print " <<c taskyellow>>Complete!<</c>>">><</if>> [[0Act.2 The Fountain of Resources I|0Act.2 Fountain I]]<<if $AudAct2>><<print " <<c taskyellow>>Complete!<</c>>">><</if>> ''Admin Syllabus'' [[0Admin.0 Audition Task List|0Admin.0 Audition Dox]]<<if $AudAdmin0>><<print "Stage0 <<c taskyellow>>Complete!<</c>>">><</if>> [[0Admin.1 Structural Orientation|0Admin.1 Structure Orient]]<<if $AudAdmin1>><<print " <<c taskyellow>>Complete!<</c>>">><</if>> [[0Admin.2 Programmatic Orientation|0Admin.2 Program Orient*]]<<if $AudAdmin2>><<print " <<c taskyellow>>Complete!<</c>>">><</if>> [[0Admin.3 Enroll|0Admin.3 Enroll*]]<<if $AudAdmin3>><<print " <<c taskyellow>>Complete!<</c>>">><</if>> ''Analytic Syllabus'' [[0Ana.1 Think About It.|0Ana.1 Think]]<<if $AudAna1>><<print " <<c taskyellow>>Complete!<</c>>">><</if>> ''Creative Syllabus'' [[0Cre.1 Dress Rehearsal|0Cre.1 Dress Rehearsal]]<<if $AudCre1>><<print " <<c taskyellow>>Complete!<</c>>">><</if>> ''Ethical Syllabus'' [[0Eth.1 Ethical Orientation|0Eth.1 Ethical Orient]]<<if $AudEth1>><<print " <<c taskyellow>>Complete!<</c>>">><</if>> [[0Eth.2 What Is Intercultural Communication? I|0Eth.2 Inter Com? I]]<<if $AudEth2>><<print " <<c taskyellow>>Complete!<</c>>">><</if>> [[0Eth.3 Skin In The Game|0Eth.3 Payment]]<<if $AudEth3>><<print " <<c taskyellow>>Complete!<</c>>">><</if>> ''Inspire Syllabus'' [[0Insp.1 Get Inspired!|0Insp.1 Inspired!]]<<if $AudInsp1>><<print " <<c taskyellow>>Complete!<</c>>">><</if>> [[0Insp.2 Motivation I|0Insp.2 Motive I]]<<if $AudInsp2>><<print " <<c taskyellow>>Complete!<</c>>">><</if>> ''Reflective Syllabus'' [[0Ref.1 Know Yourself: The Big Five|0Ref.1 Know Five]]<<if $AudRef1>><<print " <<c taskyellow>>Complete!<</c>>">><</if>> [[0Ref.2 Orientation: Levels of Reflection|0Ref.2 Levels Reflect*]]<<if $AudRef2>><<print " <<c taskyellow>>Complete!<</c>>">><</if>> [[0Ref.3 One Burning Question|0Ref.3 Burning Question]]<<if $AudRef3>><<print " <<c taskyellow>>Complete!<</c>>">><</if>> ''Relational Syllabus'' [[0Rel.1 Get Connected!|0Rel.1 Connected!]]<<if $AudRel1>><<print " <<c taskyellow>>Complete!<</c>>">><</if>> [[0Rel.2 Relational Orientation|0Rel.2 Relational Orient]]<<if $AudRel2>><<print " <<c taskyellow>>Complete!<</c>>">><</if>> ''Technical Syllabus'' [[0Tech.1 Technical Orientation|0Tech.1 Technical Orient]]<<if $AudTech1>><<print " <<c taskyellow>>Complete!<</c>>">><</if>> [[0Tech.2 Technical Rehearsal|0Tech.2 Tech Rehearsal]]<<if $AudTech2>><<print " <<c taskyellow>>Complete!<</c>>">><</if>> /***Original Text*** Facilitator’s First Steps Until you shine your light, you’ll only be a Shadow So you’ve decided to step up and learn how to become an interculturalist, specializing in language & cultural skills development. What makes People-Places-Things’ approach different from academic-style language programs is that we prioritize Interpersonal Connection, Cultural Responsiveness and Experiential Learning. This creates a classroom feel that can be very different from what you expect. We believe the best theory comes from reflective practice. Milepost 0.3 – Visit a Class Here is our calendar of Current Classes. It shows all of the classes that you can “shadow” to experience our evolutionary approach. Most of them are taught by other Aprendices – people who are enrolled in our training program. Just pick the day and location that is most convenient for you – all of the listed classes are open to the public. Click on the day that you want to come to in order to register. We prefer that you just choose a single day for your first shadowing experience. When you register to shadow a class, it sends an email to our Welcoming Coordinator, who then notifies the facilitator(s) on that day, and possibly the site coordinator. You should expect a response from the MC (primary instructor) within 24 hours confirming your request. If you do not hear from us, please don’t hesitate to follow up. We are all learning to communicate better here! All P-P-T Members are encouraged to communicate frequently in a friendly, low-intensity, and transparent way with each other and all participants – we call this Supportive Communication. The foundations of this program include: we are all visible members of our community; we are choosing to be together; we are choosing to become better communicators; and we are choosing to help other people be better communicators. Please ask any questions and let us know if you would like to chat by phone – but resist the urge to have all your questions answered before you come. Experience is the best teacher! Milepost 0.4 – Show Up Please map the location, and plan to arrive at least 15 minutes early. This is your first big test! A certain percentage of interested people are just not able to get to their first class. It’s ok – things happen. Consistency and reliability are really the key to success with what we do. We are out here every day trying to bring people together and make all our lives richer. If it’s hard for you to show up because it’s too far, or you need to find a job first, or classes are busy – don’t worry! We’ll still be around. Look us up when you have a little more space in your schedule. If you made it – congratulations! Your world is about to get a whole lot bigger! Milepost 0.5 – Participate Most of our sites are training sites, and that means our apprentices, facilitators, assistants, and other community members are all at different levels of ability and bring different strengths and perspectives to the classroom. Every learning community is unique, and because it’s open-entry, open-exit we never know who is going to be there or what is going to happen. You should expect times of awkwardness, and times of exultation. Both are intrinsic parts of an interculturalist’s daily reality. Stay flexible and open! What’s most important: In community-based settings, with people from all over the world and at all different levels – “observing” can have an unintended chilling effect. Academic culture says we should stand back and watch before trying, and sometimes that’s the best way. But when you don’t know what that person is thinking over there, writing stuff down, watching – or even worse, looking at their phone – it’s intimidating. If a learner comes from a place where they are politically persecuted, or if their documentation status is unclear – it might scare them away. We need you to show who you are, and model direct engagement versus holding back. So, please – jump in with enthusiasm! The MC (the primary instructor) will be giving you a lot of direction. It might seem a little bossy, but they’re just trying to give clear direction – because a lot of what we think of as polite may not translate very well cross culturally. You may find it surprising that there’s a lot of call-and-response, a lot of movement, a lot of repetition. Some yelling, perhaps. A lot of dictation. Relatively little explicit grammar, few handouts, minimal use of the erasable board. Because you’re a highly fluent English speaker, we need you to model your language skills, and demonstrate enthusiasm and engagement. This will be transmitted to the learners and if that all works out, you’ll be surprised by something else: laughter and visible improvement. Plus – the time will go by so much faster! Please don’t check your phone a bunch or randomly walk out of the class. It’s absolutely ok to talk to the instructor and the people around you, but stay engaged with the activities and give attention and support when a struggling learner is trying to achieve their objective. The classroom energy should be lively and the pace should be quick. If you’re not doing anything, ask the MC: “What should I be doing right now?” Milepost 0.6 – Reflect & Follow Up Our approach requires after class reflection. Please plan 15 minutes to chat about how the class went and what happened, or let the MC know that you can’t stay when you arrive. Try not to criticize the instructor or anyone else – but that doesn’t mean we want you to just be quiet. If something is not making sense for you, inquire about it, and choose the right time to do so. This is different than just asking. Often a question like, “why did you let that learner spell the word incorrectly?” comes with a judgement. Instead, we’re looking for a description of what happened, and a non-judgmental, open invitation to interpret what was happening there: “I saw that you allowed the learner spell the word incorrectly? Is that on purpose? I’m curious about your thinking.” Finding a way to critique and be supportive at the same time is a narrow path for many of us. It’s part of why intercultural communication is hard. We call this Appreciative Inquiry. It is part of our accountability model and it keeps us all on our toes. It gives responsibility to the one inquiring to be open to new interpretations and consider the human who is being held accountable. And those who are receiving the inquiry feel safer, and are allowed to make their own transformation. Expect a follow up after your shadowing experiences inviting you to comment, reflect, or inquire further, and encouraging you to shadow another class. Milepost 0.7 -Keep Showing Up This is the second big test. A lot of folks want being a good language & cultural skills facilitator to be something about a secret bag of tricks, high SAT scores, creativity, the perfect textbook, or deft explanatory skills. It’s simpler than that, but not necessarily easy. You keep showing up. You do a little work every day. It takes time to learn a language, and it takes time to learn to be a good teacher. And it takes time to make friends. Sure, there’s more involved… there are some techniques which work really well, and some themes that are more relevant for particular learners. There is skill involved. But it all comes through practice and consistent work and wide exposure to many situations and people. Continuing to show up also means staying in communication with other participants and making it a little part of your life. Ideally, you will shadow 3 more classes in different locations, so you can start to appreciate the breadth of variability in the community-based context. After each class, send a follow up thank you text or email, and practice your Connective Inquiry if you feel like things didn’t go quite right. You’re always welcome to contact other Compas with questions or concerns. This is a training program, so we want open communication. You can’t “tattle” – we care about all of our facilitators, and the learners’ experience especially, so we aren’t going to blow it up and cause fights. In fact, our whole purpose is to figure out how to tell people they can be better in a way that makes them feel motivated to improve, not shamed. We call this period your “Audition” period, which can last up to a month if you’re only going once a week. You probably have a lot of questions, so we’ve created an “Achievement List” to answer your questions and prepare you to become an Aprendiz. The last Achievement is Enter the Program – you can review this, but you can’t complete it until you’re with an Oficix who is authorized to enroll you and make payment arrangements. So explore! You can’t break anything, you can only learn. If you’re not planning on entering the program, you don’t have to do these things – but we wouldn’t tell folks to do it if we didn’t think it was a good idea. Milepost 0.8 – Plan Your Dress Rehearsal So you’re kinda into this, eh? Nice! So are we! After you’ve shadowed 4 times and completed the tasks in Step 5, you’ve passed your “Audition” period. You are invited to teach your first class with a custom made lesson plan that we give to you. We call this the “Dress Rehearsal”. You’ll sit down one-on-one with a key member of P-P-T for about 2 hours to go over your lesson step by step – which is called “Dress Rehearsal Prep”. The Welcoming Coordinator will set this up for you after your 4th Shadowing experience. You will need to pick the date of your Dress Rehearsal before we can give you a Dress Rehearsal Prep. Other Compas might be there with you. Your lesson will look a lot like what you’ve been observing. But this is the opportunity to really dig in with questions. You’ve seen people doing things slightly differently and you’re not sure which is the “right” way to do it. Your coach will go step by step into every thing you say and do and the effect that it has on your class. At the end of this session, you’ll know where you’ll be teaching, what you’ll be teaching, and how. You’ll be expected to connect with the MC and DJ for that class.. they’re there to support you in case it all goes awry. You’ll need to make sure that all the materials you need are there. Milepost 0.9 -Action! The Third Big Test: teaching your first class. For a few of you, this won’t really be that big of a deal. But for more than 90% of people you’re going to be nervous. It’s ok to be nervous. It will not be your best class. You will not be amazing. It’s normal. That’s why we’re here. But there’s definitely no way around it. Think of it like baking a pie. Try following the recipe. It might come out good, or not so good, but at least you have a recipe to work with. Then make 10 more pies and see how that’s working for you. Once you make 10 pies, you’ll definitely start seeing things a little differently than you did at first. The first few pies are just like, whatever. Try not to overthink it – it might make things worse, and it will certainly stress you out. But even that’s ok. Because that’s what makes this hard. Navigating the emotional stuff and inspiring your learners to get back up and keep practicing. Learning a language is hard work, and it’s humiliating at times. It takes courage and faith to do that. The next sentence is really important: Your first few less-than-competent, bumbling classes are the closest you come to understanding what your learners’ experience is like. And for that reason, that terror of leaping off the cliff and not knowing what’s going to happen should be respected – if you stick through it, you will meet hundreds of disoriented non-native speakers making that first terrifying leap into your classroom. And you’ll be there to catch ’em, helping them spell their name out loud for the first time in a strange, unfamiliar tongue. It’s a sacred honor. And when we’re all messing up together, somehow, that’s way better. Way more human. Don’t forget to do a little debrief afterwards – you’ll usually have a more experienced instructor supporting you. And send the Director of Apprentices a text immediately after saying how many people where there, what your feelings are, and if you’re ready to meet to enter the program. Milepost 1.0 – Become an Aprendiz We’re proud of you! You should become an apprentice! During your appointment with the Director of Apprentices you will make payment arrangements or qualify for an assistantship and officially begin your practicum (by going through the last item on the Achievement List, above). You’ll meet for about an hour, and chart out your trajectory, how the tools work, and discuss any special arrangements you’ll need. We’ll set you up with a regular class, and make sure you’re in touch with all the people you need to facilitate your success. And then the journey begins!*/

/*0.41 - Stage1 - Instructor (Bringing the Pie)*/\ !Instructor - Bringing the Pie !!Mise en Place !!!Prepare, Communicate & Document \ /*An old style scale with the right side black background and the foreground white, the left side has black and white reversed.*/\ !!!INSTRUCTOR STAGE1 ''[[1Act. Action Syllabus|Action Syllabus]]'' [[1Act.1 MC (5x) & DJ (5x)|1Act.1 MC5 & DJ5]]<<if $InstAct1>><<print " Complete!">><</if>> [[1Act.2 The Fountain of Resources II|1Act.2 Fountain II]]<<if $InstAct2>><<print " Complete!">><</if>> [[1Act.3 Community Engagement IA|1Act.3 Community IA]]<<if $InstAct3>><<print " Complete!">><</if>> [[1Act.4 Community Engagement IB|1Act.4 Community IB]]<<if $InstAct4>><<print " Complete!">><</if>> ''[[1Admin. Administrative Syllabus|Admin Syllabus]]'' [[1Admin.0 Instructor Task List|1Admin.0 Instruct Dox]]<<if $InstAdmin1>><<print "Stage1 Complete!">><</if>> [[1Admin.1 Minimal Competence: Documentation|1Admin.1 MinCom Doc]]<<if $InstAct1>><<print " Complete!">><</if>> [[1Admin.2 Level Up|1Admin.2 LevelUp Prac]]<<if $InstAdmin2>><<print " Complete!">><</if>> ''[[1Ana. Analytic Syllabus|Analytic Syllabus]]'' [[1Ana.1 Think About It.|1Ana.1 Think]]<<if $InstAna1>><<print " Complete!">><</if>> ''[[1Cre. Creative Syllabus|Creative Syllabus]]'' [[1Cre.1 21Challenges|1Cre.1 21Chal]]<<if $InstCre1>><<print " Complete!">><</if>> [[1Cre.2 Try Something New.|1Cre.2 Try New]]<<if $InstCre2>><<print " Complete!">><</if>> ''[[1Eth. Ethical Syllbus|Ethical Syllabus]]'' [[1Eth.1 Do Gooder|1Eth.1 Do Good]]<<if $InstEth1>><<print " Complete!">><</if>> [[1Eth.2 Quandary I|1Eth.2 Quandary I]]<<if $InstEth2>><<print " Complete!">><</if>> [[1Eth.3 What Is Intercultural Communication? II|1Eth.3 Inter Com? II]]<<if $InstEth3>><<print " Complete!">><</if>> [[1Eth.4 Burns & Boons|1Eth.4 Burns & Boons]]<<if $InstEth4>><<print " Complete!">><</if>> ''[[1Insp. Inspirational Syllabus|Inspire Syllabus]]'' [[1Insp.1 Get Inspired!|1Insp.1 Inspired!]]<<if $InstInsp1>><<print " Complete!">><</if>> [[1Insp.2 Motivation II|1Insp.2 Motive II]]<<if $InstInsp2>><<print " Complete!">><</if>> ''[[1Nar. Narrative Syllabus|Narrative Syllabus]]'' [[1Nar.1 You Better Believe It.|1Nar.1 Believe]]<<if $InstNar1>><<print " Complete!">><</if>> ''[[1Ref. Reflective Syllabus|Reflective Syllabus]]'' [[1Ref.1 Consent to Coach|1Ref.1 Consent]]<<if $InstRef1>><<print " Complete!">><</if>> [[1Ref.2 Know Yourself: Your Social Location|1Ref.2 Know Location]]<<if $InstRef1>><<print " Complete!">><</if>> [[1Ref.3 Levels of Reflection: Observation|1Ref.3 Observe]]<<if $InstRef2>><<print " Complete!">><</if>> [[1Ref.4 21Challenges|1Ref.4 21Chal]]<<if $InstRef3>><<print " Complete!">><</if>> [[1Ref.5 Go Deeper.|1Ref.5 Deeper]]<<if $InstRef1>><<print " Complete!">><</if>> ''[[1Rel. Relational Syllabus|Relational Syllabus]]'' [[1Rel.1 Minimal Competence: Connective Communication|1Rel.1 MinCom Comm]]<<if $InstRel1>><<print " Complete!">><</if>> [[1Rel.2 21Challenges|1Rel.2 21Chal]]<<if $InstRel2>><<print " Complete!">><</if>> [[1Rel.3 Get Connected!|1Rel.3 Connected!]]<<if $InstRel3>><<print " Complete!">><</if>> [[1Rel.4 Fledge I (F-WING)|1Rel.4 Fledge I]]<<if $InstRel4>><<print " Complete!">><</if>> ''[[1Tech. Technical Syllabus|Technical Syllabus]]'' [[1Tech.1 Minimal Competence: Preparation|1Tech.1 MinCom Prep]]<<if $InstTech1>><<print " Complete!">><</if>> [[1Tech.2 Coach5 I: Model Teaching|1Tech.2 Coach5 Model]]<<if $InstTech2>><<print " Complete!">><</if>> [[1Tech.3 21Challenges|1Tech.3 21Chal]]<<if $InstTech3>><<print " Complete!">><</if>> [[1Tech.4 Coach5 II: Try My Recipe|1Tech.4 Coach5 Recipe]]<<if $InstTech4>><<print " Complete!">><</if>>

/*0.42 - Stage2 Practitioner (Developing Competence)*/ !Stage2 Practitioner - Developing Competence !!Earning Your Chops !!!Honing your Technical Skills\ /*Three black asterisks with 5 points arranged in a triangle on a white background. (image)*/\ !!!PRACTITIONER STAGE2 ''[[2Act. Action Syllabus|Action Syllabus]]'' [[2Act.1 MC (10x) & DJ (5x)|2Act.1 MC10 & DJ5]]<<if $PracAct1>><<print " Complete!">><</if>> [[2Act.2 The Fountain of Resources III|2Act.2 Fountain III]]<<if $PracAct2>><<print " Complete!">><</if>> [[2Act.3 Community Engagement IIA|2Act.3 Community IIA]]<<if $PracAct3>><<print " Complete!">><</if>> [[2Act.4 Community Engagement IIB|2Act.4 Community IIB]]<<if $PracAct4>><<print " Complete!">><</if>> [[2Act.5 Minimal Competence: Curriculum Materials|2Act.5 MinCom Curr]]<<if $PracAct5>><<print " Complete!">><</if>> [[2Act.6 Minimal Competence: Clarity|2Act.6 MinCom Clear]]<<if $PracAct6>><<print " Complete!">><</if>> ''[[2Admin. Administrative Syllabus|Admin Syllabus]]'' [[2Admin.0 Practitioner Task List|2Admin.0 Prac Dox]]<<if $PracAdmin0>><<print " Complete!">><</if>> [[2Admin.1 Minimal Competence: Documentation|2Admin.1 MinCom Doc]]<<if $PracAdmin1>><<print " Complete!">><</if>> [[2Admin.2 Level Up|2Admin.2 LevelUp Fac]]<<if $PracAdmin2>><<print " Complete!">><</if>> ''[[2Ana. Analytic Syllabus|Analytic Syllabus]]'' [[2Ana.1 Think About It.|2Ana.1 Think]]<<if $PracAna1>><<print " Complete!">><</if>> ''[[2Cre. Creative Syllabus|Creative Syllabus]]'' [[2Cre.1 21Challenges|2Cre.1 21Chal]]<<if $PracCre1>><<print " Complete!">><</if>> ''[[2Eth. Ethical Syllabus|Ethical Syllabus]]'' [[2Eth.1 Do Gooder|2Eth.1 Do Good]]<<if $PracEth1>><<print " Complete!">><</if>> [[2Eth.2 Quandary II|2Eth.2 Quandary II]]<<if $PracEth2>><<print " Complete!">><</if>> [[2Eth.3 What Is Intercultural Communication? III|2Eth.3 Inter Com? III]]<<if $PracEth3>><<print " Complete!">><</if>> [[2Eth.4 Burns & Boons|2Eth.4 Burns & Boons]]<<if $PracEth4>><<print " Complete!">><</if>> ''[[2Insp. Inspirational Syllabus|Inspire Syllabus]]'' [[2Insp.1 Get Inspired!|2Insp.1 Inspired!]]<<if $PracInsp1>><<print " Complete!">><</if>> [[2Insp.2 Motivation III|2Insp.2 Motive III]]<<if $PracInsp2>><<print " Complete!">><</if>> ''[[2Nar. Narrtive Syllabus|Narrative Syllabus]]'' [[2Nar.1 You Better Believe It.|2Nar.1 Believe]]<<if $PracNar1>><<print " Complete!">><</if>> ''[[2Ref. Reflective Syllabus|Reflective Syllabus]]'' [[2Ref.1 Know Yourself: Implicit Bias Test|2Ref.1 Know Bias]]<<if $PracRef1>><<print " Complete!">><</if>> [[2Ref.2 Levels of Reflection: Reaction|2Ref.2 React]]<<if $PracRef2>><<print " Complete!">><</if>> [[2Ref.3 21Challenges|2Ref.3 21Chal]]<<if $PracRef3>><<print " Complete!">><</if>> [[2Ref.4 Go Deeper.|2Ref.4 Deeper]]<<if $PracRef4>><<print " Complete!">><</if>> ''[[2Rel. Relational Syllabus|Relational Syllabus]]'' [[2Rel.1 Minimal Competence: Connective Communication|2Rel.1 MinCom Inquiry]]<<if $PracRel1>><<print " Complete!">><</if>> [[2Rel.2 21Challenges|2Rel.2 21Chal]]<<if $PracRel2>><<print " Complete!">><</if>> [[2Rel.3 Get Connected!|2Rel.3 Connected!]]<<if $PracRel3>><<print " Complete!">><</if>> [[2Rel.4 Fledge II (J-WING)|2Rel.4 Fledge II]]<<if $PracRel4>><<print " Complete!">><</if>> ''[[2Tech. Technical Syllabus|Technical Syllabus]]'' [[2Tech.1 Minimal Competence: Preparation|2Tech.1 MinCom Prep]]<<if $PracTech1>><<print " Complete!">><</if>> [[2Tech.2 Coach5 III: Annotated Observation|2Tech.2 Annotated]]<<if $PracTech2>><<print " Complete!">><</if>> [[2Tech.3 Coach5 IV: Gentle Intervention|2Tech.3 Intervention]]<<if $PracTech3>><<print " Complete!">><</if>>

/*0.43 - Stage3 Facilitator (Showing the Ropes)*/ !Stage3 Facilitator !!Showing the Ropes !!!Confident, Enthusiastic, Supportive, Competent, Dynamic Motivator !!!FACILITATOR STAGE3 ''[[3Act. Action Syllabus|Action Syllabus]]'' [[3Act.1 MC (5X) & DJ (10x) & Either (5x)|3Act.1 MC5 & DJ10 & Either5]]<<if $FacAct1>><<print " Complete!">><</if>> [[3Act.2 The Fountain of Resources IV|3Act.2 Fountain IV]]<<if $FacAct2>><<print " Complete!">><</if>> [[3Act.3 Community Engagement IIIA|3Act.3 Community IIIA]]<<if $FacAct3>><<print " Complete!">><</if>> [[3Act.4 Community Engagement IIIB|3Act.4 Community IIIB]]<<if $FacAct4>><<print " Complete!">><</if>> [[3Act.5 Impact A|3Act.5 Impact A]]<<if $FacAct5>><<print " Complete!">><</if>> [[3Act.6 Impact B|3Act.6 Impact B]]<<if $FacAct6>><<print " Complete!">><</if>> [[3Act.7 Minimal Competence: Resource Referral|3Act.7 MinCom Resource]]<<if $FacAct7>><<print " Complete!">><</if>> ''[[3Admin. Administrative Syllabus|Admin Syllabus]]'' [[3Admin.0 Facilitator Task List|3Admin.0 Fac Dox]]<<if $FacAdmin0>><<print " Complete!">><</if>> [[3Admin.1 Minimal Competence: Documentation|3Admin.1 MinCom Doc]]<<if $FacAdmin1>><<print " Complete!">><</if>> [[3Admin.2 Level Up|3Admin.2 EFTC Grad]]<<if $FacAdmin2>><<print " Complete!">><</if>> ''[[3Ana. Analytic Syllabus|Analytic Syllabus]]'' [[3Ana.1 Think About It.|3Ana.1 Think]]<<if $FacAna1>><<print " Complete!">><</if>> [[3Ana.2 Minimal Competence: Program Design|3Ana.2 MinCom Prog]]<<if $FacAna2>><<print " Complete!">><</if>> [[3Ana.3 Minimal Competence: Equity Analysis|3Ana.3 MinCom Equity]]<<if $FacAna3>><<print " Complete!">><</if>> [[3Ana.4 Minimal Competence: Jargon|3Ana.4 MinCom Jargon]]<<if $FacAna4>><<print " Complete!">><</if>> ''[[3Cre. Creative Syllabus|Creative Syllabus]]'' [[3Cre.1 21Challenges|3Cre.1 21Chal]]<<if $FacCre1>><<print " Complete!">><</if>> [[3Cre.2 Minimal Competence: Activity Design|3Cre.2 MinCom Design]]<<if $FacCre2>><<print " Complete!">><</if>> [[3Cre.3 The Artist Known Currently As You|3Cre.3 Artist]]<<if $FacCre3>><<print " Complete!">><</if>> ''[[3Eth. Ethical Syllabus|Ethical Syllabus]]'' [[3Eth.1 Do Gooder|3Eth.1 Do Good]]<<if $FacEth1>><<print " Complete!">><</if>> [[3Eth.2 Quandary III|3Eth.2 Quandary III]]<<if $FacEth2>><<print " Complete!">><</if>> [[3Eth.3 What Is Intercultural Communication? IV|3Eth.3 Inter Com? IV]]<<if $FacEth3>><<print " Complete!">><</if>> [[3Eth.4 Burns & Boons|3Eth.4 Burns & Boons]]<<if $FacEth4>><<print " Complete!">><</if>> ''[[3Insp. Inspirational Syllabus|Inspire Syllabus]]'' [[3Insp.1 Get Inspired!|3Insp.1 Inspired!]]<<if $FacInsp1>><<print " Complete!">><</if>> [[3Insp.2 Motivation IV|3Insp.2 Motive IV]]<<if $FacInsp2>><<print " Complete!">><</if>> ''[[3Nar. Narrative Syllabus|Narrative Syllabus]]'' [[3Nar.1 You Better Believe It.|3Nar.1 Believe]]<<if $FacNar1>><<print " Complete!">><</if>> ''[[3Ref. Reflective Syllabus|Reflective Syllabus]]'' [[3Ref.1 Levels of Reflection|3Ref.1 Analyze]]<<if $FacRef1>><<print " Complete!">><</if>> [[3Ref.2 21Challenges|3Ref.2 21Chal]]<<if $FacRef2>><<print " Complete!">><</if>> [[3Ref.3 Minimal Competence: Personal Growth|3Ref.3 MinCom Growth]]<<if $FacRef3>><<print " Complete!">><</if>> ''[[3Rel. Relational Syllabus|Relational Syllabus]]'' [[3Rel.1 Minimal Competence: Communication|3Rel.1 MinCom Comm]]<<if $FacRel1>><<print " Complete!">><</if>> [[3Rel.2 Minimal Competence: Community Engagement|3Rel.2 MinCom Engage]]<<if $FacRel2>><<print " Complete!">><</if>> [[3Rel.3 Minimal Competence: Coaching & Support|3Rel.3 MinCom Supp]]<<if $FacRel3>><<print " Complete!">><</if>> [[3Rel.4 21Challenges|3Rel.4 21Chal]]<<if $FacRel2>><<print " Complete!">><</if>> [[3Rel.5 Get Connected!|3Rel.5 Connected!]]<<if $FacRel3>><<print " Complete!">><</if>> [[3Rel.6 F-WING Leader|3Rel.6 FWING]]<<if $FacRel4>><<print " Complete!">><</if>> ''[[3Tech. Technical Syllabus|Technical Syllabus]]'' [[3Tech.1 Minimal Competence: Classroom Management|3Tech.1 MinCom Manage]]<<if $FacTech1>><<print " Complete!">><</if>> [[3Tech.2 Coach5 5: You’re the Boss, Now.|3Tech.3 Boss]]<<if $FacTech2>><<print " Complete!">><</if>>

<<if not $AudAct1>><span id="mission-complete">^^Mission 1Act.1. MC5 & DJ5 ^^</span><<else>>^^Mission 1Act.1. MC5 & DJ5 <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 2 to 10 weeks^^\ <<dialog 'Get On The Mic'>> Ok, here we go! You'll return to this page a lot, since the main limiter of your progress is completing your 10 classroom leadership experiences. You gotta do the work. You can't cram this one. <</dialog>> !You're the DJ - And the Rapper Classroom Leadership Experiences are in the <<link "<<c quickviewcoral>>Action Syllabus<</c>>">><<popup 'Action Syllabus' 'Learning by Doing'>><</link>> -- the learning dimension that amplifies your impact in the world. Documenting them is in the <<link "<<c quickviewcoral>>Administrative Syllabus<</c>>">><<popup 'Admin Syllabus' 'Learning by Documenting & Organizing'>><</link>> -- the learning dimension that develops your ability to keep track of what you do in an organized way. See the <<c helppink>>Headboard<</c>> for the Stage1 - Instructor Progress list. The English for the Community Apprenticeship was designed with perspective that the best way to learn a skill is not to read a lot, but to shadow skilled people who are friendly and supportive, then start making mistakes. Honestly, we just need you to get past the panic so you can start to hone your craft. We've built our traininig program around practical experience with a supportive community - and some readings and reflections along the way. Why MC and DJ? Most people know these terms from Hip Hop and Rap music, and we did indeed draw inspiration from this powerful American genre that has influenced the voices of social justice around the world. But MC is drawn from Master of Ceremonies, which has been a term in English for centuries, meaning the person who announces the program in any kind of variety performance. And DJ? This means Disk Jockey, probably started in the 60s, to refer to the person who puts records on the radio. However, it was Hip Hop which brought them together, and this concept fits well with our understanding of the relationship between the person who is writing the lesson plan and facilitating the learning space (MC), and the person who supports the front person (the one "on the mic") is the DJ, in the background, but equally important. The music doesn't happen without either one. This was important for us. We used to have a "Primary Instructor" and a "Secondary Instructor" - but everyone thought the Secondary was just a back up assistant. So we gave the role of documenting junk (DJ) and filing the report, and the roles became more balanced and equal in importance. At the end of the day, the best MC needs a solid and reliable DJ to make the crowd go wild. With us, you learn how to do that. <<message "<<c helppink>>Classroom Leadership Experiences Help<</c>>" btn>> (click the button again to hide this information) This Mission is a little more complex than some of the others, because it will likely take several weeks to complete. It's designed for you to enter the information that you have at a given moment and then come back several days later to enter in the next bit of information. You have encountered this during your Shadowing Experiences. It's also the core of our program, as we believe that becoming a good teacher comes from experience. Our program starts with the real world, and we construct our understanding of how it works by working in it, with other supportive people. You've probably Shadowed at least one time by now, so go ahead and start with that one. Click the Task Detail as you usually do. Select the date you did your Shadow1, and hit the button. This will record and display your Shadow1 date and give you the option to click a link to complete the Task. At this point, you can change your Shadow1 date if you make a mistake. Next, click the Task link once again to hide the entry screen, and then show it again. Magically, it will now ask you to enter in your Shadow2 date. You should be able to see your Shadow1 date, as well. At this point, you will no longer be able to update your Shadow1 date - just let your WING or the Coordinator of Apprentices know and we'll make any necessary adjustments. Whenever you complete a Shadow experience, visit this page to log it. After completing and logging four Shadows, you can hit the "Verify Mission" button and that will lock the information in and complete the Mission! Meanwhile, you can click the link in the <<c helppink>>Headboard<</c>> to go to the Stage1 - Instructor Progress list to work through other Missions.<</message>>\ <<message "!!*<<c taskyellow>>Task Detail: MC5 & DJ5 (1Act.1.049-1Act.1.058)<</c>>">>\ Are you documenting an MC experience, or a DJ experience? <<listbox "$MCDJ" "">> <<option "MC">> <<option "DJ">> <</listbox>> Please select the day you you had your Classroom Leadership Experience: <<listbox "$MCDJday" "">> <<optionsfrom $day>> <</listbox>> Please select the month: <<listbox "$MCDJmonth" "">> <<optionsfrom $month>> <</listbox>> Please choose what day of the month: <<listbox "$MCDJnumber" "">> <<optionsfrom $daynumber>> <</listbox>> <<button "Submit MC/DJ Date">> <<set $MCDJdate = "$MCDJ#$MCDJno - " + "$MCDJday, " + "$MCDJmonth " + "$MCDJdaynumber">> <<replace "#MCDJ_dates">>\ Click the link below to complete the Task: <<c taskyellow>>1Act.1.049<</c>> - <<if $Act049>>Instructor $MCDJ#$MCDJno <<c taskyellow>>Complete!<</c>><<else>><<linkappend "$MCDJ#$MCDJno">> <<c taskyellow>>Complete!<</c>><<set $Act049 = true>><<set $journal.unshift("<<c taskyellow>>0Act.1.049:<</c>> $MCDJ#$MCDJno - <<c yourresponseorange>>'$MCDJdate'<</c>> (<<datetime>>)")>><<set $Stage1Tasks += 1>><</linkappend>> <</if>> <</button>> <span id="MCDJ_dates"> Here are your Instructor Classroom Leadership Shadow dates: Shadow1 = <<c yourresponseorange>>$MCDJ#$MCDJno<</c>> Shadow2 = <<c yourresponseorange>>$Shadow2date<</c>> Shadow3 = <<c yourresponseorange>>$Shadow3date<</c>> One more to go!</span>\ ---- <<if not $InstAct1>>\ You haven't completed all of your Classroom Leadership Experiences for Stage1, yet. If you've done all you can do here for now, Go to [[Program Orientation|0Admin.2 Program Orient*]] to tackle one of the most informative Missions in Stage1 - Instructor. <<message "Verify Mission" btn>> <<if $Act049 && $Act050 && $Act051 && $Act0052 && $Act0053 && $Act0054 && $Act0055 && $Act0056 && $Act0057 && $Act0058>>\ <<c taskyellow>>At last, this Mission is complete!<</c>> Here are your Classroom Leadership dates: *<<c taskyellow>>0Act.1.049<</c>> - Shadow1 = <<c yourresponseorange>>$Shadow1date<</c>> (<<datetime>>) *<<c taskyellow>>0Act.1.002<</c>> - Shadow2 = <<c yourresponseorange>>$Shadow2date<</c>> (<<datetime>>) *<<c taskyellow>>0Act.1.003<</c>> - Shadow3 = <<c yourresponseorange>>$Shadow3date<</c>> (<<datetime>>) *<<c taskyellow>>0Act.1.004<</c>> - Shadow4 = <<c yourresponseorange>>$Shadow4date<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MjcxMTIxMTY5MTFa/sa/MTA2Nzg0NjQzMDQx/details Look under Action Syllabus to find the assignment if you have trouble finding it. It's time for your Technical Rehearsal! Contact the Welcomer or your WING if you haven't set up your Tech Rehearsal meeting yet and mosey on over to [[Technical Rehearsal|0Tech.2 Tech Rehearsal]].\ <<if not $AudAct1>> <<set $Audprogress +=1>> <<set $journal.unshift("0Act.1: Shadowing Experiences ACHIEVED <<datetime>>")>> <<set $EFTCprogress += 1>> <<set $AudAct1 = true>> <<replace "#mission-complete">>^^Mission 0Act.1. Shadowing Experiences <<c taskyellow>>COMPLETE!<</c>>^^<</replace>>\ <</if>>\ <<else>>\ Hold up! You still need to complete: <<if not $Act001>>*<<c taskyellow>>0Act.1.001<</c>> - Shadow1<</if>>\ <<if not $Act002>>*<<c taskyellow>>0Act.1.002<</c>> - Shadow2<</if>>\ <<if not $Act003>>*<<c taskyellow>>0Act.1.003<</c>> - Shadow3<</if>>\ <<if not $Act004>>*<<c taskyellow>>0Act.1.004<</c>> - Shadow4<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>At last, this Mission is complete!<</c>> Here are your Shadow dates: *<<c taskyellow>>0Act.1.001<</c>> - Shadow1 = <<c yourresponseorange>>$Shadow1date<</c>> *<<c taskyellow>>0Act.1.002<</c>> - Shadow2 = <<c yourresponseorange>>$Shadow2date<</c>> *<<c taskyellow>>0Act.1.003<</c>> - Shadow3 = <<c yourresponseorange>>$Shadow3date<</c>> *<<c taskyellow>>0Act.1.004<</c>> - Shadow4 = <<c yourresponseorange>>$Shadow4date<</c>> You're probably pretty experienced navigating the Role-Learning Game environment by now. Open the <<c helppink>>Headboard<</c>> and look at the Stage1 - Instructor Progress Checklist to see if there are any Missions you haven't completed yet.<</if>> /* <<if not $Act001>>\ Please select the day you did your first Shadow: <<listbox "$Shadow1day" "">> <<optionsfrom $day>> <</listbox>> Please select the month: <<listbox "$Shadow1month" "">> <<optionsfrom $month>> <</listbox>> Please choose what day of the month: <<listbox "$Shadow1daynumber" "">> <<optionsfrom $daynumber>> <</listbox>> <<button "Submit Shadow1 Date">> <<set $Shadow1date = "$Shadow1day, " + "$Shadow1month " + "$Shadow1daynumber">> <<replace "#shadow_dates">>\ Click the link below to complete the Task: <<c taskyellow>>0Act.1.001<</c>> - <<if $Act001>>Shadow1 <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Shadow1">> <<c taskyellow>>Complete!<</c>><<set $Act001 = true>><<set $journal.unshift("<<c taskyellow>>0Act.1.001:<</c>> Shadow1 - <<c yourresponseorange>>'$Shadow1date'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> You completed your Shadow1 Experience on <<c yourresponseorange>>$Shadow1date<</c>>. Keep Going! Refresh this area by clicking on the Task Detail link above, then click again to show the Shadow2 entry screen. <</replace>><</button>><</if>>\ <<if $Act001 && not $Act002>>\ Please select the day you did your second Shadow: <<listbox "$Shadow2day" "">> <<optionsfrom $day>> <</listbox>> Please select the month: <<listbox "$Shadow2month" "">> <<optionsfrom $month>> <</listbox>> Please choose what day of the month: <<listbox "$Shadow2daynumber" "">> <<optionsfrom $daynumber>> <</listbox>> <<button "Submit Shadow2 Date">> <<set $Shadow2date = "$Shadow2day, " + "$Shadow2month " + "$Shadow2daynumber">><<replace "#shadow_dates">>\ Click the link below to complete the Task: <<c taskyellow>>0Act.1.002<</c>> - <<if $Act002>>Shadow2 <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Shadow2">> <<c taskyellow>>Complete!<</c>><<set $Act002 = true>><<set $journal.unshift("<<c taskyellow>>0Act.1.002:<</c>> Shadow2 - <<c yourresponseorange>>'$Shadow2date'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> You completed your Shadow2 Experience on <<c yourresponseorange>>$Shadow2date<</c>>. Refresh this area by clicking on the Task Detail link above, then click again to show the Shadow3 entry screen. <</replace>><</button>><</if>>\ <<if $Act002 && not $Act003>>\ Please select the day you did your third Shadow: <<listbox "$Shadow3day" "">> <<optionsfrom $day>> <</listbox>> Please select the month: <<listbox "$Shadow3month" "">> <<optionsfrom $month>> <</listbox>> Please choose what day of the month: <<listbox "$Shadow3daynumber" "">> <<optionsfrom $daynumber>> <</listbox>> <<button "Submit Shadow3 Date">> <<set $Shadow3date = "$Shadow3day, " + "$Shadow3month " + "$Shadow3daynumber">><<replace "#shadow_dates">>\ Click the link below to complete the Task: <<c taskyellow>>0Act.1.003<</c>> - <<if $Act003>>Shadow3 <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Shadow3">> <<c taskyellow>>Complete!<</c>><<set $Act003 = true>><<set $journal.unshift("<<c taskyellow>>0Act.1.003:<</c>> Shadow3 - <<c yourresponseorange>>'$Shadow3date'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> You completed your Shadow3 Experience on <<c yourresponseorange>>$Shadow3date<</c>>. Refresh this area by clicking on the Task Detail link above, then click again to show the Shadow4 entry screen. <</replace>><</button>><</if>>\ <<if $Act003 && not $Act004>>\ Please select the day you did your fourth Shadow: <<listbox "$Shadow4day" "">> <<optionsfrom $day>> <</listbox>> Please select the month: <<listbox "$Shadow4month" "">> <<optionsfrom $month>> <</listbox>> Please choose what day of the month: <<listbox "$Shadow4daynumber" "">> <<optionsfrom $daynumber>> <</listbox>> <<button "Submit Shadow4 Date">> <<set $Shadow4date = "$Shadow4day, " + "$Shadow4month " + "$Shadow4daynumber">><<replace "#shadow_dates">>\ Click the link below to complete the Task: <<c taskyellow>>0Act.1.004<</c>> - <<if $Act004>>Shadow4 <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Shadow4">> <<c taskyellow>>Complete!<</c>><<set $Act004 = true>><<set $journal.unshift("<<c taskyellow>>0Act.1.004:<</c>> Shadow4 - <<c yourresponseorange>>'$Shadow4date'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> You completed your Shadow4 Experience on <<c yourresponseorange>>$Shadow4date<</c>> - It's a major step! Make sure you click the ''Verify Missions'' button, below, to finish up! <</replace>><</button>><</if>>\ <<if $Act004>> <span id="#shadow_dates">You have completed all of your Shadowing Experiences. Move along...</span>\ <<elseif $Act003>> <span id="shadow_dates"> Here are your Shadow dates: Shadow1 = <<c yourresponseorange>>$Shadow1date<</c>> Shadow2 = <<c yourresponseorange>>$Shadow2date<</c>> Shadow3 = <<c yourresponseorange>>$Shadow3date<</c>> One more to go!</span>\ <<elseif $Act002>> <span id="shadow_dates"> Here are your Shadow dates: Shadow1 = <<c yourresponseorange>>$Shadow1date<</c>> Shadow2 = <<c yourresponseorange>>$Shadow2date<</c>> Halfway there, intrepid journeyer!</span>\ <<elseif $Act001>> <span id="shadow_dates"> Here are your Shadow dates: Shadow1 = <<c yourresponseorange>>$Shadow1date<</c>> One down, three to go.</span>\ <<else>> <span id="shadow_dates">You haven't completed any Shadowing Experiences, yet! Let's get this show on the road!</span><</if>>\ <</message>> */ /*---- <<if not $AudAct1>>\ You haven't completed all of your Shadowing Experiences, yet. If you've done all you can do here for now, Go to [[Program Orientation|0Admin.2 Program Orient*]] to tackle one of the most informative Missions in Stage0 - Audition. <<message "Verify Mission" btn>> <<if $Act001 && $Act002 && $Act003 && $Act004>>\ <<c taskyellow>>At last, this Mission is complete!<</c>> Here are your Shadow dates: *<<c taskyellow>>0Act.1.001<</c>> - Shadow1 = <<c yourresponseorange>>$Shadow1date<</c>> (<<datetime>>) *<<c taskyellow>>0Act.1.002<</c>> - Shadow2 = <<c yourresponseorange>>$Shadow2date<</c>> (<<datetime>>) *<<c taskyellow>>0Act.1.003<</c>> - Shadow3 = <<c yourresponseorange>>$Shadow3date<</c>> (<<datetime>>) *<<c taskyellow>>0Act.1.004<</c>> - Shadow4 = <<c yourresponseorange>>$Shadow4date<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4Njg0/details Look under Action Syllabus to find the assignment if you have trouble finding it. It's time for your Technical Rehearsal! Contact the Welcomer or your WING if you haven't set up your Tech Rehearsal meeting yet and mosey on over to [[Technical Rehearsal|0Tech.2 Tech Rehearsal]].\ <<if not $AudAct1>> <<set $Audprogress +=1>> <<set $journal.unshift("0Act.1: Shadowing Experiences ACHIEVED <<datetime>>")>> <<set $EFTCprogress += 1>> <<set $AudAct1 = true>> <<replace "#mission-complete">>^^Mission 0Act.1. Shadowing Experiences <<c taskyellow>>COMPLETE!<</c>>^^<</replace>>\ <</if>>\ <<else>>\ Hold up! You still need to complete: <<if not $Act001>>*<<c taskyellow>>0Act.1.001<</c>> - Shadow1<</if>>\ <<if not $Act002>>*<<c taskyellow>>0Act.1.002<</c>> - Shadow2<</if>>\ <<if not $Act003>>*<<c taskyellow>>0Act.1.003<</c>> - Shadow3<</if>>\ <<if not $Act004>>*<<c taskyellow>>0Act.1.004<</c>> - Shadow4<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>At last, this Mission is complete!<</c>> Here are your Shadow dates: *<<c taskyellow>>0Act.1.001<</c>> - Shadow1 = <<c yourresponseorange>>$Shadow1date<</c>> *<<c taskyellow>>0Act.1.002<</c>> - Shadow2 = <<c yourresponseorange>>$Shadow2date<</c>> *<<c taskyellow>>0Act.1.003<</c>> - Shadow3 = <<c yourresponseorange>>$Shadow3date<</c>> *<<c taskyellow>>0Act.1.004<</c>> - Shadow4 = <<c yourresponseorange>>$Shadow4date<</c>> You're probably pretty experienced navigating the Role-Learning Game environment by now. Open the <<c helppink>>Headboard<</c>> and look at the Stage0 - Audition Progress Checklist to see if there are any Missions you haven't completed yet.<</if>>\ ***Original Text*** (From Admin Syllabus) Document Your Classroom Experiences Remember, you need to keep a physical copy of every Lesson Plan if you're the MC, and every Attendance Sheet if you're the DJ. You'll need to show these to the Coordinator of Apprentices when you Level Up. You'll need to enter all of your classroom experiences here as well. Fill in this section after you've completed all your minimum requirements for this level. It's ok if you do more than what's required, but you'll need to fill them in before you can level up and count your next classes. We will always have the Class Reports as a backup, so if you've lost something or forgotten, just check there: http://www.pptpdx.com/pptforums/pptforum/past-tense-classroom-log/ MC#1 MC#2 MC#3 MC#4 MC#5 DJ#1 DJ#2 DJ#3 DJ#4 DJ#5 */

<<if not $InstAct2>><span id="mission-complete">^^Mission 1Act.2 Explore The Fountain of Resources II ^^</span><<else>>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 5 minutes^^ <<dialog 'Still Haven`t Found What You`re Looking For?'>>\ Resource Navigation = Culture Learning If you're teaching English in the US..., but if you're teaching outside the US... Click the X in the upper right to close this dialog box and get underway.<</dialog>>\ !The Fountain of Resources II The Fountain is an endless wellspring of useful digital resources. <<message "!!*<<c taskyellow>>Task Detail: Immigrant Refugee Resource Guides (1Act.2.059)<</c>>">>\ We present you two resources which can help you support immigrants, refugees and newcomers in Portland. The first two can be found in the Classroom: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details The "Pathways to Wellness Immigrant Refugee Resurce Directory" is the most comprehensive local list of resources designed specifically for issues that affect newcomer families. It was produced by Lutheran Community Services in 2014, and sadly, the amount of work to pull it together was so extensive that they couldn't keep it up to date. The second was produced by Briana Paris specifically for <<hovertip 'Teaching English to Speakers of Other Languages'>>TESOL<</hovertip>> professionals and volunteers. It's more up to date, but narrower scope. This underscores the reality and challenge of tracking resources for immigrants and refugees when there is a language or culture gap: *People need access to entire range of resources, especially low-income folks *We have about 120 languages spoken in Oregon (and even more distinct cultural groups) - each culture group has a specific pattern of need, geographic location, and lifeways that impact how they interface with systems *New resources come and go frequently, and there are many different jurisdictions and viewpoints *It's difficult to promote a given resource, resource list, aggregator - print is expensive, some people don't use facebook, some people struggle with email. This means it's incredibly difficult to easily provide a resource or list of resources at the moment that a person needs it, in a way that they can access it. Needs, resources, and their relationship to each other are continually evolving. https://www.211info.org/ https://usahello.org/ https://usahello.org/about-us/findhello-app/ https://www.portlandoregon.gov/oehr/article/754396 https://www.oregonlive.com/pacific-northwest-news/2015/11/five_languages_you_probably_di.html https://www.facebook.com/groups/1048561315302586 Enter your response in the field below to complete the task. What is the closest resource (pin) on the map to where you live? <<if ndef $fountainII>><<textbox "$fountainII" "Statue of Liberty" autofocus>><<else>><<textbox '$fountainII' $fountainII autofocus>><</if>> <<button "Set Location">>\ <<if $fountainI == "Statue of Liberty">>\ <<replace "#fountain-II">>Really? You might want to double check that location...<</replace>>\ <<else>>\ <<replace "#fountain-II">>\ You answered: <<c yourresponseorange>>$fountainII<</c>> Click the link below to complete the Task: <<c taskyellow>>1Act.2.059<</c>> - <<if $Act059>>Immigrant Refugee Resource Guides <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Immigrant Refugee Resource Guides">><<c taskyellow>> Complete!<</c>><<set $Act059 = true>><<set $journal.unshift("<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)")>><<set $Stage1Tasks += 1>><</linkappend>><</if>><</replace>>\ <</if>> <</button>> <<if $Act059>><span id="fountain-II">Your closest resource is <<c yourresponseorange>>$fountainII<</c>> <<c taskyellow>>1Act.2.059<</c>> - Immigrant Refugee Resource Guides <<c taskyellow>>Complete!<</c>> </span><<else>>\ <span id="fountain-II">You haven't told us what your closest resource is yet. Open the website, find a location on the map, and enter it in the box. Click the button!</span><</if>>\ <</message>>\ ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** The Fountain is where we put websites that are useful. There are a few which are so key, we want to make sure you know they're there. http://www.pindex.com/b/patrik-kilpatrick/resources/ Immigrant Refugee Resource Guide One of the most important resources for non native English speakers is the Immigrant Refugee Resource Guide. Describe one specific that you can see would be beneficial to someone in the class you're facilitating, and how you know that.*/

<<if not $AudAna1>><span id="mission-complete">^^Mission 0.Ana.1. Think About It. ^^</span><<else>><span id="mission-complete">^^Mission 0.Ana.1. Think About It. <<c taskyellow>>COMPLETE!<</c>>^^</span><</if>> ^^Approximate Time to Complete: 10 min^^ <<dialog 'Thought Partner'>>\ In this Mission, you'll ponder a short video. <</dialog>> !Think About It. (Audition) <<message "!!*<<c taskyellow>>Task Detail: Are You Judging Those Who Ask For Help? (0Ana.1.020)<</c>>">> Brene Brown has keen insight on vulnerability, shame, and love. Click [[Are You Judging Those Who Ask For Help?|https://classroom.google.com/u/1/c/MjcxMTIxMTY5MTFa/sa/MTM0MDE4MTEwNDA1/details]] to watch the video. Why do ''you'' think ''we'' think this is so important for intercultural communication and working with immigrant/refugee newcomers? <<textarea "$audJudging" "Tell Us!">> <<button "Submit Answer">> <<if $audJudging === "Tell Us!">> <<replace "#audition_judging">>\ <span id="audition_judging">You haven't told us what ''you'' think ''we'' think about the Brene Brown video yet.</span> <</replace>>\ <<else>>\ <<replace "#audition_judging">><span id="audition_judging">You said <<c yourresponseorange>>"$audJudging"<</c>>. Click the link below to complete the task. <<c taskyellow>>0Ana.1.020<</c>> - <<if $Ana020>>Are You Judging Those Who Ask for Help? <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Are You Judging Those Who Ask for Help?">> <<c taskyellow>>Complete!<</c>><<set $Ana020 to true>><<set $journal.unshift("<<c taskyellow>>0Ana.1.020:<</c>> Are You Judging Those Who Ask for Help? - <<c yourresponseorange>>'$audJudging'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>></span><</replace>><</if>> <</button>> <<if not $AudAna1>>\ <span id="audition_judging">You haven't told us what ''you'' think ''we'' think about the Brene Brown video yet.</span>\ <<else>>\ <span id="audition_judging">\ You said <<c yourresponseorange>>"$audJudging"<</c>>. <<c taskyellow>>0Ana.1.020<</c>> - Are You Judging Those Who Ask for Help? <<c taskyellow>>Complete!<</c>></span><</if>>\ <</message>>\ ---- <<if not $AudAna1>>\ Click the button below to verify if you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Ana020>>\ <<c taskyellow>>This Mission is complete!<</c>> You're on a roll! Here are your Task responses for this Mission: *<<c taskyellow>>0Ana.1.020:<</c>> Are You Judging Those Who Ask for Help? - <<c yourresponseorange>>'$audJudging'<</c>> (<<datetime>>) Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MjcxMTIxMTY5MTFa/sa/MTM0MDE4MTEwNDA1/details Look under Analytic Syllabus to find the assignment if you're having trouble locating it. You're welcome to take Missions at your own pace at this point. Open the Headboard and click on the link for Stage0 - Audition Progress if you haven't been there yet. For those wanting to follow a recommended path, visit [[Get Connected!|0Rel.1 Connected!]] <<if not $AudAna1>>\ <<set $Audprogress +=1>> <<set $journal.unshift("<<c taskyellow>>0Ana.1:<</c>> Think About It. <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>> <<set $EFTCprogress += 1>> <<set $AudAna1 = true>>\ <<replace "#mission-complete">>^^Mission 0.Ana.1. Think About It. <<c taskyellow>>COMPLETE!<</c>>^^<</replace>>\ <</if>>\ <<else>>\ Think again - you still need to complete: <<if not $Ana020>>*<<c taskyellow>>0Ana.1.020:<</c>> Are You Judging Those Who Ask for Help?<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> You're on a roll! You're welcome to take Missions at your own pace at this point. Open the <<c helppink>>Headboard<</c>> and click on the link for Stage0 - Audition Progress, if you haven't been there yet.<</if>>\ /***Original Text*** G-Are You Judging Those Who Ask For Help? Brene Brown has such a keen insight on vulnerability, shame, and love. http://www.pindex.com/b/patrik-kilpatrick/responsible-power Finish the Phrase: "When You Extract Worthiness For Helping People, ________ __________"*/

0.Remember that xAdmin.0 - xxx Dox is the passage that lists every single task for each stage, should serve as a "task inventory" for each stage 0. Remember that Admin Syllabus is the passage that lists all the EFTC Missions - should serve as a checklist for the program 0. Remember that 0Admin.99 is the passage that lists every task - should serve as a full "task inventory" for the full program. 0. Remember that each stage also has an Mission list for that stage 0. Remember that Journal will be used as a running progress report, need a model for regular variable export to apprentices coordinator for review. don't need a save space anymore, but need to build in a task for exporting *+*+*+*+*+* 01. Add Mission names, numbers, and values, also time to complete for each Mission/Task (in the journal?) 01. 0admin.2 Admin Orientation - decide where all this program information will live - website, twine, both? update also, and make as final as possible. Work on spacing, and letting people know how to come back from a page they go to. consider using link append to have people reveal information by touching the screen when they are wanting to move on. Think about how the Syllabi reveals more syllabus information only at this point, perhaps? Coach 5 has a hanging question about does this feel intimidating, then some helpful but nonsequitur text at the end.. let that appear after they've completed the task? 01. 0admin.0 - change variables from boolean to content variables to print out or view (the benefit of this is they are in order so easy to scan what's done and not done yet; the benefit to the journal is it shows the order the work was completed; look for elegant way to combine "complete" with the actual content of the variable (also, change the color or something so the answer pops out. Probably also this should just be the page that we ask people to copy and paste and email, it's right there, and we don't need to "save" anything for the purposes of tracking progress. do we want to have admin syllabus here? 01. 0admin3 - not updating boolean 01. consider adding more (short) contextualized info after completing each task, and adding a link right after the Mission congratulations that takes the person to a likely next step. In Stage0, would probably be good to direct them to the next best task, and then eliminate in later stages. Show the variables listed there, the names of the Missions too, so people can see what their answers were. in general, beef up/strengthen the congratulations message for each Mission. Put the link to check the Mission and the congratulations at the top so it's immediately visible, don't have to scroll down when you come back and can quickly review variable contents when going back through 02. 0Admin.2.008 - no program overview! is this a thing? 02. Syllabi - hide all info except for the quotes from Stage0. Reveal syllabus tasks for Stage1, but block Stage2&3, plus explanation. Reveal Keywords + opportunity to access most all tasks for Stage2. 02. Shadowing Experiences - reconsider language about syllabi under shadowing/rewrite (too much new info for early visibility); need to add dates to shadowing (done), and slightly improve what is shown and explain what is happening - especially list the shadowing dates after they have been entered at the bottom, work on the spacing a little bit 02. levels of reflection is interesting, and good. I like the secondary button (could be used instead of "are we done here?") But would be good to reveal each level successively, instead of having them all on the screen at once. 02. 0admin.3 Enroll still needs several task completion variables - right now, probably just point to the website, since that's working. I've hidden payment arrangements, because we have eth. Payment, so we might be able to eliminate a variable. 03. - I like how the Documentation protocol incorporates a lot of more buttons ( a lot!). do this for the WING too! 03. - glossary linkappend 03. - skin in the game linkappend 03. - motivation linkappend 03. - enroll linkappend 09.Result should be a stable final task list in 0Admin.99 - copy tasks for each stage to xAdmin.0 xxx Dox (StageX Missions, and Syllabus Missions should be stable and consistent by extension) *+*+*+*+*+*+*+*+* 11. Coaching Experiences - needs quite a bit of work, change in link texts, explanation, possible showing they are completed as a nice shortcut, fix original text 12. Challenge list needs a lot of dusting up.. make it more clickable, and maybe linkappend to reveal info when its wanted ***completed projects*** Standardize naming (1.Act or 1Act) & fix outliers & inconsistencies Add Coach5 Add 21Challenges Add links to every passage to connect to every passage it will connect to as far as we know. Add text for each Mission from google forms (when done, google forms is obsolete - all stages complete!) put all text from google forms under ***Original Text*** Add passages for each Mission (1Act.1, 1Act.2, etc) Stage3 Missions from EFTC2.0 documents to passages Number every Task (1Act.1.001, 1Act.1.002, etc - each task needs a unique title, though not necessarily a separate passage, because there will be an object to pick up for each task to demo it's done - all tasks listed in 0Admin.0) Add all tasks to their passages, clean up typos, inconsistencies Move through every passage, fill out the text, make sure there is a working link and a basic storyline Send file to Zadok, Maureen, Ramin for first test run Fill Out & link all 21Chal passages from 21Chal Overview passage Migrate Story from Harlowe to Sugar Cube 0admin.3 decide about enrollment/payment etc. completed all Stage0 Tasks 01. change footer to describe Tasks to help people distintuish tasks and Missions. looks like there's a problem not counting every task (done) 01. journal - lots of variation. date stamp only on a couple. doesn't look like all go to the top, but that would be best. Also, maybe this is where the output variables all go not in the admin dox? probably leave the Missions as ACHIEVED and put the answers to the other items (+ time stamp) will differentiate much more clearly, and that will tell us a lot. **** What I want: history that shows the last 10 pages (or Missions) visited a place that shows all tasks achieved, easy to get to (sidebar?) a place that shows the tasks yet to do, easy to get to (sidebar?) ++export variables / to google dox within game, easy to do so we can manage people's progress. ++lots of input/data capture (maybe the output at the end is sort of the narrative journey through the program) timestamps for visiting passages time counter for the amount of time spent on individual tasks/acheievements/levels push reminders (to phone or email?) DONE context dependent revealing of texts and tasks images, audio links to content? pindex still relevant? DONE embed in ppt website, including images etc

/*0.21 21Challenges*/ !There are only two ways to help someone develop a skill: provide a challenge, provide a support. <<message "21Challenges Info" btn>>To help you develop your creativity, planning, and facilitation skills, you must confront 21 Challenges. Challenges are not the same as [[Coached Experiences|0.5 Coach5]]. To get credit for a Challenge, you'll need to inform the Apprentices Coordinator and follow the instructions. Some challenges can fit in different Syllabi. Some Challenges will only count once, and some may be repeated. You may repeat a Challenge that is listed in more than one Syllabus for credit in all listed Syllabi. You are encouraged to use any Challenge these as springboards for your creativity as frequently as you like regardless of whether you receive credit for it. We will be flexible when we can, but you may not receive credit if you don't follow the instructions. Rules and guidelines are not about following rules for the sake of the rules, but because... *a) we want to ensure that certain minimal competencies are part of every graduating apprentice's skill set *b) we want to ensure that among these competencies are the abilities to understand directions, follow directions, and plan your time well – facilitators need to both be flexible, and precise *c) we want to make sure different people with different needs have an equitable (“fair”) experience in the program *d) we want to ensure that there is clarity about what apprentices supposed to do to complete the program We set the bar high and encourage you to ask for flexibility when you need it. You may have to make your case to more than one person. Only the Apprentices Coordinator can grant exceptions. You need to make sure that exceptions are documented. Occasionally it will happen that you can't complete another requirement in the program, or you'll be showing some difficulty in some particular area. In such cases, we may assign extra Challenges, or substitute one Challenge for another.<</message>> !!CHALLENGE LIST 21 Specific Challenges are Required: *How's My Pie? (3x): Instructor Technical *I Need to Work On That: Instructor Reflective, Creative *Deck of Professions: Practitioner Creative, Technical *Props (5x): Practitioner Creative, Technical *New Shoes: Practitioner Creative, Technical *Shower of Compliments: Practitioner Reflective *Tough Crowd: Practitioner Reflective *Silent Class (2x): Facilitator Creative, Technical *Sharpen Your Pencil: Facilitator Relational *Say Something Nice: Facilitator Relational *Can We Talk?: Facilitator Relational *Growing Edge: Facilitator Reflective. Relational *You Shall Overcome: Facilitator Creative, Action *Life Guard: Facilitator Relational, Action There are 39 total Challenges to choose from. Descriptions below. <<message "How's My Pie? (3x)">> – One of your lessons will be critiqued by a Guild Member or Facilitator (your Coach or WING can do this). Must be emailed at least 48 hours before your class. The Apprentices Coordinator must receive it as well. Must be done 3x during the Instructor stage. (Required 3x: Instructor) Technical [[0.21R1Tech Pie]]<</message>> <<message 'I Need to Work On That'>> – Identify one specific thing that you would like to improve in your teaching, personal life, or cultural competence. Connect with Apprentices Coordinator to get objective advice about a good area to focus on. Your plan must be presented at your Instructor level up and put in your portfolio (or upon completing the junior apprenticeship). It will be reviewed at the end of the full apprenticeship.(Required: Instructor) Reflective, Creative [[0.21R1RefCre Work]]<</message>> <<message 'Life Preserver'>> – Ask for help. The situation must prevent you from causing a 2nd or 3rd degree Burn, or require a 2nd or 3rd degree Boon from someone else. You must make the request directly of the person who would provide the help for the problem that would be solved. (Elective: Instructor, Practitioner, Facilitator) Reflective, Relational [[0.21E123RefRel SaveMe]]<</message>> <<message 'You Scratch My Back'>> – MC one class with someone else's lesson plan. They may seek you out, or you may seek them out. The author can be in the class or not, but you and the other person need to coordinate to get it done, and you and the Apprentices Coordinator must receive the lesson by email 48 hours before the class. Communicate with author afterward to reflect on how it went and where you diverged from their lesson plan, including the Apprentices Coordinator in the email conversation. This Challenge is different from Dress Rehearsal and Try My Recipe. May be repeated once during each stage. (Elective: Instructor, Practitioner, Facilitator) Creative, Technical [[0.21E123CreTech UScratch]]<</message>> <<message 'Last Minute Lesson'>> – MC a class with minimal preparation and no written lesson plan. You must document this challenge and notify the Apprentices Coordinator the same day of the class in order to get credit for the challenge (it can be after your class too in the case that you cover a class for someone else). (Elective: Instructor, Practitioner, Facilitator) Creative, Technical [[0.21E123CreTech Last]]<</message>> <<message '3, 2, 1, Contact!'>> - MC a class with 3 or fewer learners, and describe how you shifted your facilitation to make this an engaging and useful experience. You must notify the Apprentices Coordinator the same day of the class in order to get credit for the Challenge. (Elective: Instructor, Practitioner, Facilitator) Technical, Creative [[0.21E123TechCre 321]]<</message>> <<message 'Quinceañera'>> – MC a large class (ideally more than 20 participants). You must document this challenge and notify the Apprentices Coordinator the same day of the class in order to get credit for the Challenge. (Elective: Instructor, Practitioner, Facilitator) Technical, Creative [[0.21E123TechCre 15]]<</message>> <<message 'Other Points of View'>> – Observe a class that is not a part of the P-P-T network. Describe one or more things that the teacher did that is different from our approach, and justify why they made those choices. (Elective: Instructor, Practitioner, Facilitator) Technical [[0.21E123Tech Other]]<</message>> <<message 'Too Many Cooks'>> - MC a lesson where there are more assistants than learners, and describe your strategies for keeping everyone engaged. You must document this challenge and notify the Apprentices Coordinator the same day of the class in order to get credit for the Challenge (Elective: Instructor, Practitioner, Facilitator) Technical [[0.21E123Tech Cooks]]<</message>> <<message "I'm Only The Piano Player">> – Bring an instrument and teach a class a song in a single class setting. You must send your lesson plan to the Apprentices Coordinator 24 hours before the class to get credit for the Challenge. (Elective: Instructor, Practitioner, Facilitator) Creative, Technical [[0.21E123CreTech Piano]]<</message>> <<message 'Guest Speaker'>> – MC a class with a guest speaker in some area that connects with your theme. This doesn't have to be someone famous or super notable – if you are doing In The Kitchen, and you have a friend who loves to make mashed potatoes, you can bring them in as a guest speaker. Ideally, you will invite an expert in some area to participate as the subject of language practice. You must send your lesson plan to the Apprentices Coordinator 24 hours before the class to get credit for the Challenge. May be repeated unlimited times. (Elective: Instructor, Practitioner, Facilitator) Technical, Relational [[0.21E123TechRel Guest]]<</message>> <<message 'Bringing the Actual Pie'>> – To confront this challenge, you'll need to bring food for everyone in the group or ensure that food is brought for everyone (potluck is ok but you need to plan and coordinate). The food itself must contribute in a meaningful way to the lesson and classroom connection. Ideally, you would bake a pie from scratch and serve it up, but you don't have to do that. Make sure you clean up and check in about site policies. You must notify the Apprentices Coordinator before the class to get credit for the Challenge.(Elective: Instructor, Practitioner, Facilitator) Relational [[0.21E123Rel Actual]]<</message>> <<message 'Outdoor School'>> – Bring your class outside the classroom for at least ½ the lesson. You must MC the class and activities must appear in the lesson plan. This can be done indoors (such as in the library), but the action must take place outside of the classroom. You must notify the Apprentices Coordinator before the class to get credit for the Challenge. (Elective: Instructor, Practitioner, Facilitator) Technical [[0.21E123Tech Outdoor]]<</message>> <<message 'Truth to Power'>> – Tell someone who has more power or privilege than you in some way, or who intimidates you, something that is difficult for you to say, or for them to hear. The Truth must be true, but it need not be “right” (for example, "I feel like you don't trust me", could be true without being right). Your goal is to have that person hear your truth. Though we are generally talking about someone who is coaching you, or someone with more experience than you, this might occur elsewhere in your life. Talk to the Apprentices Coordinator about your choice beforehand (if possible) and definitely afterward. May only be performed once for credit, though you are encouraged to speak truth to power regularly and often. (Elective: Instructor, Practitioner, Facilitator) Relational, Ethical [[0.21E123RelEth Power]]<</message>> <<message 'I Was Wrong'>> – Listen to someone who has less power or privilege than you in some way, tell you a Truth that might be difficult for them to say or for you to hear. The Truth must be true, but it need not be “right” (for example, "I feel like you don't trust me", could be true without being right). Your goal is not to explain or contradict the person, but to accept their Truth. Though we are generally talking about someone who you are coaching, or someone with less experience, this might occur elsewhere in your life. Talk to the Apprentices Coordinator, or anyone with more experience or power than you about your feelings and the critique, and admit that you were wrong, or make it up to the person if that's appropriate. May be performed unlimited times for credit. (Elective: Instructor, Practitioner, Facilitator) Reflective, Relational, Ethical [[0.21E123RefRelEth Wrong]]<</message>> <<message 'That Was Hard For Me'>> – After having an experience that was very difficult, talk about it with any other person in the Guild, about why it was hard, what you might have done differently, and what you'd do differently in the future. You or the person you spoke to must let the Apprentices Coordinator know. May be performed once for credit, but unlimited times for connection and growth. (Elective: Instructor, Practitioner, Facilitator) Reflective, Relational [[0.21E123RefREl Hard]]<</message>> <<message 'Deck of Professions'>> – Use the Deck of Professions in every activity in your class (besides the warm up sequence). You must notify the Apprentices Coordinator before the class in order to get credit for the Challenge. (Required: Practitioner) Creative, Technical [[0.21R2CreTech Deck]]<</message>> <<message 'Props (5x)'>> – Design 5 lessons, each centering on a different prop, some real-world item that is appropriate for the theme/module that you're working with. You must send your lesson to the Apprentices Coordinator before the class. Design at least one activity specifically for the Prop. This is not the same as the Deck of Professions.(Required 5x: Practitioner) Creative, Technical [[0.21R2CreTech Props]]<</message>> <<message 'New Shoes'>> – Research/invent 2 activities that are new for you, and integrate them into a lesson plan. Send an email to the Apprentices Coordinator 24 hours before class with the name of the activities, where you found them, and detailedinstructions about how you will do them. The required reading includes plenty of good ideas, and you can also look up ideas on the internet or go to a bookstore and look at language teaching materials. You cannot complete this Challenge and another Challenge in the same class. Activities must be significantly different than anything you've tried before, and should still fit the requirements for good technique – be based in the real world and not fundamentally drawn from materials created primarily for language learning. (Required: Practitioner) Creative, Technical [[0.21R2CreTech Shoes]]<</message>> <<message 'Shower of Compliments'>> – Request that someone who is a more experienced interculturalist publicly shower you with specific, true, positive affirmations. This can occur either at P-P-T Connect or in the P-P-T PDX Community. You must accept all compliments and say “Thank You.” If you feel like the compliments are unjustified, you may bring this up to the complimenter at another time, or ask other folks for feedback. Can only be confronted once for credit, though you can ask for this anytime you like! (Required: Practitioner) Reflective [[0.21R2Ref Shower]]<</message>> <<message 'Tough Crowd'>> – Request individually of at least 5 people who are more experienced interculturalists and who have interacted with you to privately tell you 1 thing that you could work on. You must accept the critiques and say “Thank You.” If you feel like the critiques are unjustified, or you want more information, you may ask the critiquer 1 week after the critique is offered. You are encouraged to ask other folks for feedback. Can only be confronted once for credit, though if you have thick skin, you can do it anytime you like! (Required: Practitioner) Reflective [[0.21R2Ref Tough]]<</message>> <<message 'VJ'>> – Use a video clip and a computer to work with a song for at least one class. You must notify the Apprentices Coordinator before the class to get credit for the Challenge. (Elective: Practitioner, Facilitator) Technical [[0.21E23Tech VJ]]<</message>> <<message "I'll Scratch Your Back">> – Write a lesson plan for another MC. Talk with them after the class to find out what worked (they will need to email you with a reflection the same day). They may seek you out, or you may seek them out. Lesson must be written and sent via email 48 hours before the lesson takes place with a copy to the Apprentices Coordinator for documentation. They don't necessarily need to do everything you say. DJ must document in the Class Report. The Dress Rehearsal and Try My Recipe are not the same. May be repeated unlimited times for credit. (Elective: Practitioner, Facilitator) Technical, Relational [[0.21E23TechRel IScratch]]<</message>> <<message 'Language Whisperer'>> – Whisper the entire class. You must notify the Apprentices Coordinator before the class in order to get credit for the Challenge. (Elective: Practitioner, Facilitator) Technical [[0.21E23Tech Whisper]]<</message>> <<message 'P-P-T PPT'>> – Create a Power Point presentation as a lesson plan and use it to guide you through the entire lesson. You can include multimedia (audio or video), pictures, instructions. You will need a projector if the group is more than 6 people. You can use this approach for Silent Class, but you cannot satisfy both challenges in the same class. You still need to produce a printed lesson plan for the class but you should email the power point to everyone beforehand regardless. You must email the Apprentices Coordinator with your power point 24 hours before the class in order to get credit for the Challenge. (Elective: Practitioner, Facilitator) Creative, Technical [[0.21E23CreTech PPT]]<</message>> <<message 'Can You Hear Me Now?'>> - Design a lesson that uses cell phone functions for language practice throughout the entire class (except for the warmup sequence). It can be texting in class, taking photos of each other, or even calling each other outside of class. You must email your lesson to Apprentices Coordinator 24 hours before the class in order to get credit for the Challenge. You can use a cell phone for the Props Challenge, but you cannot get credit for this Challenge and that Challenge with the same lesson. (Elective: Practitioner, Facilitator) Creative, Technical [[0.21E23CreTech HearMe]]<</message>> <<message 'The Worst Day Of My Life'>> – After a class that you don't feel good about, write a reflection and email it to the Apprentices Coordinator the same day of the class. Let it all hang out. What went wrong? (Elective: Practitioner, Facilitator) Reflective [[0.21E23Ref Worst]]<</message>> <<message 'The Happiest Day Of My Life'>> – After a class that you feel really great about, write a minimum two page reflection and email it to the Apprentices Coordinator the same day of the class. How will you never be the same again? (Elective: Practitioner, Facilitator) Reflective [[0.21E23Ref Happy]]<</message>> <<message 'By The Book'>> – Design a lesson plan around a grammar point from a book designed for ESL, and send to the Apprentices Coordinator 24 hours before the class. Reflect on why we don't rely on materials designed for English learning. There are very powerful reasons why we don't rely on such materials. It's not required that you agree with our reasoning, we just want to know that you know what the reasons are. (Elective: Practitioner, Facilitator) Creative, Technical [[0.21E23CreTech Book]]<</message>> <<message 'Silent Class (2x)'>> – MC 2 classes trying not to speak at all. Must be completed before your 5th Coached Experience “You're the Boss Now”. The two classes should be at the same location and ideally the same day of the week two weeks in a row. You must notify the Apprentices Coordinator at least a week before you do the first one, and send a lesson plan to the Apprentices Coordinator and anyone else who will be involved in the class 48 hours in advance. Each class counts as one challenge. (Required 2x: Facilitator) Creative, Technical, Relational [[0.21R3CreTechRel Silent]]<</message>> <<message 'Sharpen Your Pencil'>> – Critique an Instructor's lesson plan. You will need to seek them out and make sure that you get a lesson plan in time to critique it and send to the Apprentices Coordinator for review before sending to original designer of the lesson. Lesson must be sent back to MC 24 hours before class begins. (Required: Facilitator) Relational, Technical [[0.213RelTech Pencil]]<</message>> <<message 'Say Something Nice'>> – Provide a “Shower of Compliments” to someone less experienced than you in the program. This doesn't have to be public as the Challenge of the same name requires – but it can be if you think it's appropriate. Talk to the Apprentices Coordinator beforehand, if possible, but definitely afterward. (Required: Facilitator) Relational [[0.21R3Rel Nice]]<</message>> <<message 'Can We Talk?'>> – Provide a serious critique to someone who is less experienced than you. Talk to the Apprentices Coordinator beforehand, if at all possible. The goal is that the feedback actually produces change in the person's behavior, so they need to hear it – usually, a spontaneous expression or explanation will not quite get there. (Required: Facilitator) Relational [[0.21R3Rel Talk]]<</message>> <<message 'Growing Edge'>> – Identify a fear, limitation, or something you avoid, and talk about it with the Apprentices Coordinator. Work out a plan to confront the thing you fear by doing it. You don't need to have a good outcome, you just need to do it. The fear you plan to confront can't be another Challenge or Achievement in the program. The point of this challenge is identifying the fear, speaking it to someone else, and making the plan. (Required: Facilitator) Reflective, Relational [[0.21R3RefRel Edge]]<</message>> <<message 'You Shall Overcome'>> – Identify something that has presented a persistent difficulty for you – this could be the same thing that you identified in “I Need To Work On That” “Growing Edge” or something else you've discovered that has been consistently hard for you in your life or this apprenticeship. Overcome it, even if you do it just once and poorly. This Challenge is about achieving or overcoming your limitation, so you need to demonstrate that clearly to yourself and others. ¡Si Se Puede! (Required: Facilitator) Creative, Action [[0.21R3CreAct Shall]]<</message>> <<message 'Life Guard'>> – Help someone out in the program who really needs it. This help should be significant, and either prevent that person from committing a 2nd or 3rd degree Burn, or count as a 2nd or 3rd degree Boon for you. (Required: Facilitator) Relational, Action [[0.21R3RelAct Guard]]<</message>> <<message 'The Dark Side'>> – Design a lesson plan where every activity incorporates something that is “forbidden” by the program - explain your activity, use worksheets and unmodified word games, teach out of a book, write on the board, prevent folks from working together. (However, don't try to shame learners!) Make it the best class you can. We just want you to try these “forbidden” activities and see for yourself. Send lesson to Apprentices Coordinator 24 hours beforehand. (Elective: Facilitator) Creative [[0.21E3Cre Dark]]<</message>> <<message 'Prodigy'>> – Write a description of something you think you're very good at. Describe how you use that in your lessons. (Elective: Facilitator) Reflective [[0.21E3Ref Prodigy]]<</message>> <<message 'Fantastic 4'>> – Make a list of 4 resources you use to make lessons. It can be a website, an organization that has lots of cool real-world materials, a book of activities you use, the Making it Real packet – anything you go back to over and over. For each resource, write a few sentences showing how you used it, what you liked about it... essentially, think of it as if you were telling someone else who was just starting and they wanted to know what you referred to to make your lessons. Post your explanation with pictures or links to the P-P-T PDX Community and mention that this is part of the Fanstastic 4 Challenge in your post. (Elective: Facilitator) Technical, Action [[0.21E3TechAct 4]]<</message>> /***Original Text*** There are only two ways to help someone develop a skill – you either provide a challenge, or you provide a support. To help you develop your creativity, planning, and facilitation skills, you must confront 21 Challenges. Challenges are not the same as Coached Experiences. To get credit for a Challenge, you'll need to inform the Apprentices Coordinator and follow the instructions. Some challenges can fit in different Syllabi. Some Challenges will only count once, and some may be repeated. You may repeat a Challenge that is listed in more than one Syllabus for credit in all listed Syllabi. You are encouraged to use any Challenge these as springboards for your creativity as frequently as you like regardless of whether you receive credit for it. We will be flexible when we can, but you may not receive credit if you don't follow the instructions. Rules and guidelines are not about following rules for the sake of the rules, but because a) we want to ensure that certain minimal competencies are part of every graduating apprentice's skill set b) we want to ensure that among these competencies are the abilities to understand directions, follow directions, and plan their time well – facilitators need to both be flexible, and precise c) we want to make sure different people with different needs have an equitable (“fair”) experience in the program d) we want to ensure that there is clarity about what apprentices supposed to do to complete the program We set the bar high and encourage you to ask for flexibility when you need it. You may have to make your case to more than one person. Only the Apprentices Coordinator can grant exceptions. You need to make sure that exceptions are documented. Occasionally it will happen that you can't complete another requirement in the program, or you'll be showing some difficulty in some particular area. In such cases, we may assign extra Challenges, or substitute one Challenge for another. CHALLENGE LIST 21 Specific Challenges are Required: How's My Pie? (3x): Instructor Technical I Need to Work On That: Instructor Reflective, Creative Deck of Professions: Practitioner Creative, Technical Props (5x): Practitioner Creative, Technical New Shoes: Practitioner Creative, Technical Shower of Compliments: Practitioner Reflective Tough Crowd: Practitioner Reflective Silent Class (2x): Facilitator Creative, Technical Sharpen Your Pencil: Facilitator Relational Say Something Nice: Facilitator Relational Can We Talk?: Facilitator Relational Growing Edge: Facilitator Reflective. Relational You Shall Overcome: Facilitator Creative, Action Life Guard: Facilitator Relational, Action There are 39 total Challenges to choose from. Descriptions below. How's My Pie? (3x) – One of your lessons will be critiqued by a Guild Member or Facilitator (your Coach or WING can do this). Must be emailed at least 48 hours before your class. The Apprentices Coordinator must receive it as well. Must be done 3x during the Instructor stage. (Required 3x: Instructor) Technical [[0.21R1Tech Pie]] I Need to Work On That – Identify one specific thing that you would like to improve in your teaching, personal life, or cultural competence. Connect with Apprentices Coordinator to get objective advice about a good area to focus on. Your plan must be presented at your Instructor level up and put in your portfolio (or upon completing the junior apprenticeship). It will be reviewed at the end of the full apprenticeship.(Required: Instructor) Reflective, Creative [[0.21R1RefCre Work]] Life Preserver – Ask for help. The situation must prevent you from causing a 2nd or 3rd degree Burn, or require a 2nd or 3rd degree Boon from someone else. You must make the request directly of the person who would provide the help for the problem that would be solved. (Elective: Instructor, Practitioner, Facilitator) Reflective, Relational [[0.21E123RefRel SaveMe]] You Scratch My Back – MC one class with someone else's lesson plan. They may seek you out, or you may seek them out. The author can be in the class or not, but you and the other person need to coordinate to get it done, and you and the Apprentices Coordinator must receive the lesson by email 48 hours before the class. Communicate with author afterward to reflect on how it went and where you diverged from their lesson plan, including the Apprentices Coordinator in the email conversation. This Challenge is different from Dress Rehearsal and Try My Recipe. May be repeated once during each stage. (Elective: Instructor, Practitioner, Facilitator) Creative, Technical [[0.21E123CreTech UScratch]] Last Minute Lesson – MC a class with minimal preparation and no written lesson plan. You must document this challenge and notify the Apprentices Coordinator the same day of the class in order to get credit for the challenge (it can be after your class too in the case that you cover a class for someone else). (Elective: Instructor, Practitioner, Facilitator) Creative, Technical [[0.21E123CreTech Last]] 3, 2, 1, Contact! - MC a class with 3 or fewer learners, and describe how you shifted your facilitation to make this an engaging and useful experience. You must notify the Apprentices Coordinator the same day of the class in order to get credit for the Challenge. (Elective: Instructor, Practitioner, Facilitator) Technical, Creative [[0.21E123TechCre 321]] Quinceañera – MC a large class (ideally more than 20 participants). You must document this challenge and notify the Apprentices Coordinator the same day of the class in order to get credit for the Challenge. (Elective: Instructor, Practitioner, Facilitator) Technical, Creative [[0.21E123TechCre 15]] Other Points of View – Observe a class that is not a part of the P-P-T network. Describe one or more things that the teacher did that is different from our approach, and justify why they made those choices. (Elective: Instructor, Practitioner, Facilitator) Technical [[0.21E123Tech Other]] Too Many Cooks - MC a lesson where there are more assistants than learners, and describe your strategies for keeping everyone engaged. You must document this challenge and notify the Apprentices Coordinator the same day of the class in order to get credit for the Challenge (Elective: Instructor, Practitioner, Facilitator) Technical [[0.21E123Tech Cooks]] I'm Only The Piano Player – Bring an instrument and teach a class a song in a single class setting. You must send your lesson plan to the Apprentices Coordinator 24 hours before the class to get credit for the Challenge. (Elective: Instructor, Practitioner, Facilitator) Creative, Technical [[0.21E123CreTech Piano]] Guest Speaker – MC a class with a guest speaker in some area that connects with your theme. This doesn't have to be someone famous or super notable – if you are doing In The Kitchen, and you have a friend who loves to make mashed potatoes, you can bring them in as a guest speaker. Ideally, you will invite an expert in some area to participate as the subject of language practice. You must send your lesson plan to the Apprentices Coordinator 24 hours before the class to get credit for the Challenge. May be repeated unlimited times. (Elective: Instructor, Practitioner, Facilitator) Technical, Relational [[0.21E123TechRel Guest]] Bringing the Actual Pie – To confront this challenge, you'll need to bring food for everyone in the group or ensure that food is brought for everyone (potluck is ok but you need to plan and coordinate). The food itself must contribute in a meaningful way to the lesson and classroom connection. Ideally, you would bake a pie from scratch and serve it up, but you don't have to do that. Make sure you clean up and check in about site policies. You must notify the Apprentices Coordinator before the class to get credit for the Challenge.(Elective: Instructor, Practitioner, Facilitator) Relational [[0.21E123Rel Actual]] Outdoor School – Bring your class outside the classroom for at least ½ the lesson. You must MC the class and activities must appear in the lesson plan. This can be done indoors (such as in the library), but the action must take place outside of the classroom. You must notify the Apprentices Coordinator before the class to get credit for the Challenge. (Elective: Instructor, Practitioner, Facilitator) Technical [[0.21E123Tech Outdoor]] Truth to Power – Tell someone who has more power or privilege than you in some way, or who intimidates you, something that is difficult for you to say, or for them to hear. The Truth must be true, but it need not be “right” (for example, "I feel like you don't trust me", could be true without being right). Your goal is to have that person hear your truth. Though we are generally talking about someone who is coaching you, or someone with more experience than you, this might occur elsewhere in your life. Talk to the Apprentices Coordinator about your choice beforehand (if possible) and definitely afterward. May only be performed once for credit, though you are encouraged to speak truth to power regularly and often. (Elective: Instructor, Practitioner, Facilitator) Relational, Ethical [[0.21E123RelEth Power]] I Was Wrong – Listen to someone who has less power or privilege than you in some way, tell you a Truth that might be difficult for them to say or for you to hear. The Truth must be true, but it need not be “right” (for example, "I feel like you don't trust me", could be true without being right). Your goal is not to explain or contradict the person, but to accept their Truth. Though we are generally talking about someone who you are coaching, or someone with less experience, this might occur elsewhere in your life. Talk to the Apprentices Coordinator, or anyone with more experience or power than you about your feelings and the critique, and admit that you were wrong, or make it up to the person if that's appropriate. May be performed unlimited times for credit. (Elective: Instructor, Practitioner, Facilitator) Reflective, Relational, Ethical [[0.21E123RefRelEth Wrong]] That Was Hard For Me – After having an experience that was very difficult, talk about it with any other person in the Guild, about why it was hard, what you might have done differently, and what you'd do differently in the future. You or the person you spoke to must let the Apprentices Coordinator know. May be performed once for credit, but unlimited times for connection and growth. (Elective: Instructor, Practitioner, Facilitator) Reflective, Relational [[0.21E123RefREl Hard]] Deck of Professions – Use the Deck of Professions in every activity in your class (besides the warm up sequence). You must notify the Apprentices Coordinator before the class in order to get credit for the Challenge. (Required: Practitioner) Creative, Technical [[0.21R2CreTech Deck]] Props (5x) – Design 5 lessons, each centering on a different prop, some real-world item that is appropriate for the theme/module that you're working with. You must send your lesson to the Apprentices Coordinator before the class. Design at least one activity specifically for the Prop. This is not the same as the Deck of Professions.(Required 5x: Practitioner) Creative, Technical [[0.21R2CreTech Props]] New Shoes – Research/invent 2 activities that are new for you, and integrate them into a lesson plan. Send an email to the Apprentices Coordinator 24 hours before class with the name of the activities, where you found them, and detailedinstructions about how you will do them. The required reading includes plenty of good ideas, and you can also look up ideas on the internet or go to a bookstore and look at language teaching materials. You cannot complete this Challenge and another Challenge in the same class. Activities must be significantly different than anything you've tried before, and should still fit the requirements for good technique – be based in the real world and not fundamentally drawn from materials created primarily for language learning. (Required: Practitioner) Creative, Technical [[0.21R2CreTech Shoes]] Shower of Compliments – Request that someone who is a more experienced interculturalist publicly shower you with specific, true, positive affirmations. This can occur either at P-P-T Connect or in the P-P-T PDX Community. You must accept all compliments and say “Thank You.” If you feel like the compliments are unjustified, you may bring this up to the complimenter at another time, or ask other folks for feedback. Can only be confronted once for credit, though you can ask for this anytime you like! (Required: Practitioner) Reflective [[0.21R2Ref Shower]] Tough Crowd – Request individually of at least 5 people who are more experienced interculturalists and who have interacted with you to privately tell you 1 thing that you could work on. You must accept the critiques and say “Thank You.” If you feel like the critiques are unjustified, or you want more information, you may ask the critiquer 1 week after the critique is offered. You are encouraged to ask other folks for feedback. Can only be confronted once for credit, though if you have thick skin, you can do it anytime you like! (Required: Practitioner) Reflective [[0.21R2Ref Tough]] VJ – Use a video clip and a computer to work with a song for at least one class. You must notify the Apprentices Coordinator before the class to get credit for the Challenge. (Elective: Practitioner, Facilitator) Technical [[0.21E23Tech VJ]] I'll Scratch Your Back – Write a lesson plan for another MC. Talk with them after the class to find out what worked (they will need to email you with a reflection the same day). They may seek you out, or you may seek them out. Lesson must be written and sent via email 48 hours before the lesson takes place with a copy to the Apprentices Coordinator for documentation. They don't necessarily need to do everything you say. DJ must document in the Class Report. The Dress Rehearsal and Try My Recipe are not the same. May be repeated unlimited times for credit. (Elective: Practitioner, Facilitator) Technical, Relational [[0.21E23TechRel IScratch]] Language Whisperer – Whisper the entire class. You must notify the Apprentices Coordinator before the class in order to get credit for the Challenge. (Elective: Practitioner, Facilitator) Technical [[0.21E23Tech Whisper]] P-P-T PPT – Create a Power Point presentation as a lesson plan and use it to guide you through the entire lesson. You can include multimedia (audio or video), pictures, instructions. You will need a projector if the group is more than 6 people. You can use this approach for Silent Class, but you cannot satisfy both challenges in the same class. You still need to produce a printed lesson plan for the class but you should email the power point to everyone beforehand regardless. You must email the Apprentices Coordinator with your power point 24 hours before the class in order to get credit for the Challenge. (Elective: Practitioner, Facilitator) Creative, Technical [[0.21E23CreTech PPT]] Can You Hear Me Now? - Design a lesson that uses cell phone functions for language practice throughout the entire class (except for the warmup sequence). It can be texting in class, taking photos of each other, or even calling each other outside of class. You must email your lesson to Apprentices Coordinator 24 hours before the class in order to get credit for the Challenge. You can use a cell phone for the Props Challenge, but you cannot get credit for this Challenge and that Challenge with the same lesson. (Elective: Practitioner, Facilitator) Creative, Technical [[0.21E23CreTech HearMe]] The Worst Day Of My Life – After a class that you don't feel good about, write a reflection and email it to the Apprentices Coordinator the same day of the class. Let it all hang out. What went wrong? (Elective: Practitioner, Facilitator) Reflective [[0.21E23Ref Worst]] The Happiest Day Of My Life – After a class that you feel really great about, write a minimum two page reflection and email it to the Apprentices Coordinator the same day of the class. How will you never be the same again? (Elective: Practitioner, Facilitator) Reflective [[0.21E23Ref Happy]] By The Book – Design a lesson plan around a grammar point from a book designed for ESL, and send to the Apprentices Coordinator 24 hours before the class. Reflect on why we don't rely on materials designed for English learning. There are very powerful reasons why we don't rely on such materials. It's not required that you agree with our reasoning, we just want to know that you know what the reasons are. (Elective: Practitioner, Facilitator) Creative, Technical [[0.21E23CreTech Book]] Silent Class (2x) – MC 2 classes trying not to speak at all. Must be completed before your 5th Coached Experience “You're the Boss Now”. The two classes should be at the same location and ideally the same day of the week two weeks in a row. You must notify the Apprentices Coordinator at least a week before you do the first one, and send a lesson plan to the Apprentices Coordinator and anyone else who will be involved in the class 48 hours in advance. Each class counts as one challenge. (Required 2x: Facilitator) Creative, Technical, Relational [[0.21R3CreTechRel Silent]] Sharpen Your Pencil – Critique an Instructor's lesson plan. You will need to seek them out and make sure that you get a lesson plan in time to critique it and send to the Apprentices Coordinator for review before sending to original designer of the lesson. Lesson must be sent back to MC 24 hours before class begins. (Required: Facilitator) Relational, Technical [[0.213RelTech Pencil]] Say Something Nice – Provide a “Shower of Compliments” to someone less experienced than you in the program. This doesn't have to be public as the Challenge of the same name requires – but it can be if you think it's appropriate. Talk to the Apprentices Coordinator beforehand, if possible, but definitely afterward. (Required: Facilitator) Relational [[0.21R3Rel Nice]] Can We Talk? – Provide a serious critique to someone who is less experienced than you. Talk to the Apprentices Coordinator beforehand, if at all possible. The goal is that the feedback actually produces change in the person's behavior, so they need to hear it – usually, a spontaneous expression or explanation will not quite get there. (Required: Facilitator) Relational [[0.21R3Rel Talk]] Growing Edge – Identify a fear, limitation, or something you avoid, and talk about it with the Apprentices Coordinator. Work out a plan to confront the thing you fear by doing it. You don't need to have a good outcome, you just need to do it. The fear you plan to confront can't be another Challenge or Achievement in the program. The point of this challenge is identifying the fear, speaking it to someone else, and making the plan. (Required: Facilitator) Reflective, Relational [[0.21R3RefRel Edge]] You Shall Overcome – Identify something that has presented a persistent difficulty for you – this could be the same thing that you identified in “I Need To Work On That” “Growing Edge” or something else you've discovered that has been consistently hard for you in your life or this apprenticeship. Overcome it, even if you do it just once and poorly. This Challenge is about achieving or overcoming your limitation, so you need to demonstrate that clearly to yourself and others. ¡Si Se Puede! (Required: Facilitator) Creative, Action [[0.21R3CreAct Shall]] Life Guard – Help someone out in the program who really needs it. This help should be significant, and either prevent that person from committing a 2nd or 3rd degree Burn, or count as a 2nd or 3rd degree Boon for you. (Required: Facilitator) Relational, Action [[0.21R3RelAct Guard]] The Dark Side – Design a lesson plan where every activity incorporates something that is “forbidden” by the program - explain your activity, use worksheets and unmodified word games, teach out of a book, write on the board, prevent folks from working together. (However, don't try to shame learners!) Make it the best class you can. We just want you to try these “forbidden” activities and see for yourself. Send lesson to Apprentices Coordinator 24 hours beforehand. (Elective: Facilitator) Creative [[0.21E3Cre Dark]] Prodigy – Write a description of something you think you're very good at. Describe how you use that in your lessons. (Elective: Facilitator) Reflective [[0.21E3Ref Prodigy]] 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. Fantastic 4 – Make a list of 4 resources you use to make lessons. It can be a website, an organization that has lots of cool real-world materials, a book of activities you use, the Making it Real packet – anything you go back to over and over. For each resource, write a few sentences showing how you used it, what you liked about it... essentially, think of it as if you were telling someone else who was just starting and they wanted to know what you referred to to make your lessons. Post your explanation with pictures or links to the P-P-T PDX Community and mention that this is part of the Fanstastic 4 Challenge in your post. (Elective: Facilitator) Technical, Action [[0.21E3TechAct 4]]*/

Coach5 !Let Experience Be Your Guide During your time with us as an Apprentice Interculturalist specializing in language skills development for immigrants and refugees, you'll have five required “Coached Experiences”. You can do them in any order you like (except "You're The Boss Now", which must be your culminating facilitation experience), but there is a progression that makes sense for a lot of people. Coached Experience #1: Model Teaching [[1Tech.2 Coach5 Model]] Coached Experience #2: Try My Recipe [[1Tech.4 Coach5 Recipe]] Coached Experience #3: Annotated Observation [[2Tech.2 Annotated]] Coached Experience #4: Gentle Intervention [[2Tech.3 Intervention]] Coached Experience #5: You're the Boss, Now [[3Tech.3 Boss]] /***Original Text*** LETTING EXPERIENCE BE YOUR GUIDE During your time with us as an Apprentice Interculturalist specializing in language skills development for immigrants and refugees, you'll have five required “Coached Experiences”. You can do them in any order you like, though there is a progression that makes sense for a lot of people. Coached Experience #1: Model Teaching [[1Tech.2 Coach5 Model]] When you choose Model Teaching, the Program Director or other Guild Member will teach a class and you will act as the DJ. It's very common for this to happen immediately after your Dress Rehearsal. When you experience Model Teaching, you are really the observer, instead of the observed. You'll be looking to address the following questions: a) What did you see that you aren't sure the reasoning behind? b) What are some things that you have been doing differently? c) Anything you think we should do differently? You will update the website. You can request a model teaching anytime throughout the program, and we'll do that for you as resources allow. You are always welcome to shadow any other teacher at any time. Coached Experience #2: Try My Recipe [[1Tech.4 Coach5 Recipe]] After you've taught a few classes and gotten over the initial adrenaline (a.k.a. “panic”) of being in front of a group, it's very helpful to have an experienced teacher provide you with a lesson, just like you did in your Dress Rehearsal. The Program Director or other Guild Member will provide you with a detailed lesson plan 24 hours in advance, and give you live feedback in the class as you're doing it. This can be a little nerve wracking, but being a good facilitator requires being open to feedback and being able to “dance” together in this way. This makes it possible for you to work better with assistants, and to handle some of the Planning Challenges and Coached Experiences which require working together and sharing leadership. Ideally you will have your “Try My Recipe” experience near the end of the Instructor phase or the beginning of the Practitioner phase. If the Program Director is teaching with you on a regular basis, every class will either be Model Teaching, or Try My Recipe. Coached Experience #3: Annotated Observation [[2Tech.2 Annotated]] Typically, you will want to have an annotated observation during the Practitioner phase. By this time, you've gotten over the honeymoon and you've tried some things out and now you're ready to start really honing your skills. When you request an Annotated Observation, the Coordinator of Apprentices, or other Guild Member will observe you. You will need to plan 30 minutes after class to debrief. Your observer will take notes on what you're doing but not interfere while you're teaching (it's ok to acknowledge them and you can always ask them to help or participate). Your observer will provide you with lots of positive feedback, 3 things you did well, and 2 things you could do to improve. You may ask for specific feedback, including further critique, but your observer will be careful to only answer specific questions. If you'd like, the observer will provide you with their notes. Please understand that this process can be difficult! Many people, especially people who want to be language teachers, don't like seeing their weak spots. You may feel misunderstood or get defensive. This is a training program, and the best attitude is to invite critique and incorporate it as well as you can. No matter what – we know you are a good, caring, intelligent person, or you wouldn't be doing this in the first place! The observer should be careful and gentle with you in providing feedback. We're looking to guide you, not overwhelm or shame you. Coached Experience #4: Gentle Intervention [[2Tech.3 Intervention]] Typically, your Gentle Intervention is best done during the Practitioner stage. This experience is one of the most intense for most Aprendices, but it's important. We've thought about it a lot, and tried many different things, but ultimately, there are some things we do that are out of our awareness. The only way to bring them to our awareness is to make us aware of them when they're happening – often multiple times. This doesn't always feel good – but over and over we've seen that it's effective. The Program Director or Coordinator of Apprentices will be with you, and they will intervene when they feel like an activity that you're doing is not expressing itself to its fullest potential, and suggest alternatives. Many people find it a relief to have this kind of guidance and direction – and many people also experience this as anxiety provoking. You are highly encouraged to have your lesson plan reviewed or critiqued beforehand to maximize your success.This program will provide you with opportunities to become a better teacher and a better person. Most of our cultural ideas about language learning and culture learning come from an academic framework – most of us have never really seen a community-based learning environment. Here, doing it well is more important than doing it right; going with the flow is more effective than being precise; it's about the people and not the content. The shame that some learners feel has to do more with their fear of looking foolish or being wrong; the shame that Aprendices feel is that learners won't respect them if they see their authority challenged. Being a good cheerleader is better than being a good explainer. Learning a language (or any highly technical skill) is an arduous process, and can feel humiliating at times. You can't take anything for granted and you regularly discover the boundaries are by accidentally bumping into them. And just to put a fine point on this, this can have legal, social, or economic consequences. As opposed to always being right, the effective classroom facilitator in an intercultural context will Model Graceful Error – they will make it safe for all of us to be wrong, to take risks, to make mistakes. They'll accept influence, and try things out that challenge them –and yet, still acknowledge that it's their job to keep the class moving forward. Teachers don't know everything – they know they always have more to learn. Empathize with your learners. Every day, they walk out into a confusing world where they feel wrong and out of place. There will be a 30 minute debrief afterward, and you will need to write a reflection. We may check in with you again within a few days to see how you're doing, and we request that you respond authentically to this. And by the way – even when you get good, you'll still get embarrassed when you make a mistake. Be gentle with yourself. Life is about mistakes – only death is error-free. Coached Experience #5 – You're the Boss, Now [[3Tech.3 Boss]] For this experience, you will be MC with the Program Director or Coordinator of Apprentices as your assistant. This will be one of your last classes, so many times we refer to this as your Final Exam. This experience must come after your Silent Classes. Your primary goal here: give the Program Director enough instruction to keep them busy the entire class. You will be nervous – everyone is – it has nothing to do with whether you know the class, or you've learned all the tricks, or you like the Program Director. It's the fact that the spotlight is on, you know it's on, and you have to perform. Some find this even more challenging than the Gentle Intervention, because you're so used to having the Program Director tell you want to do, it's brings up self doubt when you don't know what they're thinking. There's only one rule: if you want your class to go smoothly, you have to tell the Program Director (and everyone else) what to do. If you feel like the Program Director is not responsive or acting weirdly, it's because they don't know what to do. The minute you notice this, tell them what to do. You're not aiming for blunt bossyness – gentle, firm, clear, directiveness until you get the result you want. There will be no debrief afterwards, unless you specifically ask for it.*/

/*0.33333 Real World Curriculum*/ !The World Is Your Curriculum (we'll need some new text to talk about the curriculum, modules, themes,etc. Actually doesn't exist, so fresh theory here!) /***Original Text*** People-Places-Things creates real-world curricula for intercultural competence. We have ready-made curricula and several training programs for common applications: Language & Life Skills Curriculum We’ve taken the entire world and turned it into a bunch of language (and culture) lessons. Our signature curriculum for community-based classroom settings turns the real world into bite-sized pieces, exploring the vocabulary, behaviors, themes and concepts that surface in particular contexts. We currently have 21 modules in use with dozens more planned. (Beta Version – English) The Cultural Navigation Certificate This is a complete basic cultural competence program for non-native English speakers who want to go from cultural outsider to cultural insider – or at least pass well enough for the job interview. The Cultural Navigation Certificate takes about 1 year to complete, and can be customized to fit specific needs, timelines and locales. It uses the Language & Life Skills Curriculum as a foundation and supplements it with practical skills development outside the classroom. (In Development for Portland, Oregon – English) Cultural Orientation Certificate This program is designed for newcomers, especially immigrants/refugees who are connected to an organization that prepares new arrivals to adjust to their new home. Where the Cultural Navigation Certificate is a program for developing confidence and competence, the Cultural Orientation Certificate is really just taking a look good look around. A survey. Recon. A scavenger hunt of everyday life. It’s intended to be completed in 90 days or less, but can be done in 30 days without much trouble. If the newcomer speaks relatively good English, they can do it alone, though they might run into trouble a few times. For the adventurous, that’s part of the learning process. (In Development for Portland, Or – English) Individual Training Plans Let’s face it: If you went to Paris, wouldn’t you want to have your own personal tour guide who would not only show you all the local tricks, but also handle all the confusing situations and explain them to you, and teach you some slang, too? That’s kind of what we’re doing here. Newcomers and those outside the cultural mainstream have varying needs, goals, and resources at their disposal. A Culture Coach does an assessment, with an interpreter if necessary, and makes a plan (usually around 6 months) for how they can best reach their goals. The Coach may be an English teacher, but she might not be – she will, however, be able to refer her clients to other resources in the community (including language tutors and classes). (Beta Version of ITP Assessment available in English and Spanish). Custom Curricula When you need robust skills development or deep practical understanding for the English Language Learners you’re working with, People-Places-Things can create a customized curriculum for your organizational context. From the Food Handlers Test to the Citizenship Test; from the Department of Motor Vehicles to the Banquets Department; From Launching your Business to Customer Service Skills – we look at the world with the eye of an anthropologist, and prioritize the social skills and content areas that need to be mastered to be successful. We can also develop and implement the program for your community.*/

!The Story So Far. You've come a long way. Let's review your Journey so far... <<datetime>> <<link "Show current Progress Report">><<print $Act001>><</link>> /*and $Act002 and $Act003 and $Act004 and $Act005 and $Admin006 and $Admin007 and $Admin008 and $Admin009 and $Admin010 and $Admin011 and $Admin012 and $Admin013 and $Admin014 and $Admin015 and $Admin016 and $Admin017 and $Admin018 and $Admin019 and $Ana020 and $Cre021 and $Eth022 and $Eth023 and $Eth024 and $Eth025 and $Eth026 and $Eth027 and $Insp028 and $Insp029 and $Insp030 and $Ref031 and $Ref032 and $Ref033 and $Rel034 and $Rel035 and $Rel036 and $Rel037 and $Rel038 and $Tech039 and $Tech040 and $Tech041 and $Tech042 and $Tech043 and $Tech044 and $Tech045 and $Tech046 and $Tech047 and $Tech048 and $journal and $stage and $stageprogress and $EFTCprogress and $Stage0Tasks and $Audprogress and $Stage1Tasks and $Instructprogress and $Stage2Tasks and $Pracprogress and $Stage3Tasks and $Facprogress and >><</link>>*/ /* $Act049 $Act050 $Act051 $Act052 $Act053 $Act054 $Act055 $Act056 $Act057 $Act058 $Act059 $Act060 $Act061 $Admin062 $Admin063 $Admin064 $Admin065 $Admin066 $Admin067 $Admin068 $Admin069 $Admin070 $Ana071 $Ana072 $Ana073 $Ana074 $Ana075 $Ana076 $Ana077 $Ana078 $Ana079 $Ana080 $Ana081 $Ana082 $Ana083 $Ana084 $Ana085 $Cre086 $Cre087 $Eth088 $Eth089 $Eth090 $Eth091 $Eth092 $Eth093 $Eth094 $Insp095 $Insp096 $Insp097 $Nar098 $Nar099 $Ref100 $Ref101 $Ref102 $Ref103 $Ref104 $Ref105 $Ref106 $Ref107 $Ref108 $Rel109 $Rel110 $Rel111 $Rel112 $Tech113 $Tech114 $Tech115 $Tech116 $Tech117 $Tech118*/

/*0.4 EFTC Stages*/ !4 Stages The English for the Community (EFTC) Apprenticeship has 4 main stages. The first stage is called "Audition". This stage is to ensure your readiness to enter our Apprenticeship/Practicum program. You'll be introduced to new people, new tools, and new terms. The Stages are: [[Stage 0: Audition|0.40 Stage0 Aud]] Complete this Stage to initiate the Apprenticeship program [[Stage 1: Instructor|0.41 Stage1 Instruct]] Complete this Stage to complete the Classroom Confidence Practicum (CCP) [[Stage 2: Practitioner|0.42 Stage2 Prac]] In this Stage you really hone your facilitation skills [[Stage 3: Facilitator|0.43 Stage3 Fac]] Complete this Stage to finish the full English for the Community (EFTC) Apprenticeship /*<<if $AudAdmin000>>[[Tasks|0Admin.99 All Tasks]]>><<else>><<linkreplace "Tasks ">>You must be Stage2 Practitioner to go here. Come back later. <</linkreplace>>Gaze in awe at every single task requirement to complete the EFTC Apprenticeship.<</if>>*/ /***Original Text*** The core of our approach is demonstrating competencies, as opposed to gaining knowledge. So, we've created a number of tools to guide Aprendices through the program. The "Achievement Trackers" are the centerpieces of these tools. Essentially, they are a series of 4 Google forms, one for each stage, which help you document your experiences as you develop various competencies. You're on the first page of the Achievement Tracker for Stage 0 right now! Google forms have many advantages, and many drawbacks. One of the positives is that they're free and very customizable. One drawback is that they are a little clunky. Plus, we're a small organization trying to build something amazing from the ground up, and that means there are typos and bugs. We appreciate your patience and feedback as we grow. In many ways, the Interculturalist journey requires that we set aside perfection and do the best we can. The following tips will make the process go more smoothly: 1) Within each stage, Achievements are grouped into different sections, which are related, but independent. You cannot complete a section until you do all the items in a section. We recommend when you start a new level, that you click through all of the sections to give you an overview of what's involved, rather than trying to do them in a linear way one by one. Though this seems complicated, it's much better than having to click through 20 pages just to check off a single item, or require that you do all the Achievements before submitting them. When you complete a section, hit submit, and that will send your responses to a spreadsheet for tracking. You can always click back to return to the beginning, though you'll lose any data you've entered but not submitted. 2) Just like the real world, nobody in P-P-T really has all the answers, but everyone has a pieces of the puzzle. At the moment, Patrik, the Founder and Program Director, has created most of the tools and structures with hundreds of hours of support from the other "Compas", so likely he'll have the most complete answer. But you will meet many people and you are encouraged to ask them first. Wanda is a key resource, and her job is to guide you through the Audition Achievements, so email her (you should have her contact information from your first Shadowing email)! She's really happy to help!*/

/*0.01 EFTC Map*/ !+Forest; -Trees You see a huge map on the wall here. It shows a transportation system and all the landmarks and destinations nearby. [img[http://www.pptpdx.org/ppt-content/uploads/2020/07/TheLandofP-P-Ttext.jpg]] <<if visited("0 EFTC Intro")>>[[Square One|0 EFTC Intro]] You think, somehow, you already missed something. Click to start over.<</if>> [[Stages|0.4 EFTC Stages]] There are four stages to the Apprenticeship. Explore them here. <<if visited("Admin Syllabus")>>[[Achievements|Admin Syllabus]] This shows everything you have to do to complete the 4 Stages.<</if>> <<if visited("0.10 Syllabi")>>[[Syllabi|0.10 Syllabi]] Explore the 10 learning dimensions of the EFTC Apprenticeship.<</if>> <<if visited("0.21 21Chal")>>[[Challenges|0.21 21Chal]] Looking to up your Facilitation game?<</if>> <<if visited("0.33333 Real World")>>[[Real World Curriculum|0.33333 Real World]] The Whole World Is Our Text<</if>> <<if visited("0.5 Coach5")>>[[Coached Experiences|0.5 Coach5]] These 5 coached experiences are the backbone of our facilitator training program<</if>> <<if visited("0Admin.99 All Tasks")>>[[All Tasks|0Admin.99 All Tasks]] Gaze in awe at every single task requirement to complete the EFTC Apprenticeship.<</if>> [[Save|0.99 Rest]] Here is where your progress is logged for posterity

1Act.3 - Community Engagement IA: The Real World Curriculum Map [[0.01 EFTC Map]] It would be nice to see an overview. Action Syllabus [[Action Syllabus]] How else can I learn by doing? Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Language*** When it comes to our curriculum for developing language & cultural skills, there's so much to say. We don't see language skills, or even culture, as content to understand, but rather techniques to get things done in the world. That's why the Real World Curriculum is in the Action Syllabus - though to be specific, the Action in our curriculum is in the hands of the learners, not as much in your hands. Put another way, your task is to get them out of the classroom and engaging in the real world. Honestly, that is a lot of what people want, when they come to your class - they want to solve a problem, not just "learn the language" apart from its utility. http://www.pptpdx.com/curriculum/ Classroom to Community There are several successive steps of control/support for language & culture learning in the "Real World". Which step is characterized by "goal-setting and coaching by request" Controlled Directed Managed Guided Facilitated Supported Report Back Free Range */

1Act.4 - Community IB Map [[0.01 EFTC Map]] It would be nice to see an overview. Action Syllabus [[Action Syllabus]] How else can I learn by doing? Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** In order to better understand immigrant/refugee realities - facilitators have to expand their realities. Even those of us who have an immigrant refugee background may not have a wide experience of backgrounds different from ours. To complete this Mission, you'll need to choose an event and go to it, and answer the questions/prompts below. Any event from the following sources counts: *Intercultural PDX Calendar: http://www.pptpdx.com/pdxinterculture/ *Engagement Opportunities: http://www.pptpdx.com/engagement-opportunities/ *P-P-T PDX Community Facebook Group If you find something cool you want to do, let us know and we'll see if it's a good fit. If you already volunteer for a group, or would rather go deeper with one group than wider with lots of experiences, let's talk about it. When Was The Event? What is the Title and Location If there is a sponsoring organization or speaker, please mention that too. We should be able to confirm that event happened. Describe What Happened In a sentence or two, give some objective facts - how many people, something someone said. You can write as much as you want, but stick to facts. */

2Act.2 - Fountain of Resources III Map [[0.01 EFTC Map]] It would be nice to see an overview. Action Syllabus [[Action Syllabus]] How else can I learn by doing? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** The Fountain is where we put websites that are useful. There are a few which are so key, we want to make sure you know they're there. http://www.pindex.com/b/patrik-kilpatrick/resources/ Center for Diversity and the Environment This amazing organization has had a huge impact on the practical world of Diversity & Inclusion in Portland and beyond. Review their website, and copy and paste a paragraph that you find compelling, informative, surprising or otherwise impactful below.

2Act.3 Community Engagement IIA: Turning Realia into Reality Map [[0.01 EFTC Map]] It would be nice to see an overview. Action Syllabus [[Action Syllabus]] How else can I learn by doing? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** There is a concept in English teaching called "Realia" and the idea is to make the class more engaging and relevant by bringing in something real. The Real World Curriculum flips that and says that in the classroom, we are making a structured real world situation. You'll notice that all of our modules are built around real world needs. The technique is to figure out ways of making that language practice. For this mission, you'll need to find out something that a Learner needs, and bring it into the classroom and use it for classroom practice. The nuance here is to prioritize the connection to the real world, not just to bring in some realia. A Guest might be a good solution if a Learner needs something. Bringing in a tent and setting it up is a great Realia type activity, but it's Reality if a learner tells you they don't know how to set up a tent and that's why they don't go camping. Preparing food is definitely something that bridges that gap. In most cases, something you print from the internet will not complete this Mission, but there might be special cases. Other ideas for your reference http://www.pptpdx.com/curriculum/2/ Learners' Expressed Needs Describe an expressed real world need that a learner communicated. Explain how that happened and what location. Do not give the Learner's name. Realia Into Reality What did you bring into the classroom, where did you find it, and how did you use it? After you type this up, post in PPT PDX Community When Did This Happen?

2Act.4 - Community Engagement IIB: Intercultural PDX Map [[0.01 EFTC Map]] It would be nice to see an overview. Action Syllabus [[Action Syllabus]] How else can I learn by doing? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** In order to better understand immigrant/refugee realities - facilitators have to expand their realities. Even those of us who have an immigrant/refugee background may not have a wide experience of backgrounds different from ours. To complete this Mission, you'll need to choose an event and go to it, and answer the questions/prompts below. Any event from the following sources counts: *Intercultural PDX Calendar: http://www.pptpdx.com/pdxinterculture/ *Engagement Opportunities: http://www.pptpdx.com/engagement-opportunities/ *P-P-T PDX Community Facebook Group If you find something cool you want to do, let us know and we'll see if it's a good fit. If you already volunteer for a group, or would rather go deeper with one group than wider with lots of experiences, let's talk about it. When Was The Event? What is the Title and Location If there is a sponsoring organization or speaker, please mention that too. We should be able to confirm that event happened. Describe What Happened In a sentence or two, give some objective facts - how many people, something someone said. You can write as much as you want, but stick to facts.

2Act.5 - Minimal Competence: Curriculum Materials Map [[0.01 EFTC Map]] It would be nice to see an overview. Action Syllabus [[Action Syllabus]] How else can I learn by doing? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** Throughout this apprenticeship, you will need to demonstrate minimum competence in several areas. These are areas that we believe an experienced language and cultural skills facilitator would be familiar with. With regards to materials, we expect you to be resourceful. The Real World Curriculum was developed under low resource circumstances - the ultimate in DIY curriculum development. It means we need to know what is in our community, what the current issues are for our learners - we need to find those materials and "artifacts" and bring them into the class. You need to be resourceful - we can do a lot with a little. xxOnline Materials for Classroom Usexx Check the items below that can be found in the Teachers' Lounge: Classroom Tools Lesson Plan Template Alphabet Fingerspell Sheet Attendance Record Lesson Self Evaluation Loyalty Card Past Tense Journal Visual Explainer 21 Challenges WING Support 7 Virtues Documentation Bringing the Pie Materials in the Office We keep a lot of real world materials in the office for you to use. Visit the office and select one item (many items we have multiples so you can bring enough for the whole class). Below, describe the item and how you used it, and post the Past Tense Journal entry. Before clicking submit, copy all of your text, then post it to P-P-T PDX Community so all can benefit! Artifacts: Found Classroom Materials Most English teachers use books to guide their lesson content. There are many benefits of this. There are many drawbacks too: books are expensive; storage is an issue (this especially when we have more and more classes - when there is no fee, how can we expand?); we never know how many people are going to come. These are logistical challenges. But there is a pedagogical difficulty too.. books are almost always "leveled" and our classes are not leveled.. so it's not just if we have a book, but if we have an appropriate book; books by their nature focus on the written word rather than the spoken word; also, language books rarely ever represent the local reality. But language is local - and people are hoping to have a better ability to do things in their own community. At the same time, non profits and other organizations are trying to reach language learners. We can solve both problems by gathering real world materials to use in the class. Find something in the real world and bring it to class, and take a picture of the thing. Below, describe what you found and how you used it, and paste in the link to the Past Tense Journal. Then, copy all of your text and post in P-P-T PDX Community with your picture, so all can benefit! The Internet as Curriculum As mentioned above, The Real World Curriculum / Voz Alta Approach suggests avoiding the use of books designed for language teaching for practical and pedagogical reasons. But if we think about what books are, as learning tools.. they're a collection of information, images - slides in a printed powerpoint. For more than 500 years, the primary way of distributing information was through printed, bound documents. With the advent of the internet, we have the ability to choose our curriculum every day. When you buy a book for a class, you have to select the correct size, price, level, content.. and in 3 years, it's out of date. Allowing the internet to be our on-demand curriculum source, we can individually select items and show them to the group, or print and copy based on the needs of the group, and what is current. For the first time in history, we can literally develop a Curriculum of the Now, allowing us to react to shifting circumstances, and realized needs of learners. Using the internet, find a beautiful image and describe below what module you were using for it and how you used it. Post a link to the Past Tense Journal where you used it in a class. Before hitting submit, copy the entire text and paste into P-P-T PDX Community along with the link to the website/image so that everyone can benefit! This beautiful image is an excellent example of materials that are visually interesting, explanatory, and full of meaningful content. These kinds of images are great to print and copy for your class and use for Listen & Point, Document Search and other activities

2Act.6 - Minimal Competence: Clarity Map [[0.01 EFTC Map]] It would be nice to see an overview. Action Syllabus [[Action Syllabus]] How else can I learn by doing? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** Throughout this apprenticeship, you will need to demonstrate minimum competence in several areas. These are areas that we believe an experienced language and cultural skills facilitator would be familiar with. Clarity is absolutely critical when working across language barriers. Generally, you can't explain things to language learners at the lower skill levels without risking more confusion. Clear Directions: Learners To complete this Mission, describe an excellent moment of clear directions to learners that you saw an MC do in a classroom situation, and mention this in the Past Tense Journal for that class. To make sure you're focusing on clear directions, you'll need to mention what the MC was trying to do, what actions they took (gestures, things they said) to make that happen, and what happened. Below, paste the link to that Past Tense Journal posting, then post it to P-P-T PDX Community too, with a little introduction. Clear Directions: Assistants To complete this Mission, describe an excellent moment of clear directions to Assistants that you saw an MC do in a classroom situation, and mention this in the Past Tense Journal for that class. Giving clear directions to Assistants can be even more difficult than to to Learners. To make sure you're focusing on the right thing, you'll need to mention what the MC was trying to get the assistants to do, what actions they took (gestures, things they said) to make that happen, and what happened. Below, paste the link to that Past Tense Journal posting, then post it to P-P-T PDX Community too, with a little introduction.

3Act.1 - MC (5x) & DJ (10x) & Either (5x) Document Your Classroom Experiences Map [[0.01 EFTC Map]] It would be nice to see an overview. Action Syllabus [[Action Syllabus]] How else can I learn by doing? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage. ***Original Text*** Remember, you need to keep a physical copy of every Lesson Plan if you're the MC, and every Attendance Sheet if you're the DJ. You'll need to show these to the Coordinator of Apprentices when you present to complete the program You'll need to enter all of your classroom experiences here as well. Fill in this section after you've completed all your minimum requirements for this level. It's ok if you do more than what's required, but you'll need to fill them in before you are considered finished. We will always have the Class Reports as a backup, so if you've lost something or forgotten, just check there: http://www.pptpdx.com/pptforums/pptforum/past-tense-classroom-log/ MC#1 MC#2 MC#3 MC#4 MC#5 DJ#1 DJ#2 DJ#3 DJ#4 DJ#5 DJ#6 DJ#7 DJ#8 DJ#9 DJ#10 MC/DJ#1 MC/DJ#2 MC/DJ#3 MC/DJ#4 MC/DJ#5

3Act.2 - The Fountain of Resources IV Map [[0.01 EFTC Map]] It would be nice to see an overview. Action Syllabus [[Action Syllabus]] How else can I learn by doing? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage. ***Original Text*** The Fountain of Resources IV: Learning for LIFE: An ESL Literacy Curriculum Framework

3Act.3 - Community Engagement IIIA: Excursion Learning Activity Map [[0.01 EFTC Map]] It would be nice to see an overview. Action Syllabus [[Action Syllabus]] How else can I learn by doing? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage.

3Act.4 - Community Engagement IIIB: Go To The People Map [[0.01 EFTC Map]] It would be nice to see an overview. Action Syllabus [[Action Syllabus]] How else can I learn by doing? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage.

3Act.5 - Impact A - I Made a Difference Map [[0.01 EFTC Map]] It would be nice to see an overview. Action Syllabus [[Action Syllabus]] How else can I learn by doing? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage. ***Original Text*** Describe how you **personally observed** something you did that directly changed a learner’s life. It can be that they can spell their name, or that you helped connect them to something that they were needing. It needs to be specific and demonstrable, and they must be fully aware of that. Ideally, they will tell you when this happens, and that's how you'll know. Inviting you to their house for dinner might qualify. We will be looking for absolute proof - not that you thought so.

3Act.6 - Impact B - Butterfly Map [[0.01 EFTC Map]] It would be nice to see an overview. Action Syllabus [[Action Syllabus]] How else can I learn by doing? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage. ***Original Text*** Describe how an action or actions that you took ended up resulting in an more distant, demonstrable (positive) change that you can tie back directly to your influence (the butterfly that flapped its wings and had an impact on the other side of the world). You won't be the only influence, because by definition, this impact was not caused by you directly, but was a critical element in a series that led to an eventual outcome. The outcome must be demonstrable. For example, you might coach a learner how to pay for a fare on Tri-Met - later, they get a job using transportation, and it's clear that your coaching/training made them comfortable enough to commute by public transportation. ALTERNATIVELY, you can share something that "transformed" you in this program - like a caterpillar to a butterfly.

3Act.7 - Minimal Competence: Resource Referral Map [[0.01 EFTC Map]] It would be nice to see an overview. Action Syllabus [[Action Syllabus]] How else can I learn by doing? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage. ***Original Text*** Research To complete this Mission, describe a situation when someone asked you for some kind of resource, and you didn't know how to find it or figure it out. Describe who asked (no names, please), when and where the request was made, where you looked, what you found, and how you delivered that to the Learner. Giving Information To complete this Mission, describe a situation when you gave someone some specific information that allowed them to do something important to them. Describe who asked (no names, please), when and where the request was made, what the information was, and how you delivered that to the Learner. Also, let us know how you knew if the information actually was used effectively (follow through). Referral To complete this Mission, describe a situation when you connected someone with another person or resource that helped them fulfill a need. Describe who asked (no names, please), when and where the request was made, what need was, and how you transferred responsibility to help/support the Learner to the other person or resource. Also, let us know how you knew that the person achieved their goal (follow through). Accompaniment To complete this Mission, describe a situation when you physically brought or helped the person fulfill a need. Describe who asked (no names, please), when and where the request was made, what need was, and what it took to fulfill the request/need.

<<if not $AudEth2>><span id="mission-complete">^^Mission 0Eth.2. What Is Intercultural Communication? I ^^</span><<else>>^^Mission 0Eth.2. What Is Intercultural Communication? I <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 10 min^^ <<dialog 'Carving Out Language Spaces'>>\ You'll be exposed to some new terminology in this Achievement. It shouldn't hurt much. <</dialog>>\ !More Than Words We believe that facilitating language & cultural skills can be a way toward social justice and an equitable society. Our mission is to provide intercultural communication services to the emerging America that embraces its multiethnic, multilingual identity. Immigrants from Europe came to this land and colonized it, committing genocide. They kidnapped people from Africa and used them to build an economy. There is a huge irony to the idea that to be "American" means to look white and fear new refugees. The Statue of Liberty reminds us that America is a nation that welcomes immigrants. We believe that, for America to truly be the land of the free, we must shift and transform to accept newcomers as one necessary part of the process of redeeming our history of inequality. It is not the only part. It's not just about how well we teach someone English - it's about how much we grow every time we welcome a newcomer, learn about a new culture, help someone get their citizenship, and especially, open a door that was closed before. We Are America's Welcome Wagon. <<message "!!*<<c taskyellow>>Task Detail: Explore the Glossary (0Eth.2.026)<</c>>">> When you read pages on our website, you will frequently encounter words that are highlighted in blue and underlined. If you hover over them, you'll get a pop up glossary entry. [[This link goes to the Glossary itself|http://www.pptpdx.com/glossary/]]. Scan down the page and choose one glossary item to read. Copy and paste the entry into the box below to complete the Task. <<textarea "$glossary" $glossary>> <<button "Submit Option">> <<if $glossary == undefined>> <<replace "#glossary_choice">>You haven't looked at the Glossary, Yet <</replace>> <<else>> <<replace "#glossary_choice">> Here's the Glossary item that most intrigued you: <<c yourresponseorange>>"$glossary"<</c>> Intriguing Choice! Click the link below to complete the Task: <<c taskyellow>>0Eth.2.026<</c>> - <<if $Eth026>>Explore the Glossary <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Explore the Glossary">> <<c taskyellow>>Complete!<</c>><<set $Eth026 to true>><<set $journal.unshift("<<c taskyellow>>0Eth.2.026:<</c>> Explore the Glossary - <<c yourresponseorange>>'$glossary'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>> <</if>> <</button>> <span id="glossary_choice"><<print "You haven't looked at the Glossary, yet.">></span> <</message>> ---- <<if not $AudEth2>>\ Click the button below to verify if you've completed all the required Tasks. <<message "Verify Mission" btn>> <<if $Eth026>> <<c taskyellow>>This Mission is complete!<</c>> Adelante! Here are your Task responses for this Mission: *<<c taskyellow>>0Eth.2.026:<</c>> Explore the Glossary - <<c yourresponseorange>>'$glossary'<</c>> (<<datetime>>) Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MjcxMTIxMTY5MTFa/sa/MTM0MDE4MTEwNDQx/details Look under Ethical Syllabus to find the assignment if you're having trouble locating it. By now, you probably know how to navigate the Missions - just go up to the <<c helppink>>Headboard<</c>> and look at the Stage0 - Audition Progress. If you'd like to follow our guidance, we'd like to point you in the direction of the Inspirational syllabus, two pieces of art that can frame your experience in this program. Go to [[Get Inspired!|0Insp.1 Inspired!]] <<if not $AudEth2>> <<set $Audprogress +=1>> <<set $journal.unshift("<<c taskyellow>>0Eth.2:<</c>> What is Intercultural Communication? I <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>> <<set $EFTCprogress += 1>> <<set $AudEth2 = true>> <<replace "#mission-complete">>^^Mission 0Eth.2. What Is Intercultural Communication? I <<c taskyellow>>COMPLETE!<</c>>^^<</replace>>\ <</if>>\ <<else>>\ Not quite. You still need to complete: <<if not $Eth026>>*<<c taskyellow>>0Eth.2.026:<</c>> Explore the Glossary<</if>> <</if>>\ <</message>> <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Adelante! Here are your Task responses for this Mission: *<<c taskyellow>>0Eth.2.026:<</c>> Explore the Glossary - <<c yourresponseorange>>'$glossary'<</c>> (<<datetime>>) By now, you probably know how to navigate the Missions - just go up to the <<c helppink>>Headboard<</c>> and look at the Stage0 - Audition Progress. <</if>>\ /***Original Text*** We believe that facilitating language & cultural skills can be a way toward social justice and an equitable society. Our mission is to provide intercultural communication services to the emerging America that embraces its multiethnic, multilingual identity. Immigrants from Europe came to this land and colonized it, committing genocide. They stole people from Africa and used them to build industries. There is a huge irony to the idea that to be American means to look white and fear new refugees. The Statue of Liberty reminds us that America is a nation that welcomes immigrants. We believe that, for America to truly be the land of the Free, we must shift and transform to accept newcomers as one necessary part of the process of redeeming our history of inequality. And the secret is not just about how well we teach someone English - it's about how much we grow every time we welcome a newcomer, learn about a new culture, help someone get their citizenship, and especially, open a door that was closed before. We Are America's Welcome Wagon. Explore the Glossary At the top of this page are a number of words that are underlined. They all have a pop up glossary entry attached to them. Read them all, and tell us which of them gave you something new to think about. http://www.pptpdx.com/intercultural-communication/*/

<<if not $AudRef1>><span id="mission-complete">^^Mission 0Ref.1. Know Yourself: The Big Five ^^</span><<else>>^^Mission 0Ref.1. Know Yourself: The Big Five <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 20 min^^ <<dialog 'Mirror Moves'>>\ This Mission will ask you to take a personality test. You'll click a link to an external site, then return here to put in your answers. Once you complete this Mission, it will unlock 0Ref.2 Levels of Reflection. <</dialog>> !Know Yourself There are many ways to better know yourself - many mirrors with different kinds of reflections. None of them present the whole truth of who we are. You never know how you look through other people's eyes. And we change too. But one tool you can use is a personality assessment. There are so many, and they vary in quality. A useful approach is to believe the results are not fixed, but can provide insight. If you think the results are false, why are they false? Where are you getting your information about who you are? We've chosen a free, relatively short personality assessment based on what's likely the most useful framework - the Big Five. <<message "!!*<<c taskyellow>>Task Detail: The Big Five (0Ref.1.031)<</c>>">> Click this link: [[The Big Five|https://openpsychometrics.org/tests/IPIP-BFFM/]] and answer the 50 questions. Then, put your numerical score in the boxes below: Extraversion <<textbox "$extraversion" $extraversion>> Emotional Stability <<textbox "$stability" $stability>> Agreeableness <<textbox "$agreeable" $agreeable>> Intellect/Imagination <<textbox "$openness" $openness>> Conscientiousness <<textbox "$conscience" $conscience>> <<button "Submit Scores">> <<if $extraversion !== "undefined" && $stability !== "undefined" && $agreeable !== "undefined" && $openness !== "undefined" && $conscience !== "undefined">> <<replace "#big_five">> Your personality profile is: Extraversion <<c yourresponseorange>>$extraversion<</c>> Emotional Stability <<c yourresponseorange>>$stability<</c>> Agreeableness <<c yourresponseorange>>$agreeable<</c>> Intellect/Imagination <<c yourresponseorange>>$openness<</c>> Conscientiousness <<c yourresponseorange>>$conscience<</c>> Good to Know. Click the link below to complete the Task: <<c taskyellow>>0Ref.1.031<</c>> - <<if $Ref031>>The Big Five <<c taskyellow>>Complete!<</c>><<else>><<linkappend "The Big Five">> <<c taskyellow>>Complete!<</c>> Traveler's Tip: Enjoy this type of exploration? If you'd like to learn more about the Big 5 and this test, navigate here: [[Big Five Background|https://ipip.ori.org/new_ipip-50-item-scale.htm]] <<set $Ref031 to true>><<set $journal.unshift("<<c taskyellow>>0Ref.1.031:<</c>> The Big Five - 'Extraversion <<c yourresponseorange>>$extraversion<</c>>; Emotional Stability <<c yourresponseorange>>$stability<</c>>; Agreeableness <<c yourresponseorange>>$agreeable<</c>>; Intellect/Imagination <<c yourresponseorange>>$openness<</c>>; Conscientiousness <<c yourresponseorange>>$conscience<</c>>' (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>> <<else>> <<replace "#big_five">>You haven't recorded your Big 5 scores, yet. <</replace>> <</if>> <</button>> <span id="big_five"><<print "You haven't recorded your Big 5 scores, yet.">></span>\ <</message>>\ ---- <<if not $AudRef1>>\ Click the button below to verify if you've completed all the required Tasks. <<message "Verify Mission" btn>> <<if $Ref031>> <<c taskyellow>>This Mission is complete!<</c>> The Journey of Self-Discovery never ends. Here are your Task responses for this Mission: *<<c taskyellow>>0Ref.1.031:<</c>> The Big Five - Extraversion <<c yourresponseorange>>$extraversion<</c>> Emotional Stability <<c yourresponseorange>>$stability<</c>> Agreeableness <<c yourresponseorange>>$agreeable<</c>> Intellect/Imagination <<c yourresponseorange>>$openness<</c>> Conscientiousness <<c yourresponseorange>>$conscience<</c>> (<<datetime>>) Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MjcxMTIxMTY5MTFa/sa/MTA2ODA4MjcxNTM2/details Look under Reflective Syllabus to find the assignment if you're having trouble locating it. You're learning a lot, trailblazer! By now, you probably know how to navigate the Missions - just go up to the Headboard and look at the Stage0 - Audition Progress. If you want to explore on your own, go ahead! You’ve unlocked a new area, so upon Reflection, we really think this Mission should be your next stop: Go to [[Levels of Reflection|0Ref.2 Levels Reflect*]] <<if not $AudRef1>> <<set $Audprogress +=1>> <<set $journal.unshift("<<c taskyellow>>0Ref.1:<</c>> The Big Five <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>> <<set $EFTCprogress += 1>> <<set $AudRef1 = true>> <<replace "#mission-complete">>^^Mission 0Ref.1. Know Yourself: The Big Five <<c taskyellow>>COMPLETE!<</c>>^^<</replace>>\ <</if>>\ <<else>>\ Think you're done? Think again - You still need to complete: <<if not $Ref031>>*<<c taskyellow>>0Ref.1.031:<</c>> The Big Five<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> The Journey of Self-Discovery never ends. Here are your Task responses for this Mission: *<<c taskyellow>>0Ref.1.031:<</c>> The Big Five - Extraversion <<c yourresponseorange>>$extraversion<</c>> Emotional Stability <<c yourresponseorange>>$stability<</c>> Agreeableness <<c yourresponseorange>>$agreeable<</c>> Intellect/Imagination <<c yourresponseorange>>$openness<</c>> Conscientiousness <<c yourresponseorange>>$conscience<</c>> (<<datetime>>) Thank you so much for sticking with this so far! By now, you probably know how to navigate the Missions - just go up to the <<C helppink>>Headboard<</c>> and look at the Stage0 - Audition Progress. If you want to explore on your own, go ahead! <</if>>\ /***Original Text*** You can find the link here: http://www.pindex.com/b/patrik-kilpatrick/responsible-power Open-Mindedness 1 Close Minded 5 Open to New Experiences Conscientiousness 1 Disorganized 5 Conscientious Extraversion 1 Introversion 5 Extraversion Agreeableness 1 Disagreeable 5 Agreeable Negative Emotionality 1 Calm/Relaxed 5 Nervous/High Strung*/

<<if not $$AudRef2>><span id="mission-complete">^^Mission 0Ref.2. Levels of Reflection: Overview ^^</span><<else>>^^Mission 0Ref.2. Levels of Reflection: Overview <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 10 min^^ <<dialog '5 Lenses'>>\ This Mission will ask you to process your results in the "0Ref.1 The Big Five" in several different ways to help show you different ways and depths to process something. These levels of reflection will be used throughout your apprenticeship to process your experiences. <</dialog>> !The Better To See You With. One of the most powerful skills you will learn in this program is how to separate out Levels of Reflection. In the Western world, we tend to jump to Analysis or Evaluation, but the Interculturalist needs to know how to see what is actually there. <<message "!!*<<c taskyellow>>Task Detail: Levels of Reflection: Overview (0Ref.2.032)<</c>>">> <<if $Ref031>> //Documentation// The first Level of Reflection is just Documentation. This is some verifiable evidence: a photo, a ticket stub, a receipt. In this case, what day did you take the Big Five test? <<listbox "$Big5day" autoselect>> <<optionsfrom $day>> <</listbox>> Please select the month: <<listbox "$Big5month" autoselect>> <<optionsfrom $month>> <</listbox>> Please choose what day of the month: <<listbox "$Big5daynumber" autoselect>> <<optionsfrom $daynumber>> <</listbox>> <<button "Submit Big Five Date">> <<set $Big5date = "$Big5day, " + "$Big5month " + "$Big5daynumber">> <<replace "#document_date">>You took the Big Five test on <<c yourresponseorange>>$Big5date<</c>>. <</replace>> <</button>> <span id="document_date"><<print "You haven't told us when you did the Big Five test, yet.">></span> //Observation// The line between Documentation and Observation can be subtle. Because both involve objectivity, meaning everyone would agree that something is true, but with Observation, what you choose to include or leave out introduces some choice. To practice Observation, in the box below, describe the five elements of the Big Five. <<textarea "$observationBig5" $observationBig5>> <<button "Submit Response">> <<if $observationBig5 == undefined>> <<replace "#observe_describe">>You haven't described the elements of the Big Five, yet.<</replace>> <<else>> <<replace "#observe_describe">>You described the elements of the Big Five as: <<c yourresponseorange>>"$observationBig5."<</c>><</replace>> <</if>> <</button>> <span id="observe_describe"><<print "You haven't described the elements of the Big Five, yet.">></span> //Reaction// With Reaction, you are now introducing your subjectivity into the situation by saying how something affected you or what you thought, but not whether something was good or bad. For example, how did you feel about your results in the Big Five test? <<textarea "$reactionBig5" $reactionBig5>> <<button "Submit Response">> <<if $reactionBig5 == undefined>> <<replace "#react_feel">>You haven't told us how you feel about the results of the Big Five test, yet.<</replace>> <<else>> <<replace "#react_feel">>This is how you felt about your results from the Big Five: <<c yourresponseorange>>"$reactionBig5."<</c>><</replace>> <</if>> <</button>> <span id="react_feel"><<print "You haven't told us how you feel about the results of the Big Five test, yet.">></span> //Analysis// Analysis may or may not include a Reaction, but it always includes Observations. Analysis aims to organize those observations and understand relationships between things. It explains and draws conclusions from evidence. It takes other observations and analyses into account. For example, which of the Big Five do you think tends to be high for English teachers? Why do you think that? <<textarea "$analysisBig5" $analysisBig5>> <<button "Submit Response">> <<if $analysisBig5 == undefined>> <<replace "#analyze_think">>You haven't told us which of the Big Five you think is probably high for English teachers, yet.<</replace>> <<else>> <<replace "#analyze_think">>You think that the Big Five Element most likely represented in English teachers is: <<c yourresponseorange>>"$analysisBig5"<</c>><</replace>> <</if>> <</button>> <span id="analyze_think"><<print "You haven't told us which of the Big Five you think is probably high for English teachers, yet.">></span> //Evaluation// Evaluation can use all of the Levels of Reflection to compare, contrast, and determine which of several options is better or more effective. For example, do you think that the Big Five structure is a good way to measure personality? Do you think this version of the test is a reliable and valid test? <<textarea "$evaluationBig5" $evaluationBig5>> <<button "Submit Response">> <<if $evaluationBig5 == "">> <<replace "#evaluate_assess">>You haven't told us what your assessment of the Big Five test is, yet.<</replace>> <<else>> <<replace "#evaluate_assess">>Ultimately, your assessment of the Big Five test is: <<c yourresponseorange>>"$evaluationBig5"<</c>><</replace>> <</if>> <</button>> <span id="evaluate_assess"><<print "You haven't told us what your assessment of the Big Five test is, yet.">></span> =*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*= <<button "Levels Complete?">> <<if $evaluationBig5 !== "undefined" && $analysisBig5 !== "undefined" && $reactionBig5 !== "undefined" && $observationBig5 !== "undefined" && $Big5date !== "undefined">> <<replace "#level_reflect">> Click the link below to complete the Task: <<c taskyellow>>0Ref.2.032<</c>> - <<if $Ref032>>Levels of Reflection Overview <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Levels of Reflection Overview">> <<c taskyellow>>Complete!<</c>><<set $Ref032 to true>><<set $journal.unshift("<<c taskyellow>>0Ref.2.032:<</c>> Levels of Reflection Overview - 'Documentation: <<c yourresponseorange>>$Big5Date<</c>>; Observation: $observationBig5; Reaction: <<c yourresponseorange>>$reactionBig5<</c>>; Analysis: <<c yourresponseorange>>$analysisBig5<</c>>; Evaluation: <<c yourresponseorange>>$evaluationBig5<</c>>' (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>>\ <</if>>\ <</button>> <span id="level_reflect"><<print "You haven't completed your Levels of Reflection, yet.">></span> <<else>> This Task is not available until you have completed [[Go To The Big Five|0Ref.1 Know Five]] <</if>> <</message>>\ ---- <<if not $AudRef2>>\ Click the button below to verify if you've completed all the required Tasks. <<message "Verify Mission" btn>> <<if $Ref031>> <<c taskyellow>>This Mission is complete!<</c>> The Journey of Self-Discovery never ends. Here are your Task responses for this Mission: *<<c taskyellow>>0Ref.2.032:<</c>> Levels of Reflection Overview - Documentation: <<c yourresponseorange>>$Big5date<</c>> Observation: <<c yourresponseorange>>$observationBig5<</c>> Reaction: <<c yourresponseorange>>$reactionBig5<</c>> Analysis: <<c yourresponseorange>>$analysisBig5<</c>> Evaluation: <<c yourresponseorange>>$evaluationBig5<</c>> (<<datetime>>) Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MjcxMTIxMTY5MTFa/sa/MTM0MDI4MjkyOTQ0/details Look under Reflective Syllabus to find the assignment if you're having trouble locating it. You've reached a fork in the road! If you haven't finished documenting your Shadowing Experiences, you'll need to do that before moving on: [[Go To Shadowing Experiences|0Act.1 Shadow Exp]] If you have finished with 4 Shadowing experiences, it's probably time for your [[Technical Rehearsal|0Tech.2 Tech Rehearsal]]. If you have any other Missions to do, just go up to the <<c helppink>>Headboard<</c>> and look at the Stage0 - Audition Progress. You're almost there! <<if not $AudRef2>> <<set $Audprogress +=1>> <<set $journal.unshift("<<c taskyellow>>0Ref.2:<</c>> Levels of Reflection Overview <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>> <<set $EFTCprogress += 1>> <<set $AudRef2 = true>> <<replace "#mission-complete">>^^Mission 0Ref.2. Levels of Reflection: Overview <<c taskyellow>>COMPLETE!<</c>>^^<</replace>>\ <</if>>\ <<else>>\ Take a moment - you still need to complete: <<if not $Ref031>>*<<c taskyellow>>0Ref.2.032:<</c>> Levels of Reflection Overview<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>> <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> The Journey of Self-Discovery never ends. Here are your Task responses for this Mission: *<<c taskyellow>>0Ref.2.032:<</c>> Levels of Reflection Overview - Documentation: <<c yourresponseorange>>$Big5date<</c>> Observation: <<c yourresponseorange>>$observationBig5<</c>> Reaction: <<c yourresponseorange>>$reactionBig5<</c>> Analysis: <<c yourresponseorange>>$analysisBig5<</c>> Evaluation: <<c yourresponseorange>>$evaluationBig5<</c>> (<<datetime>>) If you have any other Missions to do, just go up to the <<c helppink>>Headboard<</c>> and look at the Stage0 - Audition Progress. You're almost there! <</if>>\ /***Original Text*** One of the most powerful skills you will learn in this program is how to separate out levels of reflection. In the Western world. we tend to jump to Analysis or Evaluation, but the Interculturalist needs to know how to see what is actually there. Documentation The first Level of Reflection is just Documentation - this is some verifiable evidence: a photo, a ticket stub, or a receipt. For example, what day did you take the Big Five test? Observation The line between Documentation and Observation can be subtle, because both involve objectivity - meaning, everyone would agree that something is true. But with Observation, what you choose to include or leave out introduces some choice. To practice Observation, in the box below, describe what the five elements of the Big Five are. Reaction With Reaction, you are now introducing your subjectivity into the situation, by saying how something affected you, or what you thought - but not whether something was good or bad. For example, how did you feel about your results in the Big Five test? Analysis Analysis may or may not include a Reaction, but it always includes Observations, but now tries to organize those observations and understand relationships between things. It explains, draws conclusions from evidence. It takes other observations and analyses into account. For example, which of the Big Five do you think tends to be high for English teachers? Why do you think that? Evaluation Evaluation can use all of the Levels of Reflection to compare, contrast, determine which of several options is better or more effective. For example, do you think that the Big Five structure is a good way to measure personality? Do you think this version of the test is a reliable and valid test?*/

<<if not $AudRel1>><span id="mission-complete">^^Mission 0Rel.1. Get Connected! ^^</span><<else>>^^Mission 0Rel.1. Get Connected! <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 10 min^^ <<dialog 'Unmediated Social'>>\ This Mission requires you to interact with other people. Don't panic. <</dialog>> !Who's With Me? <<message "!!*<<c taskyellow>>Task Detail: P-P-T Connect (0Rel.1.034)<</c>>">> //Introducing Facemail!// We want you to meet people in our community face to face. Click [[P-P-T Connect|http://www.pptpdx.com/p-p-t-connect/]] to learn more about P-P-T Connect. If P-P-T Connect is not convenient for you, we'd like you to meet with someone else in the program so you can hear from them in their own words what their experience is. This should be another active Aprendiz who you are not facilitating a class with. If you need help finding someone, ask Wanda or email info@pptpdx.com When did you come to P-P-T Connect or meet up with another apprentice to chat? <<listbox "$connectday" autoselect>> <<optionsfrom $day>> <</listbox>> Please select the month: <<listbox "$connectmonth" autoselect>> <<optionsfrom $month>> <</listbox>> Please choose what day of the month: <<listbox "$connectdaynumber" autoselect>> <<optionsfrom $daynumber>> <</listbox>> <<button "Submit Date">> <<set $connectdate = "$connectday, " + "$connectmonth " + "$connectdaynumber">> <<replace "#connect_date">>You met with another Aprendiz on <<c yourresponseorange>>$connectdate<</c>>. Click the link below to complete the Task: <<c taskyellow>>0Rel.1.034<</c>> - <<if $Rel034>>P-P-T Connect <<c taskyellow>>Complete!<</c>><<else>><<linkappend "P-P-T Connect">> <<c taskyellow>>Complete!<</c>><<set $Rel034 to true>><<set $journal.unshift("<<c taskyellow>>0Rel.1.034:<</c>> P-P-T Connect - <<c yourresponseorange>>'$connectdate'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>> <</replace>> <</button>> <span id="connect_date"><<print "You haven't told us when you connected with another Aprendiz, yet.">></span> <</message>>\ ---- <<if not $AudRel1>>\ Click the button below to verify if you've completed all the required Tasks. <<message "Verify Mission" btn>> <<if $Rel034>> <<c taskyellow>>This Mission is complete!<</c>> Let's go welcome our neighbors! Here are your Task responses for this Mission: *<<c taskyellow>>0Rel.1.034:<</c>> P-P-T Connect - <<c yourresponseorange>>'$connectdate'<</c>> (<<datetime>>) Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MjcxMTIxMTY5MTFa/sa/MTM0MDI4MjkyOTkz/details Look under Relational Syllabus to find the assignment if you're having trouble locating it. By now, you probably know how to navigate the Missions - just go up to the Headboard and look at the Stage0 - Audition Progress. If you want to explore on your own, go ahead! We suggest going a bit further with the Relational Syllabus: Go to [[Relational Orientation|0Rel.2 Relational Orient]] <<if not $AudRel1>> <<set $Audprogress +=1>> <<set $journal.unshift("<<c taskyellow>>0Rel.1:<</c>> P-P-T Connect <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>> <<set $EFTCprogress += 1>> <<set $AudRel1 = true>> <<replace "#mission-complete">>^^Mission 0Rel.1. Get Connected! <<c taskyellow>>COMPLETE!<</c>>^^<</replace>> <</if>>\ <<else>>\ Hey, friend - you still need to complete: <<if not $Rel034>>*<<c taskyellow>>0Rel.1.034:<</c>> P-P-T Connect<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Let's go welcome our neighbors! By now, you probably know how to navigate the Missions - just go up to the <<c helppink>>Headboard<</c>> and look at the Stage0 - Audition Progress. <</if>>\ /***Original Text*** Come to P-P-T Connect: http://www.pptpdx.com/p-p-t-connect/ Introducing Facemail! We want you to meet people in our community face to face. When did you come to P-P-T Connect? If P-P-T Connect is not convenient for you, we'd like you to meet with someone else in the program so you can hear from them in their own words what their experience is. This should be another active apprentice who you are not facilitating a class with. If you need help finding someone, ask Wanda or email info@pptpdx.com*/

1Ana.1 - Think About It. Map [[0.01 EFTC Map]] It would be nice to see an overview. Analytic Syllabus [[Analytic Syllabus]] What are some other things I can think about? Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** Although our Practicum is not fundamentally a theoretical experience, everything we do has a theoretical foundation. We want you to know why we do things, and what the facts are, even though we also believe that practice is the primary teacher. You can find the required readings and videos that bring our theoretical foundations forth on Pindex: http://www.pindex.com/u/patrik-kilpatrick There is no penalty for reading ahead... :) Below are some questions about the Analytic Syllabus for the Instructor Stage. The questions are intended to encourage you to look through the materials and notice the most important information. Most of these are quick one page reads. Which Item Features The Phrase "Affective Filter"? A-Facilitating Language & Cultural Skills http://www.pindex.com/b/patrik-kilpatrick/facilitating-language-cultural-skills Stephen Krashen's Theory of Second Language Acquisition Top Hardest Languages to Learn in the World How Many People Speak Mandarin? B-Intercultural Communication: http://www.pindex.com/b/patrik-kilpatrick/intercultural-communication/ 848,000,000 1,197,000,000 335,000,000 399,000,000 Which Item Makes the Case that "A Certain Group Has Not Been Able To Get A Foothold In The Economy?" C-American Identity: http://www.pindex.com/b/patrik-kilpatrick/american-identity 40 Acres and a Mule Would be at least $6.4 Trillion Today Spanglish, a New American Language America's Queer Muslims and the Orlando Shooting Which Item Contains the Phrase "all too often, it's a way to silence people" D-Understanding Whiteness: http://www.pindex.com/b/patrik-kilpatrick/the-foundations-of-white-supremacy Grammar Snobs are Patronising, Pretentious and Just Plain Wrong White Supremacy Culture The Surprisingly Racist History of Caucasian Which Item states that a Neighborhood in Greater Portland Contains 88 Languages? E-New Portland: http://www.pindex.com/b/patrik-kilpatrick/a-welcoming-portland ACS Tri-County Language at Home How the Whitest City in America Appears Through the Eyes of its Black Residents You Are Here: A Snapshot of the Portland Region's Changing Communities Which Item Makes a Distinction Between Racism and Cultural Difference? F-Cultural Appropriation: http://www.pindex.com/b/patrik-kilpatrick/cultural-appropriation Why We Need to Take Responsibility for Anti-Black Racism in K-Pop Art, Appropriation and the Damaging Economic Effect on Indigenous Artists Situational Leadership Four columns labeled Directing, Coaching, Supporting, and Delegating along with characteristics of those leadership styles Situational Leadership Looking at the graphic, if 2-way communication is impossible because of a language barrier, which of the four leadership styles is the *only* one you can use as a classroom facilitator? Situational Leadership Extra Credit Is two way communication really impossible if there is a language barrier? Does that change the kind of leadership style you'd use in a classroom when there's a language barrier?*/

1Cre.1 - 21Challenges Map [[0.01 EFTC Map]] It would be nice to see an overview. Creative Syllabus [[Creative Syllabus]] What other experiments can I try?? Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** 21Challenges: Elective Choose an Elective in the Creative Syllabus from the list below - if there's something else you really want to do, the Coordinator of Apprentices must approve it: You Scratch My Back [[0.21E123CreTech UScratch]] Last Minute Lesson [[0.21E123CreTech Last]] 3, 2, 1, Contact! [[0.21E123TechCre 321]] Quinceañera [[0.21E123TechCre 15]] I'm Only The Piano Player [[0.21E123CreTech Piano]] The full list of Challenges and their descriptions is here: http://www.pptpdx.com/ppt-content/uploads/2015/09/EFTCStructure-21Challenges2.1.pdf [[0.21 21Chal]] To complete your Challenge, head over to this form: https://docs.google.com/forms/d/e/1FAIpQLSeOZGp27I5vQR7zf-UA2vSqaGjwijYRw8-9Sl0n-kjAH3Zpfw/viewform When Did You Complete Your Elective Challenge? We'll compare this against your the documentation from the Challenge form to confirm you've completed all of your requirements.*/

1Cre.2 - Try Something New. Map [[0.01 EFTC Map]] It would be nice to see an overview. Creative Syllabus [[Creative Syllabus]] What other experiments can I try?? Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** Below is something to explore in our media library to strengthen your creativity. Merging Environmental Education and English Instruction On page 4 of this article, there's a website where teachers can find "green" ESL Resources. Go to the website and name one resource that you would like to try in a class. Find the article on this board: http://www.pindex.com/b/patrik-kilpatrick/facilitating-language-cultural-skills */

1Eth.1 - Do Gooder Map [[0.01 EFTC Map]] It would be nice to see an overview. Ethical Syllabus [[Ethical Syllabus]] I'd like to make other discernments. Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** All of the following questions can be answered on the documents on the Schoolhouse Rules page: http://www.pptpdx.com/schoolhouse/ Schoolhouse Rules: Boundaries & Personal Safety What's the most important guideline that you learned about here? Schoolhouse Rules: Personal Information Can you take pictures of your class? Schoolhouse Rules: Practicum Experiences Are you enrolled in a program that requires a practicum that you are fulfilling with us? Yes No Schoolhouse Rules: Recommendations & References Are you interested in any kind of recommendation or reference from us ever in the future (including practicum experiences)? Tell us about how you plan to use your training. */

1Eth.2 - Quandary I Map [[0.01 EFTC Map]] It would be nice to see an overview. Ethical Syllabus [[Ethical Syllabus]] I'd like to make other discernments. Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** Throughout your apprenticeship, you will experience morally ambiguous situations. For the interculturalist, these aren't unusual - it's the nature of the work we do. For example, you have a male learner from a culture that employs a lot of physical touch sitting next to a Muslim woman who has strong boundaries around touching men. Those cultural behaviors are more or less mutually exclusive. How do you navigate this? Describe a Quandary that you've experienced during the Practitioner stage, and how you approached it. Include as many details as possible - who was there, if you talked to anyone, if it was a single event or ongoing, etc. However, in this example, don't give your internal reaction or interpretation (you can say what you did, but not how you felt about it, or why). If you do need to talk with someone, please reach out to your WING, your Coach, or the Coordinator of Apprentices Describe Your Ambiguous Situation Factual details please! */

1Eth.3 - What Is Intercultural Communication? II Map [[0.01 EFTC Map]] It would be nice to see an overview. Ethical Syllabus [[Ethical Syllabus]] I'd like to make other discernments. Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** Three panels. the left, with the label "EQUALITY" shows three people standing on boxes looking over a fence at a baseball game. The three people are different heights, so the equal size boxes don't help the shortest see over the fence. In the center panel, labeled "EQUITY", the box has been given from the tallest person to the shortest, and now everyone can see over the fence. In the right panel, labeled "REALITY" the tallest person has 7 boxes, and the shortest is in a hole in the ground. Equity vs. Equality By developing our skills as interculturalists, we believe we are doing Equity work. In the picture, when the tall person gives up his box to the short person, everyone has equal access. To apply the metaphor to English teaching, it's not enough to just give a box to the shortest one, but it's also important that the person who has more gives more. Our English teaching must not only give skills to folks who are wanting them, but we must change too, by opening up our society and making it more accessible. The image labeled Equity doesn't just show equal access to the experience of the game - it's also the only one where the people have enough shared experience that they can connect with one another. Say something about the impact of Equality/Inequality/Equity on our ability to connect with and understand each other, using your own experience as a guide. */

1Eth.4 - Burns & Boons: Review Ethical Ledger Map [[0.01 EFTC Map]] It would be nice to see an overview. Ethical Syllabus [[Ethical Syllabus]] I'd like to make other discernments. Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** How Many 1st Degree Burns Did You Cause? How Many 1st Degree Boons Did You Grant? How Many 2nd Degree Burns Did You Cause? How Many 2nd Degree Boons Did You Grant? How Many 3rd Degree Burns Did You Cause? How Many 3rd Degree Boons Did You Grant? */

1Insp.1 - Get Inspired! Map [[0.01 EFTC Map]] It would be nice to see an overview. Inspirational Syllabus [[Inspire Syllabus]] What are some other ways I can fire up my engines? Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** Art Dept. Rules Immaculate Heart College Art Department Rules title. 10 rules unevenly arrayed on paper. Art Department Rules These 10 Rules will get you through the Instructor Phase. Come back to it often. What's your favorite rule and why? Word of the Week: お疲れ様です (Inspirational) Otsukaresama desu! This is something you'll hear P-P-T Compas say to each other. Literal translation often comes out sounding strange - What does it mean? http://www.pindex.com/b/patrik-kilpatrick/intercultural-communication You must be exhausted from working so hard! Your mother in law is very beautiful! I wouldn't think of asking for a favor! Your hospitality makes me feel like family! */

1Insp.2 - Motivation II Map [[0.01 EFTC Map]] It would be nice to see an overview. Inspirational Syllabus [[Inspire Syllabus]] What are some other ways I can fire up my engines? Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** Why do you want to teach English? Post your response in the Facebook Group P-P-T PDX Community. https://www.facebook.com/groups/907115366046026/ When Did You Post Your Motivation? */

1Nar.1 - You Better Believe It! Map [[0.01 EFTC Map]] It would be nice to see an overview. Narrative Syllabus [[Narrative Syllabus]] Tell me another story. Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** Unpacking the Invisible Knapsack This short, classic reading marks the beginning of the contemporary awareness of White Americans' ability to see how their experience differs from the experience of people of color. Peggy McIntosh said that for years, she believed that women of color were women first, and didn't believe Black women had a different experience than White women. But then she had an epiphany. Find It Here: http://www.pindex.com/b/patrik-kilpatrick/the-foundations-of-white-supremacy Are You White? Do you receive light skin privilege? When you're pulled over by police, do you say to yourself, "Am I being pulled over because of my skin color?" Yes No Your Experience Describe a experience that you had where White privilege was happening (whether you are White or a Person of Color) You CAN'T Sound White! Video Is Sounding White A Good Thing? One person in the video says "When you hear that in your own community, it's an insult." Explain what she means? */

1Ref.1 - Consent Map [[0.01 EFTC Map]] It would be nice to see an overview. Reflective Syllabus [[Reflective Syllabus]] What are some other ways I can become more aware? Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** Permission To Give Corrective Feedback (Consent!) You are in a training program. Do we have permission to coach you? Yes No I don't understand this question */

1Ref.3 - Levels of Reflection: Observation Map [[0.01 EFTC Map]] It would be nice to see an overview. Reflective Syllabus [[Reflective Syllabus]] What are some other ways I can become more aware? Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** One of the hardest things for people to do, especially academically trained people, is just to describe what's in front of them. That's because our thoughts, reactions, feelings and judgments all get in the way. We'd like you to practice your Observation skills when you are the DJ and you do a Class Report. You are asked to put "What happened - as long or as short as you like." However, instead of describing what happened, people will evaluate the class saying it was fun or boring. Sometimes, DJs will say what activities were on the lesson plan. But saying "We did alphabet listen & point" is not a description - because a person who doesn't know what that is wouldn't be able to understand what you're talking about. "We took out a sheet and pointed to some letters with a pencil" is a description. There's an irony here: oftentimes, when we are in a new culture, it's easier to objectively describe things because everything is confusing and *you don't know what it means*. We don't have frameworks to interpret what we're seeing. That means the Learners in your class may be better at describing what happened in your class than you are. This is in fact, why it's important to develop this skill - one is because it allows you to see what's happening without "assuming"; but two, it allows you to move past your own self-judgment so you can improve. It also allows you to give critical feedback that people can hear without feeling judged, "I noticed someone got up and left your class. Why do you think that happened?" In this Mission, we want you to send your "What Happened" description for each of the 5 classes you DJ during the Instructor stage to your WING and ask them if what you wrote is a description or not. If you have trouble, ask your Coach or the Coordinator of Apprentices. Date Completed What was the date of the 5th class you DJd? How Accurate Were Your Observation Skills? Did your WING suggest that you "take another look" at any of your descriptions? */

1Ref.4 - 21Challenges Map [[0.01 EFTC Map]] It would be nice to see an overview. Reflective Syllabus [[Reflective Syllabus]] What are some other ways I can become more aware? Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** I Need to Work On That [[0.21R1RefCre Work]] The full list of Challenges and their descriptions is here: http://www.pptpdx.com/ppt-content/uploads/2015/09/EFTCStructure-21Challenges2.1.pdf [[0.21 21Chal]] To complete your Challenge, head over to this form: https://docs.google.com/forms/d/e/1FAIpQLSeOZGp27I5vQR7zf-UA2vSqaGjwijYRw8-9Sl0n-kjAH3Zpfw/viewform When Did You Complete This Challenge? */

1Ref.5 - Go Deeper. Map [[0.01 EFTC Map]] It would be nice to see an overview. Reflective Syllabus [[Reflective Syllabus]] What are some other ways I can become more aware? Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** 11 Beautiful Japanese Words That Don't Exist In English What's Your Favorite Japanese Word That Doesn't Translate Into English?: http://www.pindex.com/b/patrik-kilpatrick/intercultural-communication The Color of Fear/White Savior Barbie Both of these items tend to have a strong impact, particularly with White people. Which one did you find the most impactful? http://www.pindex.com/b/patrik-kilpatrick/the-foundations-of-white-supremacy The Color of Fear excerpt White Savior Barbie Engaged Feedback Checklist A list of 10 rules on a gray background with letters white and colored. The list is advice for giving critical feedback. Which of these Engaged Feedback Indicators Is The Hardest For You? Engaged Feedback: http://www.pindex.com/b/patrik-kilpatrick/responsible-power */

1Rel.1 - Minimial Competence: Connective Communication Map [[0.01 EFTC Map]] It would be nice to see an overview. Relational Syllabus [[Relational Syllabus]] What are some other ways I can bond with others? Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** Minimal Competence Academic programs generally judge you based on how well you understand the material. Because we're not grading you on understanding, but creating an opportunity for you to be a competent language skills facilitator, we use the concept of minimal competence to assure that you're able to do the basics. If you think of a pass/fail class, you would call it passing. You can, and should, try to achieve excellence if you want to be a great teacher - and the opportunity to do that will be here for you. Aim high! In this program, though, we won't fail you if you don't achieve minimal competence, but we'll provide additional supports or challenges. You get to keep trying until you're good enough. Minimal Competence: Connective Communication Check all the boxes that you think you have achieved. We'll check against our records, experiences, and what other folks say to determine if you've met the minimum expectations, or need to make some adjustments. Timely phone responses Timely text responses Timely email responses Timely responses in Facebook/Gchat and other digital media Regular communication with your WING Regular communication with your Coach Appropriate communication (tone, channel, openness, length, importance, clarity) Double checking with multiple people when things don't seem right or seem confusing Follow up when something seems to not be happening or when folks might be upset Reaching out just to check in with folks Timely advance notice when things are changing (not too early, not too late) Confirmation for appointments and other agreements */

1Rel.2 - 21Challenges Map [[0.01 EFTC Map]] It would be nice to see an overview. Relational Syllabus [[Relational Syllabus]] What are some other ways I can bond with others? Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** Choose an Elective in the Relational Syllabus from the list below - if there's something else you really want to do, the Coordinator of Apprentices must approve it: Life Preserver [[0.21E123RefRel SaveMe]] Guest Speaker [[0.21E123TechRel Guest]] Bringing the Actual Pie [[0.21E123Rel Actual]] Truth to Power [[0.21E123RelEth Power]] I Was Wrong [[0.21E123RefRelEth Wrong]] That Was Hard For Me [[0.21E123RefREl Hard]] I'll Scratch Your Back [[0.21E23TechRel IScratch]] The full list of Challenges and their descriptions is here: http://www.pptpdx.com/ppt-content/uploads/2015/09/EFTCStructure-21Challenges2.1.pdf [[0.21 21Chal]] To complete your Challenge, head over to this form: https://docs.google.com/forms/d/e/1FAIpQLSeOZGp27I5vQR7zf-UA2vSqaGjwijYRw8-9Sl0n-kjAH3Zpfw/viewform When Did You Complete Your Elective Challenge We'll compare this against your the documentation from the Challenge form to confirm you've completed all of your requirements. */

1Rel.3 - Get Connected! Map [[0.01 EFTC Map]] It would be nice to see an overview. Relational Syllabus [[Relational Syllabus]] What are some other ways I can bond with others? Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** When Did You Come To P-P-T Connect? We'd like you to try to come at least once during the Instructor stage. If not, let the Coordinator of Apprentices know and we'll come up with something else for you. */

1Rel.4 - Fledge I (F-WING) Map [[0.01 EFTC Map]] It would be nice to see an overview. Relational Syllabus [[Relational Syllabus]] What are some other ways I can bond with others? Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** "Well-Integrated Nurturing and Guidance" is our Peer Mentoring model, supporting Aprendices throughout the Practicum, into the Apprenticeship, and beyond. It's the opposite of a Chain of Command - it's a Chain of Support. As an Instructor, you'll have an F-WING - someone in the Facilitator level of the program, and you'll be their "Fledge" http://www.pptpdx.com/ppt-content/uploads/2015/09/EFTCStructure-WING2.0.pdf WING Support Who is your F-WING? Enter their full name or Guild name. When Was The First Time You Communicated?*/

1Tech.1 - Minimal Competence: Preparation Map [[0.01 EFTC Map]] It would be nice to see an overview. Technical Syllabus [[Technical Syllabus]] How else could I develop my skills? Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** Academic programs generally judge you based on how well you understand the material. Because we're not grading you on understanding, but creating an opportunity for you to be a competent language skills facilitator, we use the concept of minimal competence to assure that you're able to do the basics. If you think of a pass/fail class, you would call it passing. You can, and should, try to achieve excellence if you want to be a great teacher - and the opportunity to do that will be here for you. Aim high! In this program, though, we won't fail you if you don't achieve minimal competence, but we'll provide additional supports or challenges. You get to keep trying until you're good enough. Preparation Check all the boxes that you think you have achieved. We'll check against our records, experiences, and what other folks say to determine if you've met the minimum expectations, or need to make some adjustments. Preparing Lesson Plans in advance Bringing Lesson Plans to class Responding to Shadower welcoming messages Confirming attendance for Assistants, Shadowers, DJs, Guests before the class Bringing materials to class Arriving to class 15 minutes in advance Ensuring that logistical barriers are removed (locked doors, signs, etc) Setting up the tables Starting on time if there are any Learners present Ensuring there are alphabet sheets and attendance sheets */

1Tech.2 - Coach5: Model Teaching Map [[0.01 EFTC Map]] It would be nice to see an overview. Technical Syllabus [[Technical Syllabus]] How else could I develop my skills? Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** This will probably be your first Coached experience! Ideally, it will happen within a couple of classes after your Dress Rehearsal. The reality is that when we observe, we think we understand, but it's not until we're in front the class ourselves that we really start to learn. After the Dress Rehearsal, apprentices are much more likely to "see" the techniques that facilitators use. Where Did Your Model Teaching Occur? Who Model Taught For You? What Date Did You Receive Model Teaching? */

1Tech.3 - 21Challenges Map [[0.01 EFTC Map]] It would be nice to see an overview. Technical Syllabus [[Technical Syllabus]] How else could I develop my skills? Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** How's My Pie (x3) [[0.21R1Tech Pie]] The full list of Challenges and their descriptions is here: http://www.pptpdx.com/ppt-content/uploads/2015/09/EFTCStructure-21Challenges2.1.pdf [[0.21 21Chal]] To complete your Challenge, head over to this form: https://docs.google.com/forms/d/e/1FAIpQLSeOZGp27I5vQR7zf-UA2vSqaGjwijYRw8-9Sl0n-kjAH3Zpfw/viewform When Did You Complete This Challenge? Enter the date of the 3rd and final Challenge to document this Mission. */

1Admin.1 - Minimal Competence: Documentation Map [[0.01 EFTC Map]] It would be nice to see an overview. Administrative Syllabus [[Admin Syllabus]] Can I see a list of all the main objectives that comprise the EFTC Apprenticeship? Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** Academic programs generally judge you based on how well you understand the material. Because we're not grading you on understanding, but creating an opportunity for you to be a competent language skills facilitator, we use the concept of minimal competence to assure that you're able to do the basics. If you think of a pass/fail class, you would call it passing. You can, and should, try to achieve excellence if you want to be a great teacher - and the opportunity to do that will be here for you. Aim high! In this program, though, we won't fail you if you don't achieve minimal competence, but we'll provide additional supports or challenges. You get to keep trying until you're good enough. Documentation Check all the boxes that you think you have achieved. We'll check against our records, experiences, and what other folks say to determine if you've met the minimum expectations, or need to make some adjustments. Ensuring there are Loyalty Cards before you come to class Filling out Loyalty Cards during Yell & Spell Documenting the Self-Reflection appropriately Entering attendance by midnight the day of the class Posting Class Reports by midnight the day of the class Shredding Loyalty Cards that have no activity for more than a month Starting on time if there are any Learners present Posting Class Reports accurately, with complete information in the correct topic thread Keeping all your Lesson Plans in hardcopy (MC) Keeping all your Attendance sheets in hardcopy (DJ) Filling out Loyalty Cards legibly with First/Last name as given by Learners Filing Loyalty Cards stacked face up with most recent attendees on top*/

2Act.1 - Document Your Classroom Experiences MC (10x) & DJ (5x) Map [[0.01 EFTC Map]] It would be nice to see an overview. Action Syllabus [[Action Syllabus]] How else can I learn by doing? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** MC#1 MC#2 MC#3 MC#4 MC#5 MC#6 MC#7 MC#8 MC#9 MC#10 DJ#1 DJ#2 DJ#3 DJ#4 DJ#5

1Ref.2 - Know Yourself - Your Social Location Map [[0.01 EFTC Map]] It would be nice to see an overview. Reflective Syllabus [[Reflective Syllabus]] What are some other ways I can become more aware? Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** Know Yourself: Your Social Location Many people react to the idea of white privilege - people who have been working hard all their lives, and have had difficult lives, feel like they haven't been privileged because of the color of their skin. Something similar can happen with men who feel disempowered with respect to women. Many of our perspectives can be distorted because it's hard to see ourselves in relation to the wider population. And many of us are not reflecting on the influences that made me who we are. This mission will ask you to "locate" yourself on a number of dimensions and ask you to reflect on how your situation compares to others. The point of this exercise is to get you reflecting and help you talk about the story that brings you to where you are right now. When Did You Complete "Your Social Location"? It takes about 45 minutes. https://goo.gl/forms/QiRseYZS7KWDG2iA3 Social Identity Mapping This class from a PSU professor is a nice academic approach to understanding our social location. Please complete the following statement: "When engaging in difficult dialogue students can situate themselves and __________" http://www.pindex.com/b/patrik-kilpatrick/responsible-power */

1Admin.2 LevelUp: Practitioner Map [[0.01 EFTC Map]] It would be nice to see an overview. Administrative Syllabus [[Admin Syllabus]] Can I see a list of all the main objectives that comprise the EFTC Apprenticeship? Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /* */

2Ana.1 - Think About It. Map [[0.01 EFTC Map]] It would be nice to see an overview. Analytic Syllabus [[Analytic Syllabus]] What are some other things I can think about? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** Although our Apprenticeship is not fundamentally a theoretical experience, everything we do has a theoretical foundation. We want you to know why we do things, and what the facts are, even though we also believe that practice is the primary teacher. You can find the required readings and videos that bring our theoretical foundations forth on Pindex: http://www.pindex.com/u/patrik-kilpatrick There is no penalty for reading ahead... :) Below are some questions about the Analytic Syllabus for the Practitioner Stage. The questions are intended to encourage you to look through the materials and notice the most important information. Most of these are quick one page reads. How Long Does It Take To Become Fluent? 500 hours 1000 hours 5,000 hours 10,000 hours In *Teaching Grammar* What Does Larsen-Freeman Mean By "Grammaring"? A-Facilitating Language & Cultural Skills http://www.pindex.com/b/patrik-kilpatrick/facilitating-language-cultural-skills Which Item Contains the Claim, "You can say whatever you want, but other people can say whatever they want."? B-Intercultural Communication: http://www.pindex.com/b/patrik-kilpatrick/intercultural-communication/ Is PC Culture Anti-Free Speech Ungendering The Spanish Language Complete the Sentence from *Obama Effect Triggers More Nuanced Conversations About Race*: "Before that, Pablo always thought of race ____ __ _____ __ ____ ___." C-American Identity: http://www.pindex.com/b/patrik-kilpatrick/american-identity In *Fully Appreciating Culture Without Appropriation*, What Guideline Impacted You the Most, and Why? F-Cultural Appropriation: http://www.pindex.com/b/patrik-kilpatrick/cultural-appropriation

2Cre.1 - 21Challenges Map [[0.01 EFTC Map]] It would be nice to see an overview. Creative Syllabus [[Creative Syllabus]] What other experiments can I try?? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** 21Challenges: Deck of Professions [[0.21R2CreTech Deck]] The full list of Challenges and their descriptions is here: http://www.pptpdx.com/ppt-content/uploads/2015/09/EFTCStructure-21Challenges2.1.pdf [[0.21 21Chal]] To complete your Challenge, head over to this form: https://docs.google.com/forms/d/e/1FAIpQLSeOZGp27I5vQR7zf-UA2vSqaGjwijYRw8-9Sl0n-kjAH3Zpfw/viewform When Did You Complete This Challenge? We'll compare this against your the documentation from the Challenge form to confirm you've completed all of your requirements. 21Challenges: Props (5x) [[0.21R2CreTech Props]] The full list of Challenges and their descriptions is here: http://www.pptpdx.com/ppt-content/uploads/2015/09/EFTCStructure-21Challenges2.1.pdf [[0.21 21Chal]] To complete your Challenge, head over to this form: https://docs.google.com/forms/d/e/1FAIpQLSeOZGp27I5vQR7zf-UA2vSqaGjwijYRw8-9Sl0n-kjAH3Zpfw/viewform What 5 Props Did You Use? We'll compare this against your the documentation from the Challenge form to confirm you've completed all of your requirements. When Did You Complete The 5th Props Challenge? 21Challenges: New Shoes [[0.21R2CreTech Shoes]] The full list of Challenges and their descriptions is here: http://www.pptpdx.com/ppt-content/uploads/2015/09/EFTCStructure-21Challenges2.1.pdf [[0.21 21Chal]] To complete your Challenge, head over to this form: https://docs.google.com/forms/d/e/1FAIpQLSeOZGp27I5vQR7zf-UA2vSqaGjwijYRw8-9Sl0n-kjAH3Zpfw/viewform When Did You Complete This Challenge? We'll compare this against your the documentation from the Challenge form to confirm you've completed all of your requirements.

2Eth.1 - Do Gooder Map [[0.01 EFTC Map]] It would be nice to see an overview. Ethical Syllabus [[Ethical Syllabus]] I'd like to make other discernments. Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** All of the following questions can be answered on the documents on the Schoolhouse Rules page: http://www.pptpdx.com/schoolhouse/ Schoolhouse Rules: Materials Use Can you legally photocopy an ESL book to use in class? Can you legally photocopy a map of Latin America to use in Class? The NY Times New Approach To Covering Race Describe in your own words the switch the NY times made. B-Intercultural Communication http://www.pindex.com/b/patrik-kilpatrick/intercultural-communication

2Eth.3 - What Is Intercultural Communication? III Map [[0.01 EFTC Map]] It would be nice to see an overview. Ethical Syllabus [[Ethical Syllabus]] I'd like to make other discernments. Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** One Perspective Is Not Enough In your job or other institution, typically, people want to solve the problem of diversity with a one day training, or by hiring a specialist to do a workshop. Why is a single workshop or training insufficient to address the challenges of Race and Ethnicity in the US? Why can we not fully explore the diversity of experience with one viewpoint?

2Eth.4 - Burns & Boons: Review Ethical Ledger Map [[0.01 EFTC Map]] It would be nice to see an overview. Ethical Syllabus [[Ethical Syllabus]] I'd like to make other discernments. Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** Burns & Boons: Review Ethical Ledger How Many 1st Degree Burns Did You Cause? How Many 1st Degree Boons Did You Grant? How Many 2nd Degree Burns Did You Cause? How Many 2nd Degree Boons Did You Grant? How Many 3rd Degree Burns Did You Cause? How Many 3rd Degree Boons Did You Grant?

2Insp.1 - Get Inspired! Map [[0.01 EFTC Map]] It would be nice to see an overview. Inspirational Syllabus [[Inspire Syllabus]] What are some other ways I can fire up my engines? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** Thelonius Monk's Advice image of notebook with handwritten notes by legendary Jazz musician Thelonius Monk What does this have to do with English teaching?

2Insp.2 - Motivation III Map [[0.01 EFTC Map]] It would be nice to see an overview. Inspirational Syllabus [[Inspire Syllabus]] What are some other ways I can fire up my engines? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** Who is someone who does something as well as you would like to do it someday? This isn't a question about superhuman people like Michael Jordan who are rare, but who does something that you really admire that you think you could actually do? The point here is to get you thinking about how you could develop expertise in something. Post your answer in P-P-T PDX Community. https://www.facebook.com/groups/907115366046026/ When Did You Post Your Motivation?

2Nar.1 - You Better Believe It. Map [[0.01 EFTC Map]] It would be nice to see an overview. Narrative Syllabus [[Narrative Syllabus]] Tell me another story. Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** Which Item Will Help You Understand The US Mexico Border Wall? Tucson, AZ: Borderlands Read the 1966 Telegram MLK Sent Cesar Chavez Why Will the Students From Zanzibar "Probably Fail English?" D-Understanding Whiteness http://www.pindex.com/b/patrik-kilpatrick/the-foundations-of-white-supremacy In "Under Our Skin", many intercultural communication terms are explored through several viewpoints. Watch the video about "Person of Color". What's your definition of a Person of Color, in one sentence? D-Understanding Whiteness http://www.pindex.com/b/patrik-kilpatrick/the-foundations-of-white-supremacy Which Item Shows You That Anti Blackness Is Real All Over The World? D-Understanding Whiteness http://www.pindex.com/b/patrik-kilpatrick/the-foundations-of-white-supremacy Korea's Black Racism Epidemic No Pressure: You're Just Representing Your Entire Race And Gender When My White Friend Asked For My Black Opinion Complete the Sentence: Dr Walidah Imarisha says in "The Racist History of Portland" "I think that Portland has, in many ways, perfected __________________" E-New Portland http://www.pindex.com/b/patrik-kilpatrick/a-welcoming-portland In "Miracle on 135th Avenue", we learn about Hae Nay at David Douglas High School. What is her language and ethnic group? E-New Portland http://www.pindex.com/b/patrik-kilpatrick/a-welcoming-portland Which Item Contains the Sentence: "Damn, white kids evolving" F-Cultural Appropriation http://www.pindex.com/b/patrik-kilpatrick/cultural-appropriation Stolen Language: The Strange Case of Megan Trainor's Blaccent Fully Appreciating Culture Without Appropriation Nina Simone's Face, Zoe Saldana, and the Realities of Blackness Is It Okay or Restaurants to Racially Profile Their Employees? We often wonder if there are any solutions to racism and disparities in educational performance. But the most profound effects happen when white families bring their kids to integrated schools. In which item do we find this story? G-Responsible Power http://www.pindex.com/b/patrik-kilpatrick/responsible-power/ The Problem We All Live With (Part 2) The Problem We All Live With (Part 1) I'm A Redneck and I Love America

2Ref.1 - Know Yourself: Implicit Bias Map [[0.01 EFTC Map]] It would be nice to see an overview. Reflective Syllabus [[Reflective Syllabus]] What are some other ways I can become more aware? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** You probably don't think what you think you think. Please select one of the tests that relate to ethnicity or race. You can do as many as you want, but your just need to choose one to complete the Mission. It takes about 20 min. http://www.pindex.com/b/patrik-kilpatrick/the-foundations-of-white-supremacy/ When you complete it, you'll see a screen with results. Copy and paste the results into a document or email and send it to the Coordinator of Apprentices who who will save it in your folder. Which Test Did You Take? When Did You Send It To The Coordinator of Apprentices?

2Ref.2 - Levels of Reflection: Reaction Map [[0.01 EFTC Map]] It would be nice to see an overview. Reflective Syllabus [[Reflective Syllabus]] What are some other ways I can become more aware? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** This level of reflection is one of the easiest ones for most people to access. We'd just like you to do it in an intentional way. All you have to do is say how you felt or what you thought about one of the readings or experiences you've had. We want you to look at one of the readings or videos, or one of the community engagement experiences, and tell us your reaction. It's ok if you mix in a little analysis or a little judgment, but the main point is to tell your opinion or reaction. You'll know that you're doing it right if there is no right or wrong to your feeling or opinion (even if you give reasons for it). Also, you will not say whether the event or article, or anything in it, was right or wrong. Everyone is entitled to their reaction. It's your perception. Note that you are not giving this reaction to any of the program elements themselves (such as challenges or missions), only to content or an experience that was *required* (or optional) by an mission. In this Mission, we would like you to send your reaction to the P-P-T PDX Group. Describe the event, article that you read, or media or content that you have watched, explored or experienced, and just tell us what you thought. Let us know where and when this happened, or what the media item was. Date Completed When did you post the Reaction into the P-P-T PDX Facebook Group?

2Ref.3 - 21Challenges Map [[0.01 EFTC Map]] It would be nice to see an overview. Reflective Syllabus [[Reflective Syllabus]] What are some other ways I can become more aware? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** 21Challenges: Shower of Compliments [[0.21R2Ref Shower]] The full list of Challenges and their descriptions is here: http://www.pptpdx.com/ppt-content/uploads/2015/09/EFTCStructure-21Challenges2.1.pdf [[0.21 21Chal]] To complete your Challenge, head over to this form: https://docs.google.com/forms/d/e/1FAIpQLSeOZGp27I5vQR7zf-UA2vSqaGjwijYRw8-9Sl0n-kjAH3Zpfw/viewform When Did You Complete This Challenge? 21Challenges: Tough Crowd [[0.21R2Ref Tough]] The full list of Challenges and their descriptions is here: http://www.pptpdx.com/ppt-content/uploads/2015/09/EFTCStructure-21Challenges2.1.pdf [[0.21 21Chal]] To complete your Challenge, head over to this form: https://docs.google.com/forms/d/e/1FAIpQLSeOZGp27I5vQR7zf-UA2vSqaGjwijYRw8-9Sl0n-kjAH3Zpfw/viewform When Did You Complete This Challenge?

2Ref.4 - Go Deeper. Map [[0.01 EFTC Map]] It would be nice to see an overview. Reflective Syllabus [[Reflective Syllabus]] What are some other ways I can become more aware? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** Intercultural Effectiveness Scale This link shows the results for Patrik, the program director. It's really worth reading through this to see the elements that it takes to be a good interculturalists - and you can see Patrik's strengths and weaknesses, too. You can take this test for about $15. Which of the six dimensions of Intercultural Effectiveness do you think is your area of greatest strength? http://www.pindex.com/b/patrik-kilpatrick/intercultural-communication I Can Fix It! Vol. 1: Racism This short document by former Portlander damali ayo is incredibly accessible, humorous and motivating for White people and People of Color. Mark the column that the step pertains to. http://www.pindex.com/b/patrik-kilpatrick/responsible-power Get Real Listen Educate Yourself Build Ties Take Action White People People of Color Does asking White People to Reflect Actually Work? Does it? Explain your reasoning. http://www.pindex.com/b/patrik-kilpatrick/responsible-power

2Rel.1 - Minimal Competence: Appreciative Inquiry Map [[0.01 EFTC Map]] It would be nice to see an overview. Relational Syllabus [[Relational Syllabus]] What are some other ways I can bond with others? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** The concept of Minimal Competence helps make sure that you don't fall back to less than good enough when you move on to focus on other things. These areas you will find require constant focus and attention throughout your life or career. In the music business, they call them chops. You always need to stay sharp. Below, describe in detail an event, situation, or behavior that you experienced where you asked someone about why it was happening, and a response that enabled you to see the event differently, causing you to change your future behavior. For example, I saw the MC put people very close to each other - instead of saying "I thought people were too close" I said "I saw that you seated people very close to each other - why was that? After I realized that this helps learners connect with and help each other, I started to do this too!"

2Rel.3 - Get Connected! Map [[0.01 EFTC Map]] It would be nice to see an overview. Relational Syllabus [[Relational Syllabus]] What are some other ways I can bond with others? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** Staying connected, asking and giving help are critical for this stage, the most intense developmental stage of the program. We'd like you to come to P-P-T Connect at least twice during this stage. If that won't work, let the Coordinator of Apprentices know so we can make other arrangements. When Did You Come to P-P-T Connect #1 When Did You Come to P-P-T Connect #2

2Rel.4 - Fledge II (J-WING) Map [[0.01 EFTC Map]] It would be nice to see an overview. Relational Syllabus [[Relational Syllabus]] What are some other ways I can bond with others? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** "Well-Integrated Nurturing and Guidance" is our Peer Mentoring model, supporting Aprendices throughout their Apprenticeship, and on into the Guild structure. It's the opposite of a Chain of Command - it's a Chain of Support. As a Practitioner and Facilitator, you'll have an J-WING - someone who has graduated the certificate program, and you'll be their "Fledge" When you were an Instructor, we put the responsibility on your F-WING to reach out to you frequently. We want you to connect at least 5 times to your J-WING. They should be the first person you go to whenever you have questions or need advice. http://www.pptpdx.com/ppt-content/uploads/2015/09/EFTCStructure-WING2.0.pdf WING Support Who is your J-WING? Enter their full name or Guild name. Contact #1 What did you connect about? Contact #2 What did you connect about? Contact #3 What did you connect about? Contact #4 What did you connect about? Contact #5 What did you connect about?

2Tech.1 - Minimal Competence: Preparation Map [[0.01 EFTC Map]] It would be nice to see an overview. Technical Syllabus [[Technical Syllabus]] How else could I develop my skills? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** The concept of Minimal Competence helps make sure that you don't fall back to less than good enough when you move on to focus on other things. These areas you will find require constant focus and attention throughout your life or career. In the music business, they call them chops. You always need to stay sharp. Check all the boxes that you think you have achieved. We'll check against our records, experiences, and what other folks say to determine if you've met the minimum expectations, or need to make some adjustments. Preparing Lesson Plans in advance Bringing Lesson Plans to class Responding to Shadower welcoming messages Confirming attendance for Assistants, Shadowers, DJs, Guests before the class Bringing materials to class Arriving to class 15 minutes in advance Ensuring that logistical barriers are removed (locked doors, signs, etc) Setting up the tables Starting on time if there are any Learners present Ensuring there are alphabet sheets and attendance sheets

2Tech.2 - Coach5: Annotated Observation Map [[0.01 EFTC Map]] It would be nice to see an overview. Technical Syllabus [[Technical Syllabus]] How else could I develop my skills? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** This is more like what you expect a coaching experience to be - and it can help you see how our approach is much more personal and connected as opposed to stand offish and observational. Make sure you read up on how this will work. Ask your WING! Who Observed You? What Date Did You Receive Model Teaching? What Are Some Things That You Learned That You Didn't Realize Before?

2Tech.3 - Coach5: Gentle Intervention Map [[0.01 EFTC Map]] It would be nice to see an overview. Technical Syllabus [[Technical Syllabus]] How else could I develop my skills? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** Coach5: Gentle Intervention This will be scheduled soon after your Facilitator Level Up. Make sure you read up on how this will work. Ask your WING! What Date Did You Have The Intervention? What Are Some Things That You Learned That You Didn't Realize Before? Though this experience is not easy, it is designed to help you see things that might be out of your awareness. That never feels great, but it really makes you a better facilitator

2Admin.1 - Minimal Competence: Documentation Map [[0.01 EFTC Map]] It would be nice to see an overview. Administrative Syllabus [[Admin Syllabus]] Can I see a list of all the main objectives that comprise the EFTC Apprenticeship? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** The concept of Minimal Competence helps make sure that you don't fall back to less than good enough when you move on to focus on other things. These areas you will find require constant focus and attention throughout your life or career. In the music business, they call them chops. You always need to stay sharp. Check all the boxes that you think you have achieved. We'll check against our records, experiences, and what other folks say to determine if you've met the minimum expectations, or need to make some adjustments. Ensuring there are Loyalty Cards before you come to class Filling out Loyalty Cards during Yell & Spell Documenting the Self-Reflection appropriately Entering attendance by midnight the day of the class Posting Class Reports by midnight the day of the class Shredding Loyalty Cards that have no activity for more than a month Starting on time if there are any Learners present Posting Class Reports accurately, with complete information in the correct topic thread Keeping all your Lesson Plans in hardcopy (MC) Keeping all your Attendance sheets in hardcopy (DJ) Filling out Loyalty Cards legibly with First/Last name as given by Learners Filing Loyalty Cards stacked face up with most recent attendees on top

2Admin.2 LevelUp: Facilitator Map [[0.01 EFTC Map]] It would be nice to see an overview. Administrative Syllabus [[Admin Syllabus]] Can I see a list of all the main objectives that comprise the EFTC Apprenticeship? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage.

3Ana.1 - Think About It. Map [[0.01 EFTC Map]] It would be nice to see an overview. Analytic Syllabus [[Analytic Syllabus]] What are some other things I can think about? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage. ***Original Text*** Although our Practicum is not fundamentally a theoretical experience, everything we do has a theoretical foundation. We want you to know why we do things, and what the facts are, even though we also believe that practice is the primary teacher. You can find the required readings and videos that bring our theoretical foundations forth on Pindex: http://www.pindex.com/u/patrik-kilpatrick There is no penalty for reading ahead... :) Below are some questions about the Analytic Syllabus for the Facilitator Stage. The questions are intended to encourage you to look through the materials and notice the most important information. Most of these are quick one page reads. Complete the sentence from *Launching a Community-Based ESL Program*: "In fact, growth must be paced with ___ _________ __ ______ , which is usually the limiting factor in a community-based ESL program." A-Facilitating Language & Cultural Skills http://www.pindex.com/b/patrik-kilpatrick/facilitating-language-cultural-skills Developing Intercultural Competence B-Intercultural Communication: http://www.pindex.com/b/patrik-kilpatrick/intercultural-communication/ 1 2 3 4 5 Why Philanthropy Needs to Invest in Bridge Builders B-Intercultural Communication: http://www.pindex.com/b/patrik-kilpatrick/intercultural-communication/ 1 2 3 4 5 Race, Culture, and Identities in Second Language Acquisition B-Intercultural Communication: http://www.pindex.com/b/patrik-kilpatrick/intercultural-communication/ 1 2 3 4 Defining Transculturalism B-Intercultural Communication: http://www.pindex.com/b/patrik-kilpatrick/intercultural-communication/ 1 2 3 4 5 Reflective Democracy C-American Identity: http://www.pindex.com/b/patrik-kilpatrick/american-identity 1 2 3 4 5 Unpacking White Racial Identity in English Language Teacher Education D-Understanding Whiteness: http://www.pindex.com/b/patrik-kilpatrick/the-foundations-of-white-supremacy 1 2 3 4 5 The White-Savior Industrial Complex D-Understanding Whiteness: http://www.pindex.com/b/patrik-kilpatrick/the-foundations-of-white-supremacy 1 2 3 4 5 Diversity in Pre-service Teacher Education D-Understanding Whiteness: http://www.pindex.com/b/patrik-kilpatrick/the-foundations-of-white-supremacy 1 2 3 4 5 bell hooks, Eating The Other: Desire and Resistance Presentation F-Cultural Appropriation: http://www.pindex.com/b/patrik-kilpatrick/cultural-appropriation 1 2 3 4 5 On Fleek & Cultural Appropriation F-Cultural Appropriation: http://www.pindex.com/b/patrik-kilpatrick/cultural-appropriation 1 2 3 4 5 Black Intellectuals, White Audiences F-Cultural Appropriation: http://www.pindex.com/b/patrik-kilpatrick/cultural-appropriation 1 2 3 4 5 Burning Out or Finding Your Way: Community ESL Teachers in a Difficult Spot G-Responsible Power: http://www.pindex.com/b/patrik-kilpatrick/responsible-power 1 2 3 4 5 Adult Learning: Challenging Assumptions G-Responsible Power: http://www.pindex.com/b/patrik-kilpatrick/responsible-power 1 2 3 4 5 White Debt G-Responsible Power: http://www.pindex.com/b/patrik-kilpatrick/responsible-power 1 2 3 4 5

3Ana.2 - Minimal Competence: Program Design Map [[0.01 EFTC Map]] It would be nice to see an overview. Analytic Syllabus [[Analytic Syllabus]] What are some other things I can think about? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage. ***Original Text*** Throughout this apprenticeship, you will need to demonstrate minimum competence in several areas. These are areas that we believe an experienced language and cultural skills facilitator would be familiar with.

3Ana.3 - Minimal Competence: Equity Analysis Map [[0.01 EFTC Map]] It would be nice to see an overview. Analytic Syllabus [[Analytic Syllabus]] What are some other things I can think about? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage. ***Original Text*** Throughout this apprenticeship, you will need to demonstrate minimum competence in several areas. These are areas that we believe an experienced language and cultural skills facilitator would be familiar with.

3Ana.4 - Minimal Competence: Jargon Map [[0.01 EFTC Map]] It would be nice to see an overview. Analytic Syllabus [[Analytic Syllabus]] What are some other things I can think about? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage. ***Original Text*** Throughout this apprenticeship, you will need to demonstrate minimum competence in several areas. These are areas that we believe an experienced language and cultural skills facilitator would be familiar with.

3Cre.1 - 21Challenges Map [[0.01 EFTC Map]] It would be nice to see an overview. Creative Syllabus [[Creative Syllabus]] What other experiments can I try?? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage. ***Original Text*** 21Challenges: Silent Class (x2) [[0.21R3CreTechRel Silent]] The full list of Challenges and their descriptions is here: http://www.pptpdx.com/ppt-content/uploads/2015/09/EFTCStructure-21Challenges2.1.pdf [[0.21 21Chal]] To complete your Challenge, head over to this form: https://docs.google.com/forms/d/e/1FAIpQLSeOZGp27I5vQR7zf-UA2vSqaGjwijYRw8-9Sl0n-kjAH3Zpfw/viewform When Did You Complete This Challenge? When Did You Complete This Challenge? Where Did You Complete This Challenge? How Was The Second Silent Class Different From The First? 21Challenges: You Shall Overcome [[0.21R3CreAct Shall]] The full list of Challenges and their descriptions is here: http://www.pptpdx.com/ppt-content/uploads/2015/09/EFTCStructure-21Challenges2.1.pdf [[0.21 21Chal]] To complete your Challenge, head over to this form: https://docs.google.com/forms/d/e/1FAIpQLSeOZGp27I5vQR7zf-UA2vSqaGjwijYRw8-9Sl0n-kjAH3Zpfw/viewform What Did You Overcome? This challenge requires you to look at an area of persistent challenge. Tell us about it, and how you confronted it. What was that like? Are you still afraid of that thing?

3Cre.2 - Minimal Competence: Activity Design Map [[0.01 EFTC Map]] It would be nice to see an overview. Creative Syllabus [[Creative Syllabus]] What other experiments can I try?? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage. ***Original Text*** Throughout this apprenticeship, you will need to demonstrate minimum competence in several areas. These are areas that we believe an experienced language and cultural skills facilitator would be familiar with.

3Cre.3 - The Artist Known Currently As You Map [[0.01 EFTC Map]] It would be nice to see an overview. Creative Syllabus [[Creative Syllabus]] What other experiments can I try?? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage. ***Original Text*** Remember this image from the first stage? Take another look, and reflect on your experience in this program. Immaculate Heart Art Department Rules Which of the Art Department Rules is Most Relevant to You Now? Say something about that.

3Eth.1 - Do Gooder: Schoolhouse Rules – Research Map [[0.01 EFTC Map]] It would be nice to see an overview. Ethical Syllabus [[Ethical Syllabus]] I'd like to make other discernments. Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage.

3Eth.2 Quandary III Map [[0.01 EFTC Map]] It would be nice to see an overview. Ethical Syllabus [[Ethical Syllabus]] I'd like to make other discernments. Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage. ***Original Text*** is it hard to step back and let others learn?

3Eth.3 - What Is Intercultural Communication? IV Map [[0.01 EFTC Map]] It would be nice to see an overview. Ethical Syllabus [[Ethical Syllabus]] I'd like to make other discernments. Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage. ***Orginal Text*** What Is Intercultural Communication? IV: Why Grammar Is Not Equitable

3Eth.4 - Burns & Boons: Closing The Books Map [[0.01 EFTC Map]] It would be nice to see an overview. Ethical Syllabus [[Ethical Syllabus]] I'd like to make other discernments. Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage.

3Insp.1 - Get Inspired! Map [[0.01 EFTC Map]] It would be nice to see an overview. Inspirational Syllabus [[Inspire Syllabus]] What are some other ways I can fire up my engines? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage. ***Original Text*** G-Responsible Power: Leadership Manifesto G-Responsible Power: Build On What They Have

3Insp.2 - Motivation IV Map [[0.01 EFTC Map]] It would be nice to see an overview. Inspirational Syllabus [[Inspire Syllabus]] What are some other ways I can fire up my engines? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage. ***Original Text*** Motivation IV: What Keeps You Going When The Going Gets Tough?

3Nar.1 - You Better Believe It! Map [[0.01 EFTC Map]] It would be nice to see an overview. Narrative Syllabus [[Narrative Syllabus]] Tell me another story. Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage. ***Original Text*** C-American Identity: American Limbo C-American Identity: What Do We Call People of Multiple Backgrounds? D-Understanding Whiteness: Why Racial Justice Work Needs to Address Settler Colonialism and Native Rights E-New Portland: Friday Forum: White Role(s) in Advancing Racial Justice F-Cultural Appropriation: In Search of an Authentic Indian

3Ref.1 Levels of Reflection: Analysis Map [[0.01 EFTC Map]] It would be nice to see an overview. Reflective Syllabus [[Reflective Syllabus]] What are some other ways I can become more aware? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage.

3Ref.2 - 21Challenges Map [[0.01 EFTC Map]] It would be nice to see an overview. Reflective Syllabus [[Reflective Syllabus]] What are some other ways I can become more aware? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage. 21Challenges: Growing Edge [[0.21R3RefRel Edge]] 21Challenges [[0.21 21Chal]] What else you got?

3Ref.3 - Minimal Competence: Personal Growth Map [[0.01 EFTC Map]] It would be nice to see an overview. Reflective Syllabus [[Reflective Syllabus]] What are some other ways I can become more aware? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage.

3Rel.1 - Minimal Competence: Communication Map [[0.01 EFTC Map]] It would be nice to see an overview. Relational Syllabus [[Relational Syllabus]] What are some other ways I can bond with others? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage.

3Rel.2 - Minimal Competence: Community Engagement Map [[0.01 EFTC Map]] It would be nice to see an overview. Relational Syllabus [[Relational Syllabus]] What are some other ways I can bond with others? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage.

3Rel.3 - Minimal Competence: Coaching & Support Map [[0.01 EFTC Map]] It would be nice to see an overview. Relational Syllabus [[Relational Syllabus]] What are some other ways I can bond with others? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage.

3Rel.4 - 21Challenges Map [[0.01 EFTC Map]] It would be nice to see an overview. Relational Syllabus [[Relational Syllabus]] What are some other ways I can bond with others? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage. ***Original Text*** 21Challenges: Sharpen Your Pencil [[0.213RelTech Pencil]] 21Challenges: Say Something Nice [[0.21R3Rel Nice]] 21Challenges: Can We Talk? [[0.21R3Rel Talk]] 21Challenges: Life Guard [[0.21R3RelAct Guard]]

3Rel.5 - Get Connected!: P-P-T Connect (2x) Map [[0.01 EFTC Map]] It would be nice to see an overview. Relational Syllabus [[Relational Syllabus]] What are some other ways I can bond with others? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage.

3Rel.6 - F-WING Leader Map [[0.01 EFTC Map]] It would be nice to see an overview. Relational Syllabus [[Relational Syllabus]] What are some other ways I can bond with others? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage.

3Tech.1 - Minimal Competence: Classroom Management Map [[0.01 EFTC Map]] It would be nice to see an overview. Technical Syllabus [[Technical Syllabus]] How else could I develop my skills? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage.

3Tech.3 - Coach5 V: You're The Boss, Now Map [[0.01 EFTC Map]] It would be nice to see an overview. Technical Syllabus [[Technical Syllabus]] How else could I develop my skills? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage.

3Admin.01 Minimal Competence: Documentation Map [[0.01 EFTC Map]] It would be nice to see an overview. Administrative Syllabus [[Admin Syllabus]] Can I see a list of all the main objectives that comprise the EFTC Apprenticeship? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage. ***Original Text*** The concept of Minimal Competence helps make sure that you don't fall back to less than good enough when you move on to focus on other things. These areas you will find require constant focus and attention throughout your life or career. In the music business, they call them chops. You always need to stay sharp. Check all the boxes that you think you have achieved. We'll check against our records, experiences, and what other folks say to determine if you've met the minimum expectations, or need to make some adjustments. Ensuring there are Loyalty Cards before you come to class Filling out Loyalty Cards during Yell & Spell Documenting the Self-Reflection appropriately Entering attendance by midnight the day of the class Posting Class Reports by midnight the day of the class Shredding Loyalty Cards that have no activity for more than a month Starting on time if there are any Learners present Posting Class Reports accurately, with complete information in the correct topic thread Keeping all your Lesson Plans in hardcopy (MC) Keeping all your Attendance sheets in hardcopy (DJ) Filling out Loyalty Cards legibly with First/Last name as given by Learners Filing Loyalty Cards stacked face up with most recent attendees on top

3Admin.2 Completing the English for the Community Apprenticeship Map [[0.01 EFTC Map]] It would be nice to see an overview. Administrative Syllabus [[Admin Syllabus]] Can I see a list of all the main objectives that comprise the EFTC Apprenticeship? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage.

2Eth.2 - Quandary II Map [[0.01 EFTC Map]] It would be nice to see an overview. Ethical Syllabus [[Ethical Syllabus]] I'd like to make other discernments. Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** Throughout your apprenticeship, you will experience morally ambiguous situations. For the interculturalist, these aren't anomalies - it's the nature of the work we do. For example, you have a male learner from a culture that employs a lot of physical touch sitting next to a Muslim woman who has strong boundaries around physical contact with men. Those cultural behaviors are more or less mutually exclusive. How do you navigate this? Describe a Quandary that you've experienced during the Practitioner stage, and how you approached it. Include as many details as possible - who was there, if you talked to anyone, if it was a single event or ongoing, etc. In this example, we do want you to give your internal reaction or interpretation in addition to describing what you did and why. If you do need to talk with someone, please reach out to your WING, your Coach, or the Coordinator of Apprentices Describe Your Ambiguous Situation Factual details please! What Was Your Reaction? Describe your thoughts and feelings about the situation, and why you responded in the way that you did. Why Do You Find This A Quandary? Explain what the nature of the problem or conflict is. **Can you describe something that would be different that would make this Quandary less difficult for you?

<<if not $AudInsp1>><span id="mission-complete">^^Mission 0Insp.1. Get Inspired! ^^</span><<else>>^^Mission 0Insp.1. Get Inspired! <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 15 min^^ !Get Inspired <<dialog '99% Perspiration'>>\ Inspiration (n.) 1. The process of being mentally stimulated to do or feel something, especially to do something creative. 2. A sudden, brilliant, or creative idea. 3. The drawing of breath; inhalation. <</dialog>> <<message '!!*<<c taskyellow>>Task Detail: Examine "Building The Boat While Sailing" (0Insp.1.028)<</c>>'>>\ This image calls up the simultaneous chaos of living in a multicultural world, and trying to figure out how to build it at the same time. If it feels difficult to navigate so many different opinions, thoughts and people, this hopefully helps to visualize why that is so. And we hope you will decide that you want to actively engage in this work anyway, and understand that the confusion and discord is just part of the work we're doing. Once we realize that we are part of the chaos, and we can't get off the raft; we can decide to work together to create as much order and comfort on the raft as possible. Please examine the image by clicking the link below. [[Building the Boat While Sailing - Dana Schultz|https://www.wikiart.org/en/dana-schutz/building-the-boat-while-sailing-2012]] /*A cacophany of many individuals looking like they're together on an unbuilt raft (image)*/\ Please describe, as objectively as you can, one detail of the image. <<textarea "$boatdetail" $boatdetail>> Please describe a thought or feeling that this image gives you, and why. Don't try too hard to guess what things might mean to the artist; try to describe what they mean to you. <<textarea "$boatfeeling" $boatfeeling>> <<button "Submit Responses">> <<if $boatdetail == undefined>> <<replace "#boat_detail">>You haven't described a detail of the image, yet.<</replace>> <<else>> <<replace "#boat_detail">>You noticed, <<c yourresponseorange>>"$boatdetail"<</c>><</replace>><</if>> <<if $boatfeeling == undefined>> <<replace "#boat_feeling">> You haven't told us how the image makes you feel, yet.<</replace>> <<else>> <<replace "#boat_feeling">>This is how "Building the Boat While Sailing" makes you feel: <<c yourresponseorange>>"$boatfeeling"<</c>><</replace>><</if>> <<if $boatdetail !== "" && $boatfeeling !== "">> <<replace "#boat_detail">>You noticed, <<c yourresponseorange>>"$boatdetail"<</c>><</replace>> <<replace "#boat_feeling">>This is how "Building the Boat While Sailing" makes you feel: <<c yourresponseorange>>"$boatfeeling"<</c>> Click below to complete the Task: <<c taskyellow>>0Insp.1.028<</c>> - <<if $Insp028>>Building the Boat <<c taskyellow>>Complete!<</c>><<else>><<linkappend "Building the Boat">> <<c taskyellow>>Complete!<</c>><<set $Insp028 to true>><<set $journal.unshift("<<c taskyellow>>0Insp.1.028:<</c>> Building the Boat - <<c yourresponseorange>>'$boatfeeling'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>>\ <</replace>> <</if>>\ <</button>> <span id="boat_detail"><<print "You haven't described a detail of the image, yet.">></span> <span id="boat_feeling"><<print "You haven't told us how the image makes you feel, yet.">></span> <</message>>\ <<message '!!*<<c taskyellow>>Task Detail: Watch "The Gap" (0Insp.1.029)<</c>>'>> This short video: [["The Gap"|https://vimeo.com/85040589]] may be the most important thing that any teacher in training, language learner, or anyone trying to master a new skill, can absorb. You can come back to this over and over throughout your life and it will still deliver. Please view the video by clicking the link, above. Then tell us, what does this mean for you? Do you have the patience to put in the time to develop expertise? <<textarea "$gapfeeling" $gapfeeling>> <<button "Submit Response">> <<if $gapfeeling == undefined>> <<replace "#gap_feeling">>You haven't told us how you feel about The Gap, yet.<</replace>> <<else>> <<replace "#gap_feeling">>In reflecting on "The Gap" video, you said: <<c yourresponseorange>>"$gapfeeling"<</c>> Click the link below to complete the Task: <<c taskyellow>>0Insp.1.029<</c>> - <<if $Insp029>>The Gap <<c taskyellow>>Complete!<</c>><<else>><<linkappend "The Gap">> <<c taskyellow>>Complete!<</c>><<set $Insp029 to true>><<set $journal.unshift("<<c taskyellow>>0Insp.1.029:<</c>> The Gap - <<c yourresponseorange>>'$gapfeeling'<</c>> (<<datetime>>)")>><<set $Stage0Tasks += 1>><</linkappend>><</if>>\ <</replace>> <</if>>\ <</button>> <span id="gap_feeling"><<print "You haven't told us how you feel about The Gap, yet.">></span> <</message>>\ ---- <<if not $AudInsp1>>\ Click the button below to verify if you've completed all the required Tasks. <<message "Verify Mission" btn>> <<if $Insp028 && $Insp029>> <<c taskyellow>>This Mission is complete!<</c>> New horizons await! Here are your Task responses for this Mission: *<<c taskyellow>>0Insp.1.028:<</c>> Building the Boat - <<c yourresponseorange>>'$boatfeeling'<</c>> (<<datetime>>) *<<c taskyellow>>0Insp.1.029:<</c>> The Gap - <<c yourresponseorange>>'$gapfeeling'<</c>> (<<datetime>>) Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MjcxMTIxMTY5MTFa/sa/MTM0MDI1NDg4OTgw/details Look under Inspirational Syllabus to find the assignment if you're having trouble locating it. <<c helppink>>Wisdom Drop:<</c>> It takes time to get good at something. It’s frustrating in the beginning, but improvement is rapid. As you get better, it takes longer to see improvements but gets easier to continue improving. If you don’t put in the time, you won’t get good. By now, you probably know how to navigate the Missions -- just go up to the <<c helppink>>Headboard<</c>> and look at the Stage0 - Audition Progress. May we suggest one of the most detail packed Missions in the entire program? Go to [[Technical Orientation|0Tech.1 Technical Orient]] <<if not $AudInsp1>> <<set $Audprogress +=1>> <<set $journal.unshift("<<c taskyellow>>0Insp.1:<</c>> Get Inspired! <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>> <<set $EFTCprogress += 1>> <<set $AudInsp1 = true>> <<replace "#mission-complete">>^^Mission 0Insp.1. Get Inspired! <<c taskyellow>>COMPLETE!<</c>>^^<</replace>>\ <</if>>\ <<else>>\ You overlooked a few details - you still need to complete: <<if not $Insp028>>*<<c taskyellow>>0Insp.1.028:<</c>> Building the Boat<</if>>\ <<if not $Insp029>>*<<c taskyellow>>0Insp.1.029:<</c>> The Gap<</if>>\ <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> New horizons await! By now, you probably know how to navigate the Missions - just go up to the <<c helppink>>Headboard<</c>> and look at the Stage0 - Audition Progress. <</if>>\ /***Original Text*** We use Pindex to organize curriculum materials that you read or watch online. It's kind of like Pinterest, but designed for organizing internet media for learning applications. Your next achievements can be found here: http://www.pindex.com/b/patrik-kilpatrick/responsible-power/ Watch "The Gap" Do you find this piece motivating or kind of depressing? Talk a little bit about it. Examine "Building The Boat While Sailing" Building the Boat While Sailing - Dana Schultz A cacophany of many individuals looking like they're together on an unbuilt raft (image) We chose to share this image at the beginning because it calls up the simultaneous chaos of living in a multicultural world, and trying to figure out how to build it at the same time. If it feels difficult to navigate so many different opinions, thoughts and people, this hopefully helps to visualize why that is so. And we hope you will decide that you want to actively engage in this work anyway, and that the confusion and discord is just part of the work we're doing. Maybe even that once we realize that we are part of the chaos, and we can't get off the raft - we can decide to work together to create as much order and comfort on the raft as possible. Pick an element of the picture, and describe how it affects you.*/

1Tech.4 - Coach5: Try My Recipe Map [[0.01 EFTC Map]] It would be nice to see an overview. Technical Syllabus [[Technical Syllabus]] How else could I develop my skills? Stage1 Instructor [[0.41 Stage1 Instruct]] It would be nice to see the main Missions for this stage. ---- <<if not $InstAct2>>\ Click the button below to verify that you've completed all the Tasks for this Mission. <<message "Verify Mission" btn>> <<if $Act059>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You have now explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>1Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ Copy and paste your Task Responses to Google Classroom, and click Turn In: https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/sa/MTA2ODA4MzE4NzMy/details If you're having trouble, look under Action Syllabus to find the assignment. Asking for help is a sign of wisdom. Since you're just getting started, we'll guide you to your next Mission. Click here for the [[Go To Structural Orientation|0Admin.1 Structure Orient]].\ <<if not $InstAct2>>\ <<set $Instprogress +=1>>\ <<set $journal.unshift("<<c taskyellow>>1Act.2:<</c>> Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>> (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<set $InstAct2 = true>>\ <<replace "#mission-complete">>^^Mission 1Act.2 Explore The Fountain of Resources II <<c taskyellow>>ACHIEVED<</c>>!^^<</replace>>\ <</if>>\ <<else>> You're not done yet! You still need to complete: <<if not $Act059>>*<<c taskyellow>>1Act.2.059<</c>> - Portland ESL Network<</if>>\ Click the Verify Mission button to reset, then complete the tasks listed above. <</if>>\ <</message>>\ <<else>>\ <<c taskyellow>>This Mission is complete!<</c>> Way to go! You now have explored a tool that can help you find resources for Learners in your classes. Here are your Task responses for this Mission: *<<c taskyellow>>0Act.2.059:<</c>> The Fountain of Resources II - <<c yourresponseorange>>'$fountainII'<</c>> (<<datetime>>)\ <<hovertip 'Look in the Headboard'>>Not sure what to do now?<</hovertip>>\ <</if>>\ /***Original Text*** This should be your second Coached experience. Ideally, it will happen during the Instructor phase by a Coach who will give you a lesson and then be with you as you work on your technique. Who Created Your Lesson? What Date Did You Try Someone Else's Recipe? */

2Rel.2 - 21Challenges Map [[0.01 EFTC Map]] It would be nice to see an overview. Relational Syllabus [[Relational Syllabus]] What are some other ways I can bond with others? Stage2 Practitioner [[0.42 Stage2 Prac]] It would be nice to see the main Missions for this stage. ***Original Text*** Choose an Elective in the Relational Syllabus from the list below - if there's something else you really want to do, the Coordinator of Apprentices must approve it: Life Preserver [[0.21E123RefRel SaveMe]] Guest Speaker [[0.21E123TechRel Guest]] Bringing the Actual Pie [[0.21E123Rel Actual]] Truth to Power [[0.21E123RelEth Power]] I Was Wrong [[0.21E123RefRelEth Wrong]] That Was Hard For Me [[0.21E123RefREl Hard]] I'll Scratch Your Back [[0.21E23TechRel IScratch]] The full list of Challenges and their descriptions is here: http://www.pptpdx.com/ppt-content/uploads/2015/09/EFTCStructure-21Challenges2.1.pdf [[0.21 21Chal]] To complete your Challenge, head over to this form: https://docs.google.com/forms/d/e/1FAIpQLSeOZGp27I5vQR7zf-UA2vSqaGjwijYRw8-9Sl0n-kjAH3Zpfw/viewform When Did You Complete Your Elective Challenge We'll compare this against your the documentation from the Challenge form to confirm you've completed all of your requirements.

<<if not $InstAdmin000>><span id="mission-complete">^^Mission 1Admin.0. Instructor Dox ^^</span><<else>>^^Mission 1Admin.0. Audition Dox <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 3 to 6 weeks^^ <<dialog 'Double Check'>>\ The last step of each Stage is to confirm that you've completed every Task, and document your progress. This serves as a convenient reminder of how far you've come, and puts it all into one satisfying checklist. Completing this final Mission unlocks the Missions for the next Stage of Missions. If you're done, when you close this box, you'll see the class code for the next Stage in Google Classroom. You'll also be provided a link to your first Mission in Stage2 - Practitioner If you're ready, click the x to close this box. <</dialog>> !EFTC Task Documentation: Stage1 - Instructor This is the complete Task list for Stage1 - Instructor. Here, you can get an overview of everything done so far. You have completed $Stage1Tasks of 70 Tasks in the current Stage. <<if $InstAdmin000>> <<c taskyellow>>This Mission is complete!<</c>> You have completed Stage1 - Instructor, and you are boarding the train for Stage2 - Practitioner! You have also completed the Classroom Confidence Practicum or the Proficiency Navigator Practicum, depending on which Quest you are on. Copy the entire list of completed Stage1 Tasks below, and paste them into Google Classroom, and turn in that assignment. https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/a/MTA2NzExNTQ4NTIw/details Here is the code for Stage2 - Practitioner class in Google Classroom. Join that class now: yyxpryv <<set $InstAdmin0 = true>>\ <<set $Instprogress += 1>>\ <<set $stage = "Stage2 Practioner">>\ <<set $stageprogress = 2>>\ <<set $journal.unshift("Congratulations - You Have Completed All Tasks in Stage1 - Instructor! (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<else>>\ If you'd like to see all Missions completed so far in Stage1 - Instructor (instead of Tasks), look in the <<c helppink>>Headboard<</c>> <</if>> Would you like to see a list of all [[110 Missions|Admin Syllabus]] that comprise the 4 Stages of the EFTC Apprenticeship? ''Stage1 Instructor Task List'' <<c taskyellow>>1Act.1.049<</c>> - MC#1<<if $Act049>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow1date<</c>><</if>> <<c taskyellow>>1Act.1.050<</c>> - MC#2<<if $Act050>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow2date<</c>><</if>> <<c taskyellow>>1Act.1.051<</c>> - MC#3<<if $Act051>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow3date<</c>><</if>> <<c taskyellow>>1Act.1.052<</c>> - MC#4<<if $Act052>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow4date<</c>><</if>> <<c taskyellow>>1Act.1.053<</c>> - MC#5<<if $Act053>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow4date<</c>><</if>> <<c taskyellow>>1Act.1.054<</c>> - DJ#1<<if $Act054>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow1date<</c>><</if>> <<c taskyellow>>1Act.1.055<</c>> - DJ#2<<if $Act055>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow2date<</c>><</if>> <<c taskyellow>>1Act.1.056<</c>> - DJ#3<<if $Act056>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow3date<</c>><</if>> <<c taskyellow>>1Act.1.057<</c>> - DJ#4<<if $Act057>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow4date<</c>><</if>> <<c taskyellow>>1Act.1.058<</c>> - DJ#5<<if $Act058>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow4date<</c>><</if>> <<c taskyellow>>1Act.2.059<</c>> - Immigrant Refugee Resource Guides<<if $Act059>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$fountainII<</c>><</if>> <<c taskyellow>>1Act.2.060<</c>> - Real World Curriculum<<if $Act060>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$fountainII<</c>><</if>> <<c taskyellow>>1Act.2.061<</c>> - Intercultural PDX<<if $Act061>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$fountainII<</c>><</if>> 1Act.1.049 - MC#1: $Act049 1Act.1.050 - MC#2: $Act050 1Act.1.051 - MC#3: $Act051 1Act.1.052 - MC#4: $Act052 1Act.1.053 - MC#5: $Act053 1Act.1.054 - DJ#1: $Act054 1Act.1.055 - DJ#2: $Act055 1Act.1.056 - DJ#3: $Act056 1Act.1.057 - DJ#4: $Act057 1Act.1.058 - DJ#5: $Act058 1Act.2.059 - Immigrant Refugee Resource Guides: $Act059 1Act.3.060 - Real World Curriculum: $Act060 1Act.4.061 - Intercultural PDX: $Act061 <<c taskyellow>>1Admin.1.062<</c>> - Documentation<<if $Admin062>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$about<</c>><</if>> <<c taskyellow>>1Admin.1.063<</c>> - Recipe Collection: Write/Collect 5 Lesson Plans & 5 Attendance Sheets<<if $Admin063>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$guildreax<</c>><</if>> <<c taskyellow>>1Admin.1.064<</c>> - Progress Evaluation<<if $Admin064>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$progover<</c>><</if>> <<c taskyellow>>1Admin.1.065<</c>> - Burns & Boons Review<<if $Admin065>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$achievementsList<</c>><</if>> <<c taskyellow>>1Admin.1.066<</c>> - Payment Arrangements Reviewed<<if $Admin066>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$whichSyllabus<</c>><</if>> <<c taskyellow>>1Admin.1.067<</c>> - Additional Tasks Assigned<<if $Admin067>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$whichCoach5: $coach5reax<</c>><</if>> <<c taskyellow>>1Admin.1.068<</c>> - Certificate & Photo<<if $Admin068>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$whichChal<</c>><</if>> <<c taskyellow>>1Admin.1.069<</c>> - Rights & Privileges of CCP<<if $Admin069>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$lcCreation<</c>><</if>> <<c taskyellow>>1Admin.1.070<</c>> - Exit OR Practitioner Objectives<<if $Admin070>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$WINGAudition<</c>><</if>> 1Admin.1.062 - Documentation: $Admin062 1Admin.2.063 - Recipe Collection: Write/Collect 5 Lesson Plans & 5 Attendance Sheets: $Admin063 1Admin.2.064 - Progress Evaluation: $Admin064 1Admin.2.065 - Burns & Boons Review: $Admin065 1Admin.2.066 - Payment Arrangements Reviewed: $Admin066 1Admin.2.067 - Additional Tasks Assigned: $Admin067 1Admin.2.068 - Certificate & Photo: $Admin068 1Admin.2.069 - Rights & Privileges of CCP: $Admin069 1Admin.2.070 - Exit OR Practitioner Objectives: $Admin070 <<c taskyellow>>1Ana.1.071<</c>> - A-Facilitating Language & Cultural Skills: Stephen Krashen's Theory of Second Language Acquisition<<if $Ana071>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.072<</c>> - A-Facilitating Language & Cultural Skills: Top Hardest Languages to Learn in the World<<if $Ana072>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.073<</c>> - B-Intercultural Communication: Proportional Pie Chart of the World’s Most Spoken Languages<<if $Ana073>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.074<</c>> - C-American Identity: Spanglish, A New American Language<<if $Ana074>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.075<</c>> - C-American Identity: 40 Acres and a Mule Would Be at Least $6.4 Trillion Today<<if $Ana075>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.076<</c>> - C-American Identity: America's Queer Muslims and the Orlando Shooting<<if $Ana076>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.077<</c>> - D-Understanding Whiteness: Grammar Snobs are Patronising, Pretentious and Just Plain Wrong<<if $Ana077>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.078<</c>> - D-Understanding Whiteness: Whiteness Culture<<if $Ana078>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.079<</c>> - D-Understanding Whiteness: The Surprisingly Racist History of Caucasian<<if $Ana079>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.080<</c>> - E-New Portland: Tri County Language Spoken At Home – Washington, Multnomah, Clackamas<<if $Ana080>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.081<</c>> - E-New Portland: How the Whitest City in America Appears Through the Eyes of its Black Residents<<if $Ana081>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.082<</c>> - E-New Portland: You Are Here: A Snapshot of the Portland Region's Changing Communities<<if $Ana082>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.083<</c>> - F-Cultural Appropriation: Why We Need to Take Responsibility for Anti-Black Racism in K-Pop<<if $Ana083>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.084<</c>> - F-Cultural Appropriation: Art, Appropriation and the Damaging Economic Effect on Indigenous Artists<<if $Ana084>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.085<</c>> - G-Responsible Power: Situational Leadership<<if $Ana085>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> 1Ana.1.071 - A-Facilitating Language & Cultural Skills: Stephen Krashen's Theory of Second Language Acquisition: $Ana071 1Ana.1.072 - A-Facilitating Language & Cultural Skills: Top Hardest Languages to Learn in the World: $Ana072 1Ana.1.073 - B-Intercultural Communication: Proportional Pie Chart of the World’s Most Spoken Languages: $Ana073 1Ana.1.074 - C-American Identity: Spanglish, A New American Language: $Ana074 1Ana.1.075 - C-American Identity: 40 Acres and a Mule Would Be at Least $6.4 Trillion Today: $Ana075 1Ana.1.076 - C-American Identity: America's Queer Muslims and the Orlando Shooting: $Ana076 1Ana.1.077 - D-Understanding Whiteness: Grammar Snobs are Patronising, Pretentious and Just Plain Wrong: $Ana077 1Ana.1.078 - D-Understanding Whiteness: Whiteness Culture: $Ana078 1Ana.1.079 - D-Understanding Whiteness: The Surprisingly Racist History of Caucasian: $Ana079 1Ana.1.080 - E-New Portland: Tri County Language Spoken At Home – Washington, Multnomah, Clackamas: $Ana080 1Ana.1.081 - E-New Portland: How the Whitest City in America Appears Through the Eyes of its Black Residents: $Ana081 1Ana.1.082 - E-New Portland: You Are Here: A Snapshot of the Portland Region's Changing Communities: $Ana082 1Ana.1.083 - F-Cultural Appropriation: Why We Need to Take Responsibility for Anti-Black Racism in K-Pop: $Ana083 1Ana.1.084 - F-Cultural Appropriation: Art, Appropriation and the Damaging Economic Effect on Indigenous Artists: $Ana084 1Ana.1.085 - G-Responsible Power: Situational Leadership: $Ana085 <<c taskyellow>>1Cre.1.086<</c>> - Elective<<if $Cre086>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$DRdate<</c>><</if>> <<c taskyellow>>1Cre.1.087<</c>> - -Facilitating Language & Cultural Skills: Merging Environmental Education and English Instruction<<if $Cre087>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$DRdate<</c>><</if>> 1Cre.1.086 - Elective: $Cre086 1Cre.2.087 - A-Facilitating Language & Cultural Skills: Merging Environmental Education and English Instruction: $Eth087 <<c taskyellow>>1Eth.1.088<</c>> - Schoolhouse Rules – Boundaries & Personal Safety<<if $Eth088>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$notpie<</c>><</if>> <<c taskyellow>>1Eth.1.089<</c>> - Schoolhouse Rules – Personal Information<<if $Eth089>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$yrvirtue: $virtuesplain<</c>><</if>> <<c taskyellow>>1Eth.1.090<</c>> - Schoolhouse Rules – Practicum Experiences<<if $Eth090>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$burnboon<</c>><</if>> <<c taskyellow>>1Eth.1.091<</c>> - Schoolhouse Rules – Recommendations & References<<if $Eth091>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$schoolhouse<</c>><</if>> <<c taskyellow>>1Eth.1.092<</c>> - Quandary I<<if $Eth092>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$glossary<</c>><</if>> <<c taskyellow>>1Eth.1.093<</c>> - Equity vs. Equality<<if $Eth093>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$payment<</c>><</if>> <<c taskyellow>>1Eth.1.094<</c>> - Review Ethical Ledger??<<if $Eth094>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$payment<</c>><</if>> 1Eth.1.088 - Schoolhouse Rules – Boundaries & Personal Safety: $Eth088 1Eth.1.089 - Schoolhouse Rules – Personal Information: $Eth089 1Eth.1.090 - Schoolhouse Rules – Practicum Experiences: $Eth090 1Eth.1.091 - Schoolhouse Rules – Recommendations & References: $Eth091 1Eth.2.092 - Quandary I: $Eth092 1Eth.3.093 - Equity vs. Equality: $Eth093 1Eth.4.094 - Review Ethical Ledger??: $Eth094 <<c taskyellow>>1Insp.1.095<</c>> - G-Responsible Power: Art Department Rules<<if $Insp095>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$boatdetail<</c>><</if>> <<c taskyellow>>1Insp.1.096<</c>> - B-Intercultural Communication: Word of the Week<<if $Insp096>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$gapfeeling<</c>><</if>> <<c taskyellow>>1Insp.1.097<</c>> - Why Do You Want To Teach English?<<if $Insp097>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$motivationintro<</c>><</if>> 1Insp.1.095 - G-Responsible Power: Art Department Rules: $Insp095 1Insp.1.096 - B-Intercultural Communication: Word of the Week: $Insp096 1Insp.2.097 - Why Do You Want To Teach English?: $Insp097 <<c taskyellow>>1Nar.1.098<</c>> - D-Understanding Whiteness: Unpacking the Invisible Knapsack<<if $Nar098>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$motivationintro<</c>><</if>> <<c taskyellow>>1Nar.1.099<</c>> - B-Intercultural Communication: You CAN'T Sound White<<if $Nar099>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$motivationintro<</c>><</if>> 1Nar.1.098 - D-Understanding Whiteness: Unpacking the Invisible Knapsack: $Nar098 1Nar.1.099 - B-Intercultural Communication: You CAN'T Sound White: $Nar099 <<c taskyellow>>1Ref.1.100<</c>> - May We Coach You?<<if $Ref100>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$extraversion<</c>><</if>> <<c taskyellow>>1Ref.1.101<</c>> - Your Social Location<<if $Ref101>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Big5date<</c>><</if>> <<c taskyellow>>1Ref.1.102<</c>> - Observe<<if $Ref102>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$oneburning<</c>><</if>> <<c taskyellow>>1Ref.1.103<</c>> - I Need to Work On That<<if $Ref103>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$oneburning<</c>><</if>> <<c taskyellow>>1Ref.1.104<</c>> - B-Intercultural Communication: 11 Beautiful Japanese Words That Don't Exist In English<<if $Ref104>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$oneburning<</c>><</if>> <<c taskyellow>>1Ref.1.105<</c>> - D-Understanding Whiteness: The Color of Fear excerpt<<if $Ref105>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$oneburning<</c>><</if>> <<c taskyellow>>1Ref.1.106<</c>> - D-Understanding Whiteness: White Savior Barbie<<if $Ref106>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$oneburning<</c>><</if>> <<c taskyellow>>1Ref.1.107<</c>> - G-Responsible Power: Engaged Feedback<<if $Ref107>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$oneburning<</c>><</if>> <<c taskyellow>>1Ref.1.108<</c>> - G-Responsible Power: Social Identity Mapping??<<if $Ref108>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$oneburning<</c>><</if>> 1Ref.1.100 - May We Coach You?: $Ref100 1Ref.2.101 - Your Social Location: $Ref101 1Ref.3.102 - Observe: $Ref102 1Ref.4.103 - I Need to Work On That: $Ref103 1Ref.5.104 - B-Intercultural Communication: 11 Beautiful Japanese Words That Don't Exist In English: $Ref104 1Ref.5.105 - D-Understanding Whiteness: The Color of Fear excerpt: $Ref105 1Ref.5.106 - D-Understanding Whiteness: White Savior Barbie: $Ref106 1Ref.5.107 - G-Responsible Power: Engaged Feedback: $Ref107 1Ref.5.108 - G-Responsible Power: Social Identity Mapping??: $Ref108 <<c taskyellow>>1Rel.1.109<</c>> - P-P-T Connect<<if $Rel109>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$connectdate<</c>><</if>> <<c taskyellow>>1Rel.1.110<</c>> - Connective Communication<<if $Rel110>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$connective<</c>><</if>> <<c taskyellow>>1Rel.1.112<</c>> - Elective<<if $Rel112>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$appreciative<</c>><</if>> <<c taskyellow>>1Rel.1.113<</c>> - P-P-T Connect<<if $Rel113>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$motivational<</c>><</if>> <<c taskyellow>>1Rel.1.114<</c>> - Who is Your F-Wing?<<if $Rel114>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$collaborative<</c>><</if>> 1Rel.1.109 - Connective Communication: $Rel109 1Rel.2.110 - Elective: $Rel110 1Rel.3.111 - P-P-T Connect: $Rel111 1Rel.4.112 - Who is Your F-Wing?: $Rel112 <<c taskyellow>>1Tech.1.113<</c>> - Preparation<<if $Tech113>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$basicyell<</c>><</if>> <<c taskyellow>>1Tech.1.114<</c>> - Model Teaching<<if $Tech114>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$gotit<</c>><</if>> <<c taskyellow>>1Tech.1.115<</c>> - How's My Pie? (1x)<<if $Tech115>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$alphabets<</c>><</if>> <<c taskyellow>>1Tech.1.116<</c>> - How's My Pie? (2x)<<if $Tech116>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$attendance<</c>><</if>> <<c taskyellow>>1Tech.1.117<</c>> - How's My Pie? (3x)<<if $Tech117>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$deck<</c>><</if>> <<c taskyellow>>1Tech.1.118<</c>> - Try My Recipe<<if $Tech118>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$lessontitle<</c>><</if>> 1Tech.1.113 - Preparation: $Tech113 1Tech.2.114 - Model Teaching: $Tech114 1Tech.3.115 - How's My Pie? (1x): $Tech115 1Tech.3.116 - How's My Pie? (2x): $Tech116 1Tech.3.117 - How's My Pie? (3x): $Tech117 1Tech.4.118 - Try My Recipe: $Tech118 <</if>> <<if $Act049 && $Act050 && $Act051 && $Act052 && $Act053 && $Act054 && $Act055 && $Act056 && $Act057 && $Act058 && $Act059 && $Act060 && $Act061 && $Admin062 && $Admin063 && $Admin064 && $Admin065 && $Admin066 && $Admin067 && $Admin068 && $Admin069 && $Admin070 && $Ana071 && $Ana072 && $Ana073 && $Ana074 && $Ana075 && $Ana076 && $Ana077 && $Ana078 && $Ana079 && $Ana080 && $Ana081 && $Ana082 && $Ana083 && $Ana084 && $Ana085 && $Cre086 && $Cre087 && $Eth088 && $Eth089 && $Eth090 && $Eth091 && $Eth092 && $Eth093 && $Eth094 && $Insp095 && $Insp096 && $Insp097 && $Nar098 && $Nar099 && $Ref100 && $Ref101 && $Ref102 && $Ref103 && $Ref104 && $Ref105 && $Ref106 && $Ref107 && $Ref108 && $Rel109 && $Rel110 && $Rel111 && $Rel112 && $Tech113 && $Tech114 && $Tech115 && $Tech116 && $Tech117 && $Tech118>><<set $InstAdmin000 = true>><</if>> /*<<if all taskobjects in Stage2 are complete>> <<set $stage to "Stage2 Practitioner">> <<set $stageprogress = 2*/

<<if not $InstAdmin000>><span id="mission-complete">^^Mission 1Admin.0. Instructor Dox ^^</span><<else>>^^Mission 1Admin.0. Audition Dox <<c taskyellow>>COMPLETE!<</c>>^^<</if>> ^^Approximate Time to Complete: 3 to 6 weeks^^ <<dialog 'Double Check'>>\ The last step of each Stage is to confirm that you've completed every Task, and document your progress. This serves as a convenient reminder of how far you've come, and puts it all into one satisfying checklist. Completing this final Mission unlocks the Missions for the next Stage of Missions. If you're done, when you close this box, you'll see the class code for the next Stage in Google Classroom. You'll also be provided a link to your first Mission in Stage2 - Practitioner If you're ready, click the x to close this box. <</dialog>> !EFTC Task Documentation: Stage1 - Instructor This is the complete Task list for Stage1 - Instructor. Here, you can get an overview of everything done so far. You have completed $Stage1Tasks of 70 Tasks in the current Stage. <<if $InstAdmin000>> <<c taskyellow>>This Mission is complete!<</c>> You have completed Stage1 - Instructor, and you are boarding the train for Stage2 - Practitioner! You have also completed the Classroom Confidence Practicum or the Proficiency Navigator Practicum, depending on which Quest you are on. Copy the entire list of completed Stage1 Tasks below, and paste them into Google Classroom, and turn in that assignment. https://classroom.google.com/u/0/c/MTA1OTA2MjI3NjQ2/a/MTA2NzExNTQ4NTIw/details Here is the code for Stage2 - Practitioner class in Google Classroom. Join that class now: yyxpryv <<set $InstAdmin0 = true>>\ <<set $Instprogress += 1>>\ <<set $stage = "Stage2 Practioner">>\ <<set $stageprogress = 2>>\ <<set $journal.unshift("Congratulations - You Have Completed All Tasks in Stage1 - Instructor! (<<datetime>>)")>>\ <<set $EFTCprogress += 1>>\ <<else>>\ If you'd like to see all Missions completed so far in Stage1 - Instructor (instead of Tasks), look in the <<c helppink>>Headboard<</c>> <</if>> Would you like to see a list of all [[110 Missions|Admin Syllabus]] that comprise the 4 Stages of the EFTC Apprenticeship? ''Stage1 Instructor Task List'' <<c taskyellow>>1Act.1.049<</c>> - MC#1<<if $Act049>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow1date<</c>><</if>> <<c taskyellow>>1Act.1.050<</c>> - MC#2<<if $Act050>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow2date<</c>><</if>> <<c taskyellow>>1Act.1.051<</c>> - MC#3<<if $Act051>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow3date<</c>><</if>> <<c taskyellow>>1Act.1.052<</c>> - MC#4<<if $Act052>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow4date<</c>><</if>> <<c taskyellow>>1Act.1.053<</c>> - MC#5<<if $Act053>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow4date<</c>><</if>> <<c taskyellow>>1Act.1.054<</c>> - DJ#1<<if $Act054>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow1date<</c>><</if>> <<c taskyellow>>1Act.1.055<</c>> - DJ#2<<if $Act055>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow2date<</c>><</if>> <<c taskyellow>>1Act.1.056<</c>> - DJ#3<<if $Act056>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow3date<</c>><</if>> <<c taskyellow>>1Act.1.057<</c>> - DJ#4<<if $Act057>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow4date<</c>><</if>> <<c taskyellow>>1Act.1.058<</c>> - DJ#5<<if $Act058>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Shadow4date<</c>><</if>> <<c taskyellow>>1Act.2.059<</c>> - Immigrant Refugee Resource Guides<<if $Act059>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$fountainII<</c>><</if>> <<c taskyellow>>1Act.2.060<</c>> - Real World Curriculum<<if $Act060>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$fountainII<</c>><</if>> <<c taskyellow>>1Act.2.061<</c>> - Intercultural PDX<<if $Act061>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$fountainII<</c>><</if>> 1Act.1.049 - MC#1: $Act049 1Act.1.050 - MC#2: $Act050 1Act.1.051 - MC#3: $Act051 1Act.1.052 - MC#4: $Act052 1Act.1.053 - MC#5: $Act053 1Act.1.054 - DJ#1: $Act054 1Act.1.055 - DJ#2: $Act055 1Act.1.056 - DJ#3: $Act056 1Act.1.057 - DJ#4: $Act057 1Act.1.058 - DJ#5: $Act058 1Act.2.059 - Immigrant Refugee Resource Guides: $Act059 1Act.3.060 - Real World Curriculum: $Act060 1Act.4.061 - Intercultural PDX: $Act061 <<c taskyellow>>1Admin.1.062<</c>> - Documentation<<if $Admin062>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$about<</c>><</if>> <<c taskyellow>>1Admin.1.063<</c>> - Recipe Collection: Write/Collect 5 Lesson Plans & 5 Attendance Sheets<<if $Admin063>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$guildreax<</c>><</if>> <<c taskyellow>>1Admin.1.064<</c>> - Progress Evaluation<<if $Admin064>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$progover<</c>><</if>> <<c taskyellow>>1Admin.1.065<</c>> - Burns & Boons Review<<if $Admin065>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$achievementsList<</c>><</if>> <<c taskyellow>>1Admin.1.066<</c>> - Payment Arrangements Reviewed<<if $Admin066>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$whichSyllabus<</c>><</if>> <<c taskyellow>>1Admin.1.067<</c>> - Additional Tasks Assigned<<if $Admin067>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$whichCoach5: $coach5reax<</c>><</if>> <<c taskyellow>>1Admin.1.068<</c>> - Certificate & Photo<<if $Admin068>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$whichChal<</c>><</if>> <<c taskyellow>>1Admin.1.069<</c>> - Rights & Privileges of CCP<<if $Admin069>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$lcCreation<</c>><</if>> <<c taskyellow>>1Admin.1.070<</c>> - Exit OR Practitioner Objectives<<if $Admin070>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$WINGAudition<</c>><</if>> 1Admin.1.062 - Documentation: $Admin062 1Admin.2.063 - Recipe Collection: Write/Collect 5 Lesson Plans & 5 Attendance Sheets: $Admin063 1Admin.2.064 - Progress Evaluation: $Admin064 1Admin.2.065 - Burns & Boons Review: $Admin065 1Admin.2.066 - Payment Arrangements Reviewed: $Admin066 1Admin.2.067 - Additional Tasks Assigned: $Admin067 1Admin.2.068 - Certificate & Photo: $Admin068 1Admin.2.069 - Rights & Privileges of CCP: $Admin069 1Admin.2.070 - Exit OR Practitioner Objectives: $Admin070 <<c taskyellow>>1Ana.1.071<</c>> - A-Facilitating Language & Cultural Skills: Stephen Krashen's Theory of Second Language Acquisition<<if $Ana071>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.072<</c>> - A-Facilitating Language & Cultural Skills: Top Hardest Languages to Learn in the World<<if $Ana072>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.073<</c>> - B-Intercultural Communication: Proportional Pie Chart of the World’s Most Spoken Languages<<if $Ana073>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.074<</c>> - C-American Identity: Spanglish, A New American Language<<if $Ana074>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.075<</c>> - C-American Identity: 40 Acres and a Mule Would Be at Least $6.4 Trillion Today<<if $Ana075>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.076<</c>> - C-American Identity: America's Queer Muslims and the Orlando Shooting<<if $Ana076>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.077<</c>> - D-Understanding Whiteness: Grammar Snobs are Patronising, Pretentious and Just Plain Wrong<<if $Ana077>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.078<</c>> - D-Understanding Whiteness: Whiteness Culture<<if $Ana078>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.079<</c>> - D-Understanding Whiteness: The Surprisingly Racist History of Caucasian<<if $Ana079>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.080<</c>> - E-New Portland: Tri County Language Spoken At Home – Washington, Multnomah, Clackamas<<if $Ana080>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.081<</c>> - E-New Portland: How the Whitest City in America Appears Through the Eyes of its Black Residents<<if $Ana081>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.082<</c>> - E-New Portland: You Are Here: A Snapshot of the Portland Region's Changing Communities<<if $Ana082>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.083<</c>> - F-Cultural Appropriation: Why We Need to Take Responsibility for Anti-Black Racism in K-Pop<<if $Ana083>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.084<</c>> - F-Cultural Appropriation: Art, Appropriation and the Damaging Economic Effect on Indigenous Artists<<if $Ana084>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> <<c taskyellow>>1Ana.1.085<</c>> - G-Responsible Power: Situational Leadership<<if $Ana085>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$audJudging<</c>><</if>> 1Ana.1.071 - A-Facilitating Language & Cultural Skills: Stephen Krashen's Theory of Second Language Acquisition: $Ana071 1Ana.1.072 - A-Facilitating Language & Cultural Skills: Top Hardest Languages to Learn in the World: $Ana072 1Ana.1.073 - B-Intercultural Communication: Proportional Pie Chart of the World’s Most Spoken Languages: $Ana073 1Ana.1.074 - C-American Identity: Spanglish, A New American Language: $Ana074 1Ana.1.075 - C-American Identity: 40 Acres and a Mule Would Be at Least $6.4 Trillion Today: $Ana075 1Ana.1.076 - C-American Identity: America's Queer Muslims and the Orlando Shooting: $Ana076 1Ana.1.077 - D-Understanding Whiteness: Grammar Snobs are Patronising, Pretentious and Just Plain Wrong: $Ana077 1Ana.1.078 - D-Understanding Whiteness: Whiteness Culture: $Ana078 1Ana.1.079 - D-Understanding Whiteness: The Surprisingly Racist History of Caucasian: $Ana079 1Ana.1.080 - E-New Portland: Tri County Language Spoken At Home – Washington, Multnomah, Clackamas: $Ana080 1Ana.1.081 - E-New Portland: How the Whitest City in America Appears Through the Eyes of its Black Residents: $Ana081 1Ana.1.082 - E-New Portland: You Are Here: A Snapshot of the Portland Region's Changing Communities: $Ana082 1Ana.1.083 - F-Cultural Appropriation: Why We Need to Take Responsibility for Anti-Black Racism in K-Pop: $Ana083 1Ana.1.084 - F-Cultural Appropriation: Art, Appropriation and the Damaging Economic Effect on Indigenous Artists: $Ana084 1Ana.1.085 - G-Responsible Power: Situational Leadership: $Ana085 <<c taskyellow>>1Cre.1.086<</c>> - Elective<<if $Cre086>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$DRdate<</c>><</if>> <<c taskyellow>>1Cre.1.087<</c>> - -Facilitating Language & Cultural Skills: Merging Environmental Education and English Instruction<<if $Cre087>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$DRdate<</c>><</if>> 1Cre.1.086 - Elective: $Cre086 1Cre.2.087 - A-Facilitating Language & Cultural Skills: Merging Environmental Education and English Instruction: $Eth087 <<c taskyellow>>1Eth.1.088<</c>> - Schoolhouse Rules – Boundaries & Personal Safety<<if $Eth088>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$notpie<</c>><</if>> <<c taskyellow>>1Eth.1.089<</c>> - Schoolhouse Rules – Personal Information<<if $Eth089>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$yrvirtue: $virtuesplain<</c>><</if>> <<c taskyellow>>1Eth.1.090<</c>> - Schoolhouse Rules – Practicum Experiences<<if $Eth090>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$burnboon<</c>><</if>> <<c taskyellow>>1Eth.1.091<</c>> - Schoolhouse Rules – Recommendations & References<<if $Eth091>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$schoolhouse<</c>><</if>> <<c taskyellow>>1Eth.1.092<</c>> - Quandary I<<if $Eth092>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$glossary<</c>><</if>> <<c taskyellow>>1Eth.1.093<</c>> - Equity vs. Equality<<if $Eth093>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$payment<</c>><</if>> <<c taskyellow>>1Eth.1.094<</c>> - Review Ethical Ledger??<<if $Eth094>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$payment<</c>><</if>> 1Eth.1.088 - Schoolhouse Rules – Boundaries & Personal Safety: $Eth088 1Eth.1.089 - Schoolhouse Rules – Personal Information: $Eth089 1Eth.1.090 - Schoolhouse Rules – Practicum Experiences: $Eth090 1Eth.1.091 - Schoolhouse Rules – Recommendations & References: $Eth091 1Eth.2.092 - Quandary I: $Eth092 1Eth.3.093 - Equity vs. Equality: $Eth093 1Eth.4.094 - Review Ethical Ledger??: $Eth094 <<c taskyellow>>1Insp.1.095<</c>> - G-Responsible Power: Art Department Rules<<if $Insp095>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$boatdetail<</c>><</if>> <<c taskyellow>>1Insp.1.096<</c>> - B-Intercultural Communication: Word of the Week<<if $Insp096>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$gapfeeling<</c>><</if>> <<c taskyellow>>1Insp.1.097<</c>> - Why Do You Want To Teach English?<<if $Insp097>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$motivationintro<</c>><</if>> 1Insp.1.095 - G-Responsible Power: Art Department Rules: $Insp095 1Insp.1.096 - B-Intercultural Communication: Word of the Week: $Insp096 1Insp.2.097 - Why Do You Want To Teach English?: $Insp097 <<c taskyellow>>1Nar.1.098<</c>> - D-Understanding Whiteness: Unpacking the Invisible Knapsack<<if $Nar098>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$motivationintro<</c>><</if>> <<c taskyellow>>1Nar.1.099<</c>> - B-Intercultural Communication: You CAN'T Sound White<<if $Nar099>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$motivationintro<</c>><</if>> 1Nar.1.098 - D-Understanding Whiteness: Unpacking the Invisible Knapsack: $Nar098 1Nar.1.099 - B-Intercultural Communication: You CAN'T Sound White: $Nar099 <<c taskyellow>>1Ref.1.100<</c>> - May We Coach You?<<if $Ref100>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$extraversion<</c>><</if>> <<c taskyellow>>1Ref.1.101<</c>> - Your Social Location<<if $Ref101>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$Big5date<</c>><</if>> <<c taskyellow>>1Ref.1.102<</c>> - Observe<<if $Ref102>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$oneburning<</c>><</if>> <<c taskyellow>>1Ref.1.103<</c>> - I Need to Work On That<<if $Ref103>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$oneburning<</c>><</if>> <<c taskyellow>>1Ref.1.104<</c>> - B-Intercultural Communication: 11 Beautiful Japanese Words That Don't Exist In English<<if $Ref104>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$oneburning<</c>><</if>> <<c taskyellow>>1Ref.1.105<</c>> - D-Understanding Whiteness: The Color of Fear excerpt<<if $Ref105>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$oneburning<</c>><</if>> <<c taskyellow>>1Ref.1.106<</c>> - D-Understanding Whiteness: White Savior Barbie<<if $Ref106>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$oneburning<</c>><</if>> <<c taskyellow>>1Ref.1.107<</c>> - G-Responsible Power: Engaged Feedback<<if $Ref107>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$oneburning<</c>><</if>> <<c taskyellow>>1Ref.1.108<</c>> - G-Responsible Power: Social Identity Mapping??<<if $Ref108>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$oneburning<</c>><</if>> 1Ref.1.100 - May We Coach You?: $Ref100 1Ref.2.101 - Your Social Location: $Ref101 1Ref.3.102 - Observe: $Ref102 1Ref.4.103 - I Need to Work On That: $Ref103 1Ref.5.104 - B-Intercultural Communication: 11 Beautiful Japanese Words That Don't Exist In English: $Ref104 1Ref.5.105 - D-Understanding Whiteness: The Color of Fear excerpt: $Ref105 1Ref.5.106 - D-Understanding Whiteness: White Savior Barbie: $Ref106 1Ref.5.107 - G-Responsible Power: Engaged Feedback: $Ref107 1Ref.5.108 - G-Responsible Power: Social Identity Mapping??: $Ref108 <<c taskyellow>>1Rel.1.109<</c>> - P-P-T Connect<<if $Rel109>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$connectdate<</c>><</if>> <<c taskyellow>>1Rel.1.110<</c>> - Connective Communication<<if $Rel110>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$connective<</c>><</if>> <<c taskyellow>>1Rel.1.112<</c>> - Elective<<if $Rel112>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$appreciative<</c>><</if>> <<c taskyellow>>1Rel.1.113<</c>> - P-P-T Connect<<if $Rel113>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$motivational<</c>><</if>> <<c taskyellow>>1Rel.1.114<</c>> - Who is Your F-Wing?<<if $Rel114>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$collaborative<</c>><</if>> 1Rel.1.109 - Connective Communication: $Rel109 1Rel.2.110 - Elective: $Rel110 1Rel.3.111 - P-P-T Connect: $Rel111 1Rel.4.112 - Who is Your F-Wing?: $Rel112 <<c taskyellow>>1Tech.1.113<</c>> - Preparation<<if $Tech113>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$basicyell<</c>><</if>> <<c taskyellow>>1Tech.1.114<</c>> - Model Teaching<<if $Tech114>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$gotit<</c>><</if>> <<c taskyellow>>1Tech.1.115<</c>> - How's My Pie? (1x)<<if $Tech115>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$alphabets<</c>><</if>> <<c taskyellow>>1Tech.1.116<</c>> - How's My Pie? (2x)<<if $Tech116>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$attendance<</c>><</if>> <<c taskyellow>>1Tech.1.117<</c>> - How's My Pie? (3x)<<if $Tech117>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$deck<</c>><</if>> <<c taskyellow>>1Tech.1.118<</c>> - Try My Recipe<<if $Tech118>> <<c taskyellow>>Complete!<</c>>: <<c yourresponseorange>>$lessontitle<</c>><</if>> 1Tech.1.113 - Preparation: $Tech113 1Tech.2.114 - Model Teaching: $Tech114 1Tech.3.115 - How's My Pie? (1x): $Tech115 1Tech.3.116 - How's My Pie? (2x): $Tech116 1Tech.3.117 - How's My Pie? (3x): $Tech117 1Tech.4.118 - Try My Recipe: $Tech118 <</if>> <<if $Act049 && $Act050 && $Act051 && $Act052 && $Act053 && $Act054 && $Act055 && $Act056 && $Act057 && $Act058 && $Act059 && $Act060 && $Act061 && $Admin062 && $Admin063 && $Admin064 && $Admin065 && $Admin066 && $Admin067 && $Admin068 && $Admin069 && $Admin070 && $Ana071 && $Ana072 && $Ana073 && $Ana074 && $Ana075 && $Ana076 && $Ana077 && $Ana078 && $Ana079 && $Ana080 && $Ana081 && $Ana082 && $Ana083 && $Ana084 && $Ana085 && $Cre086 && $Cre087 && $Eth088 && $Eth089 && $Eth090 && $Eth091 && $Eth092 && $Eth093 && $Eth094 && $Insp095 && $Insp096 && $Insp097 && $Nar098 && $Nar099 && $Ref100 && $Ref101 && $Ref102 && $Ref103 && $Ref104 && $Ref105 && $Ref106 && $Ref107 && $Ref108 && $Rel109 && $Rel110 && $Rel111 && $Rel112 && $Tech113 && $Tech114 && $Tech115 && $Tech116 && $Tech117 && $Tech118>><<set $InstAdmin000 = true>><</if>> /* 1Act.1.049 - MC#1: $Act049 1Act.1.050 - MC#2: $Act050 1Act.1.051 - MC#3: $Act051 1Act.1.052 - MC#4: $Act052 1Act.1.053 - MC#5: $Act053 1Act.1.054 - DJ#1: $Act054 1Act.1.055 - DJ#2: $Act055 1Act.1.056 - DJ#3: $Act056 1Act.1.057 - DJ#4: $Act057 1Act.1.058 - DJ#5: $Act058 1Act.2.059 - Immigrant Refugee Resource Guides: $Act059 1Act.3.060 - Real World Curriculum: $Act060 1Act.4.061 - Intercultural PDX: $Act061 1Admin.1.062 - Documentation: $Admin062 1Admin.2.063 - Recipe Collection: Write/Collect 5 Lesson Plans & 5 Attendance Sheets: $Admin063 1Admin.2.064 - Progress Evaluation: $Admin064 1Admin.2.065 - Burns & Boons Review: $Admin065 1Admin.2.066 - Payment Arrangements Reviewed: $Admin066 1Admin.2.067 - Additional Tasks Assigned: $Admin067 1Admin.2.068 - Certificate & Photo: $Admin068 1Admin.2.069 - Rights & Privileges of CCP: $Admin069 1Admin.2.070 - Exit OR Practitioner Objectives: $Admin070 1Ana.1.071 - A-Facilitating Language & Cultural Skills: Stephen Krashen's Theory of Second Language Acquisition: $Ana071 1Ana.1.072 - A-Facilitating Language & Cultural Skills: Top Hardest Languages to Learn in the World: $Ana072 1Ana.1.073 - B-Intercultural Communication: Proportional Pie Chart of the World’s Most Spoken Languages: $Ana073 1Ana.1.074 - C-American Identity: Spanglish, A New American Language:$Ana074 1Ana.1.075 - C-American Identity: 40 Acres and a Mule Would Be at Least $6.4 Trillion Today: $Ana075 1Ana.1.076 - C-American Identity: America's Queer Muslims and the Orlando Shooting: $Ana076 1Ana.1.077 - D-Understanding Whiteness: Grammar Snobs are Patronising, Pretentious and Just Plain Wrong: $Ana077 1Ana.1.078 - D-Understanding Whiteness: Whiteness Culture: $Ana078 1Ana.1.079 - D-Understanding Whiteness: The Surprisingly Racist History of Caucasian: $Ana079 1Ana.1.080 - E-New Portland: Tri County Language Spoken At Home – Washington, Multnomah, Clackamas: $Ana080 1Ana.1.081 - E-New Portland: How the Whitest City in America Appears Through the Eyes of its Black Residents: $Ana081 1Ana.1.082 - E-New Portland: You Are Here: A Snapshot of the Portland Region's Changing Communities: $Ana082 1Ana.1.083 - F-Cultural Appropriation: Why We Need to Take Responsibility for Anti-Black Racism in K-Pop: $Ana083 1Ana.1.084 - F-Cultural Appropriation: Art, Appropriation and the Damaging Economic Effect on Indigenous Artists: $Ana084 1Ana.1.085 - G-Responsible Power: Situational Leadership: $Ana085 1Cre.1.086 - Elective: $Cre086 1Cre.2.087 - A-Facilitating Language & Cultural Skills: Merging Environmental Education and English Instruction: $Eth087 1Eth.1.088 - Schoolhouse Rules – Boundaries & Personal Safety: $Eth088 1Eth.1.089 - Schoolhouse Rules – Personal Information: $Eth089 1Eth.1.090 - Schoolhouse Rules – Practicum Experiences: $Eth090 1Eth.1.091 - Schoolhouse Rules – Recommendations & References: $Eth091 1Eth.2.092 - Quandary I: $Eth092 1Eth.3.093 - Equity vs. Equality: $Eth093 1Eth.4.094 - Review Ethical Ledger??: $Eth094 1Insp.1.095 - G-Responsible Power: Art Department Rules: $Insp095 1Insp.1.096 - B-Intercultural Communication: Word of the Week: $Insp096 1Insp.2.097 - Why Do You Want To Teach English?: $Insp097 1Nar.1.098 - D-Understanding Whiteness: Unpacking the Invisible Knapsack: $Nar098 1Nar.1.099 - B-Intercultural Communication: You CAN'T Sound White: $Nar099 1Ref.1.100 - May We Coach You?: $Ref100 1Ref.2.101 - Your Social Location: $Ref101 1Ref.3.102 - Observe: $Ref102 1Ref.4.103 - I Need to Work On That: $Ref103 1Ref.5.104 - B-Intercultural Communication: 11 Beautiful Japanese Words That Don't Exist In English: $Ref104 1Ref.5.105 - D-Understanding Whiteness: The Color of Fear excerpt: $Ref105 1Ref.5.106 - D-Understanding Whiteness: White Savior Barbie: $Ref106 1Ref.5.107 - G-Responsible Power: Engaged Feedback: $Ref107 1Ref.5.108 - G-Responsible Power: Social Identity Mapping??: $Ref108 1Rel.1.109 - Connective Communication: $Rel109 1Rel.2.110 - Elective: $Rel110 1Rel.3.111 - P-P-T Connect: $Rel111 1Rel.4.112 - Who is Your F-Wing?: $Rel112 1Tech.1.113 - Preparation: $Tech113 1Tech.2.114 - Model Teaching: $Tech114 1Tech.3.115 - How's My Pie? (1x): $Tech115 1Tech.3.116 - How's My Pie? (2x): $Tech116 1Tech.3.117 - How's My Pie? (3x): $Tech117 1Tech.4.118 - Try My Recipe: $Tech118 */ /*<<if all taskobjects in Stage1 are complete>> <<set $stage to "Stage2 Practitioner">> <<set $stageprogress = 2*/

/*0Admin.99 - All Tasks*/ This is where you can see the entire list of Tasks required to complete the Entire EFTC Apprenticeship. I hope you're sitting down. You have completed <<print ($Stage0Tasks + $Stage1Tasks + $Stage2Tasks + $Stage3Tasks)>> of 283 Tasks in the Apprenticeship [[Save|0.99 Rest]] I'm ready to rest now. /*<<if $journal.includes((items below))>>\ <<print "((item)) complete!">> <<else>>\ <<print "">> <</if>>*/ !!![[AUDITION STAGE0|0.40 Stage0 Aud]] __''[[0Act. Action Syllabus|Action Syllabus]]''__ ''[[0Act.1 Shadowing Experiences (4x)|0Act.1 Shadow Exp]]'' 0Act.1.001 - Shadow1<<if $Act001>><<print " Complete!">><</if>> 0Act.1.002 - Shadow2<<if $Act002>><<print " Complete!">><</if>> 0Act.1.003 - Shadow3<<if $Act003>><<print " Complete!">><</if>> 0Act.1.004 - Shadow4<<if $Act004>><<print " Complete!">><</if>> ''[[0Act.2 The Fountain of Resources I|0Act.2 Fountain I]]'' 0Act.2.005 - Portland ESL Network<<if $Act005>><<print " Complete!">><</if>> __''[[0Admin. Administrative Syllabus|Admin Syllabus]]''__ ''[[0Admin.1 Structural Orientation (2x)|0Admin.1 Structure Orient]]'' 0Admin.1.006 - About Us<<if $Admin006>><<print " Complete!">><</if>> 0Admin.1.007 - Guild Structure<<if $Admin007>><<print " Complete!">><</if>> ''[[0Admin.2 Programmatic Orientation (7x)|0Admin.2 Program Orient*]]'' 0Admin.2.008 - Program Overview<<if $Admin008>><<print " Complete!">><</if>> 0Admin.2.009 - Milestones (in development)<<if $Admin009>><<print " Complete!">><</if>> 0Admin.2.010 - Syllabi<<if $Admin010>><<print " Complete!">><</if>> 0Admin.2.011 - Coach5<<if $Admin011>><<print " Complete!">><</if>> 0Admin.2.012 - 21Challenges (update pending)<<if $Admin012>><<print " Complete!">><</if>> 0Admin.2.013 - Attendance Documentation<<if $Admin013>><<print " Complete!">><</if>> 0Admin.2.014 - WING Support (update pending)<<if $Admin014>><<print " Complete!">><</if>> ''[[0Admin.3 Enroll|0Admin.3 Enroll*]]'' 0Admin.3.015 - Guild Name<<if $Admin015>><<print " Complete!">><</if>> 0Admin.3.016 - Communication & Scheduling<<if $Admin016>><<print " Complete!">><</if>> 0Admin.3.017 - Agreement<<if $Admin017>><<print " Complete!">><</if>> 0Admin.3.018 - Payment Arrangements<<if $Admin018>><<print " Complete!">><</if>> 0Admin.3.019 - Guild Login<<if $Admin019>><<print " Complete!">><</if>> __''[[0Ana. Analytic Syllabus|Analytic Syllabus]]''__ ''[[0Ana.1 Think About It.|0Ana.1 Think]]'' 0Ana.1.020 - G-Responsible Power: Are You Judging Those Who Ask for Help?<<if $Ana020>><<print " Complete!">><</if>> __''[[0Cre. Creative Syllabus|Creative Syllabus]]''__ ''[[0Cre.1 Dress Rehearsal|0Cre.1 Dress Rehearsal]]'' 0Cre.1.021 - Dress Rehearsal<<if $Cre021>><<print " Complete!">><</if>> __''[[0Eth. Ethical Syllabus|Ethical Syllabus]]''__ ''[[0Eth.1 Ethical Orientation (4x)|0Eth.1 Ethical Orient]]'' 0Eth.1.022 - Bringing the Pie<<if $Eth022>><<print " Complete!">><</if>> 0Eth.1.023 - 7 Virtues of the Interculturalist<<if $Eth023>><<print " Complete!">><</if>> 0Eth.1.024 - Burns & Boons<<if $Eth024>><<print " Complete!">><</if>> 0Eth.1.025 - Schoolhouse Rules<<if $Eth025>><<print " Complete!">><</if>> ''[[0Eth.2 What Is Intercultural Communication? I|0Eth.2 Inter Com? I]]'' 0Eth.2.026 - Explore the Glossary<<if $Eth026>><<print " Complete!">><</if>> ''[[0Eth.3 Skin In The Game*|0Eth.3 Payment]]'' 0Eth.3.027 - Skin In The Game: Payment Options<<if $Eth027>><<print " Complete!">><</if>> __''[[0Insp. Inspirational Syllabus|Inspire Syllabus]]''__ ''[[0Insp.1 Document: Get Inspired! (2x)|0Insp.1 Inspired!]]'' 0Insp.1.028 - G-Responsible Power: Building the Boat While Sailing<<if $Insp028>><<print " Complete!">><</if>> 0Insp.1.029 - G-Responsible Power: The Gap<<if $Insp029>><<print " Complete!">><</if>> ''[[0Insp.2 P-P-T PDX: Motivation I|0Insp.2 Motive I]]'' 0Insp.2.030 - What Is Motivating You To Enter This Program?<<if $Insp030>><<print " Complete!">><</if>> __''[[0Ref. Reflective Syllabus|Reflective Syllabus]]''__ ''[[0Ref.1 Know Yourself!|0Ref.1 Know Five]]'' 0Ref.1.031 - The Big Five<<if $Ref031>><<print " Complete!">><</if>> ''[[0Ref.2 Reflective Orientation: Levels of Reflection|0Ref.2 Levels Reflect*]]'' 0Ref.2.032 - Document, Observe, React, Analyze, Evaluate??<<if $Ref032>><<print " Complete!">><</if>> ''[[0Ref.3 One Burning Question|0Ref.3 Burning Question]]'' 0Ref.3.033 - One Burning Question<<if $Ref033>><<print " Complete!">><</if>> __''[[0Rel. Relational Syllabus|Relational Syllabus]]''__ ''[[0Rel.1 Get Connected!|0Rel.1 Connected!]]'' 0Rel.1.034 - P-P-T Connect<<if $Rel034>><<print " Complete!">><</if>> ''[[0Rel.2 Relational Orientation (4x)|0Rel.2 Relational Orient]]'' 0Rel.2.035 - Connective Communication<<if $Rel035>><<print " Complete!">><</if>> 0Rel.2.036 - Appreciative Inquiry<<if $Rel036>><<print " Complete!">><</if>> 0Rel.2.037 - Motivational Critique<<if $Rel037>><<print " Complete!">><</if>> 0Rel.2.038 - Collaborative Problem Solving<<if $Rel038>><<print " Complete!">><</if>> __''[[0Tech. Technical Syllabus|Technical Syllabus]]''__ ''[[0Tech.1 Technical Orientation (9x)|0Tech.1 Technical Orient]]'' 0Tech.1.039 - The Basic Lesson<<if $Tech039>><<print " Complete!">><</if>> 0Tech.1.040 - Core Activities<<if $Tech040>><<print " Complete!">><</if>> 0Tech.1.041 - Alphabet Sheet<<if $Tech041>><<print " Complete!">><</if>> 0Tech.1.042 - Attendance Record<<if $Tech042>><<print " Complete!">><</if>> 0Tech.1.043 - Deck of Professions<<if $Tech043>><<print " Complete!">><</if>> 0Tech.1.044 - Lesson Plan Template<<if $Tech044>><<print " Complete!">><</if>> 0Tech.1.045 - Lesson Self Evaluation<<if $Tech045>><<print " Complete!">><</if>> 0Tech.1.046 - Loyalty Card<<if $Tech046>><<print " Complete!">><</if>> 0Tech.1.047 - Voting for Curriculum<<if $Tech047>><<print " Complete!">><</if>> ''[[0Tech.2 Technical Rehearsal|0Tech.2 Tech Rehearsal]]'' 0Tech.2.048 - Technical Rehearsal<<if $Tech048>><<print " Complete!">><</if>> !!![[INSTRUCTOR STAGE1|0.41 Stage1 Instruct]] __''[[1Act. Action Syllabus|Action Syllabus]]''__ ''[[1Act.1 MC (5x) & DJ (5x)|1Act.1 MC5 & DJ5]]'' 1Act.1.049 - MC#1 1Act.1.050 - MC#2 1Act.1.051 - MC#3 1Act.1.052 - MC#4 1Act.1.053 - MC#5 1Act.1.054 - DJ#1 1Act.1.055 - DJ#2 1Act.1.056 - DJ#3 1Act.1.057 - DJ#4 1Act.1.058 - DJ#5 ''[[1Act.2 The Fountain of Resources II|1Act.2 Fountain II]]'' 1Act.2.059 - Immigrant Refugee Resource Guide ''[[1Act.3 Community Engagement IA|1Act.3 Community IA]]'' 1Act.3.060 - Real World Curriculum ''[[1Act.4 Community Engagement IB|1Act.4 Community IB]]'' 1Act.4.061 - Intercultural PDX __''[[1Admin. Administrative Syllabus|Admin Syllabus]]''__ ''[[1Admin.1 Minimal Competence: Documentation|1Admin.1 MinCom Doc]]'' 1Admin.1.062 - Documentation ''[[1Admin.2 Level Up Meeting|1Admin.2 LevelUp Prac]]'' 1Admin.2.063 - Recipe Collection: Write/Collect 5 Lesson Plans & 5 Attendance Sheets 1Admin.2.064 - Progress Evaluation 1Admin.2.065 - Burns & Boons Review 1Admin.2.066 - Payment Arrangements Reviewed 1Admin.2.067 - Additional Tasks Assigned 1Admin.2.068 - Certificate & Photo 1Admin.2.069 - Rights & Privileges of CCP 1Admin.2.070 - Exit OR Practitioner Objectives __''[[1Ana. Analytic Syllabus|Analytic Syllabus]]''__ ''[[1Ana.1 Think About It.|1Ana.1 Think]]'' 1Ana.1.071 - A-Facilitating Language & Cultural Skills: Stephen Krashen's Theory of Second Language Acquisition 1Ana.1.072 - A-Facilitating Language & Cultural Skills: Top Hardest Languages to Learn in the World 1Ana.1.073 - B-Intercultural Communication: Proportional Pie Chart of the World’s Most Spoken Languages 1Ana.1.074 - C-American Identity: Spanglish, A New American Language 1Ana.1.075 - C-American Identity: 40 Acres and a Mule Would Be at Least $6.4 Trillion Today 1Ana.1.076 - C-American Identity: America's Queer Muslims and the Orlando Shooting 1Ana.1.077 - D-Understanding Whiteness: Grammar Snobs are Patronising, Pretentious and Just Plain Wrong 1Ana.1.078 - D-Understanding Whiteness: Whiteness Culture 1Ana.1.079 - D-Understanding Whiteness: The Surprisingly Racist History of Caucasian 1Ana.1.080 - E-New Portland: Tri County Language Spoken At Home – Washington, Multnomah, Clackamas 1Ana.1.081 - E-New Portland: How the Whitest City in America Appears Through the Eyes of its Black Residents 1Ana.1.082 - E-New Portland: You Are Here: A Snapshot of the Portland Region's Changing Communities 1Ana.1.083 - F-Cultural Appropriation: Why We Need to Take Responsibility for Anti-Black Racism in K-Pop 1Ana.1.084 - F-Cultural Appropriation: Art, Appropriation and the Damaging Economic Effect on Indigenous Artists 1Ana.1.085 - G-Responsible Power: Situational Leadership __''[[1Cre. Creative Syllabus|Creative Syllabus]]''__ ''[[1Cre.1 21Challenges (1x)|1Cre.1 21Chal]]'' 1Cre.1.086 - Elective ''[[1Cre.2 Try Something New.|1Cre.2 Try New]]'' 1Cre.2.087 - A-Facilitating Language & Cultural Skills: Merging Environmental Education and English Instruction __''[[1Eth. Ethical Syllabus|Ethical Syllabus]]''__ ''[[1Eth.1 Do Gooder (4x)|1Eth.1 Do Good]]'' 1Eth.1.088 - Schoolhouse Rules – Boundaries & Personal Safety 1Eth.1.089 - Schoolhouse Rules – Personal Information 1Eth.1.090 - Schoolhouse Rules – Practicum Experiences 1Eth.1.091 - Schoolhouse Rules – Recommendations & References ''[[1Eth.2 Quandary I|1Eth.2 Quandary I]]'' 1Eth.2.092 - Quandary I ''[[1Eth.3 What Is Intercultural Communication? II|1Eth.3 Inter Com? II]]'' 1Eth.3.093 - Equity vs. Equality ''[[1Eth.4 Burns & Boons|1Eth.4 Burns & Boons]]'' 1Eth.4.094 - Review Ethical Ledger?? __''[[1Insp. Inspirational Syllabus|Inspire Syllabus]]''__ ''[[1Insp.1 Get Inspired!|1Insp.1 Inspired!]]'' 1Insp.1.095 - G-Responsible Power: Art Department Rules 1Insp.1.096 - B-Intercultural Communication: Word of the Week ''[[1Insp.2 Motivation II|1Insp.2 Motive II]]'' 1Insp.2.097 - Why Do You Want To Teach English? __''[[1Nar. Narrative Syllabus|Narrative Syllabus]]''__ ''[[1Nar.1 You Better Believe It.|1Nar.1 Believe]]'' 1Nar.1.098 - D-Understanding Whiteness: Unpacking the Invisible Knapsack 1Nar.1.099 - B-Intercultural Communication: You CAN'T Sound White __''[[1Ref. Reflective Syllabus|Reflective Syllabus]]''__ ''[[1Ref.1 Consent to Coach|1Ref.1 Consent]]'' 1Ref.1.100 - May We Coach You? ''[[1Ref.2 Know Yourself|1Ref.2 Know Location]]'' 1Ref.2.101 - Your Social Location ''[[1Ref.3 Levels of Reflection|1Ref.3 Observe]]'' 1Ref.3.102 - Observe ''[[1Ref.4 21Challenges (1x)|1Ref.4 21Chal]]'' 1Ref.4.103 - I Need to Work On That ''[[1Ref.5 Go Deeper.|1Ref.5 Deeper]]'' 1Ref.5.104 - B-Intercultural Communication: 11 Beautiful Japanese Words That Don't Exist In English 1Ref.5.105 - D-Understanding Whiteness: The Color of Fear excerpt 1Ref.5.106 - D-Understanding Whiteness: White Savior Barbie 1Ref.5.107 - G-Responsible Power: Engaged Feedback 1Ref.5.108 - G-Responsible Power: Social Identity Mapping?? __''[[1Rel. Relational Syllabus|Relational Syllabus]]''__ ''[[1Rel.1 Minimal Competence: Connective Communication|1Rel.1 MinCom Comm]]'' 1Rel.1.109 - Connective Communication ''[[1Rel.2 21Challenges|1Rel.2 21Chal]]'' 1Rel.2.110 - Elective ''[[1Rel.3 Get Connected!|1Rel.3 Connected!]]'' 1Rel.3.111 - P-P-T Connect ''[[1Rel.4 Fledge I (F-WING)|1Rel.4 Fledge I]]'' 1Rel.4.112 - Who is Your F-Wing? __''[[1Tech. Technical Syllabus|Technical Syllabus]]''__ ''[[1Tech.1 Minimal Competence: Preparation|1Tech.1 MinCom Prep]]'' 1Tech.1.113 - Preparation ''[[1Tech.2 Coach5 I: Model Teaching|1Tech.2 Coach5 Model]]'' 1Tech.2.114 - Model Teaching ''[[1Tech.3 21Challenges (3x)|1Tech.3 21Chal]]'' 1Tech.3.115 - How's My Pie? (1x) 1Tech.3.116 - How's My Pie? (2x) 1Tech.3.117 - How's My Pie? (3x) ''[[1Tech.4 Coach5 II: Try My Recipe|1Tech.4 Coach5 Recipe]]'' 1Tech.4.118 - Try My Recipe !!![[PRACTITIONER STAGE2|0.42 Stage2 Prac]] __''[[2Act. Action Syllabus|Action Syllabus]]''__ ''[[2Act.1 Document: MC (10x) & DJ (5x)|2Act.1 MC10 & DJ5]]'' 2Act.1.119 - MC#1 2Act.1.120 - MC#2 2Act.1.121 - MC#3 2Act.1.122 - MC#4 2Act.1.123 - MC#5 2Act.1.124 - MC#6 2Act.1.125 - MC#7 2Act.1.126 - MC#8 2Act.1.127 - MC#9 2Act.1.128 - MC#10 2Act.1.129 - DJ#1 2Act.1.130 - DJ#2 2Act.1.131 - DJ#3 2Act.1.132 - DJ#4 2Act.1.133 - DJ#5 ''[[2Act.2 The Fountain of Resources III|2Act.2 Fountain III]]'' 2Act.2.134 - Center for Diversity and the Environment ''[[2Act.3 Community Engagement IIA|2Act.3 Community IIA]]'' 2Act.3.135 - Turning Realia Into Reality ''[[2Act.4 Community Engagement IIB|2Act.4 Community IIB]]'' 2Act.4.136 - Intercultural PDX ''[[2Act.5 Minimal Competence: Curriculum Materials|2Act.5 MinCom Curr]]'' 2Act.5.137 - Curriculum Materials ''[[2Act.6 Minimal Competence: Clarity|2Act.6 MinCom Clear]]'' 2Act.6.138 - Clarity __''[[2Admin. Administrative Syllabus|Admin Syllabus]]''__ ''[[2Admin.1 Minimal Competence: Documentation|2Admin.1 MinCom Doc]]'' 2Admin.1.1xx - Clarity ''[[2Admin.2 Level Up Meeting|2Admin.2 LevelUp Fac]]'' 2Admin.2.139 - Recipe Collection: Write/Collect 10 Lesson Plans & 5 Attendance Sheets 2Admin.2.140 - Progress Evaluation 2Admin.2.141 - Burns & Boons Review 2Admin.2.142 - Payment Arrangements Reviewed 2Admin.2.143 - Additional Tasks Assigned 2Admin.2.144 - Facilitator Objectives __''[[2Ana. Analytic Syllabus|Analytic Syllabus]]''__ ''[[2Ana.1 Think About It.|2Ana.1 Think]]'' 2Ana.1.145 - A-Facilitating Language & Cultural Skills: How Long Does It Take? 2Ana.1.146 - A-Facilitating Language & Cultural Skills: Teaching Grammar 2Ana.1.147 - B-Intercultural Communication: Is PC Culture Anti-Free Speech? 2Ana.1.148 - B-Intercultural Communication: Ungendering the Spanish language 2Ana.1.149 - C-American Identity: Obama Effect Triggers More Nuanced Conversations On Race 2Ana.1.150 - F-Cultural Appropriation: Fully Appreciating Culture Without Appropriation __''[[2Cre. Creative Syllabus|Creative Syllabus]]''__ ''[[2Cre.1 21Challenges (7x)|2Cre.1 21Chal]]'' 2Cre.1.151 - Deck of Professions 2Cre.1.152 - Props (1x) 2Cre.1.153 - Props (2x) 2Cre.1.154 - Props (3x) 2Cre.1.155 - Props (4x) 2Cre.1.156 - Props (5x) 2Cre.1.157 - New Shoes __''[[2Eth. Ethical Syllabus|Ethical Syllabus]]''__ ''[[2Eth.1 Do Gooder (2x)|2Eth.1 Do Good]]'' 2Eth.1.158 - Schoolhouse Rules – Materials Use 2Eth.1.159 - B-Intercultural Communication: The New York Times New Approach To Covering Race ''[[2Eth.2 Quandary II|2Eth.2 Quandary II]]'' 2Eth.2.160 - Quandary II ''[[2Eth.3 What Is Intercultural Communication? III|2Eth.3 Inter Com? III]]'' 2Eth.3.161 - One Perspective Is Not Enough ''[[2Eth.4 Burns & Boons|2Eth.4 Burns & Boons]]'' 2Eth.4.162 - Review Ethical Ledger __''[[2Insp. Inspirational Syllabus|Inspire Syllabus]]''__ ''[[2Insp.1 Get Inspired! (1x)|2Insp.1 Inspired!]]'' 2Insp.1.163 - C-American Identity: Thelonius Monk's Advice ''[[2Insp.2 Motivation III|2Insp.2 Motive III]]'' 2Insp.2.164 - Who is Someone Who Does Something As Well As You Would Like To Some Day? __''[[2Nar. Narrative Syllabus|Narrative Syllabus]]''__ ''[[2Nar.1 You Better Believe It.|2Nar.1 Believe]]'' 2Nar.1.165 - C-American Identity: Read the 1966 Telegram MLK Sent Cesar Chavez 2Nar.1.166 - C-American Identity: Tucson, AZ: Borderlands 2Nar.1.167 - D-Understanding Whiteness: PresentTense – MESSCC Zanzibar 2Nar.1.168 - D-Understanding Whiteness: Korea's Black Racism Epidemic 2Nar.1.169 - D-Understanding Whiteness: Under Our Skin: What Do We Mean When We Talk About Race? 2Nar.1.170 - D-Understanding Whiteness: No Pressure: You're Just Representing Your Entire Race And Gender! 2Nar.1.171 - D-Understanding Whiteness: When My White Friend Asked for My Black Opinion 2Nar.1.172 - E-New Portland: The Racist History of Portland, the Whitest City in America 2Nar.1.173 - E-New Portland: Miracle on 135th Ave 2Nar.1.174 - F-Cultural Appropriation: Saffron Colonial Changes Its Name 2Nar.1.175 - F-Cultural Appropriation: Is It OK for Restaurants to Racially Profile Their Employees? 2Nar.1.176 - F-Cultural Appropriation: Nina Simone's Face, Zoe Saldana, and the Realities of Blackness 2Nar.1.177 - F-Cultural Appropriation: Stolen Language: The Strange Case Of Meghan Trainor's Blaccent 2Nar.1.178 - G-Responsible Power: The Problem We All Live With – Part One 2Nar.1.179 - G-Responsible Power: The Problem We All Live With – Part Two 2Nar.1.180 - G-Responsible Power: I'm a Redneck and I Love America __''[[2Ref. Reflective Syllabus|Reflective Syllabus]]''__ ''[[2Ref.1 Know Yourself.|2Ref.1 Know Bias]]'' 2Ref.1.181 - Implicit Bias Test ''[[2Ref.2 Levels of Reflection|2Ref.2 React]]'' 2Ref.2.182 - Reaction ''[[2Ref.3 21Challenges (2x)|2Ref.3 21Chal]]'' 2Ref.3.183 - Shower of Compliments 2Ref.3.184 - Tough Crowd ''[[2Ref.4 Go Deeper.|2Ref.4 Deeper]]'' 2Ref.4.185 - B-Intercultural Communication: Intercultural Effectiveness Scale 2Ref.4.186 - G-Responsible Power: I Can Fix It: Racism 2Ref.4.187 - G-Responsible Power: Does Asking White People to Reflect Actually Work? __''[[2Rel. Relational Syllabus|Relational Syllabus]]''__ ''[[2Rel.1 Minimal Competence: Appreciative Inquiry|2Rel.1 MinCom Inquiry]]'' 2Rel.1.188 - Appreciative Inquiry ''[[2Rel.2 21Challenges|2Rel.2 21Chal]]'' 2Rel.2.189 - Elective ''[[2Rel.3 Get Connected! (2x)|2Rel.3 Connected!]]'' 2Rel.3.190 - P-P-T Connect (1x) 2Rel.3.191 - P-P-T Connect (2x) ''[[2Rel.4 Fledge II (J-WING)|2Rel.4 Fledge II]]'' 2Rel.4.192 - J-WING Ledger?? __''[[2Tech. Technical Syllabus|Technical Syllabus]]''__ ''[[2Tech.1 Minimal Competence: Preparation|2Tech.1 MinCom Prep]]'' 2Tech.1.193 - Preparation ''[[2Tech.2 Coach5 III: Annotated Observation|2Tech.2 Annotated]]'' 2Tech.2.194 - Annotated Observation ''[[2Tech.3 Coach5 IV: Gentle Intervention|2Tech.3 Intervention]]'' 2Tech.3.195 - Gentle Intervention !!![[FACILITATOR STAGE3|0.43 Stage3 Fac]] __''[[3Act. Action Syllabus|Action Syllabus]]''__ ''[[3Act.1 Document: MC (5x) & DJ (10x) & Either (5x)|3Act.1 MC5 & DJ10 & Either5]]'' 3Act.1.196 - MC#1 3Act.1.197 - MC#2 3Act.1.198 - MC#3 3Act.1.199 - MC#4 3Act.1.200 - MC#5 3Act.1.201 - DJ#1 3Act.1.202 - DJ#2 3Act.1.203 - DJ#3 3Act.1.204 - DJ#4 3Act.1.205 - DJ#5 3Act.1.206 - DJ#6 3Act.1.207 - DJ#7 3Act.1.208 - DJ#8 3Act.1.209 - DJ#9 3Act.1.210 - DJ#10 3Act.1.211 - Either#1 3Act.1.212 - Either#2 3Act.1.213 - Either#3 3Act.1.214 - Either#4 3Act.1.215 - Either#5 ''[[3Act.2 The Fountain of Resources IV|3Act.2 Fountain IV]]'' 3Act.2.216 - Learning for LIFE: An ESL Literacy Curriculum Framework ''[[3Act.3 Community Engagement IIIA|3Act.3 Community IIIA]]'' 3Act.3.217 - Excursion Learning Activity ''[[3Act.4 Community Engagement IIIB|3Act.4 Community IIIB]]'' 3Act.4.218 - Go To The People ''[[3Act.5 Impact A|3Act.5 Impact A]]'' 3Act.5.219 - I Made A Difference ''[[3Act.6 Impact B|3Act.6 Impact B]]'' 3Act.6.220 - Butterfly ''[[3Act.7 Minimal Competence: Resource Referral|3Act.7 MinCom Resource]]'' 3Act.7.221 - Resource Referral __''[[3Admin. Administrative Syllabus|Admin Syllabus]]''__ ''[[3Admin.1 Minimal Competence: Documentation|3Admin.1 MinCom Doc]]'' 3Admin.2.222 - Documentation ''[[3Admin.2 Level Up Meeting|3Admin.2 EFTC Grad]]'' 3Admin.2.223 - Recipe Collection: Write/Collect 10 Lesson Plans & 5 Attendance Sheets 3Admin.2.224 - Final Evaluation 3Admin.2.225 - Burns & Boons Review 3Admin.2.226 - Payment Arrangements Closed 3Admin.2.227 - Certificate & Photo 3Admin.2.228 - Rights & Privileges of EFTC 3Admin.2.229 - Exit OR Further Guild Advancement __''[[3Ana. Analytic Syllabus|Analytic Syllabus]]''__ ''[[3Ana.1 Think About It.|3Ana.1 Think]]'' 3Ana.1.230 - A-Facilitating Language & Cultural Skills: Launching a Community Based ESL Program 3Ana.1.231 - B-Intercultural Communication: Developing Intercultural Competence 3Ana.1.232 - B-Intercultural Communication: Why Philanthropy Needs to Invest in Bridge Builders 3Ana.1.233 - B-Intercultural Communication: Race, Culture, and Identities in Second Language Acquisition 3Ana.1.234 - B-Intercultural Communication: Of Washing Powder, Afrophobia and Racism in China 3Ana.1.235 - B-Intercultural Communication: Defining Transculturalism 3Ana.1.236 - C-American Identity: Reflective Democracy 3Ana.1.237 - D-Understanding Whiteness: Unpacking White Racial Identity in English Language Teacher Education 3Ana.1.238 - D-Understanding Whiteness: The White-Savior Industrial Complex 3Ana.1.239 - D-Understanding Whiteness: Diversity in Pre-service Teacher Education 3Ana.1.240 - F-Cultural Appropriation: bell hooks, Eating The Other: Desire and Resistance Presentation 3Ana.1.241 - F-Cultural Appropriation: On Fleek & Cultural Appropriation 3Ana.1.242 - F-Cultural Appropriation: Black Intellectuals, White Audiences 3Ana.1.243 - G-Responsible Power: Burning Out or Finding Your Way: Community ESL Teachers in a Difficult Spot 3Ana.1.244 - G-Responsible Power: Adult Learning: Challenging Assumptions 3Ana.1.245 - G-Responsible Power: White Debt ''[[3Ana.2 Minimal Competence: Program Design|3Ana.2 MinCom Prog]]'' 3Ana.2.246 - Program Design ''[[3Ana.3 Minimal Competence: Equity Analysis|3Ana.3 MinCom Equity]]'' 3Ana.3.247 - Equity Analysis ''[[3Ana.4 Minimal Competence: Jargon|3Ana.4 MinCom Jargon]]'' 3Ana.4.248 - Jargon __''[[3Cre. Creative Syllabus|Creative Syllabus]]''__ ''[[3Cre.1 21Challenges: (3x)|3Cre.1 21Chal]]'' 3Cre.1.249 - Silent Class (1x) 3Cre.1.250 - Silent Class (2x) 3Cre.1.251 - You Shall Overcome ''[[3Cre.2 Minimal Competence: Activity Design|3Cre.2 MinCom Design]]'' 3Cre.2.252 - Activity Design ''[[3Cre.3 The Artist Known Currently As You|3Cre.3 Artist]]'' 3Cre.3.253 - The Artist Known Currently As You __''[[3Eth. Ethical Syllabus|Ethical Syllabus]]''__ ''[[3Eth.1 Do Gooder (1x)|3Eth.1 Do Good]]'' 3Eth.1.254 - Schoolhouse Rules – Research ''[[3Eth.2 Quandary III|3Eth.2 Quandary III]]'' 3Eth.2.255 - Quandary III ''[[3Eth.3 What Is Intercultural Communication? IV|3Eth.3 Inter Com? IV]]'' 3Eth.3.256 - Why Grammar Is Not Equitable ''[[3Eth.4 Burns & Boons|3Eth.4 Burns & Boons]]'' 3Eth.4.257 - Closing The Books __''[[3Insp. Inspirational Syllabus|Inspire Syllabus]]''__ ''[[3Insp.1 Get Inspired! (2x)|3Insp.1 Inspired!]]'' 3Insp.1.258 - G-Responsible Power: Leadership Manifesto 3Insp.1.259 - G-Responsible Power: Build On What They Have ''[[3Insp.2 Motivation IV|3Insp.2 Motive IV]]'' 3Insp.2.261 - What Keeps You Going When The Going Gets Tough? __''[[3Nar. Narrative Syllabus|Narrative Syllabus]]''__ ''[[3Nar.1 You Better Believe It.|3Nar.1 Believe]]'' 3Nar.1.262 - C-American Identity: American Limbo 3Nar.1.263 - C-American Identity: What Do We Call People of Multiple Backgrounds? 3Nar.1.264 - D-Understanding Whiteness: Why Racial Justice Work Needs to Address Settler Colonialism and Native Rights 3Nar.1.265 - E-New Portland: Friday Forum: White Role(s) in Advancing Racial Justice 3Nar.1.266 - F-Cultural Appropriation: In Search of an Authentic Indian __''[[3Ref. Reflective Syllabus|Reflective Syllabus]]''__ ''[[3Ref.1 Levels of Reflection (2x)|3Ref.1 Analyze]]'' 3Ref.1.267 - Analysis 3Ref.1.268 - Evaluation ''[[3Ref.2 21Challenges (1x)|3Ref.2 21Chal]]'' 3Ref.2.269 - Growing Edge ''[[3Ref.3 Minimal Competence: Personal Growth|3Ref.3 MinCom Growth]]'' 3Ref.3.270 - Personal Growth __''[[3Rel. Relational Syllabus|Relational Syllabus]]''__ ''[[3Rel.1 Minimal Competence: Communication|3Rel.1 MinCom Comm]]'' 3Rel.1.271 - Communication ''[[3Rel.2 Minimal Competence: Community Engagement|3Rel.2 MinCom Engage]]'' 3Rel.2.272 - Community Engagement ''[[3Rel.3 Minimal Competence: Coaching & Support|3Rel.3 MinCom Supp]]'' 3Rel.3.273 - Coaching & Support ''[[3Rel.4 21Challenges (4x)|3Rel.4 21Chal]]'' 3Rel.4.274 - Sharpen Your Pencil 3Rel.4.275 - Say Something Nice 3Rel.4.276 - Can We Talk? 3Rel.4.277 - Life Guard ''[[3Rel.5 Get Connected! (2x)|3Rel.5 Connected!]]'' 3Rel.5.278 - P-P-T Connect (1x) 3Rel.5.279 - P-P-T Connect (2x) ''[[3Rel.6 Document: F-WING Leader|3Rel.6 FWING]]'' 3Rel.6.280 - F-WING Leader __''[[3Tech. Technical Syllabus|Technical Syllabus]]''__ ''[[3Tech.1 Minimal Competence: Classroom Management|3Tech.1 MinCom Manage]]'' 3Tech.1.281 - Classroom Management ''[[3Tech.2 Minimal Competence: Range|3Tech.2 MinCom Range]]'' 3Tech.2.282 - Range ''[[3Tech.3. Coach5 5: You’re the Boss, Now.|3Tech.3 Boss]]'' 3Tech.3.283 - You’re the Boss, Now.

3Tech.2 Minimal Competence: Range Map [[0.01 EFTC Map]] It would be nice to see an overview. Technical Syllabus [[Technical Syllabus]] How else could I develop my skills? Stage3 Facilitator [[0.43 Stage3 Fac]] It would be nice to see the main Missions for this stage.

0.21R1Tech Pie 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. How's My Pie? (3x) – One of your lessons will be critiqued by a Guild Member or Facilitator (your Coach or WING can do this). Must be emailed at least 48 hours before your class. The Apprentices Coordinator must receive it as well. Must be done 3x during the Instructor stage. (Required 3x: Instructor) Technical

0.21R1RefCre Work 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. I Need to Work On That – Identify one specific thing that you would like to improve in your teaching, personal life, or cultural competence. Connect with Apprentices Coordinator to get objective advice about a good area to focus on. Your plan must be presented at your Instructor level up and put in your portfolio (or upon completing the junior apprenticeship). It will be reviewed at the end of the full apprenticeship.(Required: Instructor) Reflective, Creative

0.21E123RefRel SaveMe 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. Life Preserver – Ask for help. The situation must prevent you from causing a 2nd or 3rd degree Burn, or require a 2nd or 3rd degree Boon from someone else. You must make the request directly of the person who would provide the help for the problem that would be solved. (Elective: Instructor, Practitioner, Facilitator) Reflective, Relational

0.21E123CreTech UScratch 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. You Scratch My Back – MC one class with someone else's lesson plan. They may seek you out, or you may seek them out. The author can be in the class or not, but you and the other person need to coordinate to get it done, and you and the Apprentices Coordinator must receive the lesson by email 48 hours before the class. Communicate with author afterward to reflect on how it went and where you diverged from their lesson plan, including the Apprentices Coordinator in the email conversation. This Challenge is different from Dress Rehearsal and Try My Recipe. May be repeated once during each stage. (Elective: Instructor, Practitioner, Facilitator) Creative, Technical

0.21E123CreTech Last 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. Last Minute Lesson – MC a class with minimal preparation and no written lesson plan. You must document this challenge and notify the Apprentices Coordinator the same day of the class in order to get credit for the challenge (it can be after your class too in the case that you cover a class for someone else). (Elective: Instructor, Practitioner, Facilitator) Creative, Technical

0.21E123TechCre 321 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. 3, 2, 1, Contact! - MC a class with 3 or fewer learners, and describe how you shifted your facilitation to make this an engaging and useful experience. You must notify the Apprentices Coordinator the same day of the class in order to get credit for the Challenge. (Elective: Instructor, Practitioner, Facilitator) Technical, Creative

0.21E123TechCre 15 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. Quinceañera – MC a large class (ideally more than 20 participants). You must document this challenge and notify the Apprentices Coordinator the same day of the class in order to get credit for the Challenge. (Elective: Instructor, Practitioner, Facilitator) Technical, Creative

0.21E123Tech Other 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. Other Points of View – Observe a class that is not a part of the P-P-T network. Describe one or more things that the teacher did that is different from our approach, and justify why they made those choices. (Elective: Instructor, Practitioner, Facilitator) Technical

0.21E123Tech Cooks 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. Too Many Cooks - MC a lesson where there are more assistants than learners, and describe your strategies for keeping everyone engaged. You must document this challenge and notify the Apprentices Coordinator the same day of the class in order to get credit for the Challenge (Elective: Instructor, Practitioner, Facilitator) Technical

0.21E123CreTech Piano 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. I'm Only The Piano Player – Bring an instrument and teach a class a song in a single class setting. You must send your lesson plan to the Apprentices Coordinator 24 hours before the class to get credit for the Challenge. (Elective: Instructor, Practitioner, Facilitator) Creative, Technical

0.21E123TechRel Guest 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. Guest Speaker – MC a class with a guest speaker in some area that connects with your theme. This doesn't have to be someone famous or super notable – if you are doing In The Kitchen, and you have a friend who loves to make mashed potatoes, you can bring them in as a guest speaker. Ideally, you will invite an expert in some area to participate as the subject of language practice. You must send your lesson plan to the Apprentices Coordinator 24 hours before the class to get credit for the Challenge. May be repeated unlimited times. (Elective: Instructor, Practitioner, Facilitator) Technical, Relational

0.21E123Rel Actual 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. Bringing the Actual Pie – To confront this challenge, you'll need to bring food for everyone in the group or ensure that food is brought for everyone (potluck is ok but you need to plan and coordinate). The food itself must contribute in a meaningful way to the lesson and classroom connection. Ideally, you would bake a pie from scratch and serve it up, but you don't have to do that. Make sure you clean up and check in about site policies. You must notify the Apprentices Coordinator before the class to get credit for the Challenge.(Elective: Instructor, Practitioner, Facilitator) Relational

0.21E123Tech Outdoor 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. Outdoor School – Bring your class outside the classroom for at least ½ the lesson. You must MC the class and activities must appear in the lesson plan. This can be done indoors (such as in the library), but the action must take place outside of the classroom. You must notify the Apprentices Coordinator before the class to get credit for the Challenge. (Elective: Instructor, Practitioner, Facilitator) Technical

0.21E123RelEth Power 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. Truth to Power – Tell someone who has more power or privilege than you in some way, or who intimidates you, something that is difficult for you to say, or for them to hear. The Truth must be true, but it need not be “right” (for example, "I feel like you don't trust me", could be true without being right). Your goal is to have that person hear your truth. Though we are generally talking about someone who is coaching you, or someone with more experience than you, this might occur elsewhere in your life. Talk to the Apprentices Coordinator about your choice beforehand (if possible) and definitely afterward. May only be performed once for credit, though you are encouraged to speak truth to power regularly and often. (Elective: Instructor, Practitioner, Facilitator) Relational, Ethical

0.21E123RefRelEth Wrong 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. I Was Wrong – Listen to someone who has less power or privilege than you in some way, tell you a Truth that might be difficult for them to say or for you to hear. The Truth must be true, but it need not be “right” (for example, "I feel like you don't trust me", could be true without being right). Your goal is not to explain or contradict the person, but to accept their Truth. Though we are generally talking about someone who you are coaching, or someone with less experience, this might occur elsewhere in your life. Talk to the Apprentices Coordinator, or anyone with more experience or power than you about your feelings and the critique, and admit that you were wrong, or make it up to the person if that's appropriate. May be performed unlimited times for credit. (Elective: Instructor, Practitioner, Facilitator) Reflective, Relational, Ethical

0.21E123RefREl Hard 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. That Was Hard For Me – After having an experience that was very difficult, talk about it with any other person in the Guild, about why it was hard, what you might have done differently, and what you'd do differently in the future. You or the person you spoke to must let the Apprentices Coordinator know. May be performed once for credit, but unlimited times for connection and growth. (Elective: Instructor, Practitioner, Facilitator) Reflective, Relational

0.21R2CreTech Deck 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. Deck of Professions – Use the Deck of Professions in every activity in your class (besides the warm up sequence). You must notify the Apprentices Coordinator before the class in order to get credit for the Challenge. (Required: Practitioner) Creative, Technical

0.21R2CreTech Props 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. Props (5x) – Design 5 lessons, each centering on a different prop, some real-world item that is appropriate for the theme/module that you're working with. You must send your lesson to the Apprentices Coordinator before the class. Design at least one activity specifically for the Prop. This is not the same as the Deck of Professions.(Required 5x: Practitioner) Creative, Technical

0.21R2CreTech Shoes 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. New Shoes – Research/invent 2 activities that are new for you, and integrate them into a lesson plan. Send an email to the Apprentices Coordinator 24 hours before class with the name of the activities, where you found them, and detailedinstructions about how you will do them. The required reading includes plenty of good ideas, and you can also look up ideas on the internet or go to a bookstore and look at language teaching materials. You cannot complete this Challenge and another Challenge in the same class. Activities must be significantly different than anything you've tried before, and should still fit the requirements for good technique – be based in the real world and not fundamentally drawn from materials created primarily for language learning. (Required: Practitioner) Creative, Technical

0.21R2Ref Shower 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. Shower of Compliments – Request that someone who is a more experienced interculturalist publicly shower you with specific, true, positive affirmations. This can occur either at P-P-T Connect or in the P-P-T PDX Community. You must accept all compliments and say “Thank You.” If you feel like the compliments are unjustified, you may bring this up to the complimenter at another time, or ask other folks for feedback. Can only be confronted once for credit, though you can ask for this anytime you like! (Required: Practitioner) Reflective

0.21R2Ref Tough 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. Tough Crowd – Request individually of at least 5 people who are more experienced interculturalists and who have interacted with you to privately tell you 1 thing that you could work on. You must accept the critiques and say “Thank You.” If you feel like the critiques are unjustified, or you want more information, you may ask the critiquer 1 week after the critique is offered. You are encouraged to ask other folks for feedback. Can only be confronted once for credit, though if you have thick skin, you can do it anytime you like! (Required: Practitioner) Reflective

0.21E23Tech VJ 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. VJ – Use a video clip and a computer to work with a song for at least one class. You must notify the Apprentices Coordinator before the class to get credit for the Challenge. (Elective: Practitioner, Facilitator) Technical

0.21E23TechRel IScratch 21Challenges [[0.21 21Chal]] Wait, let me see ALL the Challenges. I'll Scratch Your Back – Write a lesson plan for another MC. Talk with them after the class to find out what worked (they will need to email you with a reflection the same day). They may seek you out, or you may seek them out. Lesson must be written and sent via email 48 hours before the lesson takes place with a copy to the Apprentices Coordinator for documentation. They don't necessarily need to do everything you say. DJ must document in the Class Report. Th