Consensus and Decision Making Lesson Plan

Consensus and Decision Making Lesson Plan

This last week the core team completed the final 75% of the mindmap for the Consensus and Decision Making Lesson Plan

Lesson Plan Mindmap for Consensus and Decision Making – Click to Enlarge

CLICK ICONS TO JUMP DIRECTLY TO EACH SUBJECT ON THIS PAGE

Teaching art, teaching music, teaching dance, teaching painting, teaching drawing, teaching drama, teaching sculpture, teaching needlework, teaching knitting, teaching cooking, teaching creativity, learning art, learning music, learning to paint, learning to sculpt, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, education for life, transformational education, new paradigm learning, genius training, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living, thinking out of the box, learning how to learn - not what to learn, learning to think, using your brain for a change, brainy builderTeaching english, teaching literature, teaching reading, teaching writing, teaching english, teaching sentence structure, teaching storytelling, teaching verbal skills, teaching non-fiction, teaching fiction, teaching creativity, learning writing, learning reading, learning to write, learning to read, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, education for life, transformational education, new paradigm learning, genius training, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living, thinking out of the box, learning how to learn - not what to learn, learning to think, using your brain for a change, brainy builderTeaching health, teaching exercise, teaching vibrant living, teaching nutrition, teaching relaxation, teaching physical activity, teaching how to eat, teaching sports, teaching play, teaching about the body, teaching healthy regimens, learning health, learning exercise, learning vibrant living, learning about nutrition, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community schoolteaching math, teaching arithmetic, teaching algebra, teaching calculous, teaching calculations, teaching geometry, teaching trigonometry, teaching architecture, teaching engineering, teaching addition, teaching subtraction, learning math, learning arithmetic, learning algebra, learning calculous, learning calculations, learning geometry, learning trigonometry, learning architecture, learning engineering, learning addition, learning subtraction, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community schoolteaching science, teaching chemistry, teaching biology, teaching about plants, teaching about animals, teaching about space, teaching geology, teaching astronomy, teaching earth science, teaching physical science, teaching oceanography, teaching meteorology, teaching zoology, teaching human biology, teaching botany, systems theory, learning science, learning chemistry, learning biology, learning about plants, learning about animals, learning about space, learning geology, learning astronomy, learning earth science, learning physical science, learning oceanography, learning meteorology, learning zoology, learning human biology, learning botany, systems theory, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community schooltechnology, innovation, robotics, the science of learning, learning to learn, learning how to learn, computers, programming, codingteaching social science, teaching social sciences, teaching anthropology, teaching economics, teaching geography, teaching history, teaching law, teaching linguistics, teaching foreign language, teaching psychology, teaching sociology, teaching social research, learning social science, learning social sciences, learning anthropology, learning economics, learning geography, learning history, learning law, learning linguistics, learning foreign language, learning psychology, learning sociology, learning social research, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community schoolteaching human values, teaching abundance, teaching acceptance, teaching accomplishment, teaching achievement, teaching care, teaching awareness, teaching balance, teaching belonging, teaching bravery, teaching brilliance, teaching compassion, teaching connection, teaching confidence, teaching cooperation, teaching collaboration, teaching discovery, teaching efficiency, teaching expressiveness, teaching fairness, teaching love, teaching exploration, teaching flexibility, teaching For The Highest Good of All, teaching fun, teaching giving, teaching grace, teaching growth, teaching harmony, teaching helpfulness, teaching honesty, teaching imagination, teaching joy, teaching modesty, teaching mindfulness, teaching peace, teaching precision, teaching reason, teaching reflection, teaching reliability, teaching self-control, teaching, thoughtfulness, teaching trustworthiness, teaching unity, teaching valor, teaching wonder, learning human values, learning abundance, learning acceptance, learning accomplishment, learning achievement, learning care, learning awareness, learning balance, learning belonging, learning bravery, learning brilliance, learning compassion, learning connection, learning confidence, learning cooperation, learning collaboration, learning discovery, learning efficiency, learning expressiveness, learning fairness, learning love, learning exploration, learning flexibility, learning For The Highest Good of All, learning fun, learning giving, learning grace, learning growth, learning harmony, learning helpfulness, learning honesty, learning imagination, learning joy, learning modesty, learning mindfulness, learning peace, learning precision, learning reason, learning reflection, learning reliability, learning self-control, learning, thoughtfulness, learning trustworthiness, learning unity, learning valor, learning wonder, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school

CONSENSUS AND DECISION MAKING LESSON PLAN

This page is a free-shared lesson plan archive for teaching all educational subjects within the context and theme of “Consensus and Decision Making”. It is purposed for use in community education environments, homeschool environments, traditional schooling environments, or as a supplemental and fun addition to any education program. As part of the complete Education for Life Program, this lesson plan is specifically designed to work in conjunction with the other components: Foundations of Teaching, Curriculum, Teaching Strategies, Learning Tools and Toys, Evaluation Model, and The Ultimate Classroom. If you’d like to learn how all these components work together, click hereClick here for the specifics focused on just using the lesson plans:

CLICK HERE FOR A DETAILED TUTORIAL ON HOW TO USE THIS LESSON PLAN

NOTE: The colors are provided as a possible linear progression (red/easiest to violet/most challenging) for people that might prefer a more linear structure. Our core philosophy, however, is that through creativity every color can be made easy or challenging for any learning level.

RELATED PAGES (mouse-over for descriptions and click for complete pages)

EDUCATION OVERVIEW   ●   HOW TO USE THIS COMPONENT   ●   OUR OPEN SOURCE PURPOSE

One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingOne Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, education for life, transformational education, new paradigm learning, genius training, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living, thinking out of the box, learning how to learn - not what to learn, learning to think, using your brain for a change, brainy builderOne Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingOne Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, education for life, transformational education, new paradigm learning, genius training, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living, thinking out of the box, learning how to learn - not what to learn, learning to think, using your brain for a change, brainy builderteaching tools, teaching toys, learning tools, learning toys, educational toys, educational tools, toys to learn with, toys to grow with, math toys, science toys, social sciences toys, classroom toys, classroom tools, english toys, art toys, music toys, health toys, writing toys, reading toys, reading toolslesson plans for life, educational lessons, learning for life, teaching for life, educational plans, math lesson plans, science lesson plans, english lesson plans, social sciences lesson plans, art lesson plans, vocational lesson plans, health lesson plans, education templates, education mindmaps, learning mindmaps, Education for Life program, One Community, open source education, Highest Good education, free-shared educationevaluation and evolution, learning for life, growing as individuals, evolving education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living, Highest Good education, One Communitythe ultimate classroom, One Community Kids, enlightened children, children of the future, conscious kids, conscientious kids, kid leaders, leadership and children, children leading the world, sustainable education, Highest Good education, One Communityeducation licensing, classroom licensing, home school licensing, charter school licensing, pilot school licensing, private school licensing, open source education, educational licensingHighest Good society, education for life, Highest Good education, fulfilled living, enriched life, enriching life, living to live, how to live an enriched life, keeping it all running, sustainable living, social architecture, fulfilled living, thriving, thrivability, emotional sustainability, the good life, a new way to live
WAYS TO CONTRIBUTE TO EVOLVING THIS EDUCATION PROGRAM WITH US

SUGGESTIONS     ●     CONSULTING     ●     MEMBERSHIP     ●     OTHER OPTIONS

A NOTE ABOUT ALL ONE COMMUNITY LESSON PLANS

The One Community lesson plans are intentionally designed for use in ANY educational environment and with ALL educational, cultural, religious/spiritual, and philosophical approaches to teaching and learning. They are designed without an ideological approach and specifically so they can be adapted to include the views, preferences, methodologies, and/or ideologies preferred by different parents and teachers.

For maximum flexibility and adaptation, they are also designed to be combined to teach multiple subjects at the same time. Doing this increases the creativity, effectiveness, and fun of your learning environment. Once we are on the property and operating our version of the complete school and Education for Life program, we will be adding video examples of how to combine the lessons. In the meantime, visit the Teaching Strategies page for a list of suggestions. 

ARTS AND TRADES

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR ARTS & TRADES

Teaching art, teaching music, teaching dance, teaching painting, teaching drawing, teaching drama, teaching sculpture, teaching needlework, teaching knitting, teaching cooking, teaching creativity, learning art, learning music, learning to paint, learning to sculpt, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, education for life, transformational education, new paradigm learning, genius training, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living, thinking out of the box, learning how to learn - not what to learn, learning to think, using your brain for a change, brainy builder
TEACHING ARTS AND TRADES WITHIN THE CONTEXT OF CONSENSUS AND DECISION MAKING

Consensus-Arts-Theme-Icon

The Arts

  • With 3 other people, use a box of crayons and together, choose* 5 colors for each of you to draw with. You all need to come to a consensus and agree on which 5 colors to use. Then, use them to draw or color* a picture together.
  • Learn a group folk dance* that is described as the country’s (agreed by all citizens) national dance. 
  • Create a collage of pictures* that represent the consensus process. Post your collage in a community meeting room.
  • Go to an art museum with 5 peers. Each of you observe the art and then rank the pieces in your favorite order. Have a group decision* about the rankings and come to a consensus about which art piece was the most interesting and which piece was the least understood.
  • Direct a dramatic play*. Have it performed at your community. When it’s over lead a discussion with the audience. See if you can get a consensus on the most impactful part of the play.
  • Participate in, or create and hold, a consensus based decision making process in your community. Create an art piece* based on how this process made you feel. Display the piece in a meeting area in your community.
  • Write a symphony* that conveys to the listeners the feelings one goes through when participating in a consensus based process. Videotape an orchestra playing the piece and free share it on you tube.

Consensus-Trades-Theme-Icon

Trades

  • Find 5 different materials. Have all your senses, sight, sound, taste, feel and listen, experience the materials and come to a sensual consensus to rank* these materials from most pleasant to least pleasant.
  • Play a memory game* with 3 friends. Discuss your memory strategies and then come to a consensus on which strategy led to the most memorized patterns or words.
  • Choose a trade from the yellow portion of the molecule and investigate if and how people working together in this field come to a consensus when making decisions about important projects. Write an investigative report* with your findings and free share it.
  • Write a 5 to 10 page report* about how various construction workers in different fields, work together to build a house. How do they make decisions on timing and supplies. If and how do they use consensus based decision making and is consensus important in this field?
  • Visit a landscape business. Observe if and how the landscapers come to a consensus in the design and implementation of a big project. Write a 3+ page summary* of your observations and free share them.
  • Investigate professional trainers/instructors. Watch their teaching style. Make a list of important ways they instruct and if and how consensus based decision making with their client groups is used. Create a review sheet* to give each instructor after your observation.
  • Write a manual* for one of the trades in the violet molecule on how individuals in that field can use consensus based decision making in their work. Open source the manual on the internet.
CLICK HERE TO EMAIL US IF YOU HAVE AN IDEA TO ADD TO THIS SECTION

* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

 

ENGLISH

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR ENGLISH

Note: Any language can be substituted for English. The subject is listed here as “English” because that is the primary language of most of the people on the team, and the official language of the country we’re building our initial location in.  

Teaching english, teaching literature, teaching reading, teaching writing, teaching english, teaching sentence structure, teaching storytelling, teaching verbal skills, teaching non-fiction, teaching fiction, teaching creativity, learning writing, learning reading, learning to write, learning to read, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, education for life, transformational education, new paradigm learning, genius training, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living, thinking out of the box, learning how to learn - not what to learn, learning to think, using your brain for a change, brainy builder
TEACHING ENGLISH WITHIN THE CONTEXT OF CONSENSUS AND DECISION MAKING

Consensus-English-Theme-Icon

  • With a group of people, discuss * and come to a consensus about which letters are the easiest and the hardest to use and which are hardest and easiest to write.
  • Write a story* where your 6 favorite punctuation marks get together and form a consensus decision, making sure to use all the punctuation marks correctly within the story.
  • Write a story* using all 14 punctuation marks, where all the punctuation marks get together and form a consensus decision about the function of each of them, making sure to use all the punctuation marks correctly within the story.
  • Pick 5 regional dialects (or any green level item) and write, in a screenplay format*, where each character is a regional dialect and they come to a consensus about which of them has changes the most over time.
  • Using “language varieties of different speech communities”, “reflective compositions”, “organization and delivery of oral communication”, and “defining structural features of literature” (or any blue level items, one from each of the 4 sections), write a reflective composition* with the 3 characters who are the other 3 items that you chose making a consensus decision. In this case, have the character of Defining Structural Features of Literature (DSFoL) exploring with the character of Language Varieties of Different Speech Communities (LVoDSC) the best way to help Organization and Delivery of Oral Communication (ODoOC). The end result of their consensus decision should be an argument for the use of 6-10 DSFoLs and 6-10 LVoDSCs within a presentation including 6-10 components of ODoOC.
  • Use or study a consensus process to study and explain language variations of gender and age, (or any other indigo level concept. Learn about Aristotle’s “Poetic” then use that style to Write a 6 page tutorial* on how to use what you just learned about language variation to benefit consensus decision making process. Open source your results.
  • Choose your preferred violet level aspect of English and create a workshop* where each member of the workshop represents an aspect of the chosen topic. Describe how your workshop would guide all member/aspects of the chosen topic to come to a consensus that represents the form and function and purpose of the the topic itself. Open source it as a fun way to learn the topic you chose.
CLICK HERE TO EMAIL US IF YOU HAVE AN IDEA TO ADD TO THIS SECTION

* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

 

HEALTH

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR HEALTH

Teaching health, teaching exercise, teaching vibrant living, teaching nutrition, teaching relaxation, teaching physical activity, teaching how to eat, teaching sports, teaching play, teaching about the body, teaching healthy regimens, learning health, learning exercise, learning vibrant living, learning about nutrition, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school
TEACHING HEALTH WITHIN THE CONTEXT OF CONSENSUS AND DECISION MAKING

Consensus-Health-Theme-Icon

  • Talk* with 3 different experts about spiritual health.* Reflect on if they all agreed on what spiritual health is.
  • Participate* in gymnastics. Pay attention to how your body feels and see if your muscles come to a consensus as to which event is the hardest for them to recover from. Share your thought with your gymnastics coach.
  • Read 5 different articles* about stress and the ability to bounce back from adversity. Make a collage of pictures* representing any ideas that were presented in all 5 articles.?
  • Write a 5 to 10 page paper* on sympathy. Is there an agreed -upon- by- all way of dealing with these hard times? How is it different cultures; and are there any principles of sympathy that have a global consensus?
  • Choose a subject from the spiritual health section of the blue level and lead a discussion* with your peers. See if you come to a consensus on the beliefs.
  • How can you come to a consensus of positivity with yourself full of self worth and love without a doubt? Experiment with ways to do this. Keep a journal* and record methods that work towards this and ones that sabotage it. After a month or longer, make a presentation of your findings an open source it on the web.
  • Write a nutrition guide* based on the consensus ideas of healthy values of nutrients in foods. Distribute your guide to your community members and have them follow the guide for a year recording their daily nutrition along with their daily emotion. After the year have them give you an evaluation of the guide and see if you get a consensus on the information you wrote.
CLICK HERE TO EMAIL US IF YOU HAVE AN IDEA TO ADD TO THIS SECTION

* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

 

MATH

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR MATH

teaching math, teaching arithmetic, teaching algebra, teaching calculous, teaching calculations, teaching geometry, teaching trigonometry, teaching architecture, teaching engineering, teaching addition, teaching subtraction, learning math, learning arithmetic, learning algebra, learning calculous, learning calculations, learning geometry, learning trigonometry, learning architecture, learning engineering, learning addition, learning subtraction, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school
TEACHING MATH WITHIN THE CONTEXT OF CONSENSUS AND DECISION MAKING

Consensus-Math-Theme-Icon

  • Defining consensus as 100% agreement on an issue, talk* to 3 adults and have them describe to you about how addition and subtraction can be used for consensus. Draw a picture* as a demonstration what you learned about addition and subtraction in relation to consensus.
  • Talk about what type of mathematics is best for coming to or applying consensus. Create and draw/write out* three examples of how to use mathematics in your learning environment.
  • Choose the 3 yellow level math concepts you feel will be most helpful for the consensus process. Explain your choices and write 5 demonstration math problems* using each and explain them and how they relate to consensus.
  • Write 20 story problems* using green level math concepts and consensus.
  • Use the consensus process to create with 50 different math problems* showing real life applications of consensus.
  • Show how consensus is a necessity in mathematics. Choose one of each of the bullets for each level (red-violet) in the mathematics molecule and give a speech* on how humanity has come to consensus on each of those mathematical processes.
  • Choose a violet level concept (or aspect thereof) where there is not yet consensus and publish an article* about the challenges of coming to consensus on it. Choose another area of mathematics that has reached consensus that you feel may have had a relevant process to forwarding consensus on this area, and write about how it could be an example of how that process may be applied here.
CLICK HERE TO EMAIL US IF YOU HAVE AN IDEA TO ADD TO THIS SECTION

* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

 

SCIENCE

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR SCIENCE

teaching science, teaching chemistry, teaching biology, teaching about plants, teaching about animals, teaching about space, teaching geology, teaching astronomy, teaching earth science, teaching physical science, teaching oceanography, teaching meteorology, teaching zoology, teaching human biology, teaching botany, systems theory, learning science, learning chemistry, learning biology, learning about plants, learning about animals, learning about space, learning geology, learning astronomy, learning earth science, learning physical science, learning oceanography, learning meteorology, learning zoology, learning human biology, learning botany, systems theory, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school
TEACHING SCIENCE WITHIN THE CONTEXT OF CONSENSUS AND DECISION MAKING

Consensus-Life-Science-Theme-Icon

Life Sciences

  • Look at a picture book of insects with 3 friends. Discuss as a group* and come to a consensus about which insects are the most dangerous.
  • Find 3 books on the stages of life. Discuss* the books with an expert and decide if the books have a consensus on their descriptions.
  • Choose 5 species and write a 2 page paper* about the scientific consensual theories on reproduction within each species.
  • Explain cellular division in a 3 page paper* and include any resemblances between this process and a consensus you might find.
  • Is there a consensus on the classification of living things? Investigate this and then present* your findings to a group of younger students.
  • Write a scientific report* on homeostasis. Include a section on if and how the principle of consensus is applicable to this process. Publish your results on the internet.
  • Teach a general biology class* at freshman college level to introduce the various fields within the subject. At the end of the curriculum have all the students rank the importance of each field of biology. Try to get the group to come to a consensus during 1 class meeting.

Consensus-Physical-Science-Theme-Icon

Physical Sciences

  • Choose three or more materials (or states of matter or motions) and act out* them coming together in consensus agreement.
  • Write a comic strip* about light, electricity, and magnetism having a consensus style conversation about using their abilities to work together with the components they each move to accomplish a shared goal.
  • With the help of an adult/expert create and execute an experiment* where the chemicals work together to create a desired result, and write an analysis* of the experiment in the form of an explanation of the consensus of the molecules, including the scientific explanation of the chemical reaction.
  • Merge the complete concepts of consensus and buoyancy (or another green level concept) to create a detailed presentation* that includes explanations/comparisons of how they relate, and include at least one physical example.
  • Pick the blue level concept you feel you know the least about or interests you most, and talk to three people about what their explanation of the concept is, and write up a one page paper of the consensus of what all three believe. Then research the concept and write up what you find.
  • Choose an indigo level topic to write a 20 page paper* about. Within it, describe the consensus of forces coming together to act upon something. Then, imagine and describe a scenario where one of these force chose not to be in consensus (which may defy a scientific law), and fully describe that scenario and how it affects all the other components within the scenario. Include diagrams, references, and scientific explanations in your paper.
  • Choose a physical science concept where the scientific community has not yet reached a consensus, and hypothesize and test a strategy* where a consensus could be achieved. Open source your strategy* so that others may learn from and apply it to other topics.

Consensus-Earth-Science-Theme-Icon

Earth Sciences

  • Discuss* weather patterns with 3 other people and try to get everyone to agree on the favorite weather patterns.
  • Make a finger puppet play* about the Earth’s components- air,water and land, coming to a consensus about how to best preserve the natural resources of the planet.
  • Get together with 3 people and have each person bring 3 different rocks. Identify each rock and then as a group rank* them in order of beautiful appearance, coming to a consensus about the order.
  • Investigate shaping earth’s surfaces and see if you can find any form of consensus occurring with the shaping process. Share your results in an open source blog entry* you write about this.
  • Read 5 different textbooks or reference books and see if you can find consensus in the theories of stars and galaxies and their evolution. Make a presentation* of your findings.
  • Conduct an experiment* based on a hypothesis relating to consensus and structure and composition of the atmosphere. 
  • Choose a topic from the violet level earth science and collaborate* with scientist in that field to come to a consensus about an emerging new concept. Present* your results in a public forum.
CLICK HERE TO EMAIL US IF YOU HAVE AN IDEA TO ADD TO THIS SECTION

* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

 

SOCIAL SCIENCES

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR SOCIAL SCIENCES

teaching social science, teaching social sciences, teaching anthropology, teaching economics, teaching geography, teaching history, teaching law, teaching linguistics, teaching foreign language, teaching psychology, teaching sociology, teaching social research, learning social science, learning social sciences, learning anthropology, learning economics, learning geography, learning history, learning law, learning linguistics, learning foreign language, learning psychology, learning sociology, learning social research, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school
TEACHING SOCIAL SCIENCES WITHIN THE CONTEXT OF CONSENSUS AND DECISION MAKING

Consensus-Social-Sci-Theme-Icon

  • Get together with 3 friends. Have each friend bring a different choice activity to do. Discuss* the activities and all of you decide and agree on the order you will do the activities.
  • Organize a sport* to play with 6 to 10 friends. Come to a consensus of the rules of the game. Play the game and make any rule changes that are needed by consensus.
  • Write an essay* about willpower and the relationship between consensus in your body and self control. For example, you mouth craves chocolate but your stomach doesn’t need it, how do willpower and consensus in your body work together to give you self control.
  • Study legality, law and order and the judicial system within your culture. Pay attention to the use of consensus within the system and then create a diagram* that shows the decision making processes that occur.
  • Make a presentation* about constitutional law and the role, if any, consensus plays in creating,maintaining and changing the laws. Discuss how the constitutional law process affects your community and if and how consensus based decision making influences this. Video* and open source the presentation.
  • Conduct an investigation of the industry of the world and their use or lack of use of consensus in decision making. Write a report* of your findings and share the information back with the industries.
  • Create a guide for a format* you create for groups of diverse populations to come to a consensus. Test this format at least 4 times in varied communities. Film these experiences and then film your response to how the format worked and free share your final project.

Consensus-Language-Theme-Icon

Foreign Languages 
(Each of the following is to be completed in the foreign language(s) being studied)

  • Learn* words for different consensus related concepts.
  • Read & write* with words for consensus related concepts.
  • Read* ‘consensus’ in fiction.
  • Explore & create different types of literature* in relation to consensus.
  • Compose a new piece of literature* about consensus.
  • Study and write a summary* of the complete history of and writings about consensus words.
  • Write a dissertation level paper* on the topic of consensus.
CLICK HERE TO EMAIL US IF YOU HAVE AN IDEA TO ADD TO THIS SECTION

* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

 

TECHNOLOGY AND INNOVATION

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR TECHNOLOGY AND INNOVATION

technology, innovation, robotics, the science of learning, learning to learn, learning how to learn, computers, programming, coding
TEACHING TECHNOLOGY & INNOVATION WITHIN THE CONTEXT OF CONSENSUS AND DECISION MAKING

Consensus-Technology-Theme-Icon

Technology

  • Gather 5 machines that do not require electricity and rank *them in your favorite order. Find 3 people to also rank them and then discuss *the order together until you reach a consensus.
  • Write a story* where three or more simple machines come together in a consensus agreement on something.
  • Practice your typing* using the consensus based recommended drills. Record your improvement over a month’s time of practice.
  • Choose a bullet from the green level and investigate a field and observe* how consensus based decision making is used. Write a brief summary* for the people you observed outlining what you witnessed.
  • Evaluate software to identify what you consider to be the most appropriate software to gather the input from a diverse group of people to help the group reach consensus decisions effectively. Apply* it to a group making a decision, and create a multimedia presentation* to report on your results.
  • Write a dialogue* that shows your idea of how 5 people listed in the indigo level might have had a discussion resulting in consensus on a technology related item that applies to each of their contributions. Videotape* actors reading your script and open source it on the internet.
  • Choose a field from the violet level and write a how-to guide* for individuals and corporations in that area to use consensus based decision making in their daily practice. Give the guide to a company for a test run. After 1 month of practice, return to the organization to receive input on the results the company and individuals within the company experienced. Make any necessary edits to the guide from their review and then open source it.

Consensus-Innovation-Theme-Icon

Innovation

  • Talk to 3 experts about learning strategies and ask them to come to a consensus about which learning strategy is the best fit for you while you watch and listen. Discuss* your experience afterward.
  • Read 3 books* about emotional strategies and find at least one strategy that the book’s authors all agree on.
  • Attend an objective type event like a sports game and interview 15 people about their belief constructs. Write a 3 to 5 page paper* about getting consensus on belief constructs within this group of strangers.
  • Find a meditation practice that brings your body to a consensus of total relaxation. Do this practice daily for a week and notice and document* any changes having your whole body working together does for your energy and outlook.
  • Investigate one of the systems from the blue level and write a blog article* for the internet about the use of consensus within this system. Free share your blog.
  • Choose a project planning software to learn and understand, and turn it into a consensus decision making tool and develop a strategy* for using it for this purpose. Apply your strategy* in a group of 10 or more people that have a decision that needs to be made and open source your strategy*, process, and results.
  • Imagine you have 500+ people consisting of two groups with opposing views forced to make a consensus decision together. With that in mind, develop and open source a strategy* for using one or more softwares and/or technologies for consensus decision making for any size group of people (this may include developing software that does not yet exist).
CLICK HERE TO EMAIL US IF YOU HAVE AN IDEA TO ADD TO THIS SECTION

* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

 

VALUES

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR VALUES

teaching human values, teaching abundance, teaching acceptance, teaching accomplishment, teaching achievement, teaching care, teaching awareness, teaching balance, teaching belonging, teaching bravery, teaching brilliance, teaching compassion, teaching connection, teaching confidence, teaching cooperation, teaching collaboration, teaching discovery, teaching efficiency, teaching expressiveness, teaching fairness, teaching love, teaching exploration, teaching flexibility, teaching For The Highest Good of All, teaching fun, teaching giving, teaching grace, teaching growth, teaching harmony, teaching helpfulness, teaching honesty, teaching imagination, teaching joy, teaching modesty, teaching mindfulness, teaching peace, teaching precision, teaching reason, teaching reflection, teaching reliability, teaching self-control, teaching, thoughtfulness, teaching trustworthiness, teaching unity, teaching valor, teaching wonder, learning human values, learning abundance, learning acceptance, learning accomplishment, learning achievement, learning care, learning awareness, learning balance, learning belonging, learning bravery, learning brilliance, learning compassion, learning connection, learning confidence, learning cooperation, learning collaboration, learning discovery, learning efficiency, learning expressiveness, learning fairness, learning love, learning exploration, learning flexibility, learning For The Highest Good of All, learning fun, learning giving, learning grace, learning growth, learning harmony, learning helpfulness, learning honesty, learning imagination, learning joy, learning modesty, learning mindfulness, learning peace, learning precision, learning reason, learning reflection, learning reliability, learning self-control, learning, thoughtfulness, learning trustworthiness, learning unity, learning valor, learning wonder, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school
TEACHING VALUES WITHIN THE CONTEXT OF CONSENSUS AND DECISION MAKING

Consensus-Values-Theme-Icon

  • Draw a picture* of what you feel is the most important agreement and/or decision you have made with another person.
  • Create a collage* showing 10 activities that require agreements and/or that you and others have made decisions together about. Write 2-3 sentences about each activity you chose. Write a summary about how agreed upon decisions affect to you.
  • Create a list* of 20 different family decisions/agreements, and rank them in the order of how much you would value having a consensus/agreement process around them. Talk about your list with your family.
  • Choose the 10 values from the green level that you think consensus would be the most benefit in,. Explain why you chose those values over all the others and devise a specific strategy* for how to use consensus to support each of them individually in your life.
  • Make a list* of all the blue level values and order them from most easily benefited from consensus to least easily benefited by consensus. Choose the bottom 20 and and write* 3 examples for each one where consensus could still benefit those strategies.
  • Pick the 10 indigo level values that you feel are most controversial and lead a discussion and come to a consensus with a group of at least 5 people about what is the true meaning and purpose of these values within your culture. Write a 5 page paper* on both the group results and experience and what you personally learned of consensus and each of the values.
  • Pick a value in the violet level that that you feel has the richest history of conflict and division. Create and give a multimedia presentation* explaining the history and offering a consensus-based possible solutions/strategy to solve some key area of conflict or division.
CLICK HERE TO EMAIL US IF YOU HAVE AN IDEA TO ADD TO THIS SECTION

* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

OTHER RESOURCES

We're building a resource section. Click here if you have a suggestion or resource for this page.

OPEN SOURCE SUBJECT RESOURCES (click icons for complete pages)

teaching arts, teaching trades, teaching life skills, teaching building, teaching communication, teaching painting, teaching exploration, teaching rhythm and tempo, teaching tactile skills, teaching learning strategies, teaching storytelling, teaching puppet theatre, teaching planting, teaching crafts, teaching woodworking, teaching metalworking, teaching pottery, teaching theatre, learning arts, learning trades, learning life skills, learning building, learning communication, learning painting, learning exploration, learning rhythm and tempo, learning tactile skills, learning learning strategies, learning storytelling, learning puppet theatre, learning planting, learning crats, learning woodworking, learning metalworking, learning poetry, learning theatre, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching english, teaching literature, teaching sociolinguistics, teaching communications, teaching linguistics, teaching speech etiquette, teaching listening, teaching pronounciation, teaching language, teaching reading, teaching writing, teaching parts of speech, teaching comprehension, teaching speaking, teaching stories, teaching poems, learning english, learning literature, learning sociolinguistics, learning communications, learning linguistics, learning speech etiquette, learning listening, learning pronounciation, learning language, learning reading, learning writing, learning parts of speech, learning comprehension, learning speaking, learning stories, learning poems, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching health, teaching emotional health, teaching mental health, teaching social health, teaching nutrition, teaching spiritual health, teaching physical health, teaching self respect, teaching self awareness, teaching flexibility, teaching fruit, teaching vegetables, teaching grains, teaching ego, teaching connection, teaching intuition, teaching motor skills, teaching fitness, teaching outdoors, learning health, learning emotional health, learning mental health, learning social health, learning nutrition, learning spiritual health, learning physical health, learning self respect, learning self awareness, learning flexibility, learning fruit, learning vegetables, learning grains, learning ego, learning connection, learning intuition, learning motor skills, learning fitness, learning outdoors, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching math, teaching arithmetic, teaching algebra, teaching calculous, teaching calculations, teaching geometry, teaching trigonometry, teaching architecture, teaching engineering, teaching addition, teaching subtraction, learning math, learning arithmetic, learning algebra, learning calculous, learning calculations, learning geometry, learning trigonometry, learning architecture, learning engineering, learning addition, learning subtraction, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school

teaching earth sciences, teaching life sciences, teaching physical sciences, teaching astronomy, teaching states of matter, teaching motion, teaching investigation, teaching energy, teaching vibration, teaching magnetism, learning earth sciences, learning life sciences, learning physical sciences, learning astronomy, learning states of matter, learning motion, learning investigation, learning energy, learning vibration, learning magnetism, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching social sciences, teaching friendship, teaching family, teaching social skills, teaching language, teaching literature, teaching seasons, teaching fine arts, teaching emotions, teaching culture, teaching history, teaching sports, teaching relationships, learning social sciences, learning friendship, learning family, learning social skills, learning language, learning literature, learning seasons, learning fine arts, learning emotions, learning culture, learning history, learning sports, learning relationships, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching innovation, teaching awareness, teaching focus, teaching imagination, teaching strategy, teaching creativity, teaching visualization, teaching technology, teaching basic machines, teaching magnets, teaching gears, teaching coding, teaching app development, teaching design, teaching blueprints, learning innovation, learning awareness, learning focus, learning imagination, learning strategy, learning creativity, learning visualization, learning technology, learning basic machines, learning magnets, learning gears, learning coding, learning app development, learning design, learning blueprints, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching imagination, teaching communication, teaching care, teaching kindness, teaching hygiene, teaching sharing, teaching playfulness, teaching teamwork, learning imagination, learning communication, learning care, learning kindness, learning hygiene, learning sharing, learning playfulness, learning teamwork, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school

 

OPEN SOURCE CURRICULUM OUTLINES (click image for summaries and links to complete pages)

CARE
teaching love, teaching connection, teaching empathy, teaching compassion, teaching values, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingteaching honesty, teaching integrity, teaching ethics, ethical teaching, honest teaching, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingInterconnectedness, Sustainability Education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingsocial equality and justice, celebrating diversity, diversity as a value, celebrating diversity
SHARE
teaching communication, teaching language skills, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingteaching sharing, teaching giving, teaching receiving, sharing in education, open source, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingcommunity contribution, a new way of living, time as your only currency, transforming life as we know itcooperating, living cooperatively, collaborative living, collaboration, working together, helping each other, global family, coming together, seeking agreement, team work
PLAY
a new way to life, living fulfilled, an enriching life, enriched life, fulfilled life, ascension, evolving consciousness, loving lifeTrue Community, how to build community, facilitating global community, community building, for The Highest Good of All, One Community, a new way to live, a new way of living, open source world, creating world change, One Community, 40+ tips for community making, One Communityteaching freedom, freedom in teaching, celebrating other perspectives, teaching other perspectives, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingfoundations of greatness, knowledge is power, educating kids, smart kids, wisdom curriculum, knowledge curriculum, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living

 

OPEN SOURCE TEACHING METHODOLOGY SUMMARIES

Montessori | Waldorf | Orff | Reggio | Multi-Intelligence | Bloom's Taxonomy | Study Tech | I-WE

 

INDEX OF ALL THE ONE COMMUNITY OPEN SOURCE LESSON PLANS
Lesson Plans for Life Image, One Community lesson plans

Click this image for the Lesson Plans for Life page with links to the rest of the lesson plans

 

THE WORLD'S LARGEST ONLINE FREE EDUCATION RESOURCE ARCHIVE

 

RELATED CONTENT AND OTHER RELATED RESOURCES

We're building this resource section. Click here if you have a suggestion or resource for this page.

 BUTTON1