Project Adventure Curriculum Development

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Project Adventure Curriculum Development

• Holliston High School Aug. 12, 2009

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If you take yourself too seriously, no one else
willKarl Rohnke
PURPOSES of curriculum development

• To increase understanding of curriculum
  sequencing in Adventure
• To increase Leadership and Facilitating skills in
  Presenting fun, safe, and respectful Adventure
  Programming
• To increase bag of tricks for adventure
  activities

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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

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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

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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

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2. Selecting Appropriate Activities CONTD

• 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. Dont 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/Leadership20Ice
  20Breakers.html
• Team Building, Initiatives, Problem solving
  http//wilderdom.com/games/InitiativeGames.html
• Team Building Games http//www.oakharborcheer.co
  m/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!!!!

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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

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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..

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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 CANT!
• Dont 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. DAvanzo
• __________________________________________________
  ___________________________________________

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FULL VALUE CONTRACT

• COMFORT ZONE activity.

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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.
STATED GOALS AND OBJECTIVES TO STUDENTS AS
FOUNDATION TO CHANGING OUR CURRICULUM

• 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

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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 taking with 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/articl
  es/facilitating-outdoor-education.htm

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4. Leading the Group CONTD

• 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

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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.
• NOTENo!, 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.

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5. Debriefing the Group CONTD

• 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

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5. Debriefing the Group CONTD

• 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 Im glad that
  I .

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5. Debriefing the Group CONTD

• 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 ..

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DRESS CODE

• TBD

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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

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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
• Pairs 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

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CURRICULUM 9/10 PA I and 9/10 PA II

• TAG GAMES http//www.google.com/search?hlenqta
  ggamesaqfoqaqig6g-s1g3
• 9/10 PA I
• Blob
• Hospital
• Freeze
• Tunnel
• Elbow
• Pairs- rubber baby buggy bumpers
• 9/10 PA II
• Triangle
• Dragon Tail
• Leaches
• Everybodys It
• Flip me the Bird
• Transformer
• Wizrds/Gelfings http//www.residentassistant.com/
  games/highenergy/wizardsandgelflings.htm
• Cool /Uncool

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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

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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
• Couldnt 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

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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

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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, 1s 2s 0r groups
• Transformers
• Egg Drop
• Flags

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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

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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

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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
• Proutys Landing
• Nitro Crossing
• Islands

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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

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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

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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

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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