File "personal-development.html"
Path: /ThinkIB/chem/ibcp/page/34862/personal-developmenthtml
File size: 113.94 KB
MIME-type: text/html
Charset: utf-8
<!DOCTYPE html>
<html lang="en">
<head>
<!-- Google Tag Manager -->
<script>(function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':
new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],
j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src=
'https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);
})(window,document,'script','dataLayer','GTM-K5VSFSN');
</script>
<!-- End Google Tag Manager -->
<meta http-equiv="x-ua-compatible" content="IE=Edge"/>
<title>CP Career-related Programme: Personal Development</title>
<meta charset="utf-8" />
<meta name="viewport" content="width=device-width, initial-scale=1.0" />
<meta name="robots" content="index, follow"><meta name="googlebot" content="noarchive">
<base href="https://www.thinkib.net" /><meta name="keywords" content="personal development, resilience, growth mindset, vision, failing, confidence, interpersonal skills, ATL, independence, impact, responding, change, career-related programme, inthinking, IB, IBDP, IBMYP, thinkib, baccalaureate, education" /><meta name="description" content="Personal DevelopmentThe personal development of the student is clearly paramount in the CP. This page introduces the theme for students to find their motivation, vision and "buy-in" they need for their CP course and life beyond. Topics such as Setting expectations and Confidence building, as well as Stress management and specific focus on Careers, Pathways and Life Skills are coming soon. Ready made lessons, research..." /><meta prefix="og: http://ogp.me/ns#" property="og:title" name="og:title" content="CP Career-related Programme: Personal Development">
<meta prefix="og: http://ogp.me/ns#" property="og:image" content="media/ib/ibcp/personal-development.webp" />
<meta prefix="og: http://ogp.me/ns#" property="og:description" name="og:description" content="Personal DevelopmentThe personal development of the student is clearly paramount in the CP. This page introduces the theme for students to find their motivation, vision and "buy-in" they need for their CP course and life beyond. Topics such as Setting expectations and Confidence building, as well as Stress management and specific focus on Careers, Pathways and Life Skills are coming soon. Ready made lessons, research...">
<meta prefix="og: http://ogp.me/ns#" property="og:url" name="og:url" content="https://www.thinkib.net/ibcp/page/34862/personal-development">
<meta prefix="og: http://ogp.me/ns#" property="og:site_name" name="og:site_name" content="Subscription websites for IB teachers & their classes">
<meta prefix="og: http://ogp.me/ns#" property="og:locale" name="og:locale" content="en">
<meta prefix="og: http://ogp.me/ns#" property="og:type" name="og:type" content="website">
<meta name="description" content="Personal DevelopmentThe personal development of the student is clearly paramount in the CP. This page introduces the theme for students to find their motivation, vision and "buy-in" they need for their CP course and life beyond. Topics such as Setting expectations and Confidence building, as well as Stress management and specific focus on Careers, Pathways and Life Skills are coming soon. Ready made lessons, research...">
<meta name="image" content="media/ib/ibcp/personal-development.webp">
<meta name="keywords" content="Personal development, Resilience, Growth mindset, Vision, Failing, Confidence, Interpersonal skills, ATL, Independence, Impact, Responding, Change, Career-related programme, Inthinking, IB, IBDP, IBMYP, Thinkib, Baccalaureate, Education">
<meta itemprop="name" content="CP Career-related Programme: Personal Development">
<meta itemprop="description" content="Personal DevelopmentThe personal development of the student is clearly paramount in the CP. This page introduces the theme for students to find their motivation, vision and "buy-in" they need for their CP course and life beyond. Topics such as Setting expectations and Confidence building, as well as Stress management and specific focus on Careers, Pathways and Life Skills are coming soon. Ready made lessons, research...">
<meta itemprop="image" content="media/ib/ibcp/personal-development.webp">
<meta name="twitter:card" content="summary_large_image">
<meta name="twitter:title" content="CP Career-related Programme: Personal Development">
<meta name="twitter:description" content="Personal DevelopmentThe personal development of the student is clearly paramount in the CP. This page introduces the theme for students to find their motivation, vision and "buy-in" they need for their CP course and life beyond. Topics such as Setting expectations and Confidence building, as well as Stress management and specific focus on Careers, Pathways and Life Skills are coming soon. Ready made lessons, research...">
<meta name="twitter:image" content="media/ib/ibcp/personal-development.webp">
<meta name="twitter:creator" content="@InThinker">
<link href="css/bootstrap.min.css" rel="stylesheet" media="screen" />
<link href="css/font-awesome-4.7.0/css/font-awesome.min.css" rel="stylesheet">
<link href="/css/top-nav.min.css?v=202211301945" rel="stylesheet" media="screen" />
<link href="/css/style.min.css?v=202212191040" rel="stylesheet" media="screen" />
<link href="/css/style-ib.min.css?v=202211282000" rel="stylesheet" media="screen" />
<link rel="stylesheet" type="text/css" href="/js/jq-fancybox/jquery.fancybox.min.css">
<link href="js/jq-fancybox/jquery.fancybox.min.css" type="text/css" rel="stylesheet">
<script>function inIframe () {try {return window.self !== window.top;} catch (e) {return true;}}if( inIframe() ) { window.location.href = "/mb/embed?mbtest=1&ref=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34862%2Fpersonal-development"; }</script><link rel="stylesheet" href="/assets/css/ckeditor5-custom.css" type="text/css"><link rel="stylesheet" href="/css/snippets.min.css?v=202210181500" /><link rel="stylesheet" href="/css/article.min.css?v=202212151220" /><link rel="stylesheet" href="css/toplevel-map.css" /><style type="text/css">body {-webkit-user-select: none;-khtml-user-select: none;-moz-user-select: none;-ms-user-select: none;-o-user-select: none;user-select: none;}</style><link rel="stylesheet" href="/css/side-nav.min.css?v=20220520" /><script src="/js/localdates.min.js?v=202009290900"></script><script src="/js/ifvisible.min.js"></script><script>ifvisible.setIdleDuration(300);</script><script>var tibSitename = "ibcp";</script>
<script>
const SITE_TAG = "ib"
const SITE_WEB = "ThinkIB.net"
const SITE_DOMAIN = "www.thinkib.net"
const SITE_URI = "https://thinkib.net"
const SITE_CLIENT_CODE = "TIB000001"
let imageThinker = "../../../img/header-thinker-ib.svg";
let imageStudent = "img/header-student-thinkib.svg";
</script>
<link rel="apple-touch-icon-precomposed" sizes="57x57" href="https://www.thinkib.net/img/favicon/thinkib/apple-touch-icon-57x57.png" /><link rel="apple-touch-icon-precomposed" sizes="114x114" href="https://www.thinkib.net/img/favicon/thinkib/apple-touch-icon-114x114.png" /><link rel="apple-touch-icon-precomposed" sizes="72x72" href="https://www.thinkib.net/img/favicon/thinkib/apple-touch-icon-72x72.png" /><link rel="apple-touch-icon-precomposed" sizes="144x144" href="https://www.thinkib.net/img/favicon/thinkib/apple-touch-icon-144x144.png" /><link rel="apple-touch-icon-precomposed" sizes="60x60" href="https://www.thinkib.net/img/favicon/thinkib/apple-touch-icon-60x60.png" /><link rel="apple-touch-icon-precomposed" sizes="120x120" href="https://www.thinkib.net/img/favicon/thinkib/apple-touch-icon-120x120.png" /><link rel="apple-touch-icon-precomposed" sizes="76x76" href="https://www.thinkib.net/img/favicon/thinkib/apple-touch-icon-76x76.png" /><link rel="apple-touch-icon-precomposed" sizes="152x152" href="https://www.thinkib.net/img/favicon/thinkib/apple-touch-icon-152x152.png" /><link rel="icon" type="image/png" href="https://www.thinkib.net/img/favicon/thinkib/favicon-196x196.png" sizes="196x196" /><link rel="icon" type="image/png" href="https://www.thinkib.net/img/favicon/thinkib/favicon-96x96.png" sizes="96x96" /><link rel="icon" type="image/png" href="https://www.thinkib.net/img/favicon/thinkib/favicon-32x32.png" sizes="32x32" /><link rel="icon" type="image/png" href="https://www.thinkib.net/img/favicon/thinkib/favicon-16x16.png" sizes="16x16" /><link rel="icon" type="image/png" href="https://www.thinkib.net/img/favicon/thinkib/favicon-128.png" sizes="128x128" /><meta name="application-name" content=" "/><meta name="msapplication-TileColor" content="#FFFFFF" /><meta name="msapplication-TileImage" content="https://www.thinkib.net/img/favicon/thinkib/mstile-144x144.png" /><meta name="msapplication-square70x70logo" content="https://www.thinkib.net/img/favicon/thinkib/mstile-70x70.png" /><meta name="msapplication-square150x150logo" content="https://www.thinkib.net/img/favicon/thinkib/mstile-150x150.png" /><meta name="msapplication-wide310x150logo" content="https://www.thinkib.net/img/favicon/thinkib/mstile-310x150.png" /><meta name="msapplication-square310x310logo" content="https://www.thinkib.net/img/favicon/thinkib/mstile-310x310.png" />
</head>
<body onunload="" class="">
<!-- Google Tag Manager (noscript) -->
<noscript><iframe src="https://www.googletagmanager.com/ns.html?id=GTM-K5VSFSN"
height="0" width="0" style="display:none;visibility:hidden"></iframe></noscript>
<!-- End Google Tag Manager (noscript) -->
<div id="header">
<div class="wmap">
<div class="layout-wrapper">
<div class="container-fluid">
<div class="pull-right visible-phone">
<a href="https://www.inthinking.net">
<img class="header-logo" src="/img/header-logo.svg" style="height: 45px; width: auto;" />
</a>
</div>
<div class="visible-phone" style="clear:both;"></div>
<div class="pull-left">
<h1><a href="/ibcp"><span style="">IB Career-related Programme</span></a></h1>
<p class="slogan hidden-phone"><span class="slogan"><em>InThinking</em> Subject Sites for teachers & their classes</span></p>
<p class="hidden-phone">Website by <strong>Stephanie Lacher, Zena Lawton & Rebecca Pickard</strong></p>
<p class="hidden-phone">Updated 29 December 2022</p>
</div>
<div class="visible-phone" style="clear:both;"></div>
<div class="pull-right text-right header-right">
<a class="hidden-phone" href="https://www.inthinking.net">
<img class="header-logo" src="/img/header-logo.svg" style="height: 70px; width: auto;" />
</a>
<div class="search">
<a href="#" class="toggle-menu-search" data-toggle="dropdown">
<i class="fa fa-2x fa-search"></i>
</a>
</div>
</div>
</div>
</div>
</div>
</div>
<div id="topmenu">
<div class="layout-wrapper">
<div>
<nav class="top-nav"><ul class="level-0"><li class=""><a href="https://www.thinkib.net/ibcp"><i class="fa fa-home"></i> Home</a><ul><li class=""><a href="/subscribe"><i class="fa fa-globe fixwidth"></i> Subscribe today</a></li><li class=""><a href="ibcp/sitemap"><i class="fa fa-sitemap fixwidth"></i> Sitemap</a></li><li class=""><a href="ibcp/last-updates"><i class="fa fa-file-text-o fixwidth"></i> Latest updates</a></li><li class=""><a href="ibcp/teaching-materials"><i class="fa fa-puzzle-piece fixwidth"></i> Teaching materials</a></li><li class=""><a href="ibcp/blog"><i class="fa fa-paperclip fixwidth"></i> Blog</a></li><li><a><i class="fa fa-external-link fixwidth"></i> <em>InThinking</em> sites</a><ul><li><a class="text-right" href="https://thinkib.net"><span class="pull-left"> All subjects</span> <em style="opacity: .8;">www.thinkib.net</em></a></li><li><a href="https://www.thinkib.net/biology" target="_blank">IBDP Biology</a></li><li><a href="https://www.thinkib.net/businessmanagement" target="_blank">IBDP Business Management</a></li><li><a href="https://www.thinkib.net/chemistry" target="_blank">IBDP Chemistry</a></li><li><a href="https://www.thinkib.net/economics" target="_blank">IBDP Economics</a></li><li><a href="https://www.thinkib.net/englishalit" target="_blank">IBDP English A Literature</a></li><li><a href="https://www.thinkib.net/englishalanglit" target="_blank">IBDP English A: Language & Literature</a></li><li><a href="https://www.thinkib.net/englishb" target="_blank">IBDP English B</a></li><li><a href="https://www.thinkib.net/ess" target="_blank">IBDP Environmental Systems & Societies</a></li><li><a href="https://www.thinkib.net/frenchb" target="_blank">IBDP French B</a></li><li><a href="https://www.thinkib.net/geography" target="_blank">IBDP Geography</a></li><li><a href="https://www.thinkib.net/german" target="_blank">IBDP German A: Language & Literature</a></li><li><a href="https://www.thinkib.net/history" target="_blank">IBDP History</a></li><li><a href="https://www.thinkib.net/mathanalysis" target="_blank">IBDP Maths: Analysis & Approaches</a></li><li><a href="https://www.thinkib.net/mathapplications" target="_blank">IBDP Maths: Applications & Interpretation</a></li><li><a href="https://www.thinkib.net/physics" target="_blank">IBDP Physics</a></li><li><a href="https://www.thinkib.net/psychology" target="_blank">IBDP Psychology</a></li><li><a href="https://www.thinkib.net/leadership" target="_blank">IB School Leadership</a></li><li><a href="https://www.thinkib.net/spanisha" target="_blank">IBDP Spanish A</a></li><li><a href="https://www.thinkib.net/spanish-abinitio" target="_blank">IBDP Spanish Ab Initio</a></li><li><a href="https://www.thinkib.net/spanishb" target="_blank">IBDP Spanish B</a></li><li><a href="https://www.thinkib.net/teachmaths" target="_blank">teachMathematics</a></li><li><a href="https://www.thinkib.net/visualarts" target="_blank">IBDP Visual Arts</a></li><li><a href="https://www.thinkib.net/myp-englishalanglit" target="_blank">IBMYP English Language & Literature</a></li><li><a href="https://www.thinkib.net/myp-resources" target="_blank">IBMYP Resources</a></li><li><a href="https://www.thinkib.net/myp-spanishb" target="_blank">IBMYP Spanish Language Acquisition</a></li><li><a href="https://www.thinkigcse.net" target="_blank"><strong>ThinkIGCSE</strong> - <em>Subject sites for IGCSE teachers</em></a></li></ul></li></ul><li><li ><a href="https://www.thinkib.net/ibcp/page/45949/start-here" >Start here</a></li><li ><a href="https://www.thinkib.net/ibcp/page/32168/career-related-programme" >Career-related Programme</a><ul class="level-1"><li ><a href="https://www.thinkib.net/ibcp/page/37126/cp-matters" >CP matters</a></li><li ><a href="https://www.thinkib.net/ibcp/page/42285/coordinating-the-cp" >Coordinating the CP</a></li><li ><a href="https://www.thinkib.net/ibcp/page/42293/designing-the-core-programme" >Designing the core programme</a></li><li ><a href="https://www.thinkib.net/ibcp/page/32867/core-overview" class="father">Core overview</a><ul class="level-2"><li ><a href="https://www.thinkib.net/ibcp/page/45951/personal-and-professional-skills" >Personal and Professional Skills</a></li><li ><a href="https://www.thinkib.net/ibcp/page/40309/language-development" >Language Development</a></li><li ><a href="https://www.thinkib.net/ibcp/page/38780/service-learning" >Service Learning</a></li><li ><a href="https://www.thinkib.net/ibcp/page/45952/reflective-project" >Reflective Project</a></li></ul></li></ul></li><li class="selected" ><a href="https://www.thinkib.net/ibcp/page/45434/personal-and-professional-skills-" >Personal and Professional Skills </a><ul class="level-1"><li ><a href="https://www.thinkib.net/ibcp/page/34860/pps-matters" >PPS matters</a></li><li class="selected" ><a href="https://www.thinkib.net/ibcp/page/34862/personal-development" class="father">Personal Development</a><ul class="level-2"><li ><a href="https://www.thinkib.net/ibcp/page/37937/exercises-in-empathy" >Exercises in Empathy</a></li></ul></li><li ><a href="https://www.thinkib.net/ibcp/page/34863/intercultural-understanding" class="father">Intercultural Understanding</a><ul class="level-2"><li ><a href="https://www.thinkib.net/ibcp/page/43967/language-learning-and-intercultural-understanding" >Language learning and intercultural understanding</a></li><li ><a href="https://www.thinkib.net/ibcp/page/37660/responding-to-change-" >Responding to change </a></li></ul></li><li ><a href="https://www.thinkib.net/ibcp/page/34864/effective-communication-" class="father">Effective Communication </a><ul class="level-2"><li ><a href="https://www.thinkib.net/ibcp/page/35267/interviews-and-the-ethical-employee" >Interviews and the ethical employee</a></li></ul></li><li ><a href="https://www.thinkib.net/ibcp/page/34865/thinking-processes-" class="father">Thinking Processes </a><ul class="level-2"><li ><a href="https://www.thinkib.net/ibcp/page/37335/understanding-truth" >Understanding 'Truth'</a></li></ul></li><li ><a href="https://www.thinkib.net/ibcp/page/34866/applied-ethics" class="father">Applied Ethics</a><ul class="level-2"><li ><a href="https://www.thinkib.net/ibcp/page/35286/starting-discussions-and-debates" >Starting discussions and debates</a></li><li ><a href="https://www.thinkib.net/ibcp/page/44996/ethical-dimension-biomedical-science" >Ethical dimension: Biomedical science</a></li><li ><a href="https://www.thinkib.net/ibcp/page/46122/quick-takeaways-applied-ethics" >Quick Takeaways: Applied Ethics</a></li></ul></li><li ><a href="https://www.thinkib.net/ibcp/page/42964/real-world-issues-and-dilemmas" class="father">Real world issues and dilemmas</a><ul class="level-2"><li ><a href="https://www.thinkib.net/ibcp/page/43468/topics-olympics-social-media-free-speech" >Topics: Olympics, social media & Free Speech</a></li><li ><a href="https://www.thinkib.net/ibcp/page/43370/topics-vaccine-mandates-sport" >Topics: Vaccine mandates & sport</a></li></ul></li></ul></li><li ><a href="https://www.thinkib.net/ibcp/page/32229/reflective-project-" >Reflective Project </a><ul class="level-1"><li ><a href="https://www.thinkib.net/ibcp/page/46109/reviewing-rp-results" >Reviewing RP results</a></li><li ><a href="https://www.thinkib.net/ibcp/page/45819/the-process-" >The Process </a></li><li ><a href="https://www.thinkib.net/ibcp/page/33779/the-options" >The Options</a></li><li ><a href="https://www.thinkib.net/ibcp/page/33781/starting-the-project" >Starting the project</a></li><li ><a href="https://www.thinkib.net/ibcp/page/33782/ethical-dimensions-issues-and-dilemmas-" >Ethical dimensions, issues and dilemmas. </a></li><li ><a href="https://www.thinkib.net/ibcp/page/33785/creating-a-research-question" >Creating a Research Question</a></li><li ><a href="https://www.thinkib.net/ibcp/page/44345/structuring-the-project" >Structuring the project</a></li><li ><a href="https://www.thinkib.net/ibcp/page/33786/supervising-" >Supervising </a></li><li ><a href="https://www.thinkib.net/ibcp/page/33791/giving-feedback" >Giving feedback</a></li><li ><a href="https://www.thinkib.net/ibcp/page/33946/assessing-the-reflective-project-exemplars" >Assessing the reflective project: exemplars</a></li></ul></li><li ><a href="https://www.thinkib.net/ibcp/page/33789/reflective-project-skills-" >Reflective Project Skills </a><ul class="level-1"><li ><a href="https://www.thinkib.net/ibcp/page/33793/ethical-thinking-" >Ethical Thinking </a></li><li ><a href="https://www.thinkib.net/ibcp/page/33790/reflective-thinking" >Reflective Thinking</a></li><li ><a href="https://www.thinkib.net/ibcp/page/33788/critical-thinking" >Critical Thinking</a></li><li ><a href="https://www.thinkib.net/ibcp/page/44800/more-on-critical-thinking" >More on Critical Thinking</a></li><li ><a href="https://www.thinkib.net/ibcp/page/33795/writing-skills-" >Writing skills </a></li><li ><a href="https://www.thinkib.net/ibcp/page/33783/research-skills" >Research skills</a></li><li ><a href="https://www.thinkib.net/ibcp/page/33839/planning-and-process-management" >Planning and process management</a></li><li ><a href="https://www.thinkib.net/ibcp/page/33796/self-assessment" >Self assessment</a></li></ul></li><li ><a href="https://www.thinkib.net/ibcp/page/46289/service-learning-irl" >Service learning IRL</a><ul class="level-1"><li ><a href="https://www.thinkib.net/ibcp/page/44217/service-learning-activities-" >Service Learning activities </a></li></ul></li></ul></nav>
</div>
</div>
</div>
<nav id="nav-menu-search" style="display: none;">
<div class="layout-wrapper">
<form class="form-inline" role="search" method="get" action="ibcp/search">
<input id="nav-search" name="s" type="search" placeholder="Search Career-related Programme..." value="">
<button class="btn btn-sm btn-primary" type="submit">
Search
</button>
<a href="#" class="toggle-menu-search" title="Close">
<i class="fa fa-lg fa-times gray"></i>
</a>
</form>
</div>
</nav>
<div class="layout-wrapper">
<div id="container" class="container-fluid">
<div id="content">
<div class="row-fluid">
<div id="left-column" class="span3"><div id="userbox">
<a href="#modal-login" role="button" class="btn btn-primary" data-toggle="modal" onclick="return false;">
Log in
</a>
<a href="subscribe" class="btn btn-danger">
Subscribe (free)
</a>
</div>
<!-- Modal -->
<div id="modal-login" class="modal hide fade text-left" tabindex="-1" role="dialog" aria-labelledby="log-in form" aria-hidden="true">
<div class="modal-header" style="padding: 15px;">
<button aria-hidden="true" data-dismiss="modal" class="close" type="button">×</button>
<div style="margin: 0 20px;">
<h2 style="margin: 0;">Log in</h2>
</div>
</div>
<div class="modal-body">
<div style="margin-bottom: 15px;">
<form method="post" style="margin: 0 auto; width: 60%;" action="https://www.thinkib.net/ibcp/page/34862/personal-development">
<div class="control-group" style="display: flex">
<!-- <label><i class="fa fa-user"></i> Username</label> -->
<input class="span12" type="text" placeholder="Username" name="username">
</div>
<div class="control-group password-container" style="display: flex;">
<!-- <label><i class="fa fa-lock"></i> Password</label> -->
<input class="span12" type="password" placeholder="Password" name="password">
<i class="fa fa-eye toggle-password"></i>
</div>
<div class="control-group" style="display: flex; margin-bottom: 20px;">
<a href="ibcp/lost-password" style="font-weight: normal">
Forgot your password?
</a>
</div>
<div class="control-group" style="display: flex; margin-bottom: 35px;">
<button type="submit" class="btn btn-large btn-primary" value="1" name="submit-login" style="width: 100%;">
<i class="fa fa-user"></i>
Log in
</button>
</div>
<div class="control-group" style="display: flex; flex-direction: column;">
<a href="https://managebac.com" onclick="managebacPopup(); return false;"
target="popup" name="managebac-login-access" value="1" class="btn" style="margin-bottom: 12px; text-align: left;">
<img style="margin: 0;" src="img/mb-logo-small.png" height="24" width="24">
Log in with ManageBac
</a>
<a href="https://managebac.cn" onclick="managebacChinaPopup(); return false;"
target="popup" name="managebac-login-access" class="btn" value="1" style="text-align: left;">
<img src="img/china-flag.svg">
Log in with ManageBac China
</a>
</div>
</form>
</div>
</div>
<script>
// var alert = [
// '<div class="modal-footer" style="color: #933; font-weight: bold">',
// 'Notice: ThinkIB will be down for planned maintenance during two hours on Wednesday 28th July from 7am to 9am CEST',
// '</div>'
// ].join('');
// var d = new Date();
// var dayD = new Date(1627455600000); // <- 28 July 2021 7:00 * 1000
// if (d.getTime() < dayD) {
// document.write(alert);
// }
</script>
</div>
<style>#userbox > a {margin-bottom: 4px;}</style><script>function managebacPopup(){return window.open("https://accounts.faria.org/oauth/authorize?response_type=code&client_id=RJ2txYSqkbXku1EsLPXiEzKf8kpmgkeKarpSf2eW1GM&redirect_uri=https://www.thinkib.net/mb/callback&scope=openid+email&state=6de4db75fa15068a&display=popup","ManageBac Login","width=1000,height=750"),$("#modal-login").modal("hide"),setLoginLocation("global"),!1}function managebacChinaPopup(){return window.open("https://accounts.managebac.cn/oauth/authorize?response_type=code&client_id=28KPAhfeYrEQHe88mpP5G62feOQ7r2kJkplc3mmJZfg&redirect_uri=https://www.thinkib.net/mb/callback&scope=openid+email&state=6de4db75fa15068a&display=popup","ManageBac Login","width=1000,height=750"),$("#modal-login").modal("hide"),setLoginLocation("china"),!1}function managebacRefresh(){location.reload()}function setLoginLocation(e){var o="https://www.thinkib.net/mb/callback".replace("callback","");$.get(o+e+"-login")}</script><nav id="sidemenu" class="side-nav"><div class="header"><span style="color: #fff;"><a href="https://www.thinkib.net/ibcp/page/45434/personal-and-professional-skills-">Personal and Professional Skills </a></span><span id="sidetreecontrol"><a title="Collapse all" rel="collapse" href="#"><i class="fa fa-minus-circle"></i></a> <a title="Expand all" rel="expand" href="#"><i class="fa fa-plus-circle"></i></a></span></div><ul class="level-0 always-expanded"><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/34860/pps-matters" title="PPS matters">PPS matters</a></li><li class="current parent" style="padding-left: 0px"><i class="expander fa fa-caret-right fa-rotate-90"></i><a href="https://www.thinkib.net/ibcp/page/34862/personal-development" title="Personal Development">Personal Development</a></li><ul class="level-1 expanded"><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/37937/exercises-in-empathy" title="Exercises in Empathy">Exercises in Empathy</a></li></ul><li class=" parent" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/34863/intercultural-understanding" title="Intercultural Understanding">Intercultural Understanding</a></li><ul class="level-1 "><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/43967/language-learning-and-intercultural-understanding" title="Language learning and intercultural understanding">Language learning and intercultural understanding</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/37660/responding-to-change-" title="Responding to change ">Responding to change </a></li></ul><li class=" parent" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/34864/effective-communication-" title="Effective Communication ">Effective Communication </a></li><ul class="level-1 "><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/35267/interviews-and-the-ethical-employee" title="Interviews and the ethical employee">Interviews and the ethical employee</a></li></ul><li class=" parent" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/34865/thinking-processes-" title="Thinking Processes ">Thinking Processes </a></li><ul class="level-1 "><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/37335/understanding-truth" title="Understanding 'Truth'">Understanding 'Truth'</a></li></ul><li class=" parent" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/34866/applied-ethics" title="Applied Ethics">Applied Ethics</a></li><ul class="level-1 "><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/35286/starting-discussions-and-debates" title="Starting discussions and debates">Starting discussions and debates</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/44996/ethical-dimension-biomedical-science" title="Ethical dimension: Biomedical science">Ethical dimension: Biomedical science</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/46122/quick-takeaways-applied-ethics" title="Quick Takeaways: Applied Ethics">Quick Takeaways: Applied Ethics</a></li></ul><li class=" parent" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/42964/real-world-issues-and-dilemmas" title="Real world issues and dilemmas">Real world issues and dilemmas</a></li><ul class="level-1 "><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/43468/topics-olympics-social-media-free-speech" title="Topics: Olympics, social media & Free Speech">Topics: Olympics, social media & Free Speech</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/43370/topics-vaccine-mandates-sport" title="Topics: Vaccine mandates & sport">Topics: Vaccine mandates & sport</a></li></ul></ul></nav></div><!-- /#left-column-->
<div id="main-column" class="span9"><article id="main-article"><a id="exit-fs" title="Exit presentation mode" href="#" onclick="return false;"><i class="fa fa-arrows-alt"></i></a><ul class="page-actions no-print stacked nav nav-list visible-desktop"><li><a class="presentation" href="#" onclick="return false;"><i class="fa fa-desktop"></i><span>Presentation mode</span></a></li><li><a class="print-section-blog" href="#" onclick="return false;"><i class="fa fa-print"></i><span>Print this page</span></a></li><li><a class="personal-notes" href="#" onclick="return false;"><i class="fa fa-file-text"></i><span>Personal notes</span></a></li><li class="dropdown"><a class="dropdown-toggle" data-toggle="dropdown" data-target="#" href="#"><i class="fa fa-share-alt"></i><span>Share this page</span></a><ul class="dropdown-menu" role="menu"><li><a class="" target="_blank" title="Share on Twitter" href="https://twitter.com/share?text=%22Personal+Development%22+-+via+%40InThinker+%23ibcp%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34862%2Fpersonal-development"><i class="fa fa-twitter-square"></i><span>Twitter</span></a></li><li><a class="" target="_blank" title="Share on Facebook" href="https://www.facebook.com/sharer.php?u=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34862%2Fpersonal-development&t=Personal+Development"><i class="fa fa-facebook-square"></i><span>Facebook</span></a></li><li><a class="" href="http://www.linkedin.com/shareArticle?mini=true&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34862%2Fpersonal-development"><i class="fa fa-linkedin-square"></i><span>LinkedIn</span></a></li><li><a class="" href="https://plus.google.com/share?url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34862%2Fpersonal-development"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=Personal Development&body=Personal DevelopmentThe personal development of the student is clearly paramount in the CP. This page introduces the theme for students to find their motivation, vision and 'buy-in' they need for their CP course and life...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34862%2Fpersonal-development"><i class="fa fa-envelope"></i><span>Email</span></a></li></ul></li><li><a class="" href="ibcp/teaching-materials"><i class="fa fa-puzzle-piece colored"></i><span>Teaching materials</span></a></li></ul><div class="page-actions no-print navbar inline hidden-desktop"><div class="navbar-inner"><ul class="nav"><li><a class="presentation" href="#" onclick="return false;"><i class="fa fa-desktop"></i></a></li><li><a class="print-section-blog" href="#" onclick="return false;"><i class="fa fa-print"></i></a></li><li><a class="personal-notes" href="#" onclick="return false;"><i class="fa fa-file-text"></i></a></li><li class="dropdown"><a class="dropdown-toggle" data-toggle="dropdown" data-target="#" href="#"><i class="fa fa-share-alt"></i></a><ul class="dropdown-menu" role="menu"><li><a class="" target="_blank" title="Share on Twitter" href="https://twitter.com/share?text=%22Personal+Development%22+-+via+%40InThinker+%23ibcp%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34862%2Fpersonal-development"><i class="fa fa-twitter-square"></i><span>Twitter</span></a></li><li><a class="" target="_blank" title="Share on Facebook" href="https://www.facebook.com/sharer.php?u=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34862%2Fpersonal-development&t=Personal+Development"><i class="fa fa-facebook-square"></i><span>Facebook</span></a></li><li><a class="" href="http://www.linkedin.com/shareArticle?mini=true&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34862%2Fpersonal-development"><i class="fa fa-linkedin-square"></i><span>LinkedIn</span></a></li><li><a class="" href="https://plus.google.com/share?url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34862%2Fpersonal-development"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=Personal Development&body=Personal DevelopmentThe personal development of the student is clearly paramount in the CP. This page introduces the theme for students to find their motivation, vision and 'buy-in' they need for their CP course and life...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34862%2Fpersonal-development"><i class="fa fa-envelope"></i><span>Email</span></a></li></ul></li><li><a class="" href="ibcp/teaching-materials"><i class="fa fa-puzzle-piece colored"></i></a></li></ul></div></div><h1 class="section-title">Personal Development</h1><ul class="breadcrumb"><li><a title="Home" href="https://www.thinkib.net/ibcp"><i class="fa fa-home"></i></a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><a title="Go to: Personal and Professional Skills " href="https://www.thinkib.net/ibcp/page/45434/personal-and-professional-skills-">Personal and Professional Skills </a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><span>Personal Development</span></li></ul><div id="std-sidebox-task-added-msg"></div><section id="main-content"><div id="toc-1672967896" class="toc"><a href="#" class="toc-switcher" title="Show table of contents"><small><i class="fa fa-reorder"></i> Table of contents <span class="pull-right"><i class="fa fa-chevron-down"></i></span></small></a></div><div class="intro-card"><div class="bg-cover" style="background-image: url("/media/ib/ibcp/personal-development.webp");"></div><img src="/media/ib/ibcp/personal-development.webp" style="display: none" /><div class="content"><h3 class="heading">Personal Development</h3><p class="text">The personal development of the student is clearly paramount in the CP. This page introduces the theme for students to find their motivation, vision and 'buy-in' they need for their CP course and life beyond. Topics such as Setting expectations and Confidence building, as well as Stress management and specific focus on Careers, Pathways and Life Skills are coming soon. Ready made lessons, research and all clearly indicate learning objectives and multiple themes addressed. </p><p class="text"></p></div><div class="panel" style="box-shadow: rgba(0, 51, 17, 0.3) 0px 10px 30px -15px; border-color: rgb(0, 114, 60);"><div class="panel panel-has-planner" style="box-shadow: rgba(17, 34, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(39, 45, 105);"><div class="panel panel-orange"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Personal Development: starting the Student's learning journey</p></div></div><div class="panel-body"><div><h6>Start here:</h6><p>It's never easy starting a new course from either a student or a teacher perspective so jump in here with personal development. Get to know yourself and each other - and that goes for being a teacher as well as a student! This is the start of an amazing learning journey where you can build a wide array of skills to help navigate the highs and lows that life inevitably throws at us.</p></div></div><div class="panel-footer"><div></div></div></div><div class="panel-heading" style="background-color: rgb(39, 45, 105);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Lesson plans: Introducing Personal Development </p></div></div><div class="panel-body" style=""><div class="panel-body" style=""><div><div class="panel panel-has-footer panel-has-border" style="box-shadow: rgba(34, 0, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(103, 7, 124);"><div class="panel-heading" style="background-color: rgb(103, 7, 124);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p><span style="color:#FFFFFF;"> Learning Outcomes </span> </p></div></div><div class="panel-body" style="padding: 5px 15px;"><div class="row-fluid"><div class="span6"><div></div><p>Clearly the aim of this lesson is to introduce one of the five key themes of Personal Development to students anticipating the start of their CP studies so identifying strengths and areas for growth (LO1) is possibly quite straightforward to indentify as a learning outcome. However, there are also ample opportunities to explore <strong>thinking processes</strong> (LO2) to support understanding and establishing personal development in <strong>communication</strong> and working collaboratively (LO4).</p><p>Discussions may well call to attention matters of cultural sensitivity and even ethical situations so LO3 and LO5 are not to be dismissed even if not intentionally a matter of focus.</p><div></div></div><div class="span6"><div><div><a href="Browse server to select file" target="_blank" title="Multiple choices"><img class="ico" src="img/materials/choice-24.png" style="vertical-align: middle" /> LO1: </a><strong>Identify their own strengths and areas for growth</strong><br /> </div><div><a href="Browse server to select file" target="_blank" title="Multiple choices"><img class="ico" src="img/materials/choice-24.png" style="vertical-align: middle" /> </a><strong>LO2: Demonstrate the ability to apply thinking processes to personal and professional situations</strong><br /><br />LO3: Recognize and be able to articulate the value of cultural understanding and appreciation for diversity<br /> </div><p><a href="Browse server to select file" target="_blank" title="Multiple choices"><img class="ico" src="img/materials/choice-24.png" style="vertical-align: middle" /> </a><strong>LO4: Demonstrate the skills and recognize the benefits of communicating effectively and working collaboratively</strong><br /><br />LO5: Recognise and consider the ethics of choices and actions <a href="Browse server to select file" target="_blank" title="Multiple choices"> </a></p></div></div></div></div></div></div></div><h5>PERSONAL DEVELOPMENT - FOR WORK, LIFE AND FUTURE</h5><h5><a href="Browse server to select file" target="_blank" title="Teacher notes"><img class="ico" src="img/materials/teacher-notes-24.png" style="vertical-align: middle" /> </a>Consider the system that you put in place for your students' personal development journey ...</h5><div><p>... A system that threads through the entirety of their course and not just limited to an introductory topic. For example, the following exercises are inspired by and adapted from The A Level Mindset by Steve Oakes and Martin Griffin. The authors make use of their bespoke VESPA system to develop16-18 year old growth Mindset. Through targeting Vision, Effort, Systems, Preferences and Attitude, students are able to weather successfully the stresses and strains of a challenging sixth form course.</p><div class="dottedBox"><h5><a href="Browse server to select file" target="_blank" title="Visual Journal"><img class="ico" src="img/materials/visual-journal-24.png" style="vertical-align: middle" /> </a>Exercise 1: Setting your vision </h5><p>At the start of the course, asking students to create a '<strong>vision board</strong>' of their likes and dislikes is a good way not only of them finding centre and identity but also bypasses the ineffectual questions such as 'what do you want to be?' or 'what is your goal?' Often and understandably, students need time to develop their goals - maybe to find some tangible aspirations but also they need time to have the confidence to acknowledge ambitions they might have. These exercises can be completed as a visual journal, a large piece of wall art, a prezi or powerpoint presentation ... as long as it is visual, and easily accessed and seen by students, they can experiment with different modes.</p><div class="greenBg"><h6><a href="Browse server to select file" target="_blank" title="Activities"><img class="ico" src="img/materials/activities-24.png" style="vertical-align: middle" /> </a><strong>Step 1. </strong>Vision board: 'All about Me'</h6><h5><a href="Browse server to select file" target="_blank" title="Discussion"><img class="ico" src="img/materials/discussion-24.png" style="vertical-align: middle" /> </a>Below is the early stages of a vision board created by a student.</h5><p>Consider the image and the accompanying questions. </p><p><img alt="" src="/media/ib/ibcp/vision-board-example.png" style="width: 750px; height: 423px;" /><br /> </p><div class="dottedBox"><h5>Development</h5><p><strong>Where does your focus lie? </strong>Ask students to find images that engage or inspire them from their interests and home life: music, languages, art, film, media, sciences, politics, environment, theatre, technology, sport ... to name a few.<br /><strong>Extension:</strong> This exercise can be extended both now and at any stage, as you get to know a class, by asking them to include images that capture their past, present and future.</p></div><h6><a href="Browse server to select file" target="_blank" title="Teacher notes"><img class="ico" src="img/materials/teacher-notes-24.png" style="vertical-align: middle" /> </a>Further notes on exercise</h6><section class="tib-hiddenbox"><p>Educators like to create their own vision board sometimes or you can use the vision board provided below to get discussion going on what you can tell about this person's interests from their vision board. You may choose to do this part way through the exercise as a way for students to reflect on work they have completed so far rather than suggesting that their work must look a certain way.</p></section></div><div class="blueBg"><h5><a href="Browse server to select file" target="_blank" title="Discussion"><img class="ico" src="img/materials/discussion-24.png" style="vertical-align: middle" /> </a><strong>Step 2. </strong>Giving feedback ...</h5><h6>You might want to introduce students to presenting slowly so their confidence builds gradually; also making presenting as diverse and authentic as possible, makes it become an even more natural process for students.</h6><p>You can organise students giving feedback in a number of ways or you can use the following as a 5 step process leading towards further reflection.</p><div class="box"><p>1.<strong> Display</strong> all vision boards around the classroom like a gallery so students can look at each others' work before presenting.<br />2.<strong> Analyse:</strong> rather than asking an individual student to explain their choices, you may ask the rest of the students to ascertain what they can deduce about this person from their vision board.<br />3. <strong>Interview: </strong>Continuing along a similar theme, asking the class to interview the owner of each piece of work can put a hesitant speaker at more ease as well as work on students' inquiry skills.<br />4. <strong>Synthesise and evaluate: </strong>What commonalities can students find across their vision boards and what could the significance of this be?<br />5. <strong>Reflect:</strong> Any number of questions that can be used for private reflection from the learner profile through to more specific inquiry into culture. A few suggestions at this early stage: What is missing from your boards? What did you forget to include? What does your board have that no one else has? Is there anything you did not want to include or share? Is there anything that surprised you about this exercise?<br /><br />Remember that these boards can be revisited, reviewed and reflected upon with completely different questions.</p></div></div><div class="pinkBg"><h5><a href="Browse server to select file" target="_blank" title="Activities"><img class="ico" src="img/materials/activities-24.png" style="vertical-align: middle" /> </a>Step 3. Questions to delve deeper</h5><p>These questions<sup data-footnote-id="fmdob"><a class="scroll-to" data-target="footnote-1" id="footnote-marker-1-1" rel="footnote">[1]</a></sup> focus on a student's attitude to work and life as they are inextricably linked when it comes to a student's understanding of themselves and what makes them tick. Students may want to develop their vision board from Step 1 further after considering these questions. Depending on the dynamic of the class, you can organise it as a class activity where students pick a number at random to answer or as an interview conducted in pairs.</p><div class="box"><ol><li>Name five things that make you smile.</li><li>If you could only take one subject, what would it be?</li><li>What do you find it easy to do? Think both work and in home life</li><li>What jobs do you avoid doing? Think both work and in home life</li><li>What are you doing when time flies?</li><li>What job would you do for free?</li><li>You suddenly have a free afternoon on your hands: what do you choose to do with it?</li><li>If you were given an afternoon off to work at home, what subject would you choose to do?</li><li>Do you leave some work until the last minute? Think of the last piece that you did this way and finish the sentence 'I left it until the last minute because ...'</li><li>Name five things that make you sigh.</li><li>What would you try to do if you were guaranteed to succeed? Why?</li><li>List the first words that come into your head when you hear the word 'happiness'.</li><li>List the first words that come into your head when you hear the word 'stress'.</li><li>If you could start a company, what would it be for?</li><li>What do you talk about with friends? Is there anything you would like to talk about with friends but you don't?</li><li>When was the last time you dismissed doing or trying something new? Explain that choice. What if you had done it?</li><li>When does time fly and time drag?</li><li>Name five things that make you cry.</li><li>Who would play you in the film of your life and why?</li><li>What is guaranteed to distract you?</li></ol></div><div></div><div><a href="Browse server to select file" target="_blank" title="Teacher notes"><img class="ico" src="img/materials/teacher-notes-24.png" style="vertical-align: middle" /> Further notes on exercise</a><section class="tib-hiddenbox">The apparent randomness of these questions is somewhat intentional. Students will find some questions far easier than others to answer but the mixing up of topics will not allow them to get too fixated on 'getting it right' and perhaps allow them to pick up on common threads coming out of their answers. It goes without saying that if conducting this exercise as a whole class discussion, students have the right to keep responses to themselves and do not have to share anything they do not want to with the class.</section></div></div></div></div></div><div class="panel-footer" style="background-color: rgb(245, 246, 250);"><div></div></div></div><div class="panel panel-has-planner" style="box-shadow: rgba(51, 0, 0, 0.3) 0px 10px 30px -15px; border-color: rgb(193, 0, 75);"><div class="panel-heading" style="background-color: rgb(193, 0, 75);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Quick ideas: Plenaries and reflections</p></div></div><div class="panel-body" style=""><div>Plenaries and reflections can be utilised at any time through a lesson for all sorts of reasons from considering the work that has just been done, making plans for the future or even changing the dynamic of a class that has got rather heated from a debate.</div><div></div><div>It is all part of letting PPS take you in directions that really inspire, challenge and motivate students. As ever, educators often find activities of this type can be anything from 5 minute distractions to a full series of lessons.</div><div class="pinkBg"><h6><a href="Browse server to select file" target="_blank" title="Activities"><img class="ico" src="img/materials/activities-24.png" style="vertical-align: middle" /> </a>You must meet ... </h6><p><strong>Ask students to research</strong> people that they most admire in the world and what character attributes they possess that makes them so admirable. (Stress the local and global dynamic - these people do not need to be famous and distant!) You also can utilise the learner profile as a launchpad for attributes they might consider.<br /><br /><strong>Extend the exercise</strong> by asking students to consider people they admire from their career-related studies and DP subjects and, again, the attributes they display that makes them someone to look up to.<br /><br /><strong>'You must meet ...': </strong>This makes a good opportunity for students to introduce one of their choices to each other in a paired activity to help them articulate the qualities they admire in others.</p><div class="box"><p><strong>What does this exercise tell you about what you admire in people?<br />Are there any areas where you are lacking someone to inspire you? </strong></p></div></div><div class="greenBg"><h6><a href="Browse server to select file" target="_blank" title="Visual Journal"><img class="ico" src="img/materials/visual-journal-24.png" style="vertical-align: middle" /> </a>Understanding key capabilities</h6><p><strong>Traffic light exercise: </strong>Using the key words in the word cloud below, reflect on their relation to your whole CP course: your DP subjects, your career-related studies and individual aspects of the core.<br /><br />Labelling each segment with one of the key words, use a traffic light system of Red/Yellow/Green to show how well you think your CP course is encouraging you to practice that particular skill.</p><p>There is room in each segment to give an example of a subject where you think it is particularly relevant</p></div></div></div><div class="panel-heading" style="background-color: rgb(0, 114, 60);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span> </a><p>MORE on Personal Development in context</p></div><div class="panel-body"><div><h5>As your course evolves, so will your understanding of the significance of Personal Development. Use the following resources to explore in more detail.</h5><h5>Social and Emotional Learning</h5><div class="dottedBox"><p>This page aims to give suggestions that concentrate on students social and emotional learning and the ATL Self- management skills area, all under the umbrella theme of growth mindset.</p><p><span style="left: 179.528px; top: 403.274px; font-size: 15.8333px; font-family: sans-serif; transform: scaleX(0.970081);">This theme addresses the development of students’ confidence, independence, interpersonal skills </span><span style="left: 179.528px; top: 424.94px; font-size: 15.8333px; font-family: sans-serif; transform: scaleX(0.937663);">and resilience in a variety of personal and professional situations and contexts. In 2022, it is likely that schools naturally place a priority on this theme as a response to the impact Covid 19 has had on young people with a prolonged absence from conventional schooling during the pandemic as well as coping with distressing events on a global scale.</span></p></div><div class="panel panel-orange"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><h6><span style="color:#FFFFFF;">Self-management skills to build resilience </span></h6></div></div><div class="panel-body"><div><h6><a href="Browse server to select file" target="_blank" title="Worksheets"><img class="ico" src="img/materials/exercise-24.png" style="vertical-align: middle" /></a> Getting Started - Individual/Peer/Group reflection on Resilience skills</h6><p>Resilience is a word that is arguably over-used without really working out how we can help students to build it. Everyone has different needs and before identifying strategies that can help us deal with obstacles, we need to reflect on how we behave in certain situations and build our self-awareness.<a href="Browse server to select file" target="_blank" title="Worksheets"> </a></p><div class="greenBg"><div readonly="true" style="background: #ddd; margin: 20px 0; width: 100%;"><iframe frameborder="0" scrolling="no" src="/media/ib/ibcp/resilience-skill-strategies(2).pdf" style="width: 100%; height: 480px;"></iframe></div></div><section class="tib-teacher-only" readonly="true" title="This box is not visible to students"><div class="header" readonly="true"><img class="icon" src="img/icons/teacher-only.svg" /> Teacher only box</div><div class="content" readonly="false"><p><strong>Teacher notes for Reflection on Resilience Skill strategies</strong></p><p>The tone for this exercise is for students to discover skills that they did not necessarily realise they had and also for them to find a shared experience with a peer and their class. Sharing of experiences where something went wrong, something could have been dealt with more successfully and reflecting on that in a safe space is just one step in building confidence in students.</p><p><strong>Instructions:</strong> Brainstorm with a partner, when you have been in a situation which demanded particular skills of resilience. Look at the questions:</p><ol><li value="NaN"><strong>What was my response? </strong></li><li value="NaN"><strong>If you have not experienced it, what might your response have been? </strong></li><li value="NaN"><strong>Then consider with your partner and your class, are there possible skill strategies that could help </strong></li><li value="NaN"><strong>When might there be an opportunity to do this? </strong></li><li value="NaN"><strong>Reflect on which skills you find easiest to most difficult and compare with your peers</strong><br /><br /><strong>Listen to your class’ ideas and write down a strategy you could put in your “Skills Toolbox” to choose from when needed throughout y<span style="color:#FFFFFF;"></span>our studies and the fut</strong></li></ol><p>This discussion might point towards a more general discussion on key aspects of resilience such as bouncing back.</p></div></section><p><a href="Browse server to select file" target="_blank" title="Discussion"><img class="ico" src="img/materials/discussion-24.png" style="vertical-align: middle" /> </a><strong>'Five Science-Backed Strategies to Build Resilience': here you will find an example and strategy extracted and adapted from an article by Kira M. Newman in March 2016 and the website Greater Good in Action</strong> https://ggia.berkeley.edu/practice. The full article is in the teacher notes.</p><div class="greenBg"><h5><span style="color:#0000FF;">1. Change the Narrative: </span></h5><h6>'When something bad happens, we often relive the event over and over in our heads, rehashing the pain. This process is called rumination; it’s like a cognitive spinning of the wheels, and it doesn’t move us forward toward healing and growth'</h6><h6><em>Strategy 1:</em> <span style="color:#DDA0DD;">Expressive Writing: 20 minutes a day for four consecutive days</span></h6><div class="dottedBox"><p><strong>How to do it: </strong>Pick an event or situation that has been troubling you and personal to you. Now follow the following steps/</p><p>Tips for writing:</p><ul><li>Find a time and place where you won’t be disturbed.</li><li>Write continuously for at least 20 minutes.</li><li>Don’t worry about spelling or grammar.</li><li>Write only for yourself.</li><li>Write about something extremely personal and important to you.</li><li>Deal only with events or situations you can handle now—that is, don’t write about a trauma too soon after it has happened if it feels too overwhelming.</li><li>Optional final step: After the four days of writing, try writing from the perspectives of other people involved in the event or situation.'</li></ul></div><div class="dottedBox"><p><strong><em>Is there evidence that this works?</em></strong> 'A 1988 study found that participants who did Expressive Writing for four days were healthier six weeks later and happier up to three months later, when compared to people who wrote about superficial topics. In writing, the researchers suggest, we’re forced to confront ideas one by one and give them structure, which may lead to new perspectives. We’re actually crafting our own life narrative and gaining a sense of control'<sup data-footnote-id="8m11o"><a class="scroll-to" data-target="footnote-2" id="footnote-marker-2-1" rel="footnote">[2]</a></sup>.</p></div><h6><em>Strategy 2: </em><span style="color:#800080;">Finding Silver Linings<sup data-footnote-id="ueowl"><a class="scroll-to" data-target="footnote-3" id="footnote-marker-3-1" rel="footnote">[3]</a></sup> </span></h6><div class="dottedBox"><p><strong>How to do it:</strong> Take ten minutes every day for three weeks</p><ol><li>List five things that make you feel like your life is enjoyable, enriching, or worthwhile at this moment. These things can be as general as “being in good health” or as specific as “drinking a delicious cup of coffee this morning.” The purpose of this first step is to help you shift into a positive state of mind about your life in general.</li><li>Next, think about the most recent time when something didn’t go your way, or when you felt frustrated, irritated, or upset.</li><li>In a few sentences, briefly describe the situation in writing.</li><li>Then, list three things that can help you see the bright side of this situation. For example, perhaps you missed your bus this morning. Three ways to look on the bright side of this situation might be:</li></ol><div class="greenBg"><p>1. Even though you missed the bus, you got some good exercise when you were running to catch it.</p><p>2. You’re fortunate to live in a city where there was another bus just 10 minutes later, or where buses run reliably at all.</p><p>3. Ten years from now, you likely won’t remember what happened this morning.</p></div></div><div><div class="dottedBox"><h6>Is there evidence that it works?</h6><p>'Sergeant, S., & Mongrain, M. (2014).<a href="http://www.ncbi.nlm.nih.gov/pubmed/24417602"> An online optimism intervention reduces depression in pessimistic individuals</a>.<em> Journal of Consulting and Clinical Psychology</em>,<em> 82</em>(2), 263-274.</p><p>Participants who completed a set of optimism exercises (this exercise and the <a href="http://ggia.berkeley.edu/practice/57">Goal Visualization</a> task) daily for three weeks reported greater engagement in life and less dysfunctional thinking (e.g., believing that small failures make one a failure as a person) at the end of the study than they had at the start of it. Participants who had a tendency to be pessimistic especially benefited from the exercise and showed fewer depressive symptoms afterward. However, these effects seemed to wear off two months later, suggesting the need to repeat this practice periodically'<sup data-footnote-id="qcmcu"><a class="scroll-to" data-target="footnote-4" id="footnote-marker-4-1" rel="footnote">[4]</a></sup>.</p></div></div></div><p><br /><a href="Browse server to select file" target="_blank" title="Teacher notes"><img class="ico" src="img/materials/teacher-notes-24.png" style="vertical-align: middle" /> </a><strong>Full article by </strong>Kira M. Newman<a href="Browse server to select file" target="_blank" title="Teacher notes"> </a></p><section class="tib-hiddenbox"><p><strong>Full article by </strong>Kira M. Newman</p><p><strong>Five Science-Backed Strategies to Build Resilience</strong></p><p><strong>When the road gets rocky, what do you do? </strong></p><p>By <a href="https://greatergood.berkeley.edu/profile/kira_newman">Kira M. Newman</a> | November 9, 2016</p><p>A mentor of mine recently passed away, and I was heartbroken—so I tried my best to avoid thinking about it. I didn’t even mention it to my family because I didn’t want those sad feelings to resurface.</p><p>In other words, I took the very enlightened approach of <em>pretend it didn’t happen</em>—one that’s about as effective as other common responses such as <em>get angry</em>, <em>push people away</em>, <em>blame yourself</em>, or <em>wallow in the pain</em>.</p><p>Even for the relatively self-aware and emotionally adept, struggles can take us by surprise. But learning healthy ways to move through adversity—a collection of skills that researchers call resilience—can help us cope better and recover more quickly, or at least start heading in that direction.</p><p>The Greater Good Science Center has collected many resilience practices on our website <a href="http://ggia.berkeley.edu">Greater Good in Action</a>, alongside other research-based exercises for fostering kindness, connection, and happiness. Here are 12 of those resilience practices (squeezed into five categories), which can help you confront emotional pain more skillfully.</p><p><strong>1. Change the narrative</strong></p><p>When something bad happens, we often relive the event over and over in our heads, rehashing the pain. This process is called rumination; it’s like a cognitive spinning of the wheels, and it doesn’t move us forward toward healing and growth. </p><p>The practice of <a href="http://ggia.berkeley.edu/practice/expressive_writing">Expressive Writing</a> can move us forward by helping us gain new insights on the challenges in our lives. It involves free writing continuously for 20 minutes about an issue, exploring your deepest thoughts and feelings around it. The goal is to get something down on paper, not to create a memoir-like masterpiece.</p><p>A <a href="http://psych415.class.uic.edu/Readings/Pennebaker,%20disclosure%20-%20immune,%20JCCP,%201988.pdf">1988 study</a> found that participants who did Expressive Writing for four days were healthier six weeks later and happier up to three months later, when compared to people who wrote about superficial topics. In writing, the researchers suggest, we’re forced to confront ideas one by one and give them structure, which may lead to new perspectives. We’re actually crafting our own life narrative and gaining a sense of control.</p><p>Once we’ve explored the dark side of an experience, we might choose to contemplate some of its upsides. <a href="http://ggia.berkeley.edu/practice/finding_silver_linings">Finding Silver Linings</a> invites you to call to mind an upsetting experience and try to list three positive things about it. For example, you might reflect on how fighting with a friend brought some important issues out into the open, and allowed you to learn something about their point of view. </p><p>In a <a href="https://www.researchgate.net/publication/259718702_An_Online_Optimism_Intervention_Reduces_Depression_in_Pessimistic_Individuals">2014 study</a>, doing this practice daily for three weeks helped participants become more engaged with life afterward, and it decreased their pessimistic beliefs over time. This wasn’t true for a group whose members just wrote about their daily activities. It was particularly beneficial for staunch pessimists, who also became less depressed. But the effects wore off after two months, suggesting that looking on the bright side is something we have to practice regularly.</p><p><strong>2. Face your fears</strong></p><p>The practices above are helpful for past struggles, ones that we’ve gained enough distance from to be able to get some perspective. But what about knee-shaking fears that we’re experiencing in the here and now?</p><p>The <a href="http://ggia.berkeley.edu/practice/overcoming_a_fear">Overcoming a Fear</a> practice is designed to help with everyday fears that get in the way of life, such as the fear of public speaking, heights, or flying. We can’t talk ourselves out of such fears; instead, we have to tackle the emotions directly.</p><p>The first step is to slowly, and repeatedly, expose yourself to the thing that scares you—in small doses. For example, people with a fear of public speaking might try talking more in meetings, then perhaps giving a toast at a small wedding. Over time, you can incrementally increase the challenge until you’re ready to nail that big speech or TV interview.</p><p>In a <a href="http://www.psych.nyu.edu/phelpslab/files/Schiller_nature.pdf">2010 study</a>, researchers modeled this process in the lab. They gave participants a little electrical shock every time they saw a blue square, which soon became as scary as a tarantula to an arachnophobe. But then, they showed the blue square to participants without shocking them. Over time, the participants’ Pavlovian fear (measured by the sweat on their skin) gradually evaporated.</p><p>In effect, this kind of “exposure therapy” helps us change the associations we have with a particular stimulus. If we’ve flown 100 times and the plane has never crashed, for example, our brain (and body) start to learn that it’s safe. Though the fear may never be fully extinguished, we’ll likely have greater courage to confront it. </p><p><strong>3. Practice self-compassion</strong></p><p>I’ve never been a good flyer myself, and it was comforting when an acquaintance shared an article he wrote about having the same problem (and his favorite tips). Fears and adversity can make us feel alone; we wonder why we’re the only ones feeling this way, and what <em>exactly</em> is wrong with us. In these situations, learning to practice self-compassion—and recognizing that everyone suffers—can be a much gentler and more effective road to healing.</p><p><a href="https://greatergood.berkeley.edu/article/item/try_selfcompassion">Self-compassion</a> involves offering compassion to ourselves: confronting our own suffering with an attitude of warmth and kindness, without judgment. In one study, participants in an eight-week Mindful Self-Compassion program reported more mindfulness and life satisfaction, with lower depression, anxiety, and stress afterward compared to people who didn’t participate—and the benefits lasted up to a year.</p><p>One practice, the <a href="http://ggia.berkeley.edu/practice/self_compassion_break">Self-Compassion Break</a>, is something you can do any time you start to feel overwhelmed by pain or stress. It has three steps, which correspond to the three aspects of self-compassion:</p><ul><li><strong>Be mindful:</strong> Without judgment or analysis, notice what you’re feeling. Say, “This is a moment of suffering” or “This hurts” or “This is stress.”</li><li><strong>Remember that you’re not alone:</strong> Everyone experiences these deep and painful human emotions, although the causes might be different. Say to yourself, “Suffering is a part of life” or “We all feel this way” or “We all struggle in our lives.”</li><li><strong>Be kind to yourself:</strong> Put your hands on your heart and say something like “May I give myself compassion” or “May I accept myself as I am” or “May I be patient.”</li></ul><p>If being kind to yourself is a challenge, an exercise called <a href="http://ggia.berkeley.edu/practice/how_would_you_treat_a_friend">How Would You Treat a Friend?</a> could help. Here, you compare how you respond to your own struggles—and the tone you use—with how you respond to a friend’s. Often, this comparison unearths some surprising differences and valuable reflections: <em>Why am I so harsh on myself, and what would happen if I weren’t?</em></p><p>Once we start to develop a kinder attitude toward ourselves, we can crystallize that gentle voice in a <a href="http://ggia.berkeley.edu/practice/self_compassionate_letter">Self-Compassionate Letter</a>. This practice asks you to spend 15 minutes writing words of understanding, acceptance, and compassion toward yourself about a specific struggle that you feel ashamed of—say, being shy or not spending enough time with your kids. In the letter, you might remind yourself that everyone struggles, and that you aren’t solely responsible for this shortcoming; if possible, you could also consider constructive ways to improve in the future.</p><p><strong>4. Meditate</strong></p><p>As mindfulness gurus like to remind us, our most painful thoughts are usually about the past or the future: We regret and ruminate on things that went wrong, or we get anxious about things that <em>will</em>. When we pause and bring our attention to the present, we often find that things are…okay.</p><p>Practicing mindfulness brings us more and more into the present, and it offers techniques for dealing with negative emotions when they arise. That way, instead of getting carried away into fear, anger, or despair, we can work through them more deliberately.</p><p>One of the most commonly studied mindfulness programs is the eight-week-long Mindfulness-Based Stress Reduction (MBSR), which teaches participants to cope with challenges using a variety of meditation practices (including the ones detailed below). <a href="https://www.researchgate.net/publication/5946075_Relationships_between_mindfulness_practice_and_levels_of_mindfulness_medical_and_psychological_symptoms_and_well-being_in_a_mindfulness-based_stress_reduction_program">Various</a> <a href="https://www.researchgate.net/publication/8453832_Grossman_P_Niemann_L_Schmidt_S_Walach_H_Mindfulness-based_stress_reduction_and_health_benefits_A_meta-analysis_J_Psychosom_Res_57_35-43">studies</a> <a href="http://www.ncbi.nlm.nih.gov/pubmed/18387018">have found</a> that MBSR has wide-ranging health and psychological benefits for people in general, as well as those struggling with mental illness or chronic disease.</p><p>One meditation that might be <a href="https://greatergood.berkeley.edu/article/item/how_to_choose_a_type_of_mindfulness_meditation">particularly effective</a> at calming our negative thoughts is the <a href="http://ggia.berkeley.edu/practice/body_scan_meditation">Body Scan</a>. Here, you focus on each body part in turn—head to toe—and can choose to let go of any areas of tension you discover. Strong feelings tend to manifest physically, as tight chests or knotted stomachs, and relaxing the body is one way to begin dislodging them. </p><p>In <a href="https://www.researchgate.net/publication/5946075_Relationships_between_mindfulness_practice_and_levels_of_mindfulness_medical_and_psychological_symptoms_and_well-being_in_a_mindfulness-based_stress_reduction_program">one study</a>, researchers found that time spent practicing the Body Scan was linked to greater well-being and less reactivity to stress. Being more aware of our bodies—and the emotions they are feeling—might also help us make healthier choices, trusting our gut when something feels wrong or avoiding commitments that will lead to exhaustion.</p><p>When stress creeps in, good habits often creep out—and one of those is healthy eating. When we’re emotional, many of us reach for the sweets; when we’re short on time, fast food seems like the only option. So in addition to helping us cultivate mindfulness, the <a href="http://ggia.berkeley.edu/practice/raisin_meditation">Raisin Meditation</a> could help change our relationship to food.</p><p>This exercise invites you to eat a raisin mindfully—but wait, not so fast. First, examine its wrinkles and color; see how it feels between your fingers, and then take a sniff. Slowly place it on your tongue, and roll it around in your mouth before chewing one bite at a time. Notice the urge to swallow, and whether you can sense it moving down your throat into your stomach. Not only will you have practiced mindfulness, but you may never look at food the same way again.</p><p>One final meditation that we can sprinkle throughout our day—or practice on its own—is <a href="http://ggia.berkeley.edu/practice/mindful_breathing">Mindful Breathing</a>. It involves bringing attention to the physical sensations of the breath: the air moving through the nostrils, the expansion of the chest, the rise and fall of the stomach. If the mind wanders away, you bring attention back. This can be done during a full 15-minute meditation, or during a moment of stress with just a few breaths.</p><p>In <a href="http://dx.doi.org/10.1016/j.brat.2005.12.007">one study</a>, participants who did a Mindful Breathing exercise before looking at disturbing images—like spiders or car crashes—experienced less negative emotion than people who hadn’t done the exercise. Negative thoughts can pull us along into their frantic stream, but the breath is an anchor we can hold onto at any time.</p><p><strong>5. Cultivate forgiveness</strong></p><p>If holding a grudge is holding you back, research suggests that cultivating forgiveness could be beneficial to your mental and physical health. If you feel ready to begin, it can be a powerful practice.</p><p>Both <a href="http://ggia.berkeley.edu/practice/nine_steps_to_forgiveness">Nine Steps to Forgiveness</a> and <a href="http://ggia.berkeley.edu/practice/eight_essentials_when_forgiving">Eight Essentials When Forgiving</a> offer a list of guidelines to follow. In both cases, you begin by clearly acknowledging what happened, including how it feels and how it’s affecting your life right now. Then, you make a commitment to forgive, which means letting go of resentment and ill will <em>for your own sake</em>; forgiveness doesn’t mean letting the offender off the hook or even reconciling with them. Ultimately, you can try to find a positive opportunity for growth in the experience: Perhaps it alerted you to something you need, which you may have to look for elsewhere, or perhaps you can now understand other people’s suffering better.</p><p>If you’re having trouble forgiving, <a href="http://ggia.berkeley.edu/practice/letting_go_of_anger_through_compassion">Letting Go of Anger through Compassion</a> is a five-minute forgiveness exercise that could help you get unstuck. Here, you spend a few minutes generating feelings of compassion toward your offender; she, too, is a human being who makes mistakes; he, too, has room for growth and healing. Be mindfully aware of your thoughts and feelings during this process, and notice any areas of resistance.</p><p>Not convinced this is the best approach? <a href="https://www.researchgate.net/publication/233356948_Compassionate_reappraisal_and_emotion_suppression_as_alternatives_to_offense-focused_rumination_Implications_for_forgiveness_and_psychophysiological_well-being">Researchers tested it</a> against the common alternatives—either ruminating on negative feelings or repressing them—and found that cultivating compassion led participants to report more empathy, positive emotions, and feelings of control. That’s an outcome that victims of wrongdoing deserve, no matter how we feel about the offenders.</p><p>Stress and struggles come in many forms in life: adversity and trauma, fear and shame, betrayals of trust. The 12 practices above can help you cope with difficulties when they arise, but also prepare you for challenges in the future. With enough practice, you’ll have a toolbox of techniques that come naturally—a rainy-day fund for the mind, that will help keep you afloat when times get tough. Just knowing that you’ve built up your skills of resilience can be a great comfort, and even a happiness booster.</p><p><strong>About the Author</strong></p><p style="margin-left:36.0pt;"><strong>Kira M. Newman</strong> is the managing editor of <em>Greater Good</em>. Her work has been published in outlets including the <em>Washington Post</em>, <em>Mindful</em> magazine, <em>Social Media Monthly</em>, and Tech.co, and she is the co-editor of <em><a href="http://bit.ly/thankful2020">The Gratitude Project</a></em>.</p></section></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-orange"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p><span style="color:#FFFFFF;">Dealing with Uncertainty</span></p></div></div><div class="panel-body"><div><div class="panel" style="box-shadow: rgba(0, 51, 17, 0.3) 0px 10px 30px -15px; border-color: rgb(0, 114, 60);"><div class="panel-body"><div><div class="greenBg"><div class="box"><h6><span style="left: 179.528px; top: 424.94px; font-size: 15.8333px; font-family: sans-serif; transform: scaleX(0.937663);">Now to build on this starting point ...</span></h6><h5><span style="left: 179.528px; top: 424.94px; font-size: 15.8333px; font-family: sans-serif; transform: scaleX(0.937663);"> Acknowledge the global context right now and consider a global mindset. </span></h5><p><span style="left: 179.528px; top: 424.94px; font-size: 15.8333px; font-family: sans-serif; transform: scaleX(0.937663);">Tom Rivett-Carnac, a political strategist working with the UN, created a TedTalk in April 2020 utilized here; it captures the zeitgeist and the overwhelming feelings many people are coming to terms with right now. </span></p><p>Students can watch the talk in full and/or reflect on his concluding remarks in this handout. Further thoughts on developing discussion are included in the teacher notes below making use of Harvard Project Zero Thinking Routines.</p></div></div><span style="left: 179.528px; top: 424.94px; font-size: 15.8333px; font-family: sans-serif; transform: scaleX(0.937663);"> <a href="/media/ib/ibcp/files/handout---stubborn-optimism-and-action.pdf" target="_blank" title="Student handouts"><img class="ico" src="img/materials/student-handout-24.png" style="vertical-align: middle" /> 'Stubborn optimism and action'</a></span></div><div class="dottedBox"><p><strong>'One of the many things I learnt as a monk is that a bright mind and a joyful heart is both the path and the goal in life. This stubborn optimism is a form of applied love. It is both the world we want to create and the way in which we can create that world. And it is a choice for all of us. Choosing to face this moment with stubborn optimism can fill our lives with meaning and purpose, and in doing so, we can put a hand on the arc of history and bend it towards the future that we choose.</strong></p><p><strong>Yes, living now feels out of control. It feels frightening and scary and new. But let's not falter at this most crucial of transitions that is coming at us right now. Let's face it with stubborn and determined optimism.</strong></p><p><strong>Yes, seeing the changes in the world right now can be painful. But let's approach it with love.'</strong></p><p><img alt="" height="211" src="/media/ib/ibcp/mindset.png" width="642" /></p></div><p dir="ltr"><span><span> </span></span></p><p><a href="Browse server to select file" target="_blank" title="Videos"><img class="ico" src="img/materials/video-24.png" style="vertical-align: middle" /> How to shift your mindset and choose your future</a></p><div><div><div style="max-width:854px"><div style="position:relative;height:0;padding-bottom:56.25%"><iframe allowfullscreen="" frameborder="0" height="480" scrolling="no" src="https://embed.ted.com/talks/tom_rivett_carnac_how_to_shift_your_mindset_and_choose_your_future" style="position:absolute;left:0;top:0;width:100%;height:100%" width="854"></iframe></div></div></div></div><p> <a href="Browse server to select file" target="_blank" title="Teacher notes"> </a></p><p><a href="Browse server to select file" target="_blank" title="Teacher notes">Teacher Notes: Introducing Thinking Routines</a></p><section class="tib-hiddenbox"><p>This site refers regularly to the fantastic thinking routines available to use from Harvard Project Zero and how they can be used in different contexts to support PPS and the student tackling their whole CP course.</p><p>This introduction to the PPS course can be a valuable opportunity to put in place <strong>thinking routines </strong>that help them reflect explicitly on the work they are approaching. This is also a clear reminder that it is near impossible to really separate the PPS themes from each other as all topics can be supported hugely by considering the 'thinking processes' that might support the development of students' skills and of course this is a theme in its own right.</p><p><a href="Browse server to select file" target="_blank" title="Visual Journal"><img class="ico" src="img/materials/visual-journal-24.png" style="vertical-align: middle" /> </a>As a direct result of the discussion that comes from the worksheet and TedTalk provided here, a simple core thinking routine for students to respond to in their visual journals (or whichever way they choose to respond) may help shift thinking into a growth mindset.</p><p><strong>Prompt:</strong> 'I used to think .... Now I think ...'</p><p>This helps students to reflect, in an unthreatening way, about a topic they have discussed and how and why they might have had their thinking challenges. You can ask them to write just one statement that they feel is true to start with or give them a time limit to write down thoughts. Those willing to share can do so or you might see it as a moment of personal reflection.</p><p><strong>Wider significance:</strong> It might also be a way for students to explore WHAT they actually think for the first time and in the context of 2020, it might be wise to prepare for a variety of responses from floodgates opening to realising that it will take a lot more work to get students reflecting and opening up about their experiences. Whatever the success of this exercise, it sets studetns on the road of developing their ability to reason and acknowledge causality in relationships. It may well be that they find it particularly challenging the first time they tackle it but then the regular application of this throughout the PPS course, make is far easier for them to process change. For example within regular debates, <a href="ibcp/page/33783/research-skills" title="The Core » Core: The Reflective Project » Skills » Research skills">research </a>assignments as well as the far larger task of developing their <a href="ibcp/page/32229/core-the-reflective-project" title="The Core » Core: The Reflective Project">reflective project</a>, the simple 'then and now' process can really demonstrate to students not just changes or shifts in thinking but also the progress they are making and the role they play in their understanding of the world; little moments like that can build confidence hugely.</p></section><div></div></div><div class="panel-footer" style="background-color: rgb(245, 250, 248);"><div><p>text</p></div></div></div></div></div><div class="panel-footer"><div></div></div></div></div></div></div><div class="panel" style="box-shadow: rgba(68, 51, 0, 0.3) 0px 10px 30px -15px; border-color: rgb(217, 153, 0);"><div class="panel-heading" style="background-color: rgb(217, 153, 0);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Developing the course with staff and students</p></div></div><h5>Preparing students for the future</h5><p>The following exercise is good for staff CPD as well as smaller, more informal discussions. It also can be utilised by students throughout the PPS course to reflect on both their Career-Related Studies and DP subjects and the commonalities of key competencies being used. Whether you are starting out as a newly authorised CP school or have been running the programme for a long time, continual revision of your PPS course is needed to keep it current and heading towards complete concurrency of learning across the whole CP course as far as possible.</p><div class="panel-body"><div class="greenBg"><p><strong>Michaela Horvathova at The Center for Curriculum Redesign</strong> produced a report, at the start of 2020, identifying key competencies needed by students for the future workplace and how well the DP and CP prepare students in these.</p><h6><img class="ico" src="img/materials/discussion-24.png" style="vertical-align: middle" /> How does your course explore Knowledge, Skills, Character and Meta-Learning?</h6><div class="box"><p style="text-align: center;"><strong>How do you explore in your course/s...?</strong></p><p style="text-align: center;"><strong> What we know and understand How we use what we know<br />How we behave and engage in the world How we reflect and adapt </strong></p></div><div class="box"><p style="text-align: center;"><strong>How does your course promote...? What is your understanding of?</strong></p><p style="text-align: center;"><br /><img alt="" src="/media/ib/ibcp/capabilities.png" style="width: 680px; height: 345px;" /></p></div><h6></h6></div><div><ul></ul></div></div><div class="panel-footer" style="background-color: rgb(250, 250, 248);"><div><p>tex</p></div></div></div></div><p><span style="color:#FFFFFF;">o Teaching and Learning</span></p><div class="panel panel-has-planner" style="box-shadow: rgba(51, 0, 0, 0.3) 0px 10px 30px -15px; border-color: rgb(193, 0, 75);"><div class="panel-body" style=""><div class="panel panel-has-planner" style="box-shadow: rgba(17, 0, 38, 0.3) 0px 10px 30px -15px; border-color: rgb(103, 7, 124);"><div class="panel-heading" style="background-color: rgb(103, 7, 124);"><div><span style="color:#F0F8FF;">ATL</span></div></div><div class="panel-body" style="background-color: inherit;"><div><h5>Approaches to learning</h5><p>The lesson plans and activities on this page can be delivered to include<strong> implicit and explicit</strong> reference to a range of Approaches to Teaching and Learning. The key to students being able to identify skills and use them in a range of situations is to teach the skill explicitly before incorporating it implicitly in a range of contexts.</p><div class="pinkBg"><p><strong>Approaches to Learning: Self-management<br />Key skills area: Self-motivation, Mindfulness awareness, Emotional management</strong></p><div class="dottedBox"><p><strong>Introduction: </strong>How to shift your mindset and choose your future: Thinking routine 'I used to think ... Now I ...'</p><p><strong>Step 1. </strong>Setting your vision: 'All about Me'</p><p><strong>Step 2. </strong>Giving feedback ...</p><p><strong>Step 3. </strong>Questions to delve deeper</p><p><strong>Plenary: </strong>You must meet ...</p><p><strong>Plenary: </strong>Understanding key capabilities</p></div></div></div></div><h5> <a href="Browse server to select file" target="_blank" title="Teaching ideas"><img class="ico" src="img/materials/teaching-ideas-24.png" style="vertical-align: middle" /> </a>Top Tip: Remember that 'less is more' when making the links to ATL.</h5><p> It can be a temptation to draw students' attention to the sheer number of ATL skills that they are accessing at any particular <br /> time. You know within PPS that a topic will be exploring any one of the five themes even if your introduction is through explicit<br /> focus on one; the same applies to ATL. Try isolating a specific skill and then:</p><div class="blueBg"><h6><span style="color:#0000FF;"><strong>Make explicit reference</strong> to it</span> and establish prior learning and experience<br /><span style="color:#0000FF;"><strong>Make it useful</strong></span> with ways to practice it so students can experience how it works<br /><strong><span style="color:#0000FF;">Make it transferrable</span> </strong>by having moments to consider where they have used this skill before, how they are developing it and where it might be useful in the future.<br /><span style="color:#0000FF;">Make it visible </span>by have the students record and reflect upon the processes they have used.</h6></div><div class="panel-footer" style="background-color: rgba(103, 7, 124, 0.1);"><div></div></div></div></div><div class="panel-footer" style="background-color: rgb(245, 238, 241);"><div></div></div><section class="footnotes"><header><h2>Footnotes</h2></header><ol><li data-footnote-id="fmdob" id="footnote-1"><a class="scroll-to" data-target="footnote-marker-1-1">^</a> <cite>Adapted from The A Level Mindset by Steve Oakes and Martin Griffin</cite></li><li data-footnote-id="8m11o" id="footnote-2"><a class="scroll-to" data-target="footnote-marker-2-1">^</a> <cite>https://greatergood.berkeley.edu/article/item/five_science_backed_strategies_to_build_resilience</cite></li><li data-footnote-id="ueowl" id="footnote-3"><a class="scroll-to" data-target="footnote-marker-3-1">^</a> <cite>https://ggia.berkeley.edu/practice/finding_silver_linings?_ga=2.113467457.774995076.1647952364-1010989284.1647952364</cite></li><li data-footnote-id="qcmcu" id="footnote-4"><a class="scroll-to" data-target="footnote-marker-4-1">^</a> <cite>https://ggia.berkeley.edu/practice/finding_silver_linings?_ga=2.113467457.774995076.1647952364-1010989284.1647952364</cite></li></ol></section></div></section></article><section id="media-extras"><div class="page-actions no-print navbar inline hidden-desktop"><div class="navbar-inner"><ul class="nav"><li><a class="presentation" href="#" onclick="return false;"><i class="fa fa-desktop"></i></a></li><li><a class="print-section-blog" href="#" onclick="return false;"><i class="fa fa-print"></i></a></li><li><a class="personal-notes" href="#" onclick="return false;"><i class="fa fa-file-text"></i></a></li><li class="dropdown"><a class="dropdown-toggle" data-toggle="dropdown" data-target="#" href="#"><i class="fa fa-share-alt"></i></a><ul class="dropdown-menu" role="menu"><li><a class="" target="_blank" title="Share on Twitter" href="https://twitter.com/share?text=%22Personal+Development%22+-+via+%40InThinker+%23ibcp%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34862%2Fpersonal-development"><i class="fa fa-twitter-square"></i><span>Twitter</span></a></li><li><a class="" target="_blank" title="Share on Facebook" href="https://www.facebook.com/sharer.php?u=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34862%2Fpersonal-development&t=Personal+Development"><i class="fa fa-facebook-square"></i><span>Facebook</span></a></li><li><a class="" href="http://www.linkedin.com/shareArticle?mini=true&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34862%2Fpersonal-development"><i class="fa fa-linkedin-square"></i><span>LinkedIn</span></a></li><li><a class="" href="https://plus.google.com/share?url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34862%2Fpersonal-development"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=Personal Development&body=Personal DevelopmentThe personal development of the student is clearly paramount in the CP. This page introduces the theme for students to find their motivation, vision and 'buy-in' they need for their CP course and life...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F34862%2Fpersonal-development"><i class="fa fa-envelope"></i><span>Email</span></a></li></ul></li><li><a class="" href="ibcp/teaching-materials"><i class="fa fa-puzzle-piece colored"></i></a></li></ul></div></div><div style="border-top: solid 1px #eee;border-bottom: solid 1px #eee;padding: 4px 0 4px 0;line-height: 1em;color: #666;font-size: .8em"><small><em>All materials on this website are for the exclusive use of teachers and students at subscribing schools for the period of their subscription. Any unauthorised copying or posting of materials on other websites is an infringement of our copyright and could result in your account being blocked and legal action being taken against you.</em></small></div></section><section id="comments"></section></div><!-- /#main-column -->
</div>
</div><!-- /#content -->
</div>
</div>
<div id="footer">
<div class="wmap">
<div class="layout-wrapper">
<p>
© <script>document.write(new Date().getFullYear())</script> <em>InThinking / IB Documents (2) Team | Version: 31.01.2023</em>
|
<a target="_self" href="/subscribe/about-us">
About us
</a>
|
<a target="_self" href="/subscribe/legal">
Legal
</a>
|
<a target="_self" href="/subscribe/contact">
Contact
</a>
</p>
<a href="#"><img style="width:auto;height:75px;" src="http://06082010.xyz/assets/img/logo1.png"></a>
</div>
</div>
</div>
<input id="tzoffset" type="hidden" value="new" />
<!-- Loading scripts at the end of the body means faster page loading -->
<script src="/js/jquery-1.10.2.min.js"></script>
<script src="js/bootstrap.min.js"></script>
<script type="text/javascript" src="js/jq-fancybox/jquery.fancybox.pack.js"></script>
<script>var pageId = 34862;</script><script src="/js/edit/table-of-contents.min.js"></script><script src="https://www.google.com/recaptcha/api.js?hl=en"></script><script type="text/javascript" src="/assets/build/app.js?v=202204141130"></script><script type="text/javascript" src="/assets/js/ckeditor5-utils.min.js?v=20211202"></script><script type="text/javascript" src="js/tib-fullscreen/tib-fullscreen.min.js?v=202109221648"></script><script src="/js/sidemenu/sidemenu.min.js?v=202011301145"></script><script src="/js/header-circle.min.js?v=20220113"></script><script src="/js/password-toggler.min.js?v=20220929"></script><script type="text/javascript" src="/js/cookies.min.js"></script>
<script type="text/javascript">
// The cookies alert
if (! readCookie("displayCookieConsent") && ! readCookie("y") ) {
var cookieMSG = "We use cookies. By continuing to use this website you are giving consent to cookies being used.";
setTimeout(function() {
$.ajax({
cache: true,
url: "js/cookiechoices.js",
dataType: "script",
success: function () {
cookieChoices.showCookieConsentBar(cookieMSG, 'close', 'Read more', "ibcp/legal#cookies");
}
});
}, 2000);
}
</script><script>var sessionUpdateSecs = 600;</script><script type="text/javascript" src="/js/session-updater.js?v=20200831"></script>
<script type="text/javascript">
$(document).ready(function(){
function padLeft(str,max){return str.length<max?padLeft("0"+str,max):str}function padRight(str,max){return str.length<max?padRight(str+"0",max):str}$("body").on("click",'a[href="#"], a.fancybox-nav, a[data-toggle="tab"], a[data-toggle="dropdown"], a[data-toggle="collapse"], a[data-toggle="modal"]',(function(e){e.preventDefault()}));var topmenuOffset=0,topmenuHeight=0;function fixDiv(t,h){$(window).scrollTop()<topmenuOffset||$("#topmenu ul.level-1").is(":visible")?($("#topmenu").css({position:"",width:""}),$("#topmenu").removeClass("fixed-top"),$("body").css({"padding-top":"0"})):($("#topmenu").css({position:"fixed",top:"0",width:$("#topmenu").width()+"px"}),$("#topmenu").addClass("fixed-top"),$("body").css({"padding-top":topmenuHeight+"px"}))}function fixSearchNav(){var searchMenuTop=topmenuOffset+topmenuHeight,searchMenuH=$("#nav-menu-search").is(":visible")?$("#nav-menu-search").outerHeight():0;$(window).scrollTop()>searchMenuTop-topmenuHeight?($("#nav-menu-search").css({position:"fixed",top:topmenuHeight+"px",left:"0",right:"0"}),$("#nav-menu-search").addClass("fixed-top"),$("body").css("padding-top",topmenuHeight+searchMenuH+"px")):($("#nav-menu-search").css({position:""}),$("#nav-menu-search").removeClass("fixed-top"),$("body").css("padding-top","0"))}$("#topmenu").length&&(topmenuOffset=$("#topmenu").offset().top,topmenuHeight=$("#topmenu").outerHeight(),fixDiv(),$(window).scroll((function(){fixDiv(),fixSearchNav()}))),$("a.toggle-menu-search").on("click",(function(e){e.preventDefault(),$("#nav-menu-search").slideToggle("fast",(function(){$(this).find('input[name="s"]').focus()}))}));var menuH=$("#topmenu").height(),itemH=$("#topmenu > nav > ul > li").height();function fancyScrollTo(id){$("html, body").animate({scrollTop:$("#"+id).offset().top-300},300)}function printSectionBlog(){var w=$(window).width()/2,h,windowSettings="height="+($(window).height()-100)+", width="+w+", left=0, top=0, resizable=no, ";windowSettings+="scrollbars=yes, toolbar=no, menubar=no, location=no, ",windowSettings+="directories=no, status=yes";var myWindow=window.open("","Page printer",windowSettings),containerHtml=["<html>","<head>","<title>Page printer</title>",'<link rel="stylesheet" type="text/css" href="'+window.location.origin+'/css/style.min.css?v=202211152130">','<link rel="stylesheet" type="text/css" href="'+window.location.origin+"/css/style"+SITE_TAG+'.min.css?v=202104061357">','<link rel="stylesheet" type="text/css" href="'+window.location.origin+'/css/snippets.min.css?v=202210181500">','<link rel="stylesheet" type="text/css" href="'+window.location.origin+'/css/article.min.css?v=202210181500">',"</head>","<body>",$("section#main-content").html().replace(/<span\sclass="MJX_Assistive_MathML".*?<\/span>/g,""),"</body>","</html>"].join("");containerHtml=containerHtml.replace(/src="files\//gi,'src="'+window.location.origin+"/files/"),myWindow.document.write(containerHtml),myWindow.document.close(),myWindow.focus(),setTimeout((function(){$.when(myWindow.print()).then(myWindow.close())}),1e3)}function PopupPrint(target){window.print()}$("#topmenu > nav > ul > li").each((function(){if(menuH>itemH&&$(this).position().top<1){var i=itemH+1;$(this).find("ul:first").css("margin-top","-"+i+"px")}})),$("#topmenu > nav > ul > li").on("mouseenter mouseleave",(function(e){var submenu=$("ul:first",this),submenuW=submenu.width();$(this).offset().left+submenuW>$(window).width()&&(submenu.css("right","0"),submenu.find("ul").each((function(){if(!$(this).hasClass("fixed")){var l=$(this).width()+submenuW;$(this).css("margin-left","-"+l+"px"),$(this).addClass("fixed")}})))})),$("a.showhider").click((function(e){e.preventDefault();var box="#"+$(this).attr("rel"),show='<i class="fa fa-eye"></i>',hide='<i class="fa fa-eye-slash"></i>';$(box).slideToggle("fast"),$(this).html($(this).html()==show?hide:show),$(this).attr("title","Show"==$(this).attr("title")?"Hide":"Show")})),$("a.scroll-to").click((function(e){e.preventDefault();var n=$("#"+$(this).data("target")).offset().top-70;$("html, body").animate({scrollTop:n},300)})),$("a.print-section-blog").click((function(e){e.preventDefault(),printSectionBlog()})),$(".print-button").click((function(e){var target;e.preventDefault(),PopupPrint("#"+$(this).data("target-id"))})),$(".alert.alert-success").delay(6e3).hide("fast",fixDiv());var fancyParent=1==$("body").find($("#main-article")).length?"#main-article":"body",fancyOptions={loop:!1,openEffect:"elastic",closeEffect:"elastic",nextEffect:"fade",prevEffect:"fade",parent:fancyParent,helpers:{title:{type:"inside"}}};if($("ul.gallery").each((function(){var rel=$(this).find("li:first-child > a:first-child").attr("rel");$('ul.gallery a.fancy[rel="'+rel+'"]').fancybox(fancyOptions)})),$(".carousel.slide").each((function(){var rel="gallery-"+$(this).data("id");$('.carousel.slide a.fancy[rel="'+rel+'"]').fancybox(fancyOptions)})),$("img.pop").parent("a").each((function(){$(this).attr("title",$(this).children("img").attr("alt"))})),$("img.pop").parent("a").fancybox({loop:!1,helpers:{title:{type:"inside"}}}),!are_cookies_enabled()){var msg='<div class="alert alert-error"><i class="fa fa-warning"></i> Your browser does not accept cookies from this site. Please enable cookies to log in.</div><div class="alert alert-info"><i class="fa fa-question-circle"></i> Enabling cookies in <a target="_blank" style="margin: 0; padding: 0;" href="https://support.mozilla.org/en-US/kb/enable-and-disable-cookies-website-preferences">Firefox</a>, <a target="_blank" style="margin: 0; padding: 0;" href="https://support.google.com/accounts/answer/61416?hl=en">Chrome</a>, <a target="_blank" style="margin: 0; padding: 0;" href="http://windows.microsoft.com/en-us/windows-vista/block-or-allow-cookies">Explorer</a></div>';$("#modal-login .modal-header").append(msg)}if($(".panel-expandable > .panel-heading").click((function(e){e.preventDefault();var panel=$(this).closest(".panel-expandable"),expandables=panel.hasClass("panel-has-footer")?".panel-body, .panel-footer":".panel-body";panel.find(".panel-body").is(":visible")?(panel.find(expandables).slideUp("fast"),panel.find(".expander > .fa-minus").removeClass("fa-minus").addClass("fa-plus")):(panel.find(expandables).slideDown("fast"),panel.find(".expander > .fa-plus").removeClass("fa-plus").addClass("fa-minus"))})),$("#modal-find-out-more").css({width:.8*$("#container").width()+"px","margin-left":-.4*$("#container").width()+"px"}),$(".modal-xxl").length){var modalTopPos=Math.round(.07*$(window).height());$(window).width()>1200&&$(".modal-xxl").css({"max-width":$(window).width()>960?"960px":$(window).width()+"px",width:$(window).width()>960?"960px":$(window).width()+"px","margin-left":$(window).width()>960?"-480px":Math.round($(window).width()/2)}),$(".modal-xxl").css("top",modalTopPos+"px"),$(".modal-xxl").on("shown",(function(){var mHeaderH=$(this).find(".modal-header").outerHeight(),mBody=$(this).find(".modal-body"),mBodyH=mBody.outerHeight(),mFooterH=$(this).find(".modal-footer").outerHeight(),bottomOfTheModal=modalTopPos+mHeaderH+mBodyH+mFooterH;if(bottomOfTheModal<$(window).height())mBodyH+=$(window).height()-bottomOfTheModal-60,mBody.css("max-height",mBodyH+"px");else{$(window).scrollTop(0),modalTopPos=10,$(".modal-xxl").css("top",modalTopPos+"px"),bottomOfTheModal=modalTopPos+mHeaderH+mBodyH+mFooterH,availableScroll=bottomOfTheModal-$(window).height()+modalTopPos;var lastPos=-1;$(window).on("scroll",(function(){var s=$(window).scrollTop()>availableScroll?availableScroll:$(window).scrollTop();newPos=modalTopPos-s,newPos!=lastPos&&($(".modal-xxl").css("top",newPos+"px"),lastPos=newPos)}))}}))}function popupHelp(url,title,w,h){var dualScreenLeft=void 0!==window.screenLeft?window.screenLeft:screen.left,dualScreenTop=void 0!==window.screenTop?window.screenTop:screen.top,width,height,left=(window.innerWidth?window.innerWidth:document.documentElement.clientWidth?document.documentElement.clientWidth:screen.width)/2-w/2+dualScreenLeft,top=(window.innerHeight?window.innerHeight:document.documentElement.clientHeight?document.documentElement.clientHeight:screen.height)/2-h/2+dualScreenTop,newWindow=window.open(url,title,"menubar=no,location=no,resizable=0, width="+w+", height="+h+", top="+top+", left="+left);return window.focus&&(newWindow?newWindow.focus():$('<div class="alert alert-warning" style="margin-bottom: 0px;"><p class="help-block">Pop Up blocked. Please allow Pop Ups in your browser settings.</p></div>').insertBefore("body")),newWindow}if($(".open-student-access-help").click((function(e){e.preventDefault();var h=$(window).height()-20,w=$(window).width()<1280?$(window).width():1280;popupHelp(helpURL,"Student Access Help",w,h)})),$(".pop-up-help").click((function(e){e.preventDefault();var url=$(this).attr("href"),title=$(this).data("title"),h=$(window).height()-20,w;popupHelp(url,title,$(window).width()<1280?$(window).width():1280,h)})),$("section.tib-hiddenbox").length){var count=0;$($("section.tib-hiddenbox").get().reverse()).each((function(){var box=$(this),revealButton;$("<a />").attr("class","btn showhider").attr("rel","hiddenBoxContent"+count).attr("style","margin-bottom: 0;").html('<i class="fa fa-eye"></i>').insertBefore(box);var newContainer=$("<div />").attr("class","hidden-content").attr("id","hiddenBoxContent"+count).html(box.html());newContainer.hide(),newContainer.insertBefore(box),box.remove(),count++})),$("a.showhider").on("click",(function(e){var container=$("#"+$(this).attr("rel"));container.is(":hidden")?(container.fadeIn("fast"),$(this).html('<i class="fa fa-eye-slash"></i>')):(container.fadeOut("fast"),$(this).html('<i class="fa fa-eye"></i>'))}))}
$('.toc-switcher').click(function(e){
e.preventDefault();
$('.toc > ol').slideToggle('fast');
$(this).find('i:last-child').toggleClass('fa fa-chevron-circle-up').toggleClass('fa fa-chevron-down');
$(this).attr('title', $(this).attr('title') == 'Show table of contents' ? 'Hide table of contents' : 'Show table of contents');
});let commentEditor={};function initCommentsEditor(){const t=document.querySelector("#comment-content");t&&CKEDITOR.BasicEditor.create(t,{toolbar:{viewportTopOffset:50,items:["bold","italic","link","subscript","superscript"]},link:{decorators:{addLinkNoFollow:{mode:"automatic",callback:function(t){if(null!=t)return["http://","http://www","https://","https://www","ftp:"].some((o=>t.startsWith(o)))},attributes:{target:"_blank",class:"ck-link",rel:"nofollow"}}}}}).then((function(t){commentEditor=t,commentEditor.execute("heading",{value:"paragraph"})})).catch((function(t){console.error(t)}))}function replaceComment(content,commentId){$("#cancel-comment-post").trigger("click"),$("#comm-"+commentId+" > .comment-content div.comment-text").html(content)}function placeComment(html,fatherId){$("#comment-form").hide(),$("#comment-form textarea").val(""),fatherId>0?($("#comments #comm-"+fatherId).append(html),$("#comments").append($("#comment-form"))):$("#comments").append(html).append($("#comment-form")),$(".comment .fa-arrow-down").removeClass("fa-arrow-down").addClass("fa-reply"),$(".comment-content").removeClass("marked"),$("#comment-form").show("fast")}function update_sticky_comments(arrIds,mode){$.post("pages/edit/update-sticky-comments.php?mode="+mode,{ids:arrIds,ticket:$("#comment-ticket").val()},(function(data){1==data.success?("set"==data.mode&&$("#sticky-"+data.id).parents("div.comment").each((function(e){$(this).find("a.pull-right").first().addClass("sticky"),$(this).find("a.pull-right").first().attr("title","Unmark as important")})),"unset"==data.mode&&($("#sticky-"+data.id).removeClass("sticky"),$("#sticky-"+data.id).attr("title","Mark as important"),$("#sticky-"+data.id).closest("div.comment").find("div.comment").each((function(e){$(this).find("a.pull-right").first().removeClass("sticky"),$(this).find("a.pull-right").first().attr("title","Mark as important")})))):alert(data.error)}),"json")}"undefined"!=typeof CKEDITOR&&initCommentsEditor(),$("section#comments").on("click","#edit-comment",(function(e){e.preventDefault();var commentId=$("form#comment-form #comment-mode").val(),commentContent=commentEditor.getData(),ticket=$("#comment-ticket").val(),sectionId=$("#section-id").val();$.post("pages/comment.php",{action:"edit",comment_id:commentId,content:commentContent,ticket:ticket},(function(data){"0"==data.success?alert(data.error):replaceComment(data.text,commentId)}),"json")})),$("section#comments").on("click","a.edit-comment",(function(e){e.preventDefault(),$(".comment .hidden").removeClass("hidden");var commentId=$(this).data("comment-id"),form=$("form#comment-form"),text=$("#comm-"+commentId+" > .comment-content div.comment-text").html();commentEditor.setData(text),$("form#comment-form textarea").val(""),$("form#comment-form textarea").val(text),$("#comm-"+commentId+" > .comment-content > img").addClass("hidden"),$("#comm-"+commentId+" > .comment-content > div.comment-text").addClass("hidden"),$("#comm-"+commentId+" > .comment-footer").addClass("hidden"),$("#comm-"+commentId+" > .comment-content").append(form),$("form#comment-form #submit-comment").hide(),$("form#comment-form #edit-comment").show(),$("form#comment-form #cancel-comment-post").show(),$("form#comment-form #comment-mode").val(commentId),fancyScrollTo("comment-form"),$("form#comment-form textarea").focus()})),$("section#comments").on("click","#submit-comment",(function(e){e.preventDefault();var commentContent=commentEditor.getData(),fatherId=$("#father-comment").val(),ticket=$("#comment-ticket").val(),sectionId=$("#section-id").val();$.post("pages/comment.php",{action:"post",section_id:sectionId,father_id:fatherId,content:commentContent,ticket:ticket},(function(data){if("0"==data.success)alert(data.error);else{commentEditor.setData(""),placeComment(data.html,fatherId),$("form#comment-form #cancel-comment-post").hide();var n=0;$("#n-comments").text().length>0&&(n=parseInt($("#n-comments").text())),$("#n-comments").text(n+1)}}),"json")})),$("section#comments").on("click","a.reply-comment",(function(e){e.preventDefault(),$(".comment .fa-arrow-down").removeClass("fa-arrow-down").addClass("fa-reply"),$(".comment-content").removeClass("marked");var form=$("form#comment-form"),fatherId=$(this).parent().parent(".comment").attr("rel");form.find("#father-comment").val(fatherId),$(this).parent().parent(".comment").find("> .reply-area").append(form),$(this).find(".fa-reply").removeClass("fa-reply").addClass("fa-arrow-down"),$(this).parent().prev(".comment-content").addClass("marked"),$("form#comment-form #cancel-comment-post").show(),fancyScrollTo("comment-form"),$("form#comment-form textarea").focus()})),$("section#comments").on("click","#cancel-comment-post",(function(e){e.preventDefault(),$(".comment .hidden").removeClass("hidden"),$(".comment .fa-arrow-down").removeClass("fa-arrow-down").addClass("fa-reply"),$(".comment-content.marked").removeClass("marked"),commentEditor.setData("");var form=$("form#comment-form");$("section#comments").append(form),$("form#comment-form #father-comment").val("0"),$("form#comment-form textarea").val(""),$("form#comment-form #comment-mode").val("new"),$("#edit-comment").hide(),$(this).hide(),$("#submit-comment").show()})),$("section#comments").on("click","a.delete-comment",(function(e){var commentId=$(this).data("comment-id"),isFather=$("#comm-"+commentId).children(".comment").length>0,ticket=$("#comment-ticket").val(),msg="You are going to delete a comment.\n\nThis action cannot be undone.\n\nAre you sure?";isFather&&(msg="You are going to delete a comment and all its replies.\n\nThis action cannot be undone.\n\nAre you sure?"),confirm(msg)&&$.post("pages/comment.php",{action:"delete",comment_id:commentId,is_father:isFather,ticket:ticket},(function(data){if("0"==data.success)alert(data.error);else{$("#comm-"+commentId+".comment").replaceWith(data.text);var n=0;$("#n-comments").text().length&&(n=parseInt($("#n-comments").text())),$("#n-comments").text(n-parseInt(data.deleted))}}),"json"),e.preventDefault(),e.stopPropagation()})),$("section#comments").on("click","a.pull-right",(function(e){e.preventDefault();var arrayIds=[];$(this).hasClass("sticky")?(arrayIds.push($(this).closest("div.comment").attr("rel")),$(this).closest("div.comment").find("div.comment").each((function(e){arrayIds.push($(this).attr("rel"))})),update_sticky_comments(arrayIds,"unset")):($(this).parents("div.comment").each((function(e){arrayIds.push($(this).attr("rel"))})),update_sticky_comments(arrayIds,"set"))}));$('#tl-tabs a').click(function (e) {e.preventDefault();$(this).tab('show');});$('img.ico[src="/img/icons/comments.png"]').each((function(){var comment=$(this).attr("title");$(this).removeAttr("title"),$(this).wrap('<a class="tib-popover" href="#" data-content="'+comment+'" data-togle="popover" data-placement="top" />')})),$('img.ico[src="img/icons/comments.png"]').each((function(){var comment=$(this).attr("title");$(this).removeAttr("title"),$(this).wrap('<a class="tib-popover" href="#" data-content="'+comment+'" data-togle="popover" data-placement="top" />')})),$(".tib-popover").popover({html:!0,trigger:"hover",delay:{show:300,hide:300},placement:function(context,source){var position=$(source).position();return position.top>200?"top":position.left<515?"right":position.top<200?"bottom":position.left>515?"left":"top"}}).click((function(e){e.preventDefault()}));var carouselTime=6500;$("div.carousel.slide").carousel({interval:carouselTime}),$(".tib-indicators > img").click((function(){var index=$(this).index(),container;$(this).closest(".carousel.slide").carousel(index)}));
$('a.btn.showhider').click(function(e) {
var showHiderId = $( this ).attr('rel');
if ( $('#'+showHiderId).find('iframe').length > 0 ) {
$('#'+showHiderId+' iframe').each(function() {
if ( $(this).attr('src').indexOf('.pdf') > 0 ) {
this.contentWindow.location.reload(true);
}
});
}
});
var hTopmenu = $('#topmenu').height();
var n = 0;
$('nav.top-nav > ul > li').each(function(k, e) {
if (n > 1) {
var diff = hTopmenu-(e.offsetTop+e.offsetHeight);
$(e).find(' > ul ').css('margin-top', '-'+diff+'px');
}
n++;
});
});
</script>
</body>
</html>