HAGONOY YOUNG LEADERS CONGRESS 2011

Facilitators Guide

Program Design Day 1 June 10 Officer of the Day: Von Camangon

Time 8:00AM 8:30AM 8:30AM 9:00AM

Activity Registration and distribution of congress materials 1. Distribution of name tags 2. Distribution of welcome letter, notebook, bag and pen Introduction of HYLC 2011 Secretariat Team WELCOME MESSAGE ELMER SANTOS Program Adviser Congress Orientation and Introduction of the Keynote Speaker HERWIN CABASAL OIC Program Manager Keynote Address ATTY. TED VILLANUEVA President, IBP Bulacan Chapter

Notes HYLC 2011 Sect OD - 1 Presentation Material for Congress Introduction Laptop, LCD and Sound System Open Forum Awarding of Token of Appreciation and Certificate Batch Photo with Keynote Speaker Logistics Team to arrange rooming for boys and girls Plenary Faci 1

9:00AM 10:00AM

10:00AM 10:20AM 10:20AM 12:00NN

Morning Snacks Big Group GTKY (Bumabagyo!) Peek-a-who (Guess the campers name!) Camp Jargon: Energy Level Check! Taas Handa na ba kayo? Group Assignment Camp Introduction 1. GTKY (small group) Group Juggle Modified (with numbers) Beat the Record 2. Expectation Setting 3. Full Value Contract 4. Group Name and Yell Long version (presentation) Short version (group chant) Presentation per group Camp Ground Rules and House Rules

Note to SG facilitator: stress HYLCs important role in building leaders for the community

Plenary Faci 2: Level Off with participants FVC and Expectations Plenary Faci 3: Ice Breaker Plenary Faci 4: Instruction for Lights and Shades, Activity: Sharing in triads (CS complete stranger, FC feeling close and FF friends forever) SG Faci: Emphasize the importance of self-awareness for leaders SG Faci should have copy of their reflection guide Plenary Faci 5: Joseph Navarro Plenary Faci 6: Lecturette

12:00NN 1:00PM 1:00PM 2:00PM

LUNCH Break Afternoon Ice Breakers Cat and Mouse Dora Clap Module 1: Self Leadership (Part 1) Activity 1: Lights and Shades Small Group Processing

2:00PM 3:30PM

3:30PM 4:00PM 4:00PM 5:20PM

Activity 2: My Life Journey Small Group Processing Life Journey Gallery Synthesis Module 1: Self-Leadership Lecturette: Johari Window (JGN) PM Snack Module 2: Trust Lecturette: Challenge By Choice Emotional and Physical Safety Warm-up activity ~ Yurt Circle with Webbing

5:20PM 5:50PM 5:50PM 7:00PM 7:00PM 8:30PM

Activity 1: Basic Spotting and Falling Demo Activity 2: Trust Fall Processing of Trust Activities Synthesis Module 2: Trust Freshen Up and Dinner Multi-Sectoral Panel Discussion FROM THE LEADERS Diary ATTY. XAVIER JAVIER, President Western Union MONALIZA VILLANUEVA, Principal SNES DINO BALABO, Writer, Mabuhay Newspaper EARL JOSEF QUEROL, President - LifeBox Malolos Workshop Group Discussion Reflection on Panel Discussion Workshop Session 1: My Community Issue/Problem Individual Sharing of Pre-Work B: Community Awareness Questions: What important issues or challenges does your community (school, barangay, town or city) face at present? Describe these issues or challenges briefly. What one or two issues or challenges are you particularly concerned about and feel a desire to engage yourself in? Why are these the issues/challenges that you are interested in? Lights Out for delegates Secretariat debriefing HYPE Team Press Work

Plenary Faci 7: Participants to sit with their groupmates CVs and Profiles of Speakers for proper introduction, PPT Background, Certificates and Tokens for Guests Photo Op by Group, then batch Logistics Team to distribute letters to the delegates room

8:30PM 9:30PM

10:00PM

Day 2 June 11 Officer of the Day: Nikki Coronel Time Activity 5:30AM 7:00AM Wake up call/Wash - up 7:00AM 8:00AM Breakfast 8:00AM 8:30AM Morning Games Recap of Day1 8:30AM 10:00AM Talk 1: Servant Leadership SIMON MOSSESGELD Congress Director, Ayala Young Leaders

Notes HYLC 2011 Secretariat Team Plenary Faci 8 OD Day 2: Introduction of Tatay Monch Open Forum Awarding of Token of Appreciation and Certificate Batch Photo with Keynote Speaker C/o HYLC 2011 Sect Small Group Facilitators Announcement on Group Presentation Plenary Faci 9 Plenary Faci 10

10:00AM 10:30AM 10:30AM 11:15AM

11:15AM 11:20AM 11:20AM 12:00NN 12:00NN 1:00PM 1:00PM 1:05PM 1:05PM 5:20PM

AM Snack Workshop Group Discussion Sharing of Reflection from the Servant Leadership Talk Workshop Session 2: Continuation of My Community Issue/Problem Experiential Learning Cat and Mouse (modified) Evolution Building Allies LUNCH Plenary Briefing on Outdoor Activities Module 3: Leading Others (Team Initiatives) Toxic Waste Indianas Challenge Nuclear Fence

Plenary Faci 11

5:20PM 7:30PM 7:30PM 10:30PM

Collaboration: Chaos, Support Circle Boodle Fight Freshen Up Video: Teamwork Introduction to Journaling and Reflection Boundary Break: Small Group

Plenary Faci 12 Get from Kuya JR Plenary Faci 13 Logistics Team to distribute letters to the delegates room Post Announcement on Group Presentation

10:30PM

Lights Out for delegates Secretariat debriefing HYPE Team Press Work

Day 3 June 12 Officer of the Day: RJ Tubig Time Activity 5:30AM 6:30AM Wake up call 6:30AM 7:00AM Opportunity to Practice Group Presentation 7:00AM 8:00AM Breakfast 8:00AM 8:30AM Morning Games Recap of Day1 8:30AM 9:45AM ALL Visioning Activity shall incorporate the Workshop Session 2 Input on Community Issues/Concerns Personal Visioning Activity Sharing and Debriefing: Small Group AM Snack Community Visioning HAGONOY in 2021 Pipeline LUNCH Group Presentation Practice Meeting of Group Representatives: Batch Commitment Afternoon Games Closing Ceremony Group Presentations (max of 5mins per group) Distribution of Certificates Batch Commitment Welcome to HYLEAP Alumni Alliance Body Blessing Home Sweet Home

Notes HYLC 2011 Secretariat Plenary Faci 14 Plenary Faci 15 Instruction in Plenary

9:45AM 10:05AM 10:05AM 11:05AM 11:05AM 12:00NN 12:00NN 1:30PM 1:30PM 1:40PM 1:40PM 3:00PM

C/o HYLC 2011 Sect Plenary Faci 16 Plenary Faci 17 Meeting with OD - 3 Plenary Faci 18 HYLC Alumni

c/o Herwin

3:00PM

INTRODUCTIONS: Big Group GTKY (Bumabagyo!) Plenary Faci 1

Peek-a-who (Guess the campers name!) Camp Jargon: Energy Level Check! Taas Handa na ba kayo? Oo, Hyleaders weh! Group Assignment Camp Introduction GTKY (small group) Group Juggle Modified (with numbers) Beat the Record Expectation Setting Full Value Contract Group Name and Yell Long version (presentation) Short version (group chant) Presentation per group Camp Ground Rules and House Rules Note to SG facilitator: stress HYLCs important role in building leaders for the community

Plenary Faci 2: Level Off with participants FVC and Expectations

I. Introduction of Camp Facilitators and Secretariat Team Duration: 5 mins. Instructions: Camp Facilitators and the secretariat will introduce themselves randomly. They will state their full name, nick name, HYLC/AYLA Batch and what they are currently busy with. II. Camp Jargons Duration: 5 mins Instructions: Introduce the concept of Energy Level Check and Taas Facilitator will tell the participants that during the camp they will be using some jargons to do some temperature check For Energy Level Check, the participants will be instructed to do hand signal in order to communicate to the facilitator their level of energy The hand signals include: Two thumbs up high energy; two thumbs down low energy; and two thumbs side just ok For Taas, the participants will applause in an upward movement to signal positive energy instead of doing it usually downward For attention call especially during group challenges, use: Handa na ba kayo? Oo, Hyleaders weh! (with action similar to Oo, Siyempre!) III. Big Group GTKY Big Group GTKY (Bumabagyo!) Participants will be asked to form ONE big circle. They will be asked likewise to remove their sandals/slippers/shoes and to put it in front of them. There will be an IT in the middle who will shout Bumabagyo!, the crowd will respond in chorus Saan?. The IT will respond by mentioning an observable characteristic present in the group i.e. sa lahat ng naka-red, sa lahat ng naka-jeans, sa ating lahat! All the target group must exchange place across the circle by looking for a vacant pair of shoes/slippers/sandals and standing behind it until another IT will stand in the middle Do this for 5-7 rounds then proceed to the next GTKY for big group. Peek-a-who (Guess the campers name!) Materials: Big Trapal Ask the camper to clasp their hand and check which thumb is on top Group them according to (1) right thumb on top mind over heart people (also known us matatalino at madiskarte) (2) left thumb on top heart over mind (also known as mauunawain, magaganda at seksi) Explain the mechanics to the participants.

a. b. c. d.

The goal of the activity is to correctly call the name of the participant from the other group. Two of your facilitators will hold a blanket to separate the field into two. Each group must send a representative for the face-off. The first one to correctly name the person from the other group scores a point. The winning group will absorb the person whom they were able to name correctly. e. The game will end when there is no more members in the other group. f. Other facilitators will serve as guards/monitors of the game. Group Joggle and Beat the Record Duration: 10 mins Implementation: Small Group 5 mins 10 mins Giving of instructions Implementation Material/s Needed: 1 soft ball per group

Instructions: I will introduce myself and describe my work, what other things I do aside from work, and my favorite song (4 Ps: Pangalan, Propesyon, Pinagkakaabalahan, at Paboritong Kanta). When I am through, I will pass this ball to the person in front of me. S/He will do the same thing: introduce him/herself and tell us about his/her work, other things aside from work, and his/her favorite song. Then, s/he will choose the person who will introduce him/herself by passing the ball to anyone, until all of us have been introduced. Take note and remember the order of passing of the ball because we will use this in the next round. Any question? (None/yes, theres a question). After the first round of introduction, explain the new rules of the game. Our goal is to pass the ball according to the pattern of introduction in round 1. If we make a mistake, we will start from the first person (the facilitator). While the group is passing on the ball, take note of the time it takes to complete the task. After round 2, tell the group how much time it took them to complete round 2. Challenge them in round 3 to beat the time it took the group to complete round 2. After round 3, tell the group how much time it took them to complete round 3. Challenge them in round 4 to beat the time it took the group to complete round 3. ZONING EXPECTATIONS Time: 20 minutes Objectives At the end of this activity, participants should: 1. Recognize ones expectations from ones self, others, the and facilitators; and 2. Suspend ones expectations and judgment to give space for insights Materials: - Manila paper - Markers/Crayons - Meta-cards/strips - Water pitcher (transparent) - Transparent drinking glass

training, new

Instructions/Mechanics: 1. Distribute three meta-cards/strips and a crayon/a marker to each participant. 2. Tell the participants to write three expectations they have brought with them in this training. It can be expectations on themselves, fellow participants, trainers, or what they expect to learn. 3. Give them 5 minutes to accomplish this. 4. After they have finished writing, post the Manila paper which has been divided into five (5) zones: my, group, learn, faci, and stop on the wall where everyone can see it or have access to it.

MY ZONE

GROUP ZONE

LEARN ZONE

FUZZY (FACI) ZONE

STOP ZONE

5. Say: a. The Manila paper shows several zones where our expectations about this training may fall. b. Post each of your expectations on the appropriate zone. You have 7 minutes to do this. Debriefing Questions: 1. Look at each of the zones (prompt the participants to go over each zone). a. Is there any expectation which you werent able to write but was identified by a fellow participant? (YES/NO) If yes, what expectations is this? (answers will vary) b. Is there any expectation which you would like to add to what has already been posted? (YES/NO) If yes, what expectation is this? (answers will vary) c. What similarities in expectations do you see for each zone? (answers will vary) 2. How can we meet the expectations in each of these zones (Prompt the participants to go over each zone)? Expected answers: MY ZONE I must do my part to achieve my individual expectations: cooperate, participate, share my ideas, suspend my judgment, etc. My fellow participants and the facilitator must help me meet this/these expectations. Other answers GROUP ZONE I must do my part to achieve my individual expectations: cooperate, participate, share my ideas, suspend my judgment, etc. My fellow participants and the facilitator must help me meet this/these expectations. If I do my part, and all of us do our part, then we can meet these expectations. Other answers FUZZY (FACI) Facilitators must respond to these expectations depending on whats realistic, ZONE thus answers will vary. LEARN ZONE Based on what theyve learned from the orientation, plus the information which the facilitator gave them, then make them identify which of their expectations in this zone can b addressed by the FTW, which they think will be addressed in part, and which one will not be addressed at all. STOP ZONE In this zone, ask the participants what they think might become their stumbling block or things that might keep them from fully participating in the activities e.g., physical injury, health condition, debates on religion, etc.

(Optional if demonstration is needed or could be explained) 3. To end this part of the orientation, demonstrate an almost-full glass of water and tell them that learning is like filling a glass. If the drinking glass is almost full to the brim (show the glass), what do they think will happen if we pour water from the pitcher/ (allow the participants to answer this). Then ask them, what then should do? (Allow the participants to answer this). Stress that our minds are like the almost-full drinking glass. They came here with a lot of experiences and knowledge in their head. But like the glass, if the mind is not emptied, then no new

insights could be gained. Thus, invite the participants to make space and empty their glasses to allow new insights to come in; insights not just from the training itself and the facilitators, but most especially, insights that theyd actually gain from their fellow participants. Full-Value Contract Time: 10 minutes

Objectives: At the end of this activity, participants should: 1. establish a set of values, norms, or ground rules for interacting with each other; and 2. Concretize their agreement with the ground rules they have come up with their fellow participants by signing a contract they themselves have written. Instructions/Mechanics: 1. Recall the part of the Zoning Expectations wherein they suggested how to meet expectations classified under My Zone and Group Zone. 2. Tell them that this time, you are giving them a free-hand to come up with a set of values, norms, and ground rules that would guide them in interacting with their fellow participants. Explain further that these may include how theyd address each other, ensure each others safety, and promote a comfortable atmosphere where everyone will be encouraged to take part in the activities. 3. Give the participants 5-10 minutes to write the rules they have agreed on Manila paper. 4. Instruct them to write their full name and sign above their name. 5. Tell the participants that during the course of the training-workshop, this contract will be posted on a conspicuous space in the session area where everyone can see them as a reminder of how they will conduct themselves. Additional Task (10mins): Come up with a group yell and group name that best describe their group LIGHT and SHADE Objective: Self-awareness, getting to know each other Materials: Meta-cards or Post It Notes of two colors (3 meta-cards of each color for each participant) Color Markers or Crayons Process: 1. Distribute meta-cards/Post It Notes to participants. 2. As participants what they associate with each of these two terms: Light and Shade. 3. Use the word associations to explain that we all have our own Lights and Shades. a. Light: i. What I like about myself ii. What I do well iii. Things I have done I am proud of/happy about b. Shade: i. What I want to change about myself ii. What I am not very good at doing iii. Things I regret I have not done or not done enough of 4. Ask participants to identify their own lights and shades and write them on meta-cards/Post It Notes. a. Lights on the brighter colored meta-cards, Shades on the darker colored meta-cards. b. One light or shadow per meta-card. c. Write only a word or phrase. Do not write a whole sentence. d. Ask participants to write in large letters. 5. After all participants have finished writing, ask them to stick each Light and Shade on the part of their body that they associate with it. (Example: A meta-card with Kind written on it may be placed on the chest.) Plenary Facilitator will: 6. Ask participant to look for a CS Complete Stranger, FC Feeling Close and FF Friends Forever for each round and they will share one light and one shade to their partner for that round. 7. After all diad sharing is over, ask participants to mill around to get to know other participants Lights and Shades. Give 3-5 minutes for this. 8. Small Group Facilitator processes with questions similar to the following: a. How did you find the activity? b. What did you find easier to share, your lights or shades? Why? c. To whom did you find it easier to share, the person you did not know well or the one you knew well? What made it easier or more difficult?

Materials: - Manila paper - Markers/crayons

d. Did you discover anything new about yourself because of reflecting about yourself or getting to know other people better? e. How has the activity been helpful to you and to the group? f. What insights can we draw from the activity and from what was shared? LIFE JOURNEY Time: 1.5 hours for sharing and processing Materials: Pre-Work of Participants 1. Encourage attentive listening from each member of the group, saying that listening is an important characteristic of effective persons and leaders. 2. After all have shared, facilitator processes activity with questions such as: a. What did you find most interesting about the activity? b. How did you feel when you were sharing? c. How did you feel when someone else was sharing? d. How did you feel about listening? e. Is there anything new that you learned about yourself because of this activity? About others? f. Is there anything that is different about you now that you have shared something about yourself? What might it be? g. Is there anything you would like to say to anyone in the group? h. Are there any common things that you in this group seem to share? i. What insight(s) can you draw from this activity? (You may go around the circle and ask each member to respond to the question through one phrase or sentence.) 3. Synthesize learning, insights and applications. Pre-Work Guide Question (For facilitators reference) A. SELF-AWARENESS 1. LIFE JOURNEY Who or what you are today is influenced by your past. Quiet down and review your life so far. Identify the major circumstances and experiences that have influenced you. Include also the significant persons who have influenced you. Reflect on how each circumstance, experience or person has influenced or shaped you to be the kind of person you are today. Note down your reflections. 2. MY LIFE ASPIRATIONS Quiet down, close your eyes and sense the kind of life you want to be living by 2018. Imagine yourself then in as much detail as possible as if it was already happening now. By then, what would you BE? What would you HAVE? What would you be DOING? Imagine what you really deeply desire, not what others want for you, regardless of what you are studying or involved in now. BE refers to the person you are, to your personal qualities, traits, values and principles. HAVE refers to possessions or belongings. DO refer to experiences and activities. All the BEs, HAVEs and DOs should give you deep satisfaction and fulfillment. Dont worry about the feasibility of living this kind of life. Just allow the images to develop in your mind and place yourself in the picture. Get fully into the experience. Note down your reflections. 3. SYNTHESIS Based on the two reflections (1 and 2), illustrate who you are and want to be on a whole sheet of cartolina. Use any drawing or illustration material you wish (paint, crayons, cloth, objects from nature, etc.). Dont be concerned about your drawing or illustrating ability. What is important is that your illustration captures the major points of your two reflections. Give your illustration a title that reflects its contents and who you are. You will share this illustration on the first day of the congress. Interactive Johari Window Duration: 30 mins Implementation: Plenary Advance Reading:

Materials Needed: Print out of Jwindow metaphor PPT presentation

The PUBLIC SELF composes of things that we know and others know about ourselves. When we get to know more

about our self through introspection and feedback from others, this part of the window grows bigger. SELF PUBLIC SELF BLIND SPOT

OTHERS BLINDSPOT include things we dont know about PRIVAT ourselves but others know and have observed POTENE about us. Growing in self-awareness means that TIALS SELF we bravely try to learn more about ourselves in the eyes of others. While not all observations may be objective or even accurate, we must eventually learn to validate and balance these observations with how we understand ourselves. The challenge for us is to remain objective by seeking examples behind the perspectives given by others about us; be open and mature in receiving feedback, respectful of others opinions and kind to ourselves. It would be best to have a close set of friends or loved ones whom you can trust to give an honest and unbiased opinion about us. When people bring to our attention our blind spots, this part of the window gets smaller. Our PRIVATE SELF is things that only WE know and that others are oblivious about. Certainly there will be things that we should be keeping to ourselves because of the sensitive nature of these truths. The more we share about our selves to others, this part of the window gets smaller. POTENTIALS contain things that nobody not even you know about. When we come to knowledge about this, this part of the window gets smaller.

Possible Interpretation: Pane 1, they could list things that are generally known about themselves hobbies etc. This could form the basis for an open sharing or introductory session. In Pane 2, they could identify the feedback they would like to receive about their behaviour, mannerisms etc. This could form the basis for small-group sessions. Pane 3 could include aspects of themselves that they have not told anyone before, but they might be willing to share during a one-to-one or small-group session. Pane 4 could include areas that they would like to explore in a counseling session or with the help of the group their future, how they would react in a particular situation... Module 2: Trust Lecturette: Challenge By Choice Emotional and Physical Safety Warm-up activity ~ Yurt Circle with Webbing Activity 1: Basic Spotting and Falling Demo Activity 2: Trust Fall TRUST ACTIVITIES Duration: 1-hour 20mins. The safety reminders can be summarized by the Rule of Twos Two EYES on the faller/climber Two EARS on what the faller/climber is communicating Two FEET on the ground Two HANDS up on spotting position

Facilitator: We will challenge your individual and group physical capability as well as your ability to choose your level of challenge through a series of Trust Activities which aim to discover your potentials by pushing you outside of your Comfort Zone. WARM UP: Yurt Circle Time Limit 10mins. Materials: webbing, timer and whistle Process: 1. Remind your group of the basic safety reminders and their FVC. 2. Ask them to form a circle standing shoulder to shoulder as they try to balance the distribution of their individual weight and height in the circle. Show and tell them the proper position while conducting the Yurt Circle activity distance of their feet should be shoulders width and arms should be in straight relax position while holding the webbing. 3. Tell the group to grab part of the webbing and wait for your instruction when to pull it. a. First Challenge: Sit on the air while pulling the webbing b. Second Challenge: Sit on the floor while pulling the webbing c. Third Challenge: Execute first 2-challenge without talking then eyes closed d. Fourth Challenge: Group Wave (going up and down in pairs while holding the webbing) Activity 1: BASIC SPOTTING DEMO/TRUST LEAN Time Limit: 20 minutes Materials Needed: Copy of the script/dialogue of spotter and faller, whistle, timer Process: 1. Plenary Facilitator will instruct the Small Group Facilitators and Secretariat Team to demonstrate Basic Spotting Technique as follows: a. SPOTTER i. Stand straight with feet shoulders width apart ii. Stronger leg at the back supporting the other leg in front iii. Bend knees a bit but keep upper and lower back straight (dont lean your body forward/backward) iv. Hands should be at comfortable distance from one another in bumpers up position with elbow straight but not locked and fingers relaxed b. FALLER i. Feet together ii. Raise arms forward shoulder level, then cross, twist with two palm facing each other, clasp palm, then tuck right below the chin locking both elbows sideward c. SCRIPT/DIALOGUE i. Faller: Spotter, are you ready? ii. Spotter: Yes Im ready. iii. Faller: Im __________ (your name) and Im ready to fall. iv. Spotter: Fall! d. EXECUTION i. Spotter and Faller will take their position properly ii. Both spotter and faller will communicate based on the dialogue/script iii. Full Value Contract should be emphasized iv. Facilitator should watch out for SAFETY concerns of the participants v. IMPORTANT: Whenever the participants will start playing or making fun of the activity, facilitator shall stop the activity and take it up with the group to continue the challenge. 2. Plenary Facilitator should emphasize the importance of demonstrating first the activity before asking the participants to try it in their small group. 3. Instruction for small group facilitators: a. Tell the group to look for partner of relative weight and height, then identify who will be partner A & B b. Ask them to form two straight line with partners A&B standing side by side c. Do Trust d. First Round: Partner A will be the faller, Partner B will be the spotter e. Second Round: Partner B will be the faller, Partner A will be the spotter 4. Once done with both partners, facilitator will instruct the group to proceed to the next challenge. Activity 2: TRUST FALL Time Limit: 50 minutes including debriefing of ALL Trust Activities Materials Needed: 13 monoblock chairs (stack together), 1 monoblock chair (will serve as platform for going up) Process:

1.

2. 3.

4.

Introduce the activity by a mood setting spiel: a. Facilitator: Our constant challenge as aspiring Servant Leaders is to continually widen our public self and one way of doing that is by trying potentially different task that will push us to our limits. Our last activity for this morning what we call Trust Fall will give us an opportunity that we can grab to challenge ourselves. Before starting the activity, always check the strength of the improvised platform (monoblocks stacked together) for the Trust Fall activity. Check also for participants who are still wearing accessories and ask them to remove it. Instruct the participants as follows: a. Ask them to form 2 lines (with the stacks of chairs in front) facing each other in spotting position with catchers arms forming a zipper-like pattern b. Explain the goal of the activity: Trust Falls goal is for everybody to try climbing and falling from an improvised platform (13 monoblock chairs stacked together) to the catchers zipper-like arms formation c. Once the faller is already in the conveyor (zipper-like arms formation), he/she will be passed on until his/her head will reach the last pair of catcher. d. Catchers will then bring down the faller, feet first on the ground followed by a group hug (when necessary) e. Dialogue during Trust Fall: i. Faller: Team, can I entrust myself to you? ii. Catchers: Yes, you can. iii. Faller: Im ________ (your name) and Im ready to fall. iv. Catchers: Fall! f. Ask the group if theres anything you can clarify for them, if none, ask for the first volunteer Faller. g. Encourage 100% participation however; always ask what will be their challenge by choice. h. IMPORTANT: Whenever the participants will start playing or making fun of the activity, facilitator shall stop the activity and take it up with the group to continue the challenge. Debrief as follows: a. Ano ang nangingibabaw na pakiramdam matapos ninyong maranasan ang ibat-ibang Trust Activities? b. Anu-ano ang mga katangian ng spotter(s) na nakahikayat sa iyo upang subukan ang ibat-ibang activities? Anu-ano naman ang naka-discourage o nakasagabal sa iyo upang lubusang magtiwala sa iyong spotter? c. Alin ang mas mahirap na gampanan ang pagiging spotter? o faller? Bakit? d. Mayroon ka bang bagong nadiskubre tungkol sa iyong sarili? Sa iyong mga kasamahan sa grupo? e. Ano ang kahalagahan ng pagtitiwala sa iyo bilang isang lider sa tunay na buhay? f. Paano mo maisasabuhay ang nangingibabaw na pagkatuto mula sa ginawa nating mga Trust Activities sa iyong pagiging pinuno? g. In your life today, are you more of a spotter? or a faller?

Multi-Sectoral Panel Discussion FROM THE LEADERS Diary ATTY. XAVIER JAVIER, President Western Union MONALIZA VILLANUEVA, Principal SNES DINO BALABO, Writer, Mabuhay Newspaper EARL JOSEF QUEROL, President - LifeBox Malolos Moderated Panel Discussion where panelists will be asked the following: (a) How your leadership journey started, Who or what influenced you to be a leader? (b) What was your most challenging experience as a leader (c) What can you say was your biggest affirmation or milestone as a leader (d) Where do you draw your strength and inspiration as a leader, what keeps you going (e) How would you want to be remembered as leader Workshop Group Discussion Reflection on Panel Discussion (5-10mins.) Ask each participant what is their most significant insight from the Panel Discussion Workshop Session 1: My Community Issue/Problem Individual Sharing of Pre-Work B: Community Awareness

Questions: What important issues or challenges does your community (school, barangay, town or city) face at present? Describe these issues or challenges briefly. What one or two issues or challenges are you particularly concerned about and feel a desire to engage yourself in? Why are these the issues/challenges that you are interested in? Each participant shall write their Community Issue in a metacard and will put in the middle of the circle after sharing. The facilitator of the group will collect it and keep for the Visioning Activity MODULE 3: LEADING OTHERS Indianas Challenge Duration: 30 mins Implementation: per Station 5 mins 25 mins Giving of instructions Implementation

Material/s Needed: Basketball Marker Cone cotton ropes

Instructions: Group members gather around a 10-foot (3 meter) diameter circle The challenge is to remove a basketball that is balanced on an 18-inch (45 centimeter) cone from the middle of the circle and shoot on a designated goal Group members have cotton ropes that they use to get the ball out of the circle to the goal The group must find three (3) different ways to the remove the ball from the cone and transfer it to the goal No group member may step over the line or touch the inside of the circle with any body part. However, when the ball falls to the floor one group member may cross the line to place the ball onto the cone. While inside the circle this group member is now allowed to help manipulate the rope TOXIC WASTE Objective: Communication, planning, working together, support and encouragement, leadership Materials: Container with balls inside Timer Rope (Four to six 1.5 to 2-meter segments) Rubber strip tied into a circle 2 medium size pails Other materials that can be used as hazards and obstacles. Process: 1. Bring the participants to the area. Keep them at a distance from the materials laid out in the activity area but close enough to see the materials and layout. 2. Explain the scenario/background: This morning, we found inside that container you see in front of you dangerous toxic waste (represented by the ball) that can seriously affect health and cause death. No one knows how it got here. It is so dangerous that no one can touch it or the container it is in and everyone must keep a minimum distance from it. The minimum distance is marked by the rope/webbing circle. No part of the body can therefore enter the circle otherwise the person will die or lose that part of the body that is placed inside the circle. To decontaminate the toxic waste, its container must be brought within 30 minutes to the decontamination facility (bring the group to the decontamination area represented by the other circle) where it must be transferred to the other container where it will be decontaminated. It the toxic waste is not transferred to the container within that time, all of us here will die and people within an 18 kilometer radius will get sick and suffer or die a horrible death. While bringing the toxic waste to the decontamination area, it cannot fall out of the container. When the toxic waste is transferred to the other container, it must land in the container and no other material can be transferred with it. Let me repeat, while the entire container must be brought to the decontamination facility, only the toxic waste must be transferred to the other container. If the toxic waste falls out or the other material is transferred into the other container with it, we will all die, and many within the 18 kilometer danger zone will suffer or die. P-Noy has heard that you are here attending a leadership camp and has assigned you to transport the toxic waste for decontamination. He is completely confident that you can do the assigned job and save other people from sure death because you are very good leaders that can lead the decontamination process. The survival of thousands is in your hands.

To transport the toxic waste to the decontamination facility, you will be given the following materials. (Show the ropes and rubber strip.) Only these materials can be used to transport the toxic waste. Remember that at no time can you touch the toxic waste and the container it is in. You also cannot touch the circle of rope/webbing or go inside the area marked by it. If you violate any of these, you will die a horrible death or lose a part of your body. 3. Give instructions: a. To transport the toxic waste for decontamination, you will organize your group into three teams. i. Team One: Engineers. Engineers will design the equipment that will be used by the Transporters to transport the waste, using only what will be provided to the team (show the ropes and rubber strip). Engineers cannot be members of any other team. ii. Team Two: Transporters. Your group can have as many transporters as you want. The transporters will transport the toxic waste from its present location to the decontamination facility using the equipment designed by the engineering team. When transporting the waste using the rope, they can touch only one end of the rope. If they touch any other part of the rope other than the end, they will die. The toxic waste is so dangerous that not only can it not be touched but the transporters have to wear special eye gear (show the blindfolds) to cover their eyes otherwise they will get blind. iii. Team Three: Coaches. Since the transporters cannot see, the coaches will direct them as they bring the waste to the decontamination facility. However, the coaches cannot get closer to the material than the transporters otherwise they will die. They also cannot touch any part of the transporters bodies otherwise will also die. 4. Ask for any clarificatory questions. 5. Announce that the group has thirty minutes to transport the toxic waste. The 30 minutes include the time for planning. The group can use as many minutes for planning as members want or need but by the end of the 30 minute period, the toxic waste must have been transferred to the other container. a. Additional instructions: During planning, you cannot touch the toxic waste, the containers or touch or enter the circles otherwise you will die a violent death. 6. Announce the start of the planning phase and watch for any violations of the instructions. 7. When the group signals that they have ended their planning, have the blindfolds placed on the Transporters and proceed with the Transport phase. (Stop the time while the blindfolds are being placed.) Implement the instructions as necessary. 8. Variations as the activity progresses: a. Announce that the President of the Philippines wants to get an update about the progress of the work from one of the team members. Pull out of the transporters or coaches, who have of course to be replaced. Prime candidates for pulling out: those who are taking the lead. b. If any of the materials fall while being transported, not all get killed. Kill only one transporter or coach, who can be replaced of course. 9. When the entire activity has ended, process the activity. Sample questions are as follows: a. Describe what happened. i. Planning: manpower, use of resources including expertise, equipment, process, etc. ii. Implementation (transport phase) b. How satisfied were you about the planning? Please explain. c. How satisfied were you about what happened during the transport phase? Please explain. d. What behaviors helped the group achieve its objectives? What did not? e. Who took on leadership? What did he/she do? What were the leadership behaviors that you observed in yourself or others? What leadership behaviors did you personally show? What leadership behaviors did others show? What effect did these leadership behaviors have on group functioning and achievement of goals? How did these leadership behaviors help the group achieve its task? f. What behaviors did not help in achieving your objectives? How were they not helpful? What negative effects did they have? g. What did you learn from the activity about what are needed to be successful in a group task or project? h. Look back at the organizations you belong to in school, either as a member or as an officer. Do things similar to what you experienced in this activity also happen in your organizations or classes? Which ones? How? i. What did you learn through this activity that will be helpful to your leadership and your organizations when you get back to your schools? j. How concretely can you apply what you have learned when you get back to your schools?

Synthesize learning, insights and applications. NUCLEAR FENCE Values:Planning, Coordination, Communication, Working together, support and encouragement, leadership Materials: Nylon ropes 6mm diameter, 20ft long (2pcs) Time Limit: 20 minutes Objective: Participants connected to each other by holding hand-to-hand try to safely go over a horizontal rope without touching it or the rope tied horizontally above it. The objective is achieved when all have safely transferred to the other side of the nuclear fence. 1. Participants are not allowed to let go of each other up until the end of the activity. 2. Participants or anything attached to them are not allowed to touch eigther of the the ropes. 3. The nuclear field of the fence extends from the ground to the first rope. No one is allowed to extend part of their body under this rope. 3. Everyone must safely cross to the other side. Everyone starts again. Persons are not allowed to talk 1. Participants may not jump over the fence. 1.Keep back straight when carrying a load. 2.Do not step on peoples HEAD, NECKS, AND SPINAL COLUMNS. 4. Do not use another persons shoulder, back, legs or arms as a Jumping off point to transfer to the other side. 5. If a bended knee is used as a platform for stepping over the nuclear fence to the other side, the knee must be bent at a 90 degree angle and it must be completely aligned with the foot. Otherwise, the knee could be injured. 6. Members must spot each other. 7. Arms should not be twisted. Win-Win Collaboration vs. Competition 100+ balls Eight rope circles of the same size that can fit all the balls inside One rope circle of a larger size

Rules/Steps:

Penalty: Other Possible Penalties: Safety:

CHAOS Objective: Materials:

Process: 1. Lay out the biggest rope circle at the center of the playing area. Place the three smaller rope circle around it, equidistant from each other and the large rope circle. 2. Place all the balls inside the larger rope circle 3. Divide the participants into 3 small groups. Assign each group to a smaller rope circle and ask the group members to stand around it. 4. Instruct as follows: a. The objective of this activity is to get as many balls into your groups rope circle as possible. b. You have three minutes to do so. You may now begin. c. If the groups stop grabbing balls before the end of the five minutes, challenge them to get more balls into their circle and to get as many possible as possible into their circle. Point out the group that has most number of balls. 5. At the end of the round, a. Conduct a tally and post on a score board how many balls each group got. b. Ask, did you get as many balls as you could? Point out that there are 100+ balls all in all. 6. Announce a second round with the same instructions but with less time1.5 minutes. 7. At the end of the second round, do as in no. 5 above. 8. Announce a 3rd round with the same instructions but with less time30 seconds. 9. At the end of the 3rd round, process as follows: a. Describe what happened. What changes in behavior, if any, took place as the rounds progressed? b. Why did you start by grabbing as many balls you could, even to the extent of grabbing the other groups balls?

c. What does this method say about the usual way of achieving what you want? d. Does this happen in real life? Where? How? e. What would have happened if changes in behavior did not take place? What brought about the changes in your behavior? f. (If there was no change in the way the groups behaved, i.e. they continue grabbing the balls all through the 3 rounds, ask:) Is there any other way to get as many balls into your circle other than how you did it? Why did you not think about it earlier? g. If the groups discover and use the win-win strategy, i.e. place all the smaller circles together, on top of each other and place the balls inside so that all the balls are inside all the circles), ask i. What is the thinking behind this approach? Win-Win/Play to Win ii. What is the other approach, the ones you used in earlier rounds? Win-Lose iii. What is the thinking about winning behind the Win-Win/Playing to Win approach? h. Why is Win-Win/Playing to Win a better way when we work in a group with each other? i. What are some win-lose behaviors you see in the organizations or in the classes you are part of? j. What changes in yourself do you need so you can adopt a Win-Win/Play to Win approach? k. How can you encourage others in your school, organizations or classes to use a Win-Win/Play to Win approach? 10. Synthesize learning, insights and applications. To close the debriefing, you may reinforce the some teamwork values/principles that were highlighted in the activity. Conceptualization Leaders/Advocates/Champions think outside the box. Their creativity is sourced from their spirituality and fueled by their passion to be of service. Thus they think beyond the usual to ensure that a situation is resolved so that the people they serve (his/her constituents) would be enabled/empowered to grow themselves. Persuasion Leaders/Advocates/Champions builds consensus and does not impose her/his ideas on the group because s/he believes that every member is important and has something to contribute to any task. In planning for an activity or project, s/he tie up all the suggestions of the members and synthesize them into a group decision. Empathy, Listening, Healing, and Commitment to the Growth of People Leaders/Advocates/Champions is first and foremost a member of the group thus s/he feels what the members feel. S/He listens to them because s/he genuinely believes in the dignity and value of every person. By doing so s/he helps heal past hurts experienced by a fellow member, which by itself is a concrete manifestation of his/her commitment to the growth of people. BOUNDARY BREAK Objective: Self-Awareness and Disclosure Get to know others Break down boundaries among participants Materials: Gas Lamp Vigil Candles

Process: 1. Lay out the lighted vigil candles in a circle. 2. Participants sit in a circle facing each other, with a vigil candle in front of each participant. 3. Explain as follows: a. You have spent a lot of time so far getting to know each other and working together. b. Tonight we will continue to deepen knowing each other by sharing something about themselves. c. You will share something about yourself by completing an incomplete sentence that I will state. For example, I will say, My favorite color is.. and each of you will complete that sentence. d. We will have several rounds of incomplete sentences. e. Complete the sentence in your mind after you hear it. However, do not speak out your response until it is your turn. f. Be very honest. Speak slowly and clearly for everyone to hear. g. Speak only when you have this lamp that will be passed around the group. Only the person who has it may speak. h. Do not simply repeat what others have said. Think for yourself.

i. j.

Do not explain your answer but if think it is absolutely necessary to do so, explain it very briefly. If you do not have the lamp, just listen very well to what is being shared. If you cannot hear the speaker, raise your hand so we can tell the sharer to speak louder or more distinctly. k. Do not comment on the other peoples answers. l. When the lamp gets back to the person who started the round, I will then say the next incomplete sentence. m. The person who has the lamp will pass it to the person to his left who will then be the first one to complete the sentence. n. We will proceed similarly in the succeeding rounds. 4. Ask if there are any questions about the procedure 5. Reminders: You may speak only when you have the lamp. When you do not have it, you must listen very well to understand and to get to know others better. 6. Start the process. After you state the first incomplete sentence, pass the lamp to your left. 7. Note: a. You do not have to use all the incomplete sentences listed below. Do not overdo it. b. Choose the sentence stems that you feel are most appropriate for your group. c. You may replace any of the sentence stems with your own. d. Some tips: i. Start with the easy items to warm up the participants ii. End with easy items also to cool them down. BOUNDARY BREAK: INCOMPLETE SENTENCES 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. My favorite food is My favorite past time or hobby is If I were a song, the title of the song would be If I could take a vacation to any place in the world, I would like to go to The person I would like to bring with me on that vacation is The best advice I have ever received is I am happiest when What cheers me up when I feel down is My greatest fear is I feel most lonely when My most painful experience ever was When I feel very troubled, the one I turn to most of the time is . The person whom I owe who and what I am now is What I most want to tell this person is Of all the blessings that I have received in my life, the one blessing I am most grateful for is The principle that I use to guide my life is I wish other people would understand that I What I would most like to tell you my fellow group members is The change I most want to help bring about in my organization or community is Right now, I feel Right now, I want to PERSONAL VISIONING Objective: By the end of the module, each participant will be able to write an initial draft of a personal vision. Time Required: 45 minutes Process: Note: It is best to conduct this activity in the language that the participants are most comfortable with. Part I: Individual Reflection (20 minutes) 1. Plenary group facilitator asks the participants to spread their seats out all over the plenary hall so that there are spaces between them. Each one should be at least two feet away from a fellow participant. 2. Facilitator asks the participants to find a blank page in their journal and mark it with their pencil/ballpen. Facilitator asks them to put their belongings on the floor with their journal in a place where they can easily get it. 3. Facilitator leads the participant through a quieting down/centering process.

4. After the quieting/centering, plenary group facilitator leads participants through the visioning process. Facilitator states: Throughout this activity, please maintain silence and an atmosphere of reflection. One of our uniquely human endowments is the power to imagine the future we want most for ourselves and to choose which path we will take towards that future. We can create a clear picture in our minds and in our hearts of what we most want. In this session, I will lead you through such a process. Imagine yourself in 2021, ten years from now. For some reason, time has moved forward very fast and it is no longer 2011. It is already 2021. Imagine the future as if it is already the present. Many things have changed positively. Many good things have happened to you. You have become who you would want to be. You are making good use of your abilities and gifts. You are involved in doing something that you are very passionate about and which gives you a lot of meaning. You have become what you most want it to be. You are clearly on your way to making all your hopes and aspirations become a reality. Imagine yourself and your situation as if it already happening. As if it has already become true. Listen the questions I will read alod and use them as a guide to imagining and describing the future you want very much for yourself. Imagine in as much detail as possible. Use only the questions that are meaningful to you. It is 2021 and you are what you want most to be by this time Imagine(read the questions very slowly, in a reflective mode). a. Where do you find yourself in? Where are you staying or living? Who are with you? Imagine it in clearly in your mind b. What kind of person have you become? When people describe the best in you, what do they say? How do they describe you as a person (traits, principles, values, etc.) c. What are you involved with? What are you doing? What are you most concerned about? What do you devote much time to that give you a lot of meaning? What do you find yourself most passionate about?

d. Who are your colleagues? How do you work together? What is your working relationship like? e. What changes have you been instrumental in bringing about? f. What have you achieved? What impact have you created? For whom? What are the indicators of the impact you have created?

g. What contribution are you making? Who benefit from what you do? What changes are they experiencing in their lives because of your contributions? h. How do those who benefit from what you do feel? What are they most grateful for? How have their lives become better? i. j. k. How committed are you to making this contribution? What are the indicators of this commitment? What is your dominant feeling about yourself and what you are doing and involved in? What are you future dreams, goals and aspirations? What more would you like to achieve in the next 10 years (by 2031)? What impact do you want to create in the next 10 years (2021-2031)?

5. Plenary group facilitator provides the participants the following guidelines: a. Write down as quickly as you can what you saw in your imaginationwhat your desired future for yourself is.

b. As you write, do not be concerned with spelling, grammar or punctuation. Do not be concerned about organization or writing style. Just write down what you imagine and what you feel. Write in the language you are most comfortable withEnglish, your local dialect, Tagalog or a mixture. c. Write, write, write. Do not stop. Write whatever comes to your mind and heart. If you change your mind about what you have written, do not erase it. Just cross it out and then continue immediately. Just write, write, write whatever you imagine and want most for yourself in your heart. d. Throughout, maintain silence. If you are finished and others are not, please remain silent to provide others the proper atmosphere for reflection and writing. 6. The plenary group facilitator asks the participants to get their journal and write down the description of their desired future (15-20 minutes). If possible, play some quiet instrumental music as the participants are writing. 7. Thirty (30) seconds before the end of the time allotted for writing, the plenary group facilitator explains that in a while, he/she will count backwards from 10 to 1. When the count gets to 1, the writing will end and the next set of instructions will be given. 8. The facilitator ends Part I by counting slowly 109 8 7 6 5 4 3 2 1! Part 2: Instructions for refining the Vision statement. 1. Plenary facilitator states that the participants have written the first draft of their vision statement. No matter how rough it is, it contains many of their deepest aspirations for themselves. The next step and challenge is to refine it. 2. Facilitator suggests the following process: a. Find regular time to further reflect on the same questions. b. Based on further reflections, revise the draft. Add, subtract, or even totally rewrite. c. Revise the draft(s) as necessary and when the participant is satisfied, he/she should finalize it.

d. The final statement should be: i. Big enoughit stretches, challenges and changes the status quo. ii. Groundedit is a real possibility. iii. DesiredYou really want to see it happen. iv. AffirmativeStated in bold, positive language as if it is happening now. -- Adapted from: Innovation Team Toolkit UCSC Division of Student Affairs Part 3: Small Group Dialogue (20 minutes) 1. Participants are asked to form their small groups to share the vision statement draft in their respective small groups. 2. Before the small group sharing, the small group facilitators explain to their respective groups that a. During the sharing, participants main objective is to listen to the person sharing and to how the sharing is affecting them (making them feel). They must listen deeply to understand. b. As they listen to one another, participants take note of what dreams and aspirations move or strike them. 3. 4. During the sharing, the small group facilitator ensures that every group member listens deeply. After each sharing, the facilitator allows a few moments of silence and reflection on what was shared.

5. After all members have shared, facilitator asks: Whose sharing struck you (moved you) most? What did the person shared that moved you?

9. Facilitator requests some members to share their responses to the questions. 10. Group ends with a gesture of solidarity (e.g. group hug, group yell). VISIONING for the COMMUNITY Objective: By the end of the module, the participants will be able to come to a consensus on their group vision for their municipality or city. Time Required: 1 hour 45 minutes Process: Note: It is best to conduct this activity in the language that the participants are most comfortable with. Part I: Individual Reflection (20 minutes) 1. Plenary group facilitator asks the participants to spread out all over the plenary hall so that there are spaces between them. Each one should be at least two feet away from a fellow participant. 2. Participants place their belongings on the floor with their journal in a place where they can easily get it. 3. Facilitator leads the participant through a quieting down/centering process. 4. After the quieting/centering, facilitator leads them through the visioning process. Facilitator states: Throughout this activity, please maintain silence and an atmosphere of reflection. One of our uniquely human endowments is the power to imagine the future we want most for ourselves and to choose which path we will take towards that future. We all have the ability to imagine our desired future and the path we need to take towards it. We can create a clear picture in our minds and in our hearts of what we most want. In this session, I will lead you through such a process. It is 2021, TEN years from today. It is no longer 2011. It is 2021. Imagine the future as if it is already the present. Imagine it with as much detail as possible. Many things have changed positively. Many good things have happened to HAGONOY where you are from. Your hopes and aspirations for your municipality have become a reality. It has become what you most want it to be. Your hopes and aspirations for it have become a reality. Nangyayari na lahat ng inyong nais para sa iyong bayan o siyudad. Imagine how it has become. Then describe itas if you were able to see it already happening. As if it has already become true. Use the following questions to help you imagine and describe it. (Show or give a copy of the list of questions/statements for reflection.) Spend time only with the questions that are meaningful to you. It is 2021 and your municipality has become what you want it most to be Imagine what it would be like. a. What are the major positive changes that have taken place in your municipality? What are the indicators of these changes? b. What is the state of citizen (including the youth sector) political and social participation, education, peace and order, business and livelihood, environment, health, access to basic services, etc.? (kalagayan ng pakikilahok at pakikisangkot ng mga mamayan (kasama ang youth sector) sa mga gawaing political at sosyal, edukasyon, katahimikan at kaayusan, pangangalakal at kabuhayan, kalikasan, kalusugan, pagkakaroon ng mga pangunahing serbisyo, at iba pa). c. How would you describe the working relationship (partnership) of all the sectors: LGU, schools, business sector, church, youth, etc. in addressing community concerns, issues and problems? How do these sectors work together?

d. What one word best describes your town or municipality as you would want it to be in 2021?

e. If others describe your town or municipality in complimentary terms, what would they say? f. What additional improvement or accomplishment would your municipality or city want to achieve by 2021 (10 years from now)?

5. Participants are given the following guidelines: a. Write down as quickly as you can what you see in your imagination and what you would want most HYLEAP to become. b. Do not be concerned with spelling, grammar or punctuation. Do not be concerned about writing style or organization. Just write down what you imagine and what you most want for HYLEAP. Write in the language you are most comfortable withEnglish, your local dialect, Tagalog or a mixture. c. The key is to write, write, write. Keep on writing. Do not stop. Write whatever comes to your mind. If you change your mind about what you have written, do not erase it. Just cross it out and then continue immediately. Again, just write, write, write whatever you imagine and want most for HYLEAP.

d. Maintain silence throughout the activity even when you are finished. 6. Participants get their journals and write their mental picture down of what their town or municipality would have become in 10 years. If possible, play some quiet instrumental music as the participants are writing. Part 2: Small Group Dialogue (40 minutes) 3. Participants form their respective small groups. They should be seated in a manner that will enable them to hear and listen well. 4. Small group facilitators explain the following: a. You will now share your reflections in small groups. The main objective of this sharing is to listen to one another and find what we have in common. If you are not sharing your reflection, you must listen deeply to understand. b. As you listen to one another, take note of what dreams and aspirations you have in common with the sharer. What you have in common are those ideas that i. You also wrote down in your own reflection. ii. You find yourself agreeing with even if these were NOT part of what you wrote in your reflection. 5. During the sharing, ensure that every group member listens deeply. 6. After the sharing, the facilitator leads the small group members to come to a consensus on what the vision elements for their municipalities or cities are. (20 minutes) 7. Small group members write the vision elements on metacards. One vision element per metacard. Each Vision element should be written in as few words as possible. Part 3: Plenary Session (40 minutes) 1. Each group makes a plenary report and posts its metacards on the board. Metacards should be posted in clusters, i.e. metacards with similar ideas should be posted near each other. (3 minutes per report) a. The board on which the metacards are posted could be labeled ahead of time with vision element categories (e.g. citizen participation, livelihood, peace and order) to make the posting easier and more organized. b. Alternately, categories are not posted but the facilitator uses the categories and labels the clusters when synthesizing the plenary reports. 2. Plenary group facilitator synthesizes the small group reports and writes the synthesis in a flip chart. 3. Facilitator asks the group to review the synthesis against the following criteria:

a. Is it big enoughdoes it stretch, challenge and change the status quo? b. Is it groundedis it a real possibility? c. Is it desireddo you all really want to see it happen?

d. Is it affirmativeis it stated in bold, positive language as if it is happening now? -- Adapted from: Innovation Team Toolkit UCSC Division of Student Affairs 4. If there are negative responses, the plenary group facilitator asks, How would we have to change the vision statement? and works with the participants to revise the vision synthesis to their satisfaction. 5. When the synthesis is acceptable to the group, facilitator states that the synthesis reflects the groups common vision, their common dream, hopes and aspirations for their respective communities. Facilitator then asks everyone to stand up and applaud one another for the shared vision that they, together, came up with. 6. The plenary group facilitator then challenges all participants to do what they need to do to make the shared vision a reality. PIPELINE ACTIVITY Objective: Materials: Set up FVC for back home Agree on group guiding values and their behavioral definitions Identify blocks and difficulties to their implementation back home Pipe lines (one per participant) 5 Plastic balls

Process: 1. Explain that the challenge of the group is to apply what they have learned during the camp in their classes, groups, organizations and communities. This is the true test of whether they have really learned during the camp. 2. To guide their application of their learning and insights, the group will agree which five values they learned during the camp will serve as their guides as a group for their leadership when they go back. 3. After agreeing on the five values, the group will define what each values means by listing the behaviors or actions that will express the value. Give an example. 4. Then the group will identify what problems or challenges they will meet as they try to apply the value. Give an example. 5. The group will write the values, definitions and challenges it has identified on a flip chart paper. 6. Explain that the group will now undergo an activity that will represent the task of applying the values back home. 7. Explain the activity as follows: a. Write each value on a ball. Writing the value on the ball gives you power for back home use. b. However, that power will become effective only when you are able to bring the value back to school successfully. This will be represented by transporting the ball to the container at the far end of this area. c. To bring back the value back home, you must transport it using these pipelines. d. You are not allowed to touch the ball. Only the facilitator can touch the ball and even he has to use a handkerchief. Otherwise, touching the ball will make it lose all its power. e. You also cannot drop the ball otherwise it will also lose its power. f. The balls must travel down these pipelines from the starting point to the container down there. g. Some additional rules: i. When the ball is in your pipe, you must say the value out aloud. ii. When the ball is in your pipe, you cannot move your feet. iii. You must all be involved in transporting the balls. 8. Start the activity 9. Additional challenges: a. Participants may not speak; the activity to be done in total silence. b. Some participants may be blindfolded. 10. Upon completion of the activity, debrief using the standard debriefing process: What, So What, Now What.