Social innovation – aimed toward a social benefitBetter working environment and educational systemDifference is just the profitOrganisations:- Website that promotes SI groups in WA – encourages home for SI – ASIX Australian Social Innovation Exchange - provide resources, community to start a business- Hub Melbourne – member community – collaboration – Our Say Hub Melbourne helped them- Social Innovation Sydney – help changemakers to connect with each other build networks- 21st Century Education – financial education, events and books and coaching- Young Foundation – in the UK, societies needs- SI Generation – SIG – Canada – social and ecological challenges- Ideaction – connecting governments and communities- Kiva – microfinance lending loans- Grameen Bank – actual bank in Bangladesh microfinance- AYF – Australian Youth Forum – means for young people to voice about politics
HOUSEKEEPINGTiming andBreaksQuestionsEar muffssignifyending ofconversationand back toGinaBathroomsMobilephonesIn case offire oremergencyVideo camera to record the workshops so that you are able to:Review andrememberworkshopmaterialsReview andassess yourperformanceReview andassess, learnfrom other’sperformanceAssess howto improveperformanceTrackprogressfrom the firstfewworkshopsuntil the end
ICEBREAKER! FACT OR FICTION?Write on a piece of paper THREE thingsabout yourself which may not be known tothe others in the group. Two are true andone is not.Taking turns, you will read out the three‘facts’ about yourselves and the rest ofthe group votes which are true and false.
Welcome andIntroduction• Housekeeping• IcebreakerPart 1: Being aPioneerPart 2: About theChange ForceProgramPart 3:ProgramContentOverviewConclusionREVISIONWORKSHOP 1
YOUR MISSION FROM LAST WORKSHOPResearch the definitions of ‘Social Innovation’ and ‘Social Entrepreneurship’• Find the 5 most prominent organisations addressing each of these topics, and define whatthose organisations do and how they are different from each otherMemorise each of the 8 Superpowers in the Gener8 Toolkit, because you willbe explaining all of them within 80 seconds in total during the next Workshop.
STANDARDS•Delivery and facilitation skills•Asking appropriate questions•Giving constructive feedback•Assessment skillsFacilitation andAssessment (Skills)•Knowledge of the Change Force content•Knowledge of relevant case studies and storiesContent (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 andlunchtimes to speak about andpromote the Change Force program tostudentsA part of the ‘Change Force ApplicationReview Committee’ who will:• Receive student applications for both Full-fee andScholarships• Review applications and recommend a shortlist ofcandidates to the Executive Committee• Contact shortlisted candidates to book interviews• Conduct interviews and recommend finalcandidates to the Executive CommitteePromoted to ‘Regional Team Leader’ ofa group of Facilitators in subsequentyearsAmbassadors for marketing and mediarelationsPrivileged in regards to submittingpreferences for students to be in theirgroups, and location of workshopsPart of the Programs Board and trainedup to ‘Level 2’ of TAE in order tocontribute 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 INADVANCE CAN THEY BE CHANGED?• IF SOMEONE ARRIVES LATE, WHAT SHOULD HAPPEN?• IF SOMEONE LEAVES THE WORKSHOP EARLY, WHAT SHOULD HAPPEN?
YOUR PIONEER PORTFOLIOThis will include:all the assessmentsconducted on you (byHead Facilitator andother Peers)All the assessmentsthat you conducted onothers (Peer-Assessments)All the assessmentsthat you conducted onyourself (Self-Assessments) and yourJournalCase Studies andStories Journal(Knowledge bank)Your submitteddeliverablesAny Extra works thatyou have completedthroughout theTraining ProgramThis will be your FinalWork that willcontribute todetermining yourcompetence as aChange Force Pioneerat the conclusion ofthe pioneer training
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 REGULARLYREFLECTIVE 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 FURTHEROBSERVATIONS RELATING THE TOPIC TO CURRENT SITUATIONS IN THE STUDENT’S LIFE ARE WELCOMEDAND ENCOURAGED. MARKS ARE AWARDED FOR THE DEPTH AND ACUITY OF THE COMMENTS ANDREFLECTION, 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 EACHSUPERPOWER.• THESE CAN BE ANECDOTES, EXAMPLES, FUNNY THINGS YOU READ OR HEARD, ETC.
MUSTS• EACH PIONEER MUST PREPARE!AND STICK TO TIME LIMITS – IT AFFECTS THE OTHER PIONEERS’ TIMELIMITS (IN TRAINING) AND AFFECTS STUDENTS (IN THE CHANGE FORCE) – THEY MUST GET HOME ONTIME!• MUST ASSESS EACH PIONEERS’ SESSIONS FROM YOUR LEARNING STYLE POV• SHOULD ACT ACCORDINGLY TO AN APPROPRIATE LEVEL (NOT TO OVERLY DISRUPT PIONEER’S SESSIONS, JUSTGIVE 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 THEIRCOMPETENCE, 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
OBJECTIVE• OBJECTIVE: BY THE END OF THIS WORKSHOP, YOU WILL BE ABLE TO:1. INTERPRET LEARNING ENVIRONMENT AND DELIVERY REQUIREMENTS2. PREPARE SESSION PLANS3. PREPARE RESOURCES FOR DELIVERY
WHAT IS LEARNING?Memory formation anddeveloping association• 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 itNot necessarilybehavior – more likeknowledge 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 important to theindividual (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 BEHAVIORBASED ON AN INDIVIDUALS INTERACTIONALEXPERIENCE WITH ITS ENVIRONMENT.‘• WAKEFIELD, 1996
KNOWLEDGE, SKILLS AND ATTITUDES• IN COMPLEX LEARNING SITUATIONS THERE IS ALWAYS INTEGRATION BETWEEN THE LEARNING OFKNOWLEDGE, SKILLS AND ATTITUDES.
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 TOKNOW WHERE YOU’RE GOING WITH THOUGHTSAND IDEAS – HAVE CONSTRUCTIVE CONCEPTS AND REASONS BEHIND IDEAS, KNOW WHAT PURPOSE• BUSINESS PLANNING• PROJECTMANAGEMENT• LEADERSHIP• MARKETINGAND ADVERTISING• DESIGN THINKING• HOWTO MEASURE PERFORMANCE• KNOWLEDGE OF SELF AND PARTNERS – STRENGTHS AND WEAKNESSES• NOWLEDGE OF BACKGROUNDOFSTUDENTS, SCHOOL,COMMUNITY AND CUTURE, INTERESTS - – WHAT THEIR ATTITUDES – IMPORTANT FOR PREPARATION• SOCIALINNOVATION AND SOCIAL ENTREPRENEURSHIP – CASE STUDIES• PATHWAYS – CAREERS FOR THE FUURE – MY LIFE – UNIVERSITY, HOW DO YOU KNOWWHAT YOU WANT TO DO• TEACHING AND PUBLIC SPEAKING
SKILLS• INTERPERSONALSKILLS– TEAMS AND STUDENTS WORKWITH PEOPLE – EMPATHY SENSITIVITY AND BULD REPOIRE– TO PUT OTHERS AT EASE TO OPEN UP• INTRAPERSONALKNOWING OWNSKILLS AND WEAKNESSESAND BUILDINGUPON• WRITINGFORFEEDBACK• LEADERSHIP,MANAGING STUDENTS AND MOTIVATING THEM, AUTHORITY AND PRESENCE TO LEAD• TIME MANAGEMENT• COMPUTERKNOWLEDGEICT• PUBLICSPEAKING PRESENTATION• TEAMWORK• ORGANISATIONALTHE WORKSHOPSAND HOW TO RUN AND ACTIVITIES• LEARNINGAND STUDYING– ABSORBKNOWLEDGETO TEACH IT• TEACHING SKILLS– TURN COMPLEXIDEAS INTO SIMPLE TO CONVEY TO OTHERS• EMOTIONALINTELLIGENCE – KEEP YOURCOOLDESPITE UNEXPECTEDOCCURRENCES
ATTITUDES• OPENMINDED – GROWTHMINDSET – NOT THINK THAT THINGS ARE LIMITED – WHAT CAN I DO TO CHANGE THIS IMPROVE? – CONSTANT LEARNING AND IMPROVEMENT• CURIOUSMINDSET – CURIOUSOF WHAT YOURETEACHING, HOW, THE STUDENTS PERSPECTIVES AND VALUES – EVERYTHING• TAKINGEVERYTHING AS A CHALLENGE – IF OBSTACLE, GROWTHMINDSET• WORKINGIN SYNERGY– NOT JUST YOUDOING IT, EVERYONE TOGETHER, ASKFORHELP – EAGLES IN THE TRIANGLE FORMATION – FLYFASTERTHAT WAY AND USE LESS ENERGY – AERODYNAMICS– ROTATE LEADER ROLES• PUTTINGIN 100%EFFORTAND COMMITMENT – IF SLEEPYAND TIRED, STILL TRYINGYOURBEST• THAT YOU’RETHERE TO HELP OTHERS – NOT FORYOURSELF– FORYOURPARTNER ORKIDS,ETC – SERVICE ATTITUDE – EMOTIONAL INTELLIGENCE• KNOWINGTHAT YOURACTIONS AFFECT EVERYONE AROUNDYOU – TO BE CONSCIOUSAWARE OF THEM, ACT IN ACCORDANCEWITH 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 INSIDEAWESOME, REFLECTSON OUTSIDE• CONSCIOUSOF THE EQUALITY OF EVERYONE – NO ONE IS SUPERIORORINFERIOR– EVERYONE IS DIFFERENT – RESPECTFOREVERYONE REGARDLESSOF POSITIONORLACK THEREOF• PERSISTENCE– STUDENT THAT IS STUBBORN– AND PATIENCE, PERSEVERANCE• BE HAPPY, DON’T WORRY• INCLUSIVENESS AND COLLABORATION – EVERYONE HAS A PART, PERSPECTIVE THAT COULDBE VALUABLE
YOUR MISSION FOR NEXT WORKSHOP• Find pictures of 3 different 15-16year olds, give each a nameand a learning style• Emailthe pictures to Gina with a description of each• DUE:Thursday9pmDifferent Learning StyleCharacters• ‘TribalLeadership’ by David Logan• Write 300 words on: ‘What stageof 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/• Describeyour opinions on why you think each of the 10 values exist? For what reasons?And what are the positive attributes and negative attributes to eachof the 10 (why is each a good thing, why is each a bad thing?)• DUE:Friday 12pmVisit and read the website:• ‘Good to Great’ by James Collins• Choose5 Questions from the website http://www.jimcollins.com/tools/discussion-guide.html and write your answers to each• DUE:Friday 12pmLEVEL 2 Mission: Read thebook: