Wanted: WB I Course material

Hi All:

I'm looking for some good examples of WB I course material. In particular, I'm looking for module 1 material but I figured that this was a good place to start sharing so that we can do our best to be prepared (Ok... you see where I'm goin')

I assume you want the material that people actually present rather than just the syllabus. If so, I don't think you're the only one! Having the syllabus is nice but it does little to make sure that all audiences get standardized content. That's another topic though.

Anyway, John Simpson and I (and others) use a skit to present the material in Module 1 along with a powerpoint presentation. It starts out with the WOSM 2007 centenary video to hopefully provide some inspiration and then moves into the material. It tells the story of a new leader who is asked to create a Scouts Own for an upcoming camp. The new leader feels a little overwhelmed at the task but decides to look more into the mission and principles of scouting in order to get a better feel for what scouting is about. Along the way the new leader talks to various people who answer questions and provide information and at the same time our new leader learns about the various roles and responsibilities. The skit also includes a 'play within a play' in which the new leader 'remembers' a skit he saw where he learned about the various sections within scouting. As the new leader progresses through his journey of learning he visits the WOSM web site, sees some inspirational videos, reads and views the Scouting in Practice document and in the end feels he's ready to prepare a Scouts Own. At the end of the skit, we then actually hold a short Scouts Own with the theme of Creating a Better World. At the end all participants stand and renew their Scout Promise.

The skit covers all the syllabus material but is light on Risk Management and that generally gets heavily covered in the other modules anyway, especially during Program Planning.

Garth

Andrew:

Are you looking for session plans, lesson plans, handouts, etc?

Mark.

Mostly I'm looking for "in class" presentation materials but lesson plans and other materials are welcome.

Andrew:

I have a hard time with using other trainer’s session plans.
- Every trainer is different. What works for one trainer (i.e. PowerPoint, improve, etc) will not necessarily work for another.
- Some session plans are very sparse because the trainer knows the CTS well enough to fill in the blanks. Another trainer using the same session plan may not get the required points across.
- Session plans may include outdated material. Trusting a session plan because “it comes from Scouter Fred, so it must be good”, may not be good if the session plan is from a while ago ( BP&P has a tendency to change).
- A new leader wishing to take an online version of WB I will look at the CTS and the session plan repository and might think that they’ve done all they need to do.
- A WB I course should not be considered a collection of 20-odd modules slapped together in some random order. It is a sum of many parts, and each part must work with the others.
- If there is a repository for session plans, then this does not develop our trainers. Does a university student learn how to write an essay if he pays $9.99 a page to have it done by someone else? No - the process of developing a trainer comes from learning by doing and by coaching from the section or course leader.

The last point is probably the most important and fixes all the others.

Mark.

I think that rather than telling me why I shouldn't have what I'm asking for, no response would have been more helpful.

My observations:
- The CTSs are sparse in terms of real learning objectives so a sparse session plan simply means that you have to go to the CTS and build from there. Nothing gained but nothing lost and a good session plan would be better than starting from scratch.
- The "out of date" problem and the problem of embellishing is real. Even one's own material needs to be checked before being used to make sure that it tracks with the latest "wisdom".
- No properly constructed course would leave any doubt about what needed to be done to complete the course. A "session plan repository" would only be of use to someone constructing a course (live or online) as a means of building on invested effort (wise in the use of all resources).
- In a properly constructed course, material builds only on related material and base principles. A WB I is not a single topic course but rather the introduction of a set of skills and knowledge. It should not be constructed as a monolith, nor should required knowledge on a single topic be scattered randomly throughout the course. 4 well factored, well constructed modules is not a stretch.
- Conducting training courses for leaders is about developing leaders, not trainers. Trainer development courses are about developing trainers... and then their only value is in being able to effectively, efficiently and consistently train leaders to conduct youth program. If we never had to develop a single trainer that would be fine as long as the youth program would be delivered well.

Andrew:

I’m not telling you why you shouldn’t have what you’re asking for, I’m telling you that I have a hard time with the concept of sharing session plans, and I’m giving you my reasons.

My observations:
- Session plans "as a good place to start" can be used that way, but not verbatim or as a crutch. I’ve seen them used verbatim and the session did not work; I’m worried that’s what will happen.
- Not all courses are properly constructed.
- Scattering knowledge on a single topic throughout a course can be done successfully. I have seen it done many times.
- There’s a difference between a monolith and the sum of all parts. I’m talking about how sessions interact; session flow.
- Conducting training courses for leaders is about developing leaders, but it is also about developing trainers. Good trainers can only train so much, and they don’t live forever (despite what they think). Trainer development courses develop new trainers, but the only way that we can know whether they are good trainers or not is to coach them and evaluate their performance. That means training on a WB I and developing the new trainers.

Mark.

Mark, I think you're reading too much into my intentions and my request. Do you have any material that you're willing to share?

Andrew: I have been training on several part 1's recently ... I would be happy to share a lesson plan with you to see if this is what you are looking for ...

Hi Andrew,

I've just run a successful WB I Training course (beavers, cubs, scouts, and group committee). What we've elected to do this year is run a Friday night and Saturday residential training session. In support of that, we have been using the ELearning version of module one, and the power point version of module two. Have you checked that out? It's available at http://www.scouts.ca/elearn/. Module one is well done, including certificates trainees can print and bring as proof of having completed the sessions.

I have to agree that a repository of session plans would lead to lower quality sessions, as human nature would seem to indicate that there would be less effort overall put in to session plans should they be so readily available. What we also see is a lack of coherency over a section's plan and timetable as little effort ends up in planning over a training course...

In the past, I've used a mini-lecture followed by an immediate game show style review. By covering the material quickly then moving to a fun activity, I avoid talking head style lectures. This year I saw the counter style bells used in the game show. We used Halloween candy as a reward, but I've also seen tickets given out that are later used as a raffle for a larger reward. I really liked that idea. You could expand that over an entire course if you wanted, door prize style.

The suggestion of a skit is awesome too. Anything to avoid the talking head. I've also heard of module one being taught on the trail during a short hike. This can help with some of the dryness, but the feedback was that some would like the opportunity to take notes, as the information is really fundamental to a new leader.

I hope I've been somewhat helpful.

In the past, I've used a mini-lecture followed by an immediate game show style review. By covering the material quickly then moving to a fun activity, I avoid talking head style lectures. This year I saw the counter style bells used in the game show. We used Halloween candy as a reward, but I've also seen tickets given out that are later used as a raffle for a larger reward. I really liked that idea. You could expand that over an entire course if you wanted, door prize style.

On the flip side of the coin, while this may work for some participants, I personally find these childish and a waste of time. I'm not trying to be confrontational, its just that I would prefer the courses be presented professionally. I find that much quicker and more expedient. Now in the Cub program for instance, it does make sense to teach skits and ceremonies and have the participants perform those. But in something like a group chair or Venturer leader course, it doesn't make sense.

IMHO.


Allan.

On the flip side of the coin, while this may work for some participants, I personally find these childish and a waste of time. I'm not trying to be confrontational, its just that I would prefer the courses be presented professionally. I find that much quicker and more expedient. Now in the Cub program for instance, it does make sense to teach skits and ceremonies and have the participants perform those. But in something like a group chair or Venturer leader course, it doesn't make sense.

What we've found is that people who hold these opinions often are the people who fail to engage the learner and have less success in actually imparting information. Professional doesn't mean dry and boring. Terms like quicker and expedient are usually warning signs of lectures that fail to engage. Feedback over many years supports this conclusion. Participants need to walk away with the trainer's enthusiasm and a real passion for our movement. You can't do that without using creative sessions.

Group appointments need a full background in our movement just as much as others. They should definitely know what we're up to in all sections. Again, I go back to enthusiasm.

I really have to disagree strongly with the idea the venturers don't do skits etc. Is that what you mean? In that case, you'll find they are often far more engaged in these types of scouting activities. In fact, some of the best motivation to do more exciting songs, skits and cheers come from venturers setting the example to other sections. I've seen them do stunning things in terms of talent, planning and that enthusiasm I keep pointing out.

Rushing through training is a mistake, IMHO. You should leave thinking what a joy it is to see people with so much passion for a movement that makes a huge difference in the world.

Hey Allan, I think I'm tending to agree with what Craig wrote but I'd like to know what you mean by "presented professionally". What does that mean in your mind?

Garth

some general ruminations on module 1 topic: Mission, Principles and strategic direction. Not necessarily session plans, but advice nonetheless.


Policy - What does this really have to do with the title of the session? Irrelevant at best here. Important, but misplaced. I believe this is something individuals should read on their own. BP&P the perfect bathroom reading material .
Do this in an exercise where you pose problems or scenarios and give them practice getting used to looking things up in BP&P. This way they gain a general idea of which sections contain what information. This or similar approach will teach how to research and reference. Valuable skills rather than lecturing on an extremely lengthy policy.

Mission: The mission of Scouting is to contribute to the education of young people, through a value system based on the Scout Promise and Law, to help build a better world where people are self-fulfilled as individuals and play a constructive role in Society. This is the what we do, where the Scout Method is the how. Plan an exercise that encourages individuals to make a personal commitment to this mission. I believe this can be achieved simply and quickly. It is easy to understand, but the commitment to the ideal is what is important. I usually allow people the opportunity to decide if Scouting is not for them. There is no guilt or pressure to agree or disagree. Simply, we need ONLY people that come here to help educate youth for this purpose. Everybody finds causes that are meaningful to them, and this one may or may not be for you. Your experience as a leader will be painful and not worth your time if this does not inspire you. On the other hand, great awards await the person that finds inspiration in these ideals.

Principles: Duty to God, Duty to Others, and Duty to Self-How do these principles apply to the program and how they work with the Promise, Law & Motto? Do this with the promise law and motto points below if you engage them in a guided discussion. Alternately use this Game:Where Do You Stand? Draw a line across the room or defined field (use a rope). on one side of the line is FOR, the other side AGAINST. (FOR | AGAINST) Make statements related to topic. For example; "I like to encourage youth to participate in activities with their faith communities to gain a better sense of their duty to god." Everybody moves to one side of the line or other as suits them. Closer to the line or further away has significance. Allow those willing to share, the opportunity to describe where they stand in relation to the point made. In a WB 2, let them consider moving after everybody has said their piece. DO NOT allow fence sitting!!!! Works well into "leading in a team environment", if you connect the dots for them.
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Practices & Methods This is the Scout Method, by far the most important part of this session. not taught or laboured through, but outlined briefly and exampled throughout your course as the method you use to train them. Let them see it work, and point out how individual sessions use the Scout Method. Paste the Method on the wall at the beginning of the course and point to it often!!!! CAUTION:People tend to compartmentalize and often the dissection of each point obscures and confuses the whole Method.
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Vision
Strategic Direction Powerpoint presentation perhaps for variety? There are many good ones out there that you can improve upon.
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Promise Law Motto Good end to this session: Invest them with a course necker (the simpler and cheaper the better). Welcome them to a special brotherhood! Thank and congratulate them for their commitment and valuable help.


Whee. Use variety in methods, yet be coherent. Have fun with it, engage them meaningfully, and no small animals will be harmed in the presentation.