Education Commons^™

Sustainable Living At Imsa, Vignesh Tiruvannamalai, Zuyu Liu

Goal 4: Intrapersonal Intelligence Narrative

Students will collect any recyclable materials they have discarded to create wing decorations in conjunction with everyone in the wing and learn about sustainability, including statistics and lifestyle guidance.

Growth Vs Fixed Mindset Program, Alyssa Gehrke

Goal 4: Intrapersonal Intelligence Narrative

It is easy for adolescents, because their lives are full of constant change, to feel like any conflict, challenge, or criticism makes them a failure. However, these are actually opportunities to grow and learn, about oneself and others. They are opportunities to self-reflect, challenge your own assumptions and knowledge, expand your knowledge and skill sets, gain a broader understanding of different perspectives, and develop yourself on an individual level and within a relationship—friends, family, roommates, significant others, professional, and so on. Adapting a growth mindset during adolescence will prepare teens well for college and the professional world ahead of them. …

The Adolescent Mind & Burnout Culture Program, Alyssa Gehrke

Goal 4: Intrapersonal Intelligence Narrative

No abstract provided.

This Is Me: My Past , My Present & My Future, Cynthia Smith

Goal 4: Intrapersonal Intelligence Narrative

This “show & tell” activity will provide students with an opportunity to share important aspects of their lives including values, hobbies, and interests. This practice is important for individual growth in areas of self-love and acceptance, as well as, practicing the art of compassion for others and choosing to get to know others on a deeper level.

Planting Seeds, Cynthia Smith

Goal 4: Intrapersonal Intelligence Narrative

It is easy to become inundated with school, work, and daily life that we forget to practice mindfulness. Mindfulness “is the basic human ability to be fully present, aware of where we are and what we’re doing, and not overly reactive or overwhelmed by what’s going on around us” (Mindful Staff, 2020). The goal of this activity is to demonstrate mindfulness through planting a seed and practicing daily mindfulness as we take care of the seed while it grows. The act of planting a seed requires one to be mindful because this is a delicate process. Cal State Assistant Professor …

Time To De- Stress!, Tatum Butler-Hill

Goal 4: Intrapersonal Intelligence Narrative

Class, homework, and life can be overwhelming and hard to balance at times. It is important for students to take care of their mental health and emotional wellbeing. Learning and understanding positive outlets to help regulate feelings through different coping strategies is essential for students.

Is That Really What I Look Like?, Natasha White

Goal 4: Intrapersonal Intelligence Narrative

Purpose: Students are at a very fragile time in their lives. With so much change they’re experiencing along with so much stigma and pressure to combat, it can be very difficult to maintain a positive sense of self-worth; especially when it comes to their physical appearance. The intention is to help students learn to manifest and maintain a positive body image.

E-Steam-Ed Individuals: The Significance Of Art In Ste(A)M, Kristen Feigel

Goal 4: Intrapersonal Intelligence Narrative

Purpose: To expose students gifted with academic and/or STEM proficiency to the benefits of Art in their education and daily lives. To offer students opportunities to try different types of art to encourage creativity and different ways of thinking.

Don't Just Dream Of Good Sleep --- Achieve It!, Kristen Feigel

Goal 4: Intrapersonal Intelligence Narrative

Purpose: To help improve students’ overall quality of sleep by establishing and maintaining healthy habits.

Learning To Be Selfish, Benjamin Lepak

Goal 4: Intrapersonal Intelligence Narrative

Purpose:

• To start a conversation about the importance of selfishness. Talking with students about the idea that it can be ok to be selfish at times.

Battling Imposter Phenomenon, Ladonna Hawthorne

Goal 4: Intrapersonal Intelligence Narrative

Purpose:

Through this program, students will learn what Imposter Syndrome is, and develop tools for overcoming Imposter Syndrome.

What Motivates You?, Natasha White

Goal 4: Intrapersonal Intelligence Narrative

Purpose: Students will experience burnout and procrastination frequently because they’re not fully aware of how to keep themselves motivated. The purpose of this is to help them understand what drives them and how to keep that motivation going.

Life, Character , Action, Mansour Baalbaki, Stephanie Broy

Goal 4: Intrapersonal Intelligence Narrative

Purpose: Transitioning to IMSA is a time of new choices, responsibility, and freedom. As a result, sometimes, students’ intentions are not always the best for the individual or the situation. Throughout the IMSA experience, students are caught in the middle of the new community’s values in which they live. Students internalize what they see their peers and role models doing and decide how to live their own lives. Every interaction that students have during their IMSA years affects how they see themselves and how they see others—helping students understand why character matters will allow them to value kindness, cooperation, sharing, …

Now Webzine: Self Care Program ( Asychronous), Robyn Norton, Josiah Payne

Goal 4: Intrapersonal Intelligence Narrative

Why it's so important that they can care for themselves.

Thumbs Up, Illinois Mathematics And Science Academy

Goal 4: Intrapersonal Intelligence Narrative

To help encourage students to look at their multiple different identities, and how they’ve shaped them, as well as to help them find commonalities amongst each other in those identities.

Why Do We Care So Much About Hair? An Exploration In Societal Pressures On Hair Expression, Pooja Haney

Goal 4: Intrapersonal Intelligence Narrative

To create an environment for engaging organic conversation that may result in students learning to:

• transcend the stereotypes we have been taught about hair (including body hair)
• recognize where these stereotypes come from and how they have affected us personally
• recognize where the ideals/standards of how hair “should be” and what type of hair is “ideal” or “acceptable” come from and to challenge that ideology
• recognize which communities are disproportionately affected by hair stereotypes
• learn about instances of discrimination based on hair and recognize the biases deeply engrained in our culture that cause these biases
• delve into the discrimination faced …

Love Languages, Illinois Mathematics And Science Academy

Goal 4: Intrapersonal Intelligence Narrative

It is important to understand our “love language” as it equips us to better understand and effectively communicate our emotional needs, as well as know the languages of those apart from ourselves so we may have insight on how to best meet the emotional needs of others. This exercise of self-reflection and lesson in differing perspectives will facilitate the healthy interpersonal and intrapersonal relationships of students.

Helping During A Breakdown, Robert Gross

Goal 4: Intrapersonal Intelligence Narrative

To teach students to recognize both in themselves and in others the signs of mental breakdowns and being emotionally overwhelmed, which can cause drastic changes in a person’s personality and functionality. By acting out some scenes and discussing what the proper steps are for helping someone in need, the students will learn both to help others within their community and that they can rely on others to help them during tough times.

Treat Yourself ...To Forgiveness, Erin Ryan

Goal 4: Intrapersonal Intelligence Narrative

Transitioning away from home and into a rigorous academic and co-ed residential environment can be challenging for students and impact their emotional well-being, mental health, and sense of self. Students will be able to address these changes by cultivating resilience, self-care skills, and the utilization of available resources. Students will become more proficient in identifying and verbalizing their needs, ideas, thoughts, and values.

Learning Outcomes: Students will explore personal values and identity

Ethics In The Neighborhood, Jerami Johnson

Goal 4: Intrapersonal Intelligence Narrative

To engage students in a conversation in which their frame of reference for Ethics is challenged. Help students begin to clarify their own ethical code. Helps students understand how culture and bias play a part in the formation of ethics. Students can explore how they use ethics in their relationships and day to day lives. Help students to recognize that not every ethical principle can be applied to every situation fairly.

Virtual Planners And Organization, Rafael Gonzalez

Goal 4: Intrapersonal Intelligence Narrative

Provide students with tips and tools to help them stay organized. With the information provided, students will be better equipped to handle living independently at IMSA by practicing time management skills, setting timelines, and creating to-do lists for themselves.

Interview Workshop, Joannah Rivera

Goal 4: Intrapersonal Intelligence Narrative

No abstract provided.

Ice Cream Identity Program, Joseph Mastrocola

Goal 4: Intrapersonal Intelligence Narrative

No abstract provided.

Mental Health At Imsa, Joseph Mastrocola

Goal 4: Intrapersonal Intelligence Narrative

No abstract provided.

How Do You Identify, Joseph Mastrocola

Goal 4: Intrapersonal Intelligence Narrative

No abstract provided.

Parent Letters To Sophomores, Joseph Mastrocola

Goal 4: Intrapersonal Intelligence Narrative

No abstract provided.

Past Regrets Program, Joseph Mastrocola

Goal 4: Intrapersonal Intelligence Narrative

No abstract provided.