UEN Security Office
Technical Services Support Center (TSSC)
Eccles Broadcast Center
101 Wasatch Drive
Salt Lake City, UT 84112
(801) 585-6105 (fax)
Main Curriculum Tie:
Background For Teachers:
Intended Learning Outcomes:
Perception activity: Show the picture of the glass/faces and ask, “What do you see? Who is right?” (PowerPoint) Teacher Discussion: It depends on our perception. There is not a right or wrong. Discuss how perception affects all of our communication and relationships. Show the picture of men marching up a hill, and then turn it upside down to see George Washington. Discuss what a difference it makes in how we look at things and there is always more than our perspective. If there is a problem with communication and relationships the only one you can change is yourself. Explain (using “History of True Colors” theory) how this theory can help with their relationships by understanding themselves and how they interact with others.
Administer Color Test (Higher level – Word Chart and lower level- Pictures tests available) and score to determine each student’s color. Have students place their color dot so others can see what type they are.
Explain each different personality type using power point, pictures, video, or examples. If time allows, students will find pictures in magazines that relate to their color.
Explain that individuals are a spectrum of colors and there are times they will use each color type, but they basically operate in one color.
Divide students into color groups. Provide each group with large sheets of paper and markers to match their color type. Have them work as a group, brainstorm and write: “Things they like to do or things they like”. Have them report to the group and hang the paper in the room so it can be seen.
Have the students go back to their color groups again and write “Things I don’t like or what drives me crazy”. Have them report to the group and hang the paper in the room so it can be seen.
Introduce the reframing exercise by asking students what would happen if we didn’t have any greens, blues, golds, oranges. Discuss how the world would be different if one of the groups was missing. Discuss how we need every color type to enhance and widen our perspectives. Have each group use reframing worksheets to change negative statements to positive statements and report to class. Assign green and blue to reframe each other and orange and gold to reframe each other.
Hand out the self-esteem colors chart and discuss how each color builds esteem.
Have students role play how they would handle a situation for different colors i.e.: Assign each student a different color than they are and have them all work together to: Plan a trip to St. George Work on the homecoming committee Diffuse an argument at work with an irate customer Communicate with a certain color supervisor to solve a scheduling problem
Strategies For Diverse Learners:
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