2. CONTENTS Welcome and
Introduction
• Revision
Part 4: Pioneer
Training
Program
Part 5:
Introduction to
Delivery and
Facilitation
Conclusion

3. HOUSEKEEPING
Timing and
Breaks
Questions
Ear muffs
signify
ending of
conversation
and back to
Gina
Bathrooms
Mobile
phones
In case of
fire or
emergency
Video camera to record the workshops so that you are able to:
Review and
remember
workshop
materials
Review and
assess your
performance
Review and
assess, learn
from other’s
performance
Assess how
to improve
performance
Track
progress
from the first
few
workshops
until the end

4. ICEBREAKER! FACT OR FICTION?
Write on a piece of paper THREE things
about yourself which may not be known to
the others in the group. Two are true and
one is not.
Taking turns, you will read out the three
‘facts’ about yourselves and the rest of
the group votes which are true and false.

5. Welcome and
Introduction
• Housekeeping
• Icebreaker
Part 1: Being a
Pioneer
Part 2: About the
Change Force
Program
Part 3:
Program
Content
Overview
Conclusion
REVISION
WORKSHOP 1

6. YOUR MISSION FROM LAST WORKSHOP
Research the definitions of ‘Social Innovation’ and ‘Social Entrepreneurship’
• Find the 5 most prominent organisations addressing each of these topics, and define what
those organisations do and how they are different from each other
Memorise each of the 8 Superpowers in the Gener8 Toolkit, because you will
be explaining all of them within 80 seconds in total during the next Workshop.

7. BREAK!

8. CONTENTS Welcome and
Introduction
• Revision
Part 4:
Pioneer
Training
Program
Part 5:
Introduction to
Delivery and
Facilitation
Conclusion

9. CERTIFIED PIONEERS

10. STANDARDS
•Delivery and facilitation skills
•Asking appropriate questions
•Giving constructive feedback
•Assessment skills
Facilitation and
Assessment (Skills)
•Knowledge of the Change Force content
•Knowledge of relevant case studies and storiesContent (Knowledge)
•Displayed throughout The Experience, online and offline
Attitudes (Mindsets)

11. CREAM OF THE CROP
SUPERB PIONEERS MAY BE SELECTED AND INVITED TO BECOME:
A speaker at School assemblies and
lunchtimes to speak about and
promote the Change Force program to
students
A part of the ‘Change Force Application
Review Committee’ who will:
• Receive student applications for both Full-fee and
Scholarships
• Review applications and recommend a shortlist of
candidates to the Executive Committee
• Contact shortlisted candidates to book interviews
• Conduct interviews and recommend final
candidates to the Executive Committee
Promoted to ‘Regional Team Leader’ of
a group of Facilitators in subsequent
years
Ambassadors for marketing and media
relations
Privileged in regards to submitting
preferences for students to be in their
groups, and location of workshops
Part of the Programs Board and trained
up to ‘Level 2’ of TAE in order to
contribute to Program Development

12. 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 IN
ADVANCE CAN THEY BE CHANGED?
• IF SOMEONE ARRIVES LATE, WHAT SHOULD HAPPEN?
• IF SOMEONE LEAVES THE WORKSHOP EARLY, WHAT SHOULD HAPPEN?

13. YOUR PIONEER PORTFOLIO
This will include:
all the assessments
conducted on you (by
Head Facilitator and
other Peers)
All the assessments
that you conducted on
others (Peer-
Assessments)
All the assessments
that you conducted on
yourself (Self-
Assessments) and your
Journal
Case Studies and
Stories Journal
(Knowledge bank)
Your submitted
deliverables
Any Extra works that
you have completed
throughout the
Training Program
This will be your Final
Work that will
contribute to
determining your
competence as a
Change Force Pioneer
at the conclusion of
the pioneer training

14. ASSESSMENT OF HEAD FACILITATOR AND
WORKSHOPS

15. 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?

16. SELF-ASSESSMENT
• REVIEW YOUR OWN PERFORMANCE REGULARLY
• YOUR OWN E-JOURNAL THAT YOU ARE TO UPDATE REGULARLY
REFLECTIVE 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 FURTHER
OBSERVATIONS RELATING THE TOPIC TO CURRENT SITUATIONS IN THE STUDENT’S LIFE ARE WELCOMED
AND ENCOURAGED. MARKS ARE AWARDED FOR THE DEPTH AND ACUITY OF THE COMMENTS AND
REFLECTION, NO MARKS ARE GIVEN FOR SIMPLE REPORTING OF WHAT HAPPENED

17. CASE STUDIES AND STORIES JOURNAL
(KNOWLEDGE BANK)
• YOU SHOULD HAVE A JOURNAL THAT DOCUMENTS DIFFERENT STORIES AND CASE STUDIES FOR EACH
SUPERPOWER.
• THESE CAN BE ANECDOTES, EXAMPLES, FUNNY THINGS YOU READ OR HEARD, ETC.

18. STRUCTURE OF TRAINING
Workshop 2:
Now
Workshop 3:
Gina
facilitates
Workshop 4:
Four Pioneers
facilitate
Workshop 1 to
both groups
Workshop 5:
Gina
Facilitates
Workshop 6:
Four Pioneers
Facilitate
Workshop 3 to
both groups
Workshop 7:
Gina
facilitates
Workshop 8:
Four Pioneers
facilitate
Workshop 5 to
both groups
…etc

19. PIONEER WORKSHOPS
WHEN GROUP 1’S FACILITATE GROUP 2’S
20 mins: 1st
Pioneer
Intro
Icebreaker
Revision
40mins: 2nd
Pioneer
Lesson on
Facilitation or
Assessment
10mins:
BREAK
40mins: 3rd
Pioneer
Present
Superpower
10mins:
Break
40mins: 4th
Pioneer
Learn
Superpower
20 mins: 1st
Pioneer
Review
Q&A
Wrap up

20. LEARNING STYLE POVS

21. MUSTS
• EACH PIONEER MUST PREPARE!AND STICK TO TIME LIMITS – IT AFFECTS THE OTHER PIONEERS’ TIME
LIMITS (IN TRAINING) AND AFFECTS STUDENTS (IN THE CHANGE FORCE) – THEY MUST GET HOME ON
TIME!
• MUST ASSESS EACH PIONEERS’ SESSIONS FROM YOUR LEARNING STYLE POV
• SHOULD ACT ACCORDINGLY TO AN APPROPRIATE LEVEL (NOT TO OVERLY DISRUPT PIONEER’S SESSIONS, JUST
GIVE A TASTE OF YOUR LEARNING STYLE POV)

22. 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 THEIR
COMPETENCE, 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

23. BREAK!

24. CONTENTS Welcome and
Introduction
• Revision
Part 4:
Pioneer
Training
Program
Part 5:
Introduction
to Delivery
and
Facilitation
Conclusion

25. OBJECTIVE
• OBJECTIVE: BY THE END OF THIS WORKSHOP, YOU WILL BE ABLE TO:
1. INTERPRET LEARNING ENVIRONMENT AND DELIVERY REQUIREMENTS
2. PREPARE SESSION PLANS
3. PREPARE RESOURCES FOR DELIVERY

26. WHAT IS LEARNING?
Memory formation and
developing 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 it
Not necessarily
behavior – more like
knowledge 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 the
individual (green part)
• And sometimes people can’t link it, don’t have experiences – memory is selective – same with learning
• Depends on your perspective

27. WHAT IS LEARNING?
• ''A RELATIVELY PERMANENT CHANGE IN BEHAVIOR
BASED ON AN INDIVIDUAL'S INTERACTIONAL
EXPERIENCE WITH ITS ENVIRONMENT.'‘
• WAKEFIELD, 1996

28. KNOWLEDGE, SKILLS AND ATTITUDES
• IN COMPLEX LEARNING SITUATIONS THERE IS ALWAYS INTEGRATION BETWEEN THE LEARNING OF
KNOWLEDGE, SKILLS AND ATTITUDES.

29. ACTIVITY! 3 CIRCLES

30. 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

31. 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

32. 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

33. GAME: TRUMP GAME
• THIS SATURDAY

34. VALUES
http://valuesandframes.org/handbook/2-how-values-work/

37. HOW DO ADULTS LEARN?
ADULT LEARNING PRINCIPLES

38. 1) ADULTS LEARN BY DOING

39. 2) ADULTS LEARN WHEN THEY HAVE A NEED
TO LEARN

40. 3) ADULTS LEARN BY SOLVING PROBLEMS

41. 4) DIFFERENT ADULTS LEARN IN DIFFERENT
WAYS

42. 5) ADULTS LIKE VARIETY IN LEARNING
ACTIVITIES

43. DIFFERENT LEARNING STYLES
WHAT TYPES OF LEARNING STYLES ARE
THERE?

44. LEARNING STYLE POVS
Kinesthetic Visual
Auditory Left brain Right brain
Global
Analytical
Theoretical
Pragmatist
Activist Reflective

45. VISUAL LEARNERS

46. AURAL/AUDITORY LEARNERS

47. KINESTHETIC LEARNERS

48. OTHER LEARNING STYLES
Left Brain
Learner
Right Brain
Learner
Global
Learner
Analytical
Learner
Pragmatist
Learner
Activist
Learner
Reflective
Learner
Theoretical
Learner

49. CONTENTS
Welcome and
Introduction
• Housekeeping
• Icebreaker
Part 4: Pioneer
Training
Program
Part 5:
Introduction to
Delivery and
Facilitation
Conclusion

50. 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:Thursday9pm
Different Learning Style
Characters
• ‘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 12pm
Watch 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 each
of the 10 (why is each a good thing, why is each a bad thing?)
• DUE:Friday 12pm
Visit 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 12pm
LEVEL 2 Mission: Read the
book:

51. NEXT WORKSHOP
Friday 26th April
• For 3 hours: 5:00-8:00pm
• YES:
Oksana, Adriana, Tyson, Catharine, Michelle, Dabi, Kyoko, Alan
Welcome and
Introduction
• Revision
Part 1:
Facilitation
and
Assessment
Part 2: Change
Force
Introduction
Part 3: Learn
Discover
Conclusion

52. PIONEER GROUP 1
In seating order during the 2nd half of the
workshop.
Note: Vanessa Supru (sitting next to Adriana)
will be officially joining Pioneer Group 2

53. PIONEER GROUP 1 CONTACT LISTPioneer Group 1
ADRIANA Panjiwijaya
gale_horizon@yahoo.com
0432809308
Eastlakes
KYOKO Yanai Nguyen
ellie.kay@live.com
0437668646
Haymarket
DABI Kim
dabee0807@hotmail.com
0433897103
Carlingford
OKSANA Eremina
oksana_esl@hotmail.com
0421925020
Kirrawee
TYSON Cole Lau
tysonlaubp@gmail.com
0406149665
Strathfield
CATHARINE Wong
wong_catharine@hotmail.com
0415061890
La Perouse
MICHELLE Wu
wu.michelle@live.com
0434595787
Hurstville
ALAN Lu
alan.kj.lu@gmail.com
0425219829
Lidcombe