Tuesday, April 15, 2014

Project Design & Management

  • Time needed: 1-2 hours, minimum, plus homework
  • Review handout (below) with students, having them read the definitions aloud
  • Give real-life examples of a simple project you have done in your community
  • Have students work in groups of 3-4 students to design and write their own project proposal, using the handout below


Project Design & Management

Community Needs are shared needs among the community. Your community can be your school, your town, your family, your club, etc. Consider community resources (what the community already has) when designing your project.

A vision is a shared dream that community members want their future to look like with regard to a particular issue.
Ø  Example: People with disabilities have meaningful participation in society.

Goals state intermediate or longer-term outcomes that need to occur to achieve the project’s purpose. Since your project is smaller scale, your project should only have one or two goals. When writing the goals:
·         Restate your vision and approach in terms of what is to be accomplished
·         Define the long-term results or changes that your project will bring about
·         Be realistic and include an overall time frame
Ø  Example: The general community of Ambo will have improved awareness about disabilities.

Objectives are similar to goals, but are much more specific and focus on the short-term results you need to meet the longer-term goal(s) of the project. For each project goal, you should have at least 2 or more objectives. Project objectives:
·         Are short-term results you need to meet the longer-term goal(s) of the project
·         Are S.M.A.R.T.: Specific, Measureable, Attainable, Relevant, Time-bound
·         Answer these questions:
o   Who is the target group or individuals expected to change?
o   What action or change is expected?
o   When will the desired action or change be accomplished?
o   How much change is expected?
Ø  Example: 3 murals will be painted in Ambo in January 2014 about disability awareness, which will reach a general community of 200 people.

Tasks are very specific activities that must be completed to achieve the project objectives. A person or specific group of people should be identified as being responsible for the task.
Ø  Example:
o   Buy paint and paintbrushes (Jen)
o   Clean surface to be painted (Iyasu)

A timeline arranges the tasks in order and defines how long the project will take.
Ø  Example:
o   Find space for mural painting – Iyasu – Day 1
o   Design painting – Jen – Day 2
o   Get approval from director – Iyasu & Jen – Day 3
o   Buy paint and paintbrushes – Jen – Day 4 morning
o   Clean surface to be painted – Iyasu – Day 4 afternoon
o   Paint background – Field workers at NGO – Day 5, all day

A budget should include all costs associated with your project, including VAT. This may include:
·         Labor (voluntary or paid)
·         Materials/Supplies – things that will be used up during the project and cannot be reused
·         Equipment – tools or other things that can be used again after the project is complete
·         Transportation
Ø  Example:
o   Material: Paint: 250 birr per gallon x 5 gallons = 1,250 birr
o   Labor: 4 workers x 2 days x 100 birr per day = 800 birr
o   Equipment: Paintbrushes: 4 x 35 birr = 140 birr

Sunday, March 9, 2014

Sole Rebels: An Ethiopian Entrepreneur

1. Elicit prior knowledge of the dayʼs language objective
- What is an entrepreneur (hojii isaa kan umaatu)?
- What are some qualities of an entrepreneur (brave, visionary, hard-working, able to come up with ideas, etc.)?
- Can women be entrepreneurs?
- rebel = fincilaa
- Show shoe photos.
- soleRebels is an Ethiopian shoe company that sells to customers all over the world.
- All shoes are handmade. It created many jobs for people who had none. All materials come from Ethiopia. Uses recycled (irra debiʼani itti fayyadamu) tires (gomma) for the sole.

2. Activities
- Vocabulary matching in groups of 2-3. Optional: read a sentence with the word for context.
1. entrepreneur                                          a. the main place where a person works
2. company                                               b. the time when there is a good change
3. based                                                    c. go into a new place to sell things
4. goods                                                   d. created a positive feeling
5. background                                           e. things that a merchant sells
6. penetrate                                               f. experience or training
7. online                                                   g. a business
8. turning point                                          h. a disease/sickness that affects the skin
9. leprosy                                                  i. starting with nothing
10. inspired                                               j. beginning from a basic level
11. from scratch                                       k. a person who starts and owns a business
12. grassroots                                           l. on the internet
13. rebel                                                   m. a freethinker who does what they want

- Listen to audio of the video only. (http://www.youtube.com/watch?v=t1Jo1WO8aoU) After, ask what it’s about.
- Hand out gap activity (below). Listen to audio only again and fill in the blanks.
- Watch the video: http://www.youtube.com/watch?v=t1Jo1WO8aoU

Gap Activity:
My name is Bethlehem Tilahun. I am an entrepreneur. I am based here in _____________. Actually I started this company almost ______ years ago just as an idea to give an opportunity for the __________ who don’t have any opportunity to ____________ in my company basically doing finished goods like a ___________.

When we started we started with people. None of us we didn’t have any background of shoemaking. But before I was working for ______ companies and I had an opportunity to see how laser and laser products were processing.

Entrepreneur is in my blood I believe. When I started soleRebels I didn’t know that it’s going to be ______ like this. I grew up in a ____ family and my family was like supporting me to do things by myself. So it grew on me and when I think about that it makes me really work hard again to penetrate more markets and to create more new ________.

Currently I am selling for Amazon UK and U.S. which is my big customer. It’s ________ here in Ethiopia. Nobody’s selling online but I _________ it’s going to be a turning point for my company.

We do have ____ full-time workers here. If we come up with some kind of idea everybody gives their own thinking. When we push really hard for our employees to go to __________ especially the _________. If they are educated, really understand what global the market needs.

We support a group of ___________ in the community who were able to do things. For example, these women are leprosy survivors. So I grew up around here and get inspired by them because they do have this way of making things by ____________. It’s a culture and they do have work every _________.

We want to be the Nike of Africa. The big challenge that I had is getting the markets. When I say we’re brand new there’s a lot of requirements to achieve those __________. But the question is how are you going to solve those __________ that you have. How are you ___________ to keep up with what you’re doing.

I think soleRebels should win the Africa Entrepreneur Award because soleRebels has built a global brand from scratch. We keep our ____________ here. Truly it’s a grassroots entrepreneur stands-for-herself or for her people. It’s like a community-based __________ that we give. More than ___________ people are benefited...

By Paul Voigt, PCV

Just Because Poem



Just Because Poem
Girls Only Toolkit
This activity helps participants to identify gender roles and expectations that others place on them and encourages them to define themselves outside of these gender roles.

Recommended time: 1 hour

1.       Ask participants to define gender and discuss ways it influences our lives.

2.       Ask participants to brainstorm things that people think about them based on the way they look, how they behave or because they are a part of a certain group, ask participants to focus on things that are not necessarily true. Give examples: “just because I am a woman, people think I should have children”, etc.  If participants say what people think of them without giving a reason, ask them why they think people think that. Ask participants to share how it makes them feel that people might think that about them whether it is true or not.

3.       Explain gender roles by providing examples from ideas brainstormed.  Remind participants of how they felt when others projected gender roles onto them.

4.       Tell participants they will write a poem based on perceptions about their own identities. Ask participants to discredit the perception with a positive trait about themselves.

5.       Read example “Just Because” poem using the examples provided below or use your own.

Example:          
                                                                

Just because I am a girl                                      Just because I am a boy
It doesn’t mean I don’t like to play sports       It doesn’t mean I don’t like to make bunna
It doesn’t mean I am not good in school          It doesn’t mean I don’t have feelings
It doesn’t mean I like to clean                            It doesn’t mean I like to play sports
I am strong                                                           I am a believer in gender equality

6.       Give participants time to complete their poem. Assist when needed.

7.       When participants have completed their poems, have them read them aloud. Remind them to practice being confident as they claim their identities.

8.       Ask participants to share what they learned today. Ask them to tell you what they know about gender roles.


Thursday, February 20, 2014

Public Speaking 2

GLOW Club Lesson Plan

Title: Public Speaking 2
Time: 1 hour
Materials: blackboard, chalk
Competency:
Learning Objective(s):
  • Students will learn how to construct a speech.
  •  
Time & Materials
                     Instructional Sequence:
Time:
5 minutes



Materials: blackboard, chalk
I. Motivation
[Present the topic in a way that prepares participants and sparks interest.]
·         Review topics learned in Public Speaking 1 lesson.  Especially, the 3 Cs- Lesson 1 focused on Connection. Today’s lesson will focus on Construction and Content

Time:
15-20 minutes



Materials: blackboard, chalk
II. Information
[Present the information that is required to be able to accomplish the objectives.]
Speeches can be divided into 3 sections:
·          Introduction- Must grab the audience’s attention. Should make a statement about your topic. The last sentence should state the purpose of your speech and lead to the body.
·          Body- Can be organized several different ways: 1) Chronological- provides the order of events in time. 2) Topical- presents information one subject at a time. 3) Cause and effect pattern
·          Conclusion- Restate the main points. End with something the audience will remember
Possible ideas to make a speech relevant and interesting- clever quotes, smooth transitions, amusing stories with purpose, a good ending.
Time:             15-20 minutes



Materials:
III. Practice
[Provide opportunity for participants to practice what they’ve learned in a safe and reinforcing environment.]
·         Have students write a speech on a certain topic such as a person they admire (or anything you can think of).
·         Circulate the room giving assistance as needed.

Time:
15-20 minutes



Materials:
IV. Application
[Allow each participant to demonstrate his/her ability to perform each objective.]
·         Students who are willing, may give their speeches in front of the class.
·         Evaluate their ability to connect with the audience, as well as, the construction and content of the speech.





 By PCV Alicia Smith

Public Speaking 1

GLOW Club Lesson Plan

Title: Public Speaking 1
Time: 1 hour
Materials: blackboard, chalk, video (if possible)
Competency:
Learning Objective(s):
  • Students will understand what public speaking is and why it is important.
  • Students will understand how to connect with the audience when giving a speech.
Time & Materials
                     Instructional Sequence:
Time:
5-10 minutes


Materials:
Blackboard, chalk
I. Motivation
[Present the topic in a way that prepares participants and sparks interest.]
·         Ask class if anyone knows what public speaking is?  If nobody answers, break it down- What is speaking? What does public mean?
·         Ask students for examples of times they’ve had to speak publicly (in class, in a club meeting, etc.)
Time:
20-25 minutes



Materials: blackboard, chalk
II. Information
[Present the information that is required to be able to accomplish the objectives.]
  • On blackboard, list 4 main types of speeches- relating a personal experience, informative, describing a process or procedure, persuasive. Give and illicit examples for each type.

  • On blackboard, list and define the 3 Cs of a good speech- Connection, Construction, Content

·          You can have a great speech, but if you can’t connect with the audience, your speech won’t have impact. To connect you have to: 1) Use your body- eye contact, hands and movement. 2) Vary your volume- everybody must be able to hear you, but you don’t need to shout. Stress important points. 3) Vary your speed- quick speech shows excitement. Pause for important points. 4) Show your energy, passion and humor
  • Demonstrate these 4 points for connecting with the audience. Ask students to demonstrate eye contact, proper speaking volume, etc.
Time:
10 minutes


Materials:
video
III. Practice
[Provide opportunity for participants to practice what they’ve learned in a safe and reinforcing environment.]
·         Show an appropriate video of a good public speech. The focus should be the speaker’s connection with the audience. Discuss the habits exhibited by the speaker that made the audience feel connected.

Time:
15-20 minutes


Materials:

IV. Application
[Allow each participant to demonstrate his/her ability to perform each objective.]
·         Give students 10 minutes to write a short speech on any topic. Use the 4 main types of speeches as a guideline.
·         Students may give their speeches in front of the class. Evaluation should focus on the speaker’s connection to the audience rather than content.




 By PCV Alicia Smith

Wednesday, January 1, 2014

Reproductive Health Olympics


GLOW Club Lesson Plan

Title: Reproductive Health Olympics
Time: 1 hour 30 minutes
Materials: Flip charts, markers, scissors, poster board, tape, condoms, penis models, condom medals, blindfolds
Competency:
Learning Objective(s):
   Students will better understand reproductive and sexual health through a series of interactive games
Time & Materials
                     Instructional Sequence:
Time: 10-15 minutes

Materials: flipchart, marker
I. Motivation
[Present the topic in a way that prepares participants and sparks interest.]
·   Define the reproductive health and what it takes to obtain it (for both sexes)
·    Identify why learning about reproductive and sexual health will help benefit them
Time: 10 minutes


Materials: flip chart, marker
II. Information
[Present the information that is required to be able to accomplish the objectives.]
·   Students participating should have some prior education about reproductive health, including topics like HIV/STDs, family planning/pregnancy, condoms, etc. Use this time to provide basic background information such as: HIV life cycle/transmission diagrams, STD transmission, info on menstrual cycle/pregnancy, etc. The information you present here should coincide with question asked later during the session in Reproductive Health Jeopardy.

Time: 60+ minutes



Materials: poster boards (with jeopardy questions), markers, tape, flip charts, condoms, penis models, condom medals
III. Practice
[Provide opportunity for participants to practice what they’ve learned in a safe and reinforcing environment.]
·   Reproductive/Sexual Health Olympics is composed of 4 games described in detail below. It includes Reproductive Health Jeopardy, Steps of Condom Use, Condom Races, and Condom Balloons.

Sexual Health Jeopardy
Sexual Health Jeopardy is a trivia game with topics including: HIV, STDs, Condoms, True/False, Gender, Pregnancy, Lubrication, etc. Each topic has 5 questions (100 being the easiest, and 500 being the hardest). Youth should have some basic background knowledge (that you can review prior to starting the game) on each of the topics. You can add a question or two that you have not discussed to spark some thinking and debate. Possible questions for each topic may include:
HIV:
What does HIV stand for? Human Immunodeficiency Virus
What is the HIV life cycle? When HIV enters the body, it looks for a CD4 (immune system cell). In order to survive and reproduce, the HIV virus attaches to the CD4 and transfers RNA. It changes RNA to DNA and inserts into the CD4 cell, then reverse transcribes into RNA and leaves the CD4 cell, leaving the CD4 with HIV DNA. CD4 can no longer defend the body and HIV continues to reproduce. Over time, this will cause the immune system to decrease, and HIV to take over.
Name 4 ways HIV can be transmitted. Unprotected Sex  (vaginal, anal and oral), Mother to Child, Breast-Feeding, Blood-to-blood contact.
What are the 5 fluids HIV can be transmitted through? Vaginal Fluids, Semen, Pre-ejaculatory fluids, Blood, Breastmilk
Can HIV be cured? How can you treat HIV? It can not be cured, only treated with ARTs
STDs:
What does STD stand for? Sexually Transmitted Disease; can also be STI (sexually transmitted infection)
How can you get an STD? From unprotected sexual contact (Vaginal, anal, oral)
What are 3 symptoms of STDs in women? Itching, Burning, Abdominal pain, discharge (green/yellow/white color), odor, etc.
What can happen if an STD goes untreated? Can enter late stages of disease and cause serious side effects like rash, blindness, cancer, or even death.
How do you get tested for an STD? Provide swab sample from pap exam or urine sample.
Condoms:
When should you use condoms? Every time you have sex (Vaginal, anal, oral)
What are condoms made of? Most commonly made of Latex
Can you be allergic to latex condoms? If so, what else can you use? Yes, you can be allergic, in which case you can use polyurethane condoms or lambskin
Where can you get condoms? Drug Store/Pharmacy or the local Health Office
What are the steps to using a condom? (see below)
What can happen to a condom if it is left in very hot or very cold temperatures? The latex material can become weak and break during use if left in extreme temperatures.
True/False:
AIDS is the disease caused by HIV. TRUE
If you put the condom on the wrong way, you can flip it around and use it. FALSE
The most common way to get HIV is through sharp objects. FALSE (the most common way is through unprotected sex)
It is best to wait 3-6 months after a risky sexual encounter to be tested for HIV. TRUE (after the window period)
You can get HIV from eating dorowot (if the chicken ate a condom). FALSE
Gender:
Which region has the highest early marriage rate? Amhara
What % of Ethiopia girls get married before 18? 50%
What is the best investment for girls to decrease early marriage and HIV rate? Further Education
How many cases of HIV could be prevented each year if all girls were able to go to school? 700,000
Pregnancy:
Explain the menstrual cycle.
What days are you most fertile? Days 8-20
After what age is it the safest to have children? It is best to start having children after age 18
How long should you wait in between pregnancies? 2 years
Why is it important to be tested for STDs when you are pregnant/giving birth? STDs can affect the baby and can be passed during pregnancy or childbirth, causing severe side effects in some cases
Lubrication:
What is the purpose of lubrication? To create a smoother surface, to reduce friction and increase sensation
Can you use a small amount of lubrication on the inside of the condom? Yes (to prevent condom from breaking and increase sensation for men)
What can sometimes happen if you use flavored lubrication for vaginal sex? Sometimes flavored lube has high amounts of sugar and can cause yeast infections in women

Students should be divided into teams of 5 or 6 people. When students answer a question correctly, throw them a condom with the points they received written on the packaging. At the end of the game, have them count up their points on the condoms and tell you how much they each have. Call up the 1st, 2nd, and 3rd place teams to the front. Give them condom medals (condoms with shiny colored aluminum foil around them, with ribbon colored for each medal—bronze, silver, gold) for a reward for receiving the most points.

Steps to Condom Use:
Ahead of time, write down the steps to using a condom on a flip chart (you can write them in the shape of a condom so that it is easier for the students to get the order correct). Cut out each step individually.
Place the cut outs upside down (out of order) on the table in front of each team. Have them race each other to put the steps in the correct order.
Whoever is the first team to get the correct order, have one team member come to the front with you, and another read out the steps. As they read the steps out to you in the correct order, physically show them the steps with a penis model (have the team member at the front hold the model for you as you show them how to use the condom).
Steps include:
Check Expiration Date (if expired, you must throw away and use another)
Check for bubble/air in center (if no air pocket in condom, it may have a hole in the packaging, in which case you must throw away and use another)
Push condom to one side and tear down perforated side (make sure they do NOT tear open with teeth)
Remove condom from packaging and find outside tip of condom (if they do not find correct side, they could put the condom on the wrong way. If the condom is put on the wrong way, it must be removed, thrown away and another must be used [because bacteria/virus/STD/pre-ejaculatory fluid could be on the penis, and flipping the condom around will only allow that substance to enter—defeating the purpose of using a condom])
Pinch the tip of the condom and place on the tip of the erect penis
While still pinching the tip of the condom, roll the condom all the way down to the base of the penis
Hold the base of the condom while inserting
Have safe, consensual sex (stress that the desire to have sex should be consensual, between both people)
Hold base of condom while removing condom (to prevent from slipping)
Roll base of condom off and slide off the tip of the penis
Tie condom in a knot and throw away (to prevent fluids from leaking out of condom)


Condom Races
Materials needed: one penis model for each team, 2 condoms for each team member, and a blindfold.
Round 1: Have teams race each other to put on and take of condom properly. One member of each team goes at a time until all members have finished. Once each team has finished, you can reward with candy to keep them motivated.
Round 2: Have the teams race again, but with blindfolds on. This is supposed to represent times where it may be dark or difficult to see when you are putting condoms on and will allow them to practice by feeling what they need to do without sight.

Condom Balloons:
Allow for students to play with condoms—take them out of the packaging and blow them up. This will allow for them to see just how large and strong condoms are, plus it will break them out of their shells and get them more open to use condoms.

Time: 5 minutes



Materials:
IV. Application
[Allow each participant to demonstrate his/her ability to perform each objective.]
·    Ask students to share something new they learned from the activities
·    Encourage students to share information with friends/family and be proactive in their own reproductive and sexual health