Project Adventure Curriculum Development

1. Project Adventure Curriculum Development Holliston High School Aug. 12, 2009

2. PURPOSES of curriculum development “If you take yourself too seriously, no one else will”Karl Rohnke • To increase understanding of curriculum sequencing in Adventure • To increase Leadership and Facilitatingskills in Presentingfun, safe, and respectful Adventure Programming • To increase “bag of tricks” for adventure activities

3. “Of all the elements in a challenge and adventure program, the facilitator has the greatest impact on the ultimate success or failure of the program”Jim Cain – Teamwork and TeamPlay • Class Formation • Selecting Appropriate Activities (def. A planned or organized thing to do.) • Briefing the Group (Framing) • Leading the Group • Debriefing the Group

4. 1. Class Formation • Classes will be forming and storming before they are norming and performing. • Evaluate the needs and goals of the group (we will address in stage 4) • Look for the commonalities and strengths and weaknesses as a group with out imposing limited judgments • Also recognize the mix and balance of all aspects including the obvious; class size and gender, and not so obvious; mental and physical, cultural, and intensity of interest and commitment to adventure • This will allow you to be flexible in your rules, framing, and debriefing to meet the needs of your group as they progress and develop • Establish F.V.C. (Full Value Contract) for group to govern rules and motivation. Note: this will be addressed in greater detail when discussing safe facilitating • SUGGESTION: Keep your own notebook for each class to take such notes for evaluation and planning for the next activity to avoid getting caught up in simply choosing the next activity on the checklist of games

5. 2. Selecting Appropriate Activities SEQUENCING: for 9/10th grade low to indoor high: • Games / Ice Breakers / acquaintance activities • Deinhibitizers: small group / LARGE group • Trust & Spotting • Cooperative Goal & Team focus • Low Group Initiatives / Team Building Indoor low elements Outdoor low elements High ropes indoor elements

6. 2. Selecting Appropriate Activities CONT’D NOTES: • The curriculum will be a foundational suggestion only. Avoid activities from 2nd half of list to avoid boredom for students. • Every class is different. The activities and curriculum are not cookie cutter. • Do NOT rush through it. Rather, use your sensitive awareness of your groups goals and needs. • Be flexible. Don’t be afraid to go back, stay, or move ahead in sequence of adventure activities. • Modify activities – best to do prior but during cab be done carefully. • To do this requires forethought, research, and major planning. • Go online: Games: http://www.residentassistant.com/games Leadership resources / ice breakers –ttp://www.activitiescentral.org/Leadership%20Ice%20Breakers.html Team Building, Initiatives, & Problem solving: http://wilderdom.com/games/InitiativeGames.html Team Building Games: http://www.oakharborcheer.com/TeamBuildingGames.html Confidence and Team Building Games: http://usscouts.org/games/game_t.asp • Take risk with new activities and share experiences with department (positive and negative) regularly!!!!

7. 3. Briefing the Group (Framing) • Provide a solid body of information and expectations. Try to avoid using the word “rules”, instead I use words like “guidelines”. • This may require some give and take on your part. But this is best in your planning NOT a negotiation during an activity. If you get tighter with guidelines during the activity the group can resent you and if you loosen the group looses self confidence. • Although done appropriately and respectfully can maintain and increase group dynamics. This is both learned and an innate compassion and respect developed with the students. • Safety is not negotiable!! • You can print a copy of the “guidelines” for some activities for the group and yourself. But try to dispense them in memory as a story most of the time. • Most importantly, pre establish F.V.C. (Full Value Contract) for group to govern rules and motivation. Note: this will be addressed in greater detail when discussing safe facilitating

8. 3. Briefing the Group (Frontloading our new curriculum) • Welcome to the program. We have a unique experience ….. I wanted to tell you a little bit about what we are going to be doing…. • Some of what we will be doing is very new and some will be similar to a camp experience etc.. • Some will be pure fun and some will be frustrating for the purpose of growth as a team…. • Explain FVC and CBC – next slide • As a facilitator my role will be to explain to you your objectives and support you in your process, not to try to make you look or feel silly. I will be your guide on the side and most importantly your keeper of safety. • Most importantly is your individual commitment to the program and your agreement to ask questions, share, and help to improve the program for me and all of you…..

9. FULL VALUE CONTRACT GOALS: • for everyone to have fun, try hard, attempt new activities, laugh with each other not at each other, treat yourself and others with respect, work together as a group or team, listen to other peoples ideas, compete with a healthy attitude towards winning and losing with learning, share, be honest, play fair. OBJECTIVES: • Follow all safety and behavior guidelines, such as spotting,listening to peers and teachers with politeness and respect. • Give and receive positive feedback and constructive criticism. • Ask for help if you need it! • Never say, “I CAN’T”! • Don’t quit! • Have fun! CHALLENGE BY CHOICE: • offers each student a chance to try potentially and/ or frightening challenges (go out of their Comfort Zone) in an atmosphere of support and caring, with the opportunity to BACK OFF when performance pressure or self doubt become too strong. While recognizing that the attempt is more significant than the performance result and knowing that a future attempt will be available when ever class time will allows. Thank you for your time, patience, and effort. “Seize the day” ! Sincerely, ________________________________________ Mr. D’Avanzo __________________________________________________ ___________________________________________ Student signature Date Parent(s) / Guardian signature Date

10. FULL VALUE CONTRACT COMFORT ZONE activity.

11. STATED GOALS AND OBJECTIVES TO STUDENTS AS FOUNDATION TO CHANGING OUR CURRICULUM Philosophy: “Individuals are usually more capable (mentally, emotionally, and physically) than they perceive themselves to be, and if given the opportunity to try in a supportive atmosphere, can discover this excellence within themselves.” • Increase sense of personal confidence • Increase mutual support within a group • Increase level of physical wellness • Increase fun and joy in the physical self • Increase respect and identification with natural world

12. 4. Leading the Group • Look through eyes of participants • Allow all types of feelings • In the end “Were the participants challenged in at least one way?” • Balance of Instruction vs. Intervention: Drill Sergeant, “this is the way it will be, do it”. Can take power from them – be careful. For Safety – Yes! vs. Negotiator, if they bend the rules can give false sense of success. • Again, let FVC be the groups leader. • Recognize Peer Pressure. Both positive and negative effects. • Introduce Play and Fantasy. • Listening and Note takingwith out reaction to pros and cons of the process in order to plan for debrief. • Try Never to leave a group no matter how much you trust them you will miss a teaching moment and they will feel you are not invested in them!!!!!! • Recommended reading: http://reviewing.co.uk/articles/facilitating-outdoor-education.htm

13. 4. Leading the Group CONT’D NEEDS and GOALS TO LOOK FOR DURING ACTIVITIES: • Competition vs. Cooperation (Humor vs. Goal oriented) • Planning and Brainstorming • Leadership • Communication and Collaboration • Problem Solving – outside the box • Trust • Constructive risk taking • Self-efficacy • Respect for oneself and others • Personal and group responsibility • Self-discovery and relationship building • Gender issues • Inclusion • Peer Pressure • Promote group and individual reflection and learning

14. 5. Debriefing the Group • Debriefing is not a separate activity, it is a continuation. • Philosophy: Process vs. Product. • Spend more time listening than talking. • Take notes during debrief unless it makes students uncomfortable. Share with them why. • Be prepared for resistance. • Sequence and space debriefing before you get to deep emotional stuff. • Debrief may help decide on the next activity. So always have your “bag of tricks” list with you at all times!! • Get comfortable with silence and pauses and they will. • Allow them to discuss negatives with constructive criticism here because it is better than in hallway. NOTE:No!, they can not do the activity again. They may want another try to complete it but that takes away from the philosophy. Then again, a need for some success after poor planning on your part could lead to a continuation of the activity next class. But do not do that after “time runs out” or volcano erupts and then give them another chance. That is like an empty threat of time out to a toddler. • Best answer, “ we will be challenged in many similar ways and can learn from our mistakes”.

15. 5. Debriefing the Group CONT’D The What? Discussion of group interaction and what happened to the individuals. • The Go Around:Everyone in the group contributes a descriptive sentence or word in response to your question. Always offer Challenge by Choice or a pass. Questions: What was your photo moment?, How do you feel about what we just finished?, Allows group to become more self aware and own their experience. • The Memory Game: One person starts explaining in detail everything that happened. Anyone can say “Hold it” then can explained what was missed… • Talk in the present tense: “I was swing across the …… • Research other approaches:

16. 5. Debriefing the Group CONT’D The So What? This pertains to the difference the experience made to the participants, the consequences and the meaning for them. • The same techniques from “The what?” can also be used but shift from descriptive to Interpretive. • The Go Around: Who helped you the most?, How were our leadership skills? Did we follow FVC? (look to your notes) on the NEEDS and GOALS to look for : Comp vs. Coop, Planning, Communication, Problem Solving, Trust, Respect, Inclusion etc. • The Whip: Complete the sentence: “I’m glad that I …….”

17. 5. Debriefing the Group CONT’D The Now What? Transfer Points: The process of taking lessons learned from the experience and reapplying them to other situations both in adventure class and outside of class in other areas of life. Great to transfer to particular Wellness curriculums. • Direct questions: • “What lessons did we learn while being blindfolded?” • “How is ….. Like holding a real job and working with others?” • “ How was ….. relative to academic experience …..

18. DRESS CODE • TBD

19. CURRICULUM: 9/10 PA I and 9/10 PA II HANDOUTS: 9/10 PA I • FVC • The Being • The Tree • Stages of Growth • Problem Solving • Brainstorming Rules 9/10 PA II • Effective Groups

20. CURRICULUM: 9/10 PA I and 9/10 PA II • NAME GAMES http://wilderdom.com/games/NameGames.html 9/10 PA I • Who • Peek a Who • Name origin • Name wave • Name pantomime 9/10 PA II • Pair’s introduction- great for smaller classes • Toss a name • Warp speed • Oglethorpe • Bumpity Bump • Nicknames past or present • Who is it? Scrap paper • Wamp um • People Bingo

21. CURRICULUM: 9/10 PA I and 9/10 PA II • TAG GAMES http://www.google.com/search?hl=en&q=tag+games&aq=f&oq=&aqi=g6g-s1g3 9/10 PA I • Blob • Hospital • Freeze • Tunnel • Elbow • Pairs- rubber baby buggy bumpers 9/10 PA II • Triangle • Dragon Tail • Leaches • Everybody’s It • Flip me the Bird • Transformer • Wizrds/Gelfings http://www.residentassistant.com/games/highenergy/wizardsandgelflings.htm • Cool /Uncool

22. CURRICULUM: 9/10 PA I and 9/10 PA II • STRETCHING 9/10 PA I • Pairs • Micro Macro • Detective • Stretch Wave 9/10 PA II • Windmill • Red Baron • Orb

23. CURRICULUM: 9/10 PA I and 9/10 PA II DEINHIBITIZERS small group 9/10 PA I • Connecting eyes • Are you hammer or nail sun or moon? Why • Pairs Common • Hero • Couldn’t Fail • Personal best • Lunch 9/10 PA II • Toilet Paper • What ever floats your boat • Tiny Teach • Impulse • Every body up • Bottoms up • Glute walk • Inch worm

24. CURRICULUM: 9/10 PA I and 9/10 PA II DEINHIBITIZERS LARGE group 9/10 PA I • Aruban Ball • Have you Ever / Spotlight • Commonalities • Orientation Square • Toe Fencing • Stand Off • Medley Relay 9/10 PA II • The Ultimate Being • Speed Rabbit • Minnesota Handshake • Chicken Volleyball • Group Jump Rope • Shoe Scramble • People to People (glue) • Lap sit • Cinnamon Roll • Yells • Primal scream • Secret Agent

25. CURRICULUM: 9/10 PA I and 9/10 PA II COOPERATIVE / GOALS 9/10 PA I • Line Ups-(age,born, height,shoe,eyes, alph,silent, blindfold ) • Twizzle • Ffeach • The Clock • Circle The circle • Moon Ball • Knots • Group Golf 9/10 PA II • Chicken pass • Touch my Can • Rope jump- 123 – 20, 1’s 2’s 0r groups • Transformers • Egg Drop • Flags

26. CURRICULUM: 9/10 PA I and 9/10 PA II TRUST - 9/10 PA I • Creative Balancing • Mirroring • Rolling/Falling • Ready Position • Penny Pinch Position • Verbal commands • 2 Person leans 9/10 PA II • 3 Person leans • Willow in the Wind • Levitation/Leaf • Human Ladder • Group Carry • Pitch pole • Modified Trust Falls

27. CURRICULUM: 9/10 PA I and 9/10 PA II TRUST / BLINDFOLD ACTIVITIES. 9/10 PA I • Pairs walk • Sherpa walk 9/10 PA II • Mind field • Blind Polygon • Blindfold Soccer

28. CURRICULUM: 9/10 PA I and 9/10 PA II GROUP INNITIATIVES/ TEAM BUILDING 9/10 PA I • Helium Hoop • Quad Jam • Spiders Web • Stepping Stones • Kaizen • Pipe Line • Disc Jockey • Traffic jam 9/10 PA II • Magic Shoes • Maze • Bull Ring • Low Fence • Trolleys • Prouty’s Landing • Nitro Crossing • Islands

29. CURRICULUM: 9/10 PA I and 9/10 PA II GROUP INNITIATIVES/ TEAM BUILDING SMALL GROUP – or split group and do 2 at one timeor have one group observe and record behavior then switch next day to another activity -Challenging 9/10 PA I • Meuse • Object retrieval 9/10 PA II • Amazon • Toxic waste

30. CURRICULUM: 9/10 PA I and 9/10 PA II GROUP INNITIATIVES/ TEAM BUILDING outdoor 9/10 PA I • Mohawk Walk • Wall 9/10 PA II • Vertical Pole • TP Shuffle • Whale Watch

31. CURRICULUM: 9/10 PA I and 9/10 PA II GAMES/FILLERS • Post Card • Haiku 5-2-7 • The Story • Chicka boom • Back pat • Air bands • Chocolate Factory • Rope Joust • Rodeo throw • Flat Ball • Killer • Personality Pass • Hands Down • Crossed Uncrossed • Rain • 2 Truths/Lie • AH SO Ko

32. CURRICULUM: 9/10 PA I and 9/10 PA II 9/10 Project Adventure I • Day 1 intro FAP • Day 2 FAP • Day 3 FAP • Day 4 Games / Ice Breakers / acquaintance activities • Day 5 Deinhibitizers: small group / LARGE group • Day 6 Trust & Spotting • Day 7 Trust & Spotting • Day 8 Cooperative Goal & Team focus • Day 9 Low Group Initiatives / Team Building • Day 10 Low Group Initiatives / Team Building • Day 11 Indoor low elements • Day 12 Outdoor low elements • Day 13 High ropes indoor elements • Day 14 High ropes indoor elements • Day 15 High ropes indoor elements • Day 16 High ropes indoor elements • Day 17 FAP • Day 18 FAP • Day 19 • Day 20