[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-187344-en":3,"doc-seo-187344-105":30,"detail-sidebar-cat-1-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":4,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},187344,8796095027276,"wps_ap_test_251126_0180","https://avatar.qwps.com/avatar/d3BzX2FwX3Rlc3RfMjUxMTI2XzAxODA=",1,11,"Presentations","Resource-GreatIdeasTeachLearn","Resource-GreatIdeasTeachLearn汇总了多项以领导力为核心的课堂活动设计，覆盖行为理论、情绪智力领导、领导风格、服务型领导、领导力七大习惯与前瞻/激励类主题，并围绕“课程目标—所需材料—活动步骤—课堂讨论”提供可直接执行的教学流程。文档通过自评与同伴观察、角色扮演与互动讨论、分组研究与展示、情境步行与地形解析等方式，引导学习者理解理论并应用到真实或模拟场景中。每个活动均标注新增年份，便于课程持续迭代与复用。","| Name | Email | Leadership Topic | Objective/Purpose of Lesson | Materials Needed | Activity Explanation | YEAR ADDED |\n| --- | --- | --- | --- | --- | --- | --- |\n| Lauren Wethers | lwethers@tula[ne.edu](ne.edu) | Behavioral Theory | Discover the leadership behaviors you engage inmost often | SLPI Code (preferably 360 online assessment),\u003Cbr>pen/paper, computer/internet access | Have students complete a self-evaluation and send an evaluation to at least three observers before the workshop. Read through responses and design activities based on the leadership practice they collectively demonstrate least. | 2018 |\n| Carrie Grogan | groganc@uchi[cago.edu](cago.edu) | Emotionally Intelligent Leadershp | Introduction to the capacities of EIL | pre‐printed \"roles\" to play | Give everyone a real life topic to discuss (a class they are taking, a project they are woking on, etc) . Give them each individually a prompt to keep in mind while they're talking to one another. The prompts/role are each capacities of EIL. It's helpful to have a few \"bad\" behaviors thrown in as well, preferally role played a peer mentor or facilitator. | 2018 |\n| Alexandra Garney | angarney@gm[ail.com](ail.com) | Any | Any | Computer, projector, [mentimeter.com](mentimeter.com) | [Mentimeter.com](Mentimeter.com) is a great resource for increacsing class participation | 2018 |\n| Yoko Akamine | yokoakamine @ [me.com](me.com) | Seven Habits, Incentive | 10 Typology jong, Followership Kelly's model | Slides | Mini‐fellowship, Omni talk after meeting | 2018 |\n| Steve\u003Cbr>Shamback | shambachsm @ [msn.com](msn.com) | Teamwork/ Communication |  | Hula Hoop | From a circle. Rest the hoop on everyone's pointer finger at chest height. Instruction‐Lower the hula hoop to the ground without talking. Note: everyone must maintain contact with the hula hoop at all times. Usually, the hula hoop will be raised instead of lowered. After 1 or 2 attempts, allow the group to communicate. | 2018 |\n\n\n| Name | Email | Leadership Topic | Objective/Purpose of Lesson | Materials Needed | Activity Explanation | YEAR ADDED |\n| --- | --- | --- | --- | --- | --- | --- |\n| Paige Haber‐ Curran | ph31@txstate. edu | Leadership Styles | Understand different styles of leadership and impact on others | Legos with\u003Cbr>instructions | Break group into groups of 4‐5 people. Have each group select a leader. Assign each leader (secretly) a leadership style (democratic, authoritarian, laissez‐faire) and give them different instructions based on the style. Democratic: share picture, work collaboratively, make sure people feel included. Authoritatiran: don't show picture, dictate instructions, don't answer questions or warn about how people are feeling. Laissez‐Faire: give legos and no instructions and let group do what they want. ALlow 15‐20 mintues and debrief. | 2018 |\n| Jim Street | streetjl@appst[ate.edu](ate.edu) | Servant Leadership | To learn how the servant leadership model is used in companies and organization | Smart phones | Give each student (or pairs/threesomes) a company that utilizes servant leadership in its training and culture development. Example Southwest airlines, men's warehouse, Toro, etc. Have each research the company with their smart phones for about 20 minutes. Look for articles and go to the company website and look for clues in mission and values. Then each shares with the class. Follow with a debrief of common themes. | 2018 |\n| Tom Sechrest | thomasls@ste[dwards.edu](dwards.edu) | REDA: Awareness of leadership and being able to describe. | Have students see what they are studying all around them. | None | Recognize fram diagnose act. Students go on into the world. They inhabit on a daily basis and look for examples of (good) leadership then describe them (r ) . Each work in class they do this and progress through the model. Frame is to use on of the theories they are studying to describe what they see. Diagnose is to add how what they saw might be aligned with their own definiti","cbCaiou7q4XeyjZL","https://ap.wps.com/l/cbCaiou7q4XeyjZL","pdf",1498552,80,"English","en",105,"# Leadership Topic Activities\n## Behavioral Theory\n## Emotionally Intelligent Leadership\n## Leadership Styles\n## Servant Leadership\n## Leadership Models and Frameworks","[{\"question\":\"文档如何让学生理解并应用领导力理论？\",\"answer\":\"通过将理论转化为可操作活动：自评与观察、角色扮演讨论、分组研究展示、情境步行分析等，让学习者在真实或模拟情境中对照并总结领导行为。\"},{\"question\":\"活动设计通常包含哪些关键信息字段？\",\"answer\":\"通常包含领导力主题、课程目标、所需材料、活动说明（步骤与注意点）以及“YEAR ADDED”便于追踪更新。\"},{\"question\":\"遇到需要分组或互动的活动时，文档给出的做法是什么？\",\"answer\":\"常见做法包括将学生分成小组、为不同成员分配角色或领导风格指令、设置讨论提示并在活动后进行debrief，总结共同主题与改进方向。\"}]","Resource-GreatIdeasTeachLearn | PDF",1788382454,28,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":14,"keywords":34,"description":15,"schema_data":35,"social_meta":87,"head_meta":89,"extra_data":91,"updated_unix":28},"resource-greatideasteachlearn","",{"@graph":36,"@context":86},[37,54,69],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":11},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/template/","Template",2,{"item":49,"name":13,"@type":43,"position":50},"https://docshare.wps.com/template/presentations/",3,{"item":52,"name":14,"@type":43,"position":53},"https://docshare.wps.com/template/resource-greatideasteachlearn/187344/",4,{"url":52,"name":14,"@type":55,"author":56,"headline":14,"publisher":58,"fileFormat":61,"inLanguage":23,"description":15,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-09-04","2026-09-02",true,{"@type":66,"interactionType":67,"userInteractionCount":11},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82],{"name":73,"@type":74,"acceptedAnswer":75},"文档如何让学生理解并应用领导力理论？","Question",{"text":76,"@type":77},"通过将理论转化为可操作活动：自评与观察、角色扮演讨论、分组研究展示、情境步行分析等，让学习者在真实或模拟情境中对照并总结领导行为。","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"活动设计通常包含哪些关键信息字段？",{"text":81,"@type":77},"通常包含领导力主题、课程目标、所需材料、活动说明（步骤与注意点）以及“YEAR ADDED”便于追踪更新。",{"name":83,"@type":74,"acceptedAnswer":84},"遇到需要分组或互动的活动时，文档给出的做法是什么？",{"text":85,"@type":77},"常见做法包括将学生分成小组、为不同成员分配角色或领导风格指令、设置讨论提示并在活动后进行debrief，总结共同主题与改进方向。","https://schema.org",{"og:url":52,"og:type":88,"og:title":14,"og:site_name":59,"og:description":15},"article",{"robots":90,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":93},[94,97,101,106,111,116,121,126,131],{"id":12,"doc_module":11,"doc_module_name":46,"category_name":13,"show_sort_weight":95,"slug":96},90,"presentations",{"id":98,"doc_module":11,"doc_module_name":46,"category_name":99,"show_sort_weight":21,"slug":100},12,"Resumes","resumes",{"id":102,"doc_module":11,"doc_module_name":46,"category_name":103,"show_sort_weight":104,"slug":105},14,"Invoices",70,"invoices",{"id":107,"doc_module":11,"doc_module_name":46,"category_name":108,"show_sort_weight":109,"slug":110},15,"Posters",60,"posters",{"id":112,"doc_module":11,"doc_module_name":46,"category_name":113,"show_sort_weight":114,"slug":115},16,"Social Media",50,"social-media",{"id":117,"doc_module":11,"doc_module_name":46,"category_name":118,"show_sort_weight":119,"slug":120},17,"Forms",40,"forms",{"id":122,"doc_module":11,"doc_module_name":46,"category_name":123,"show_sort_weight":124,"slug":125},18,"Letters",30,"letters",{"id":127,"doc_module":11,"doc_module_name":46,"category_name":128,"show_sort_weight":129,"slug":130},21,"Paper Templates",5,"papers-templates",{"id":132,"doc_module":11,"doc_module_name":46,"category_name":133,"show_sort_weight":4,"slug":134},158,"General","general-158"]