VD_KB_8-20-10_GTJ Cadettes Design

8/4/2019 VD_KB_8-20-10_GTJ Cadettes Design

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Event: Guiding the Journey for Cadettes

Desired Outcomes: At the end of the workshop, participants will be able to:

1. Explain how to use the first two sample lessons in the adult guide to lead Cadette-level girls.

2. Identify tips and strategies for creating healthy relationships and long-lasting friendships and share them with girls.3. Incorporate the Discover, Connect and Take Action components that lead to the development of leadership skills in girls.4. Design and lead the third Sample Session in the adult facilitator guide.5. Assist Girl Scout Cadettes in completing activities and projects that explore positive and peaceful interactions with others.6. Find tips in the adult facilitator guide to create a quality experience for Cadettes at each grade level and incorporate the three processes of GirlLed, Learning by Doing and Cooperative Learning.7. Use the resources in the adult guide to identify journey helpers and have the girls reach out for assistance.8. State how to expand the sessions with trips, speakers, events or other activities.

Time Content Method/Process Materials/Resources Trainer

Varies Set Up Write and post Start-up instructions and learning objectives onnewsprint

Set up resource table with resources for participants to view

Place evaluation sheets at participants’ places at each table

Workshop roster, evaluations,name tags, pens, markersIt’s Your World: Change It!

journey books (girl and adult)Sample awards (badges, pins)for CadettesTransforming Leadership,Focus on Ability*, Volunteer Essentials*discontinued by GSUSA

5 minutes Start-Up • Welcome participants as they arrive – Have them check name and information on roster and make

sure it is all correct– Write information at end of roster if not listed

– Create a name tag • Direct them to the resource table and have them pick up a

photocopied maze to complete (whichever one they choose).• Instruct participants to sit next to someone they don’t know yet.• They should work on the maze activity until class begins.

Photocopied maze activity(one per participant)

5 minutes Opening Use quiet sign. Welcome all participants.Volunteer Development, Katie Bower, 8-20-2010

1 of 17



Time Content Method/Process Materials/Resources Trainer Note that there are currently two different journeys to choose from,and this class is an in-depth look at the It’s Your World: Change It!

journey. (The other is It’s Your Planet: Love It! ) GSUSA plans toroll out another journey in December 2010.

Housekeeping items: Restrooms (feel free to leave and return),vending machines, turn cell phones off or to vibrate

Class completes Knowledge Before on evaluation (Trainers givethem a minute)

Introduction of trainer(s)Keep intro short, such as:How long been in Girl Scouting, what you do outside Girl Scouting,something personal (optional).

Read (or have a class participant read to the group) the LearningObjectives for the class

Learning objectives onnewsprint

10 minutes Introductions Say: Let’s get to know each other and go around the room withintroductions.

I will begin, then each one of you will:1. Introduce yourself 2. Favorite thing to do in your free time

For instance: Hello, my name is [insert name], and my favorite thingto do in my free time is read.

(Participants introduce themselves.)

Thank you. This class involves an exploration of the wonderfulcontent in the adult and girl books, specifically reviewing in detailshow to lead sessions one and two. A group activity near the endwill have you leading session three – to practice and also to see if you have any questions.

Volunteer Development, Katie Bower, 8-20-20102 of 17




5 minutes Session 1:FirstImpressions intheMaze

Say: Please turn to page 10 in your adult guide. You will see thatpages 10 and 11 have a brief overview of each of the sessionsincluded in this journey. Over the course of a year, you will have anopportunity to incorporate trips, activities, outdoor experiences, theGirl Scout Cookie Sale Program, guest speakers, and other eventsto complement and strengthen the content of the journey materials.

Ask: Can I please have a volunteer to read Session 1 Review?

(Pause while volunteer reads.)

Say: Thank you. Now let’s turn to page 30, where Sample Session1 begins in detail. The goal of this session is “Girls explorerelationship obstacles and the impact first impressions make onrelationships.”

Say: Look at Advance Prep on page 31.

In order to prepare for the activity “Beneath the Surface,” you willneed to review the recommended preparation steps. As stated in

Inflatable beach ball or other inexpensive ball marked with




Time Content Method/Process Materials/Resources Trainer the adult guide, this activity will require that you have a ball readyby inflating with air and writing “Beneath the Surface” questions(from page 31 in adult guide and/or page 20 in the girl book) on theball. Then cover the questions with masking tape.

When determining what size ball to purchase and how large to writethe questions on the ball, keep in mind that enough room is neededfor at least 8 written questions on the ball selected.

This activity can be completed without a ball. If no ball is available,use a bag with the questions on scraps of paper. Have the girlspass the bag and pick questions out of it. We will act this out later in the training, since this activity comes near the end of the firstsession.

“Beneath the Surface”questions (or bag withquestions written on slips of paper)

20 minutes What’s In Your Maze?

Say: Page 32 in our adult guide begins our first interactive activityfor Session 1 called What’s In Your Maze? This activity gets girlsthinking together about relationship issues and helps them get toknow each other.

Take a moment to review paragraph three. (Trainer pauses so participants can read.)

You can see that this is how we opened this session. We go evenfurther with the girls by having them draw their own maze in smallgroups, then have them brainstorm the ways in which their lives arelike a maze.

Group ActivityBreak out into groups of three per group and pretend you are your girls. Each group will get a large piece of paper and markers. Takea few minutes to draw a complex or simple maze, and add drawingsor text to show challenges, resources, and positive aspects of their lives that contribute to the maze.

Newsprint and markers





Say: Note the bullet points on page 32. These are great questionsto ask the girls to give them ideas for their maze drawing. The lastthree are especially important for girls in these middle school years.

Ask : If the girls have some problems with deciding what to sketch,what could we suggest?(Wait for responses from group)Possible example: If you wanted to make the cheerleading team,you could draw a pair of pom-poms in the maze.

As groups are finishing, tell them to think of a phrase or slogan (thatcould be on a bumper sticker) to complete the sentence, “ Our livesare like a maze because... ”

Give the teams five minutes to do their maze and drawings. Add acouple of minutes for them to create a slogan and prepare to

present their maze.

Say: It is time to share our mazes and slogans. Please selectsomeone in your group to share:

• Their maze and some issues they illustrated on it.• Share “bumper sticker” slogan.

As you select someone, note that I have created a newsprint sheetwith the heading “Our life is a maze because...”

As your group presents your slogan, we will add it to the newsprint,forming a team poem as we go from group to group. As you leadthis activity, you will let the girls know that their mini-mazes and theteam poem they just created represent a giant maze that you are allentering together.

Presentations will take up to ten minutes.

Great. Thanks for sharing. Let the girls know that it is okay toshare general ideas and not specifics when presenting some of their issues. They can just say “pass” or something brief.





For instance, general statements like “True friendships are a greatresource to get out of a tangle in the maze” are okay, instead of sharing a specific statement like “My friends [Joanna] and [Kelly]are great because they [are always there for me].

All of the details regarding this are on page 33 of your adult guide,and you will see that a lot of helpful information is given to you inboxes on the sides of the pages.

After the girls have completed this activity, we can begin discussionwith them on the purpose of this journey using the bullet points atthe end of page 33. We might say:

“Along the passageways of the aMAZE journey, we’ll explore howto have the best and healthiest relationships we can – and how tobe really confident about how we navigate them.”

We can ask the girls to look at the cover of their book to see someof the topics they will explore along the journey, such as Betrayal,Trust, Peer Pressure and Cliques.

5 minutes Ceremoniesand Awards

Say: Let’s turn to page 34 in your adult guide.You will often invite the girls to form a circle. Circles are animportant part of the Girl Scout tradition. Forming circles of friendship and sharing helps the girls relate to each other, as

everyone can see one another, everyone is equal, and they canfocus their energy together as a team.

While in their Girl Scout Circle, invite the girls to participate increating a great experience, which will keep the decisions Girl Ledand allows them to make choices.

There is a note in the green box about helping the girls “make the journey their own” and plan additional activities.

Ask the girls if they would like to work toward earning the awards




Time Content Method/Process Materials/Resources Trainer associated with this journey: Interact, Diplomat, and Peacemaker.This is on page 9 of the girl book as well as page 24 in the adultguide. (These award shapes form a cube, and they weredeveloped and selected by girls.)

• Be sure to mention that the Take Action activity encouraged inthis journey can be a team effort.

• If the girls are not interested in obtaining the Diplomat Award or any other awards, ask what they would like to do instead for session 5-7? Are there any topics in their book they want to talkmore about during this time? Do the girls want to plan thesesessions themselves?

Holding ceremonies helps to mark the Cadette gathering as special

and separate from the rest of the day, and ceremonies are also afun way for the girls to connect and relate to each other.

Ask the girls for ideas for opening and closing ceremonies, andemphasize their role in planning these. Circulating a sign up listcan help identify planners and leaders. Some sample ceremoniesto suggest to the girls are located on page 35 in your adult guide.You could also take the Ceremonies and Traditions workshopthrough the council to learn more about ceremonies.

Information about creating a Team Agreement appears on the

second half of page 35. Let’s take a minute to work through this.

“As we travel through AMAZE, it’s important that we trust oneanother. What do we need to promise each other, so that we canhave a really positive experience relating to others along this

journey?”(Trainer writes ideas given by the participants and labels newsprint Cadette Team Agreement.)

What other statements would be helpful to have on this teamagreement? Do we have a complete list?

Newsprint and markers




Time Content Method/Process Materials/Resources Trainer (Trainer adds any additional ideas.)

10 minutes Beneath theSurface

Say: Next we will look at the Beneath the Surface activity. Thisactivity is featured on page 20 of the girl book and page 36 in theadult guide. The activity gets the girls to think about firstimpressions and how assumptions might hinder relationships.

Let’s form a circle, as you would have the girls do for this activity.

In my hand, I have a ball which I will give to the first participant. Ican toss the ball or pass it. As each girl holds the ball, we explain:“ When the ball is passed to you, remove one piece of tape andanswer the question underneath. After answering the question, tossthe ball to a girl who has not yet had a turn.”

Let’s complete this activity. (Give the participants about 6 minutes to run through the game.You can also use paper slips in a bag if no ball is available.)

After each girl has had a chance to catch the ball and respond to aquestion, we will start a conversation with the girls regarding firstimpressions.

Some meaningful questions to ask to start these discussions arelisted on page 36 in the adult guide. We can return to our seats andtake a look at some of those sample questions.Ask: Can I have someone volunteer to read the first two questions?(Pause while volunteer reads.)

You can scan the rest of the questions and see that they would leadto interesting discussions, especially the last three.

Inflatable beach ball or other inexpensive ball marked with“Beneath the Surface”questions (or questions onpaper slips in a bag)

5 minutes ClosingCeremony

Say : After we have completed these activities and held somemeaningful discussion, we will close our meeting with a Ceremonycalled Going for Goals on page 37 in the adult guide.

This can be done in small groups. Each girl is given a slip of paper,and you can explain the activity by saying,




Time Content Method/Process Materials/Resources Trainer “Today we’ve been exploring how, when solving a maze, you relyon certain strategies or techniques. The same is true when you’restriving toward a goal in life. Your goal is much like the end pointyou’re trying to reach when you navigate a maze.”

Then we will ask the girls to brainstorm in their circle aboutrelationship issues that most affect them, such as improving afriendship or standing up to a bully. Each girl selects an issue or two to solve for herself, writes them on the paper, puts the paper inthe envelope and addresses the envelope to herself.

Collect the sealed envelopes and let the girls know that you willreturn the envelopes to them at the end of their journey, so they canreflect on how far they have progressed toward their goal. Let themknow this activity is just for them individually and does not have tobe shared unless they want to.

Note the orange box with For the Next Session. Ask the girls tobring in a small, empty box or any other container and some craftmaterials for decorating it (wrapping paper, ribbon, beads, glue).

Also, ask the girls if anyone is interested in volunteering in:• planning a simple opening or closing ceremony,• leading a brainstorm session about friendship qualities (pages

31-32 in the girl book) or • acting as a host for the “Ask the Expert Talk Show” (page 45 in

the adult guide) that is a part of Session 2.10 minutes Back to theBeginning

Trainer note:Pause long enough for

participants toabsorb what ison the page,so they will be

Say: Before we continue with the next sample session, let’s explorethe beginning of the adult guide. Turn to page 8 in the adult guide.

We mentioned the awards briefly earlier, but here is moreinformation about them that you can review later.Interact Award - girls must complete 3 of 9 challenges listed in theInteract Challenges Chart on pages 12-15 in the girl book.Diplomat Award - girls must demonstrate they can pass their relationship skills on to others through a Take Action Project.Peacemaker Award - girls review all the relationship “tools” they




Time Content Method/Process Materials/Resources Trainer able to find and review it later.

have recorded and collected after each session/chapter and makea commitment to use them throughout their lives.

Turn to page 14 for Understanding Cadette-Age Girls , whichdiscusses common characteristics of sixth, seventh, and eighthgraders and how to best work with them.

Review on page 15 the importance of communication and reachingout to the network of family and friends connected to our Cadettes’ lives. They could suggest guest speakers or field trips,assist with a Take Action activity, have craft expertise to share,want to assist in planning ceremonies or celebrations, or supportthe team with transportation and snacks.

On pages 16-17, do the processes look familiar from when youwere introduced to the Girl Scout Leadership Experience?(Pause for responses. You may have to do a quick review of theleadership engine, focusing on “how” girls are engaged.)

Girl Scout Traditions and Ceremonies on page 18 talks aboutfriendship circles and SWAPS. Who can show us the Girl Scoutsign? What is the Girl Scout handshake? If you are new to GirlScouting and need information about teaching these to girls, pleaselet me know at the end of this workshop and we can practice.

Trading SWAPS are introduced to this age group. It is the belovedtradition of exchanging small keepsakes. Each swap offers amemory of a special event or a particular girl.

Health, Safety and Well- Being on pages 20-21 includesinformation about welcoming girls with disabilities. It is important toinclude the girl and parents in helping her have a successfulexperience, so you may want to have a confidential conversationwith them. A publication called Focus on Ability is also useful andavailable from the Resource Center for check-out. There is also ashort section on aMAZING healthy snacks.

Focus on Ability (show copy if available)




Time Content Method/Process Materials/Resources Trainer 5 minutes Session 2:

NavigatingFriendships

Say: Please turn to page 39 in your adult journey guide. You willsee it is the overview of Sample Session 2, Navigating Friendships

Who would like to volunteer to read this goal for me?(Pause while volunteer reads. )

Thank you. As we discussed previously, it is important to beorganized and prepare in advance for upcoming sessions.

Look at the Materials section, which advises bringing some emptycontainers and odds and ends for decorating – for girls who do notbring their own.

Under Advance Prep , we see the girls will be using these items tomake Peacemaker Kits. The kits will be a collection of tools andtips they can use to create peace, one interaction at a time, in their lives and the world around them. We could think of these kits as ascrapbook of memories and ideas each girl finds most meaningful. As suggested at the end of Session 1, if girls volunteered, havethem prep at home and be prepared to lead an opening ceremony.This is optional and could be as simple as making a circle andhaving each girl state one quality of a great friend.

You could use the opening ceremony as a starting point to discussFriendships and Stereotypes. See the orange box on page 40 of the adult guide for more detail. If the girls show no interest inopening ceremonies, then continue to the next activity.

Peacemaker KitsSay: Since this is a craft activity, playing some background musicmay make this activity more enjoyable.

As part of your prep, have some “starter” supplies available for thegirls, so they can start quickly on the craft project. Try to limit “themaking” to 10-15 minutes, and girls can finish on their own.

If you observe that the majority of the girls really enjoy the craft

An assortment of small emptycontainers (for display)

Odds and ends for decoratingthe containers and glue




Time Content Method/Process Materials/Resources Trainer project, ask if they would like to build time into a future session tomake something else. What else would they like to make?

5 minutes How Do YouKnow?

Say: Next the girls begin to explore how stereotypes negativelyinfluence first impressions and relationships. Take a look at page 42of the adult guide and pages 22-23 in the girl book.

We start with a discussion about what a stereotype is. You can usethe information on page 22 in the girl book and page 40 in the adultguide to work through this with me. Ask: What does it mean to “stereotype” other people?(Wait for responses.)

Ask: How do stereotypes influence who we choose to interact withand how we interact with them?(Wait for responses. Bring up additional points and facilitate further discussion as necessary.)

Can you think of a TV character that reflects a stereotype?What about a movie or cartoon or music video?(Wait for responses)

After the girls have identified some stereotypes used in television,we can ask the girls –Is it wrong for the show to use the stereotype?Who does the stereotype hurt?

Turn for a moment to page 12 in the girl book and look at the thirdactivity. Note to the girls that these conversations are one of theInteract Challenges they can choose to earn the Interact Award. Arethey interested in taking this challenge?

Stereotypes and YouLet’s go back to page 23 in the girl book for the next activity, whichcan be done on their own or in pairs. There are two components tothis activity. Take a minute to read over this page, and then we’ll




Time Content Method/Process Materials/Resources Trainer discuss the two components.(Give the participants a minute to read.)

Okay, who can describe the first part?(Drawing small circles with a characteristic of themselves in each.)

And the second part?Noting a stereotype of one of the groups that is not consistent withwho they are.)Thank you.Next steps for this activity are noted on page 43 of the adult guide.Girls can move around (as pairs or individuals) to trade storiesabout a stereotype that has impacted them. This could also bedone as a team discussion if the group is small.

Have the girls share their views on stereotypes and some insightsthey have gained. Some conversation prompts will includequestions located on page 43.

We’ve had a lot of great activities and discussion points for stereotypes. Now let’s take a look at the next activity.

5 minutes Circle of Friends

Say: Let’s review the Circle of Friends Activity on page 44 of our adult guide and page 31 of the girls’ book. With this activity,Cadettes recognize the characteristics they look for in a friend andidentify the qualities they bring to a friendship.

I am passing out paper and pens to everyone, just as you will dowith the girls.

What are the qualities you look for in your friends? Make a list, andyou may want to use some words from page 32 of the girl book.(Give participants a minute to make a list.)

Now draw a circle to represent your circle of friends, and put thewords that describe what you look for in friends in the circle.

Paper and pens (trainer provides to those who need it)




Time Content Method/Process Materials/Resources Trainer Around the outside of the circle, write the words you feel describethe qualities you bring to friendships. Take a minute to write those.(Give the group a minute.)

Now draw an even bigger circle around the outside of the qualitiesyou bring to a friendship, and this circle will encompass all thequalities.(Demonstrate the circle within a circle drawing on the board as areference for the participants.)

Invite the girls to share what they wrote, either in a large group or insmaller teams. Wrap up the discussion or invite a girl volunteer towrap up by asking some of the questions that appear in bulletpoints at the end of page 44 in the adult guide. (You can meet withthe girl and prep her with some sample questions during a breakafter the activity.) Take a minute to review those.

Who has questions about leading this activity? Note there are a lotof other great activities in the girl book that can be incorporated if you have time and the girls are enjoying this topic.

5 minutes Talk Show:Ask theExpert

Say: Next we have a girl led activity called Ask the Expert. We willquickly summarize this activity and not act it out.

Girls take turns acting as a talk show host or guests, and they askfor advice on different friendship issues. Some sample scenariosappear on page 46 of the adult guide to get them started, and theycan make up their own as well.

Each volunteer guest will take a turn “onstage” with a host topresent her dilemma. The host can ask the audience (the girls) for assistance to get other solutions to each question.

After the “Ask the Expert” show is concluded, start a discussionusing the guiding questions at the bottom of page 45 of the adultguide.




Time Content Method/Process Materials/Resources Trainer The last question to ask is if there are any skills or tips learned inthis session that they would like to add to their Peacemaker Kits.

Distribute small pieces of paper and ask the girls to jot down someskills and tips they thought about in the session that they can use intheir lives and share with others. Remind them about the topicscovered: first impressions, stereotypes, choosing friends, andqualities we seek and bring to friendships.

You can have the girls share their specific ideas with a groupsession or as part of a closing ceremony as they place their ideasinto the Peacemaker Kits.

There are several other optional activities that you can read aboutand suggest to the girls as time allows. As in the previous session,if you discover that the girls like arts and crafts projects, theMasking Feelings activity might be fun for them. Girls decoratemasks to compare the “outer” self and the “inner” self.

The orange box called Extras at the bottom of the page has twomore activities: Friendship Pickup Lines and Celeb Pals.

30 minutes Session 3:Cliques andConflicts

Say: Please turn to page 49 in your adult journey guide. You willsee it is the overview of Sample Session 3, Cliques and Conflicts.Who would like to volunteer to read this goal for me?(Pause while volunteer reads. )

Here is your chance to practice using your adult facilitation guide tolead a session. Let’s divide our group in half to make two teams.

The first team will lead pages 50 to 53. Choose a few people to beleaders and lead (or describe how to lead) their parts, with the other team members role-playing as girls. You will act out your assignedpart of session 3 for the class.

Team 2 will lead pages 54 to 57. You should have at least threeleaders taking a role in leading an activity with the other teammembers acting as the girls.

Team 1 - Paper and markers

Team 2 - Newsprint andmarkers





You have 10 minutes to plan and practice, then you will take 10minutes to lead us through your Sample Session pages. Please becreative and give clear instructions, just as you would with the girls.Your trainers are here to assist you in putting your plan together. Presentations of third Sample Session (20 minutes).

Ask : – Are there any suggestions we want to add to our presentations? – How do you feel now about guiding your girls through these journey materials?

5 minutes StretchingOut theJourney

Say: Page 28 gives us some ideas on potential trips, activities,retreats, movie nights and creative things to do with our girls if wewanted to expand the journey beyond eight sessions.

The “detours” or add-ons include:1) Visiting a real maze or labyrinth in your area to add life-sizerichness to the journey.Note one nearby 10-acre corn maze is located at :Cagle's Dairy Farm, 362 Stringer Rd., Canton, GA (770.345.5591)and you can find others by going tohttp://www.pumpkinpatchesandmore.org/GApumpkins.php

(2) Create a maze-like obstacle course with common objects; havegirls go through it blindfolded, working together in pairs or teams.

(3) Field trips related to relationship or conflict challenges.

(4) A weekend retreat with activities engaging the girls in discussionand role playing.

(5) Movie nights with relationship themes. (You will want to sendhome a permission slip for this.)

Ask: Can you think of a movie that would be good to rent or is


http://www.pumpkinpatchesandmore.org/GApumpkins.php

http://www.pumpkinpatchesandmore.org/GApumpkins.php



Time Content Method/Process Materials/Resources Trainer currently in the movies that would be a good choice?(Ideas may include:

American Girl movie, Princess Diaries, Princess ProtectionProgram, Nancy Drew (new version), Aquamarine, A CinderellaStory.)

(6) Ask community members who are experts on conflict mediationor relationship-building skills to present their insights. Older GirlScouts are also great candidates for giving their perspectives.

(7) Encourage creative girls to share their skills in making crafts,food, videos, etc. They will enjoy sharing their talents with others.

5 minutes Q & A Use this time to review Learning Objectives.Have all the objectives been covered?Trainer uses this time to answer remaining questions.

2 minutes Evaluation Say: At the end of each meeting, activity, or trip, it is appropriate toevaluate the meeting briefly with the girls to help in future planning.The girl journey books give ideas for reflection and evaluation of their experiences and activities.

Since we also believe in the importance of evaluation, let’scomplete evaluations of this workshop.

Things to do:• Collect evaluations (have a box or basket)• Pass out training cards and stickers

Workshop Evaluations

Training Cards and Stickers

3 minutes Closing Friendship Circle and Friendship Squeeze(Trainer demonstrates for those who are new to these traditions.)

Have each participant give a short phrase about how they feelabout working in the Journey materials with their girls.


Documents

VD_KB_8-20-10_GTJ Cadettes Design