Cheryl Carter
  This is the first activity in a two-part project on using individual resources including: (1) Understanding and identifying individual resources, and (2) Utilizing individual resources in everyday problem solving.

  Employability, Critical thinking

Learner Level:

Time Frame:
  1 Hour

Learner Grouping:
  Whole class

  This activity was presented to a Family Literacy class in a rural area, consisting of learners from age 18-55. Most learners in the class are Intermediate ABE and Adult Secondary Level. The emphasis in the class is GED preparation and improving basic skills

  Not available

  Vernon Family Learning Center

Type of Program:

Student Population Served:
  Credentialing (grade levels 9-12.9)

Understanding and identifying individual resources

Through discussion and contemplation, learners identify their own individual resources in the categories of financial, emotional, mental, spiritual, physical, support systems, role models, and knowledge of hidden rules. __________________________________________________________

Learning Objective:
Learners will increase their awareness of their own individual resources which they can draw upon in order to become more effective employees and balance the demands of career and home.

Primary Skill:
Reflect and evaluate

Secondary Skills:
Personal qualities

Learner Needs & Goals:
Learner's needs and goals are (1) to improve basic skills to prepare them for employment, (2) GED certification so learners can obtain employment or advance in their present job, but learners did not seem to realize the personal resources they had to draw on. This activity will assist all learners to recognize their resources, their potential, and their abilities, thereby increasing self-esteem and promoting self-management.

Learning Activity Description:
To begin this activity, facilitator will pose the following question to the learners in a group situation: "What are your resources as an individual?" The first step will be to define the term "individual resource." A brainstorming session will follow, with learners contributing to a comprehensive composite resource list. (Example: physical resource--individual has adequate physical health and mobility, vision, hearing, etc., to perform in a workplace setting.) The ideas will be written on large sheets of paper at the front of the room so that the list is visible to the whole group.

A handout listing and defining categories of resources (i.e., financial, emotional, mental, spiritual, physical, support systems, role models, and knowledge of hidden rules) is distributed to the class. Seven sheets of paper, one for each of the categories, are labeled and posted at the front of the room. Resources from the brainstormed composite list of class members' individual resources are cut apart and the class decides under which category each will be posted. Any new resources that are thought of are added and also posted under these categories.

Each learner uses the handout listing the defined categories to create a unique personal resource list, choosing those from the master list that apply to his/her situation and adding resources that come to mind. Facilitator will encourage learners to use the categories to think beyond just financial and/or material resources. Learners will, upon completion of this activity, have a complete personal individual resource list.

Materials and Resources:
Book: A framework for understanding and working with students and adults from poverty (Copyright, 1995, by Ruby K. Payne, RFT Publishing)

Handout: Individual Resource List (adapted from above book)

Attachments: (For Internet Explorer users, right click on link then choose "Save target as". For Netscape users, just hold down the shift key and click on the link.)
Individual Resource List

Learners demonstrated their understanding of the term and their awareness of their own "individual resources" by identifying and listing them in an "Individual Resource List." This individual resource list will be used in the next activity, "Using individual resources in everyday problem solving."

Learners had not thought of resources in these terms before. Having the categories helped them expand their awareness of their own strengths and resources.


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