facilitator slides workshop 2 final
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CHANGE FORCE PIONEERS
WEEK 1
WORKSHOP 2
CONTENTS Welcome and Introduction• Revision
Part 4: Pioneer Training Program
Part 5: Introduction to Delivery
and Facilitation
Conclusion
HOUSEKEEPINGTiming
and Breaks
Questions
Ear muffs signify
ending of conversati
on and back to
Gina
Bathrooms
Mobile phones
In case of fire or emergen
cy
Video camera to record the workshops so that you are able to:
Review and
remember workshop materials
Review and assess
your performan
ce
Review and
assess, learn from
other’s performan
ce
Assess how to
improve performan
ce
Track progress from the first few
workshops until the
end
ICEBREAKER! FACT OR FICTION?Write on a piece of paper THREE
things about yourself which may not be known to the others in the
group. Two are true and one is not.
Taking turns, you will read out the three ‘facts’ about yourselves and the rest of the group votes which
are true and false.
Welcome and Introduction• Housekeeping• Icebreaker
Part 1: Being a Pioneer
Part 2: About the Change
Force Program
Part 3: Program Content
Overview
Conclusion
REVISIONWORKSHOP 1
YOUR MISSION FROM LAST WORKSHOP
Research the definitions of ‘Social Innovation’ and ‘Social Entrepreneurship’
• Find the 5 most prominent organisations addressing each of these topics, and define what those organisations do and how they are different from each otherMemorise each of the 8 Superpowers in the Gener8 Toolkit,
because you will be explaining all of them within 80 seconds in total during the next Workshop.
BREAK!
CONTENTSWelcome and Introduction• Revision
Part 4: Pioneer Training Program
Part 5: Introduction to Delivery
and Facilitation
Conclusion
CERTIFIED PIONEERS
STANDARDS•Delivery and facilitation skills•Asking appropriate questions•Giving constructive feedback•Assessment skills
Facilitation and Assessment
(Skills)•Knowledge of the Change Force content•Knowledge of relevant case studies and stories
Content (Knowledge)
•Displayed throughout The Experience, online and offlineAttitudes
(Mindsets)
CREAM OF THE CROPSUPERB PIONEERS MAY BE SELECTED AND INVITED TO BECOME:
A speaker at School assemblies and lunchtimes to speak about and promote the Change Force
program to students
A part of the ‘Change Force Application Review Committee’ who will:•Receive student applications for both Full-fee and Scholarships
•Review applications and recommend a shortlist of candidates to the Executive Committee
•Contact shortlisted candidates to book interviews
•Conduct interviews and recommend final candidates to the Executive Committee
Promoted to ‘Regional Team Leader’ of a group of
Facilitators in subsequent years
Ambassadors for marketing and media relations
Privileged in regards to submitting preferences for
students to be in their groups, and location of workshops
Part of the Programs Board and trained up to ‘Level 2’ of TAE in order to contribute to Program
Development
RULES
• LET’S SET RULES ABOUT:
• IF A PIONEER MISSES A WORKSHOP FOR ANY REASON, THEY NEED TO…
• IF A PIONEER DOESN’T COMPLETE THEIR REQUIRED MISSION, WHAT SHOULD HAPPEN?
• SHOULD THE WEEKLY WORKSHOPS BE SET IN STONE OR CHANGEABLE? IF CHANGEABLE, HOW MUCH IN ADVANCE CAN THEY BE CHANGED?
• IF SOMEONE ARRIVES LATE, WHAT SHOULD HAPPEN?
• IF SOMEONE LEAVES THE WORKSHOP EARLY, WHAT SHOULD HAPPEN?
YOUR PIONEER PORTFOLIO
This will include:
all the assessments
conducted on you (by Head
Facilitator and other Peers)
All the assessments that you conducted on
others (Peer-Assessments)
All the assessments that you conducted on
yourself (Self-Assessments) and
your Journal
Case Studies and Stories Journal
(Knowledge bank)
Your submitted deliverables
Any Extra works that you have
completed throughout the
Training Program
This will be your Final Work that will
contribute to determining your competence as a
Change Force Pioneer at the
conclusion of the pioneer training
ASSESSMENT OF HEAD FACILITATOR AND WORKSHOPS
PEER-ASSESSMENT
• IN EACH WORKSHOP, YOU WILL ALWAYS BE ASSESSING AT LEAST 1 PERSON
• THESE ASSESSMENTS WILL ALL BE PART OF YOUR PIONEER PORTFOLIO
• LET’S CREATE OUR OWN SYSTEM!
• HOW DO YOU WANT TO RECEIVE FEEDBACK FROM YOUR FELLOW PIONEERS?
• HOW WOULD YOU LIKE TO GIVE FEEDBACK TO THEM?
• IF ONE OF THEM HAD A GREAT SUGGESTION FOR YOU, HOW WOULD YOU LIKE TO BE INFORMED OF THIS?
SELF-ASSESSMENT• REVIEW YOUR OWN PERFORMANCE REGULARLY
• YOUR OWN E-JOURNAL THAT YOU ARE TO UPDATE REGULARLY
REFLECTIVE E-JOURNAL
• STUDENTS ARE REQUIRED TO CONTRIBUTE WEEKLY TO A REFLECTIVE E-JOURNAL VIA THE EXPERIENCE. THE REFLECTION IS TO COVER THE PREVIOUS WEEK’S TOPICS AND DISCUSSIONS AND ANY FURTHER OBSERVATIONS RELATING THE TOPIC TO CURRENT SITUATIONS IN THE STUDENT’S LIFE ARE WELCOMED AND ENCOURAGED. MARKS ARE AWARDED FOR THE DEPTH AND ACUITY OF THE COMMENTS AND REFLECTION, NO MARKS ARE GIVEN FOR SIMPLE REPORTING OF WHAT HAPPENED
CASE STUDIES AND STORIES JOURNAL(KNOWLEDGE BANK)• YOU SHOULD HAVE A JOURNAL THAT DOCUMENTS DIFFERENT STORIES AND
CASE STUDIES FOR EACH SUPERPOWER.
• THESE CAN BE ANECDOTES, EXAMPLES, FUNNY THINGS YOU READ OR HEARD, ETC.
STRUCTURE OF TRAINING
Workshop 2: Now
Workshop 3: Gina
facilitates
Workshop 4: Four
Pioneers facilitate
Workshop 1 to both groups
Workshop 5: Gina
Facilitates
Workshop 6: Four
Pioneers Facilitate
Workshop 3 to both groups
Workshop 7: Gina
facilitates
Workshop 8: Four
Pioneers facilitate
Workshop 5 to both groups
…etc
PIONEER WORKSHOPSWHEN GROUP 1’S FACILITATE GROUP 2’S
20 mins: 1st
Pioneer
Intro
Icebreaker
Revision
40mins: 2nd
PioneerLesson on Facilitation
or Assessmen
t
10mins: BREAK
40mins: 3rd
PioneerPresent
Superpower
10mins: Break
40mins: 4th
PioneerLearn
Superpower
20 mins: 1st
Pioneer
Review
Q&A
Wrap up
LEARNING STYLE POVS
MUSTS
• EACH PIONEER MUST PREPARE! AND STICK TO TIME LIMITS – IT AFFECTS THE OTHER PIONEERS’ TIME LIMITS (IN TRAINING) AND AFFECTS STUDENTS (IN THE CHANGE FORCE) – THEY MUST GET HOME ON TIME!
• MUST ASSESS EACH PIONEERS’ SESSIONS FROM YOUR LEARNING STYLE POV
• SHOULD ACT ACCORDINGLY TO AN APPROPRIATE LEVEL (NOT TO OVERLY DISRUPT PIONEER’S SESSIONS, JUST GIVE A TASTE OF YOUR LEARNING STYLE POV)
EXTRA EXTRA!• YOU CAN GET EXTRA POINTS FOR DOING THINGS INCLUDING:
• HELPING YOUR PEERS WHEN THEY HAVE MISSED A WORKSHOP, AND HOLDING A ‘PEER MAKE-UP WORKSHOP’ WHERE YOU CONDUCT THE WORKSHOP FOR THEM (USING THE CURRICULUM GUIDE) AND ASSESSING THEIR COMPETENCE, AND SUBMITTING IT TO THE QUALIFIED ASSESSOR
• CREATING VIDEOS DISPLAYING YOUR FACILITATION OF A SESSION
• ORGANISE AND CONDUCT ‘STUDY SESSIONS’ WITH YOUR FELLOW PIONEERS TO PRACTICE
• YOUR GENERAL PROACTIVITY, ENGAGEMENT AND INFORMAL CONTRIBUTIONS TO THE PROGRAM
BREAK!
CONTENTSWelcome and Introduction• Revision
Part 4: Pioneer Training Program
Part 5: Introduction to Delivery
and Facilitation
Conclusion
OBJECTIVE
• OBJECTIVE: BY THE END OF THIS WORKSHOP, YOU WILL BE ABLE TO:
1. INTERPRET LEARNING ENVIRONMENT AND DELIVERY REQUIREMENTS
2. PREPARE SESSION PLANS
3. PREPARE RESOURCES FOR DELIVERY
WHAT IS LEARNING?Memory formation and develop
ing associa
tion
•Adopting new info and skills•Modifying behavior through practice training experience• Interaction between a student and the source of the information (teacher or textbook)•Understanding the mechanics behind a concept not just memorizing it
Not necessa
rily behavio
r – more like
knowledge or skill set
•Previous behaviours will change and conform to the new one learned – better than previous – you individually think it’s better•Experience – 2 people might interact with environment in different•Permanent is strong – that’s why relatively put in front•Alan agrees with relatively permanent• Is it possible for learning to be achieved if forget – depends how important it is.
Not importa
nt to the
individual
(green part)
•And sometimes people can’t link it, don’t have experiences – memory is selective – same with learning•Depends on your perspective
WHAT IS LEARNING?
• ''A RELATIVELY PERMANENT CHANGE IN BEHAVIOR BASED ON AN INDIVIDUAL'S INTERACTIONAL EXPERIENCE WITH ITS ENVIRONMENT.'‘
• WAKEFIELD, 1996
KNOWLEDGE, SKILLS AND ATTITUDES• IN COMPLEX LEARNING SITUATIONS THERE IS ALWAYS INTEGRATION
BETWEEN THE LEARNING OF KNOWLEDGE, SKILLS AND ATTITUDES.
ACTIVITY! 3 CIRCLES
KNOWLEDGE• KNOWLEDGE
• WHO YOU ARE WORKING FOR AND WHO YOU ARE WORKING WITH – SIGNIFICANT
• INTERACTION IS KEY – KNOW WHAT THEY LIKE AND DISLIKE – TO INTERACT AND COMPROMISE WITH THEM
• HAVE TO HAVE THE INFORMATION HANDY
• NEED TO KNOW WHERE YOU’RE GOING WITH THOUGHTS AND IDEAS – HAVE CONSTRUCTIVE CONCEPTS AND REASONS BEHIND IDEAS, KNOW WHAT PURPOSE
• BUSINESS PLANNING
• PROJECT MANAGEMENT
• LEADERSHIP
• MARKETING AND ADVERTISING
• DESIGN THINKING
• HOW TO MEASURE PERFORMANCE
• KNOWLEDGE OF SELF AND PARTNERS – STRENGTHS AND WEAKNESSES
• NOWLEDGE OF BACKGROUND OF STUDENTS, SCHOOL, COMMUNITY AND CUTURE, INTERESTS - – WHAT THEIR ATTITUDES – IMPORTANT FOR PREPARATION
• SOCIAL INNOVATION AND SOCIAL ENTREPRENEURSHIP – CASE STUDIES
• PATHWAYS – CAREERS FOR THE FUURE – MY LIFE – UNIVERSITY, HOW DO YOU KNOW WHAT YOU WANT TO DO
• TEACHING AND PUBLIC SPEAKING
SKILLS• INTERPERSONAL SKILLS – TEAMS AND STUDENTS WORK WITH PEOPLE – EMPATHY SENSITIVITY AND BULD REPOIRE – TO PUT OTHERS AT EASE
TO OPEN UP
• INTRAPERSONAL KNOWING OWN SKILLS AND WEAKNESSES AND BUILDING UPON
• WRITING FOR FEEDBACK
• LEADERSHIP, MANAGING STUDENTS AND MOTIVATING THEM, AUTHORITY AND PRESENCE TO LEAD
• TIME MANAGEMENT
• COMPUTER KNOWLEDGE ICT
• PUBLIC SPEAKING PRESENTATION
• TEAMWORK
• ORGANISATIONAL THE WORKSHOPS AND HOW TO RUN AND ACTIVITIES
• LEARNING AND STUDYING – ABSORB KNOWLEDGE TO TEACH IT
• TEACHING SKILLS – TURN COMPLEX IDEAS INTO SIMPLE TO CONVEY TO OTHERS
• EMOTIONAL INTELLIGENCE – KEEP YOUR COOL DESPITE UNEXPECTED OCCURRENCES
ATTITUDES• OPEN MINDED – GROWTH MINDSET – NOT THINK THAT THINGS ARE LIMITED – WHAT CAN I DO TO CHANGE THIS IMPROVE? – CONSTANT LEARNING AND IMPROVEMENT
• CURIOUS MINDSET – CURIOUS OF WHAT YOURE TEACHING, HOW, THE STUDENTS PERSPECTIVES AND VALUES – EVERYTHING
• TAKING EVERYTHING AS A CHALLENGE – IF OBSTACLE, GROWTH MINDSET
• WORKING IN SYNERGY – NOT JUST YOU DOING IT, EVERYONE TOGETHER, ASK FOR HELP – EAGLES IN THE TRIANGLE FORMATION – FLY FASTER THAT WAY AND USE LESS ENERGY – AERODYNAMICS – ROTATE LEADER ROLES
• PUTTING IN 100% EFFORT AND COMMITMENT – IF SLEEPY AND TIRED, STILL TRYING YOUR BEST
• THAT YOU’RE THERE TO HELP OTHERS – NOT FOR YOURSELF – FOR YOUR PARTNER OR KIDS, ETC – SERVICE ATTITUDE – EMOTIONAL INTELLIGENCE
• KNOWING THAT YOUR ACTIONS AFFECT EVERYONE AROUND YOU – TO BE CONSCIOUS AWARE OF THEM, ACT IN ACCORDANCE WITH VALES OF ORGANIZATION – HERE AS A REPRESENTATIVE
• HOW CAN I MAKE THIS TASK FUN??? KEEPING EVERYTHING ALIVE AND FUN – CULTURE – HOW YOU INTERACT WITH EVERYONE – MAKE THE INSIDE AWESOME, REFLECTS ON OUTSIDE
• CONSCIOUS OF THE EQUALITY OF EVERYONE – NO ONE IS SUPERIOR OR INFERIOR – EVERYONE IS DIFFERENT – RESPECT FOR EVERYONE REGARDLESS OF POSITION OR LACK THEREOF
• PERSISTENCE – STUDENT THAT IS STUBBORN – AND PATIENCE, PERSEVERANCE
• BE HAPPY, DON’T WORRY
• INCLUSIVENESS AND COLLABORATION – EVERYONE HAS A PART, PERSPECTIVE THAT COULD BE VALUABLE
GAME: TRUMP GAME
• THIS SATURDAY
VALUES
http://valuesandframes.org/handbook/2-how-values-work/
HOW DO ADULTS LEARN?ADULT LEARNING PRINCIPLES
1) ADULTS LEARN BY DOING
2) ADULTS LEARN WHEN THEY HAVE A NEED TO LEARN
3) ADULTS LEARN BY SOLVING PROBLEMS
4) DIFFERENT ADULTS LEARN IN DIFFERENT WAYS
5) ADULTS LIKE VARIETY IN LEARNING ACTIVITIES
DIFFERENT LEARNING STYLESWHAT TYPES OF LEARNING STYLES ARE THERE?
LEARNING STYLE POVS
Kinesthetic Visual
Auditory Left brain Right brainGlobal
AnalyticalTheoretical
Pragmatist
Activist Reflective
VISUAL LEARNERS
AURAL/AUDITORY LEARNERS
KINESTHETIC LEARNERS
OTHER LEARNING STYLES
Left Brain
Learner
Right Brain
Learner
Global Learner
Analytical Learner
Pragmatist
Learner
Activist Learner
Reflective Learner
Theoretical
Learner
CONTENTSWelcome and Introduction• Housekeepin
g• Icebreaker
Part 4: Pioneer Training Program
Part 5: Introduction to Delivery
and Facilitation
Conclusion
YOUR MISSION FOR NEXT WORKSHOP
• Find pictures of 3 different 15-16 year olds, give each a name and a learning style• Email the pictures to Gina with a description of each• DUE: Thursday 9pm
Different Learning Style Characters
• ‘Tribal Leadership’ by David Logan• Write 300 words on: ‘What stage of Tribe do you think One Can Grow is in and/or wants to be in, why, and how do you think this can be achieved?’
• DUE: Friday 12pmWatch the TED Talk:
• http://valuesandframes.org/learn/• Describe your opinions on why you think each of the 10 values exist? For what reasons? And what are the positive attributes and negative attributes to each of the 10 (why is each a good thing, why is each a bad thing?)
• DUE: Friday 12pm
Visit and read the website:
• ‘Good to Great’ by James Collins• Choose 5 Questions from the website http://www.jimcollins.com/tools/discussion-guide.html and write your answers to each• DUE: Friday 12pm
LEVEL 2 Mission: Read the book:
NEXT WORKSHOP
Friday 26th April• For 3 hours: 5:00-8:00pm
• YES: Oksana, Adriana, Tyson, Catharine, Michelle, Dabi, Kyoko, Alan
Welcome and Introduction• Revision
Part 1: Facilitatio
n and Assessme
ntPart 2: Change Force
Introduction
Part 3: Learn
Discover
Conclusion
PIONEER GROUP 1AD
RIA
NA
Panj
iwija
ya
KYOKO
Yana
i
Nguye
n
DABI Kim
OKSANA
EreminaTYSON Cole Lau CATHARI
NE WongMICHELL
E Wu
ALA
N Lu
In seating order during the 2nd half of the workshop.
Note: Vanessa Supru (sitting next to Adriana) will be officially joining Pioneer Group 2
PIONEER GROUP 1 CONTACT LIST Pioneer Group 1
ADRIANA Panjiwijaya
0432809308
Eastlakes
KYOKO Yanai Nguyen
0437668646
Haymarket
DABI Kim
0433897103
Carlingford
OKSANA Eremina
0421925020
Kirrawee
TYSON Cole Lau
0406149665
Strathfield
CATHARINE Wong
0415061890
La Perouse
MICHELLE Wu
0434595787
Hurstville
ALAN Lu
0425219829
Lidcombe
YOU MADE IT!SEE YOU NEXT WORKSHOP