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U.S. Department of State

Diplomacy in Action

Chapter 4: Group Focus Session 2: Setting Priorities


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Group Size: Class or small seminar group.

Time Needed: One class period 45 - 60 minutes

Physical Set up: Normal classroom setting, circle or horseshoe recommended

Materials: Recording material, blackboard, whiteboard or flip chart, handout "Setting Priorities Activity Sheet"

Goal: To learn how to set priorities.

Procedure: Meet & Greet: Ask for volunteers to share recorded reflections from journal activity from Session 1: "One More Hour"

Facilitator asks students to identify an adult with whom they are familiar. It can be any adult they choose but the adult must be a person familiar to the student. Adults selected might include family, friends, teachers, faculty, or acquaintances. Students are not to identify the person that whom select.

Ask students to brainstorm a list of daily, weekly, monthly activities for their person on activity sheet chart, then estimate the time spent in each of the activities. When students have completed their estimates ask them to identify the top three things that are apparent priorities based entirely on the activities they have identified. Share with a partner. Can they identify an alternative hypothesis for the person?

Ask students to repeat the task for themselves. They should list their daily, weekly, monthly tasks. Based on the list, can the student partner correctly identify the priorities?

Discuss the following questions with the larger group.

1. Do your activities reflect your STEPPs?
2 . Why or why not?
3. What are the stress issues related to not being in STEPP?
4. If you are not in STEPP, what can you do to be in STEPP?

Follow up: Ask class for summary, observations and conclusions.

Reflection: Have students develop a 3 step action plan in their journal to help themselves or others be more in STEPP in terms of how their time is spent.

Setting Priorities Activity Sheet
Using an adult you know, brainstorm a list of their daily, weekly, monthly tasks, and (do not include sleep). In the column to the right of the activity put the total time spent in each activity each day, week or month.

Daily Tasks

Time

Weekly Tasks

Time

Monthly Tasks

Time


Based ONLY on the chart above identify this person's top three priorities.

1.

2.

3.

Share the chart you developed with a partner and see if you and the partner can develop another explanation for this person's top three priorities. i.e.: Person works 60 hour weeks not because they value work but because they value making money to support their family.


Now brainstorm a list of daily, weekly, monthly tasks, for yourself. Do not include sleep. In the column to the right of the activity put the total time spent in each activity each day, week or month.



Daily Tasks

Time

Weekly Tasks

Time

Monthly Tasks

Time


Based on the chart above ask your partner to identify your top three priorities.
1.
2.
3.
Does this chart correctly identify your priorities? Why or why not? Are you in STEPP?

List 3 specific things in your journal that you or the adult you identified above could do to increase being in STEPP.




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