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Set associations for them to answer easier.

Eg which superhero do you think the person is?

Which 7 sins do you think the person is closest to? Write down the 7 sins so they can refer (the 7 sins is modified version, eg,never help the group, action not contributing to the group.

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Play an ice breaker to warm up the group (eg. Robot destruction competition game - to practice providing feedback on task to each other)

Using a game to link the similarity of feedback as a form of improvement. Then share the purpose of feedback as a gift to others by contributing time and effort for the person.

Using SBI to share an example observed for an individual on a positive and improvement

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Provide feedback the way you want to receive it. Help each other to grow. It should not be about personal appearance. Be specific (SBI).

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Play light music, choose a quiet reflective spot. Break the ice gradually and lead them into the activity gently. When they feel comfortable and not rushed, their focus will be better.

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Positive and why / examples

Negative and why / examples

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Using an activity to frame an unlit candle. I sat all the pax in a dark area. For the pax to light it up after recieving feedback as way to symbolise the opening of the blind window

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Give some examples of what is a good feedback

Write it down on a paper, so they can refer to it

If they write "thank you for helping" strike it out, and then say that it is not constructive

When they write the leaf,, write one positive one negative. Cannot write more positives. Cause it's very easy

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mellow down and take things serious.

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EOD debrief , Affirmation circle

- give them an example

- guiding questions to assist them

- reassure that they are in a safe space , what's said , stays within them

- remind them of boundaries (choice of words etc)

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SBI + Johari

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Ask pax to think of what kind of feedback they would appreciate the most and to do the same for your peers.

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Ask pax to think of what kind of feedback they would appreciate the most and to do the same for your peers.

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using strength cards (what strength did I demonstrate? What strength do I see in my buddy? Agree? Disagree?) —> Johari Window

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Thank you for...

I'm sorry if I...

I hope we...

One good thing:

One area to improve on:

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using the page in the journal about giving feedback to their friends 

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using the page in the journal about giving feedback to their friends 

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Rank on values and use sbi to explain

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Leaf sticker:

1 +ve affirmation, and 1 point of feedback for the person to improve

Encouraging them to write the feedback from the generosity of the heart

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Johari window

SBI

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Johari window

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thank you for surviving the course together. thank you for being a new friend. thank you for not giving up etc.

-appreciation to each other / watch

-feedbacks t each other

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General appreciation for the 5 days

For helping even when I did not sound out for help eg washing utensils, carrying bags

Cooking for each other

Being friendly, approachable

Leading the group

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At first i thought RGS all very atas one, I finally know that they are also like us too. #GOAT

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At first i thought RGS all very atas one, I finally know that they are also like us too. #GOAT

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They are happy that they are friends now. They hope to remain friends longer.

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You prove to me normal academic people are cool and made me not so scared of them

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1. It’s good that teachers goes through the pre-course CCE lesson, however, the experience varies depending on how the teacher delivers it and some student might get disinterested if not delivered well. So it will fall into the instructors, court to fine tune the conduct and let the participants to have a better experience.

2. Instructors typically uses activities such as team-building games, ice breakers and also team charter to allow them to ease into the setting of working as a team.

We also try to answer all their queries whenever we have time in hopes to make them more comfortable and also get them to share their expectations and concerns so that instructors are able to look out for them

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Grp 6/

A)

- scaffolding leading towards their OBS Program

- Goal Setting component is in a relatively grey area. Reason: Are they setting goal for the post obs experience Or is it meant for what they want to achieve in OBS program.

B)

- Expectations & Concerns

-Comfort Zone Theory

- Establishing that the emotions they are going through is valid and common amongst other 15 year olds. Form of assurance

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A) yes it helps set expectations and address initial concerns

B) expectation, mood-set, commitment book, comfort zone, progressive/scaffolding

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a) Pre course CCE is good to help participant be ready and shape them towards being receptive of new experience.

However SMART goal may be hard to apply before the programme. It may be too technical and specific to apply. After all they only have 5 days or lesser for some.

perhaps some component of peer affirmation such as encouragement can be done in school using the stickers. Where participants encourage (well wishes) and receives encouragement from peers in school for the programme.

These stickers can be ‘fuel’ and builds ‘internal resources’ of participants as they deal with adversities. By the end of the programme, they will also receive encouragement and feedbacks from watch mates which can be a good reference and comparison against what peers writes for them in school.

b) encourage of self-disclosure, and most important have fun through problem solving and building team identity

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1)

- We shouldn't take for granted of the pre-course CCE lesson (whether it is being done or not done in school). On our own, we should also tap on the questions that was asked during the pre-course cce lessons

- Sometimes, the pre-course CCE lessons might provide misinformation to the kids which might have

- Pre course CCE lessons are as important as Post Course CCE lessons too - so itll come into a full circle

- It helps to scaffold/ priming the students' experience

2)

- To address any uncertainties that they have heard such as any myths or seniors/ friends might have shared them before coming to OBS

- To write their concerns in their journals then address them accordingly

- Be transparent with the programmes such as telling them what will be expected during the programme then theyll adjust their attitude and behaviours for the programme

- Sharing of expectations of the programme from the pax and from the instructor e.g what do you expect from the

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Thoughts

lack of time to address all 3 segments especially the emotions when its a class of 40. Scenarios are also good and theoretically it will work but still, time is a constraint. Do not see the effects of it on D1 of course.

are students in-tuned/absorbing the content shared? Due to it being in a classroom setting

Strategies

slow pedagogy where the first day is to acclimatize the team with their social and natural environment instead of rushing for expeditions. Team games

Allow the grp to hear each other thoughts. Address concerns and fears. Start creating safe space

Find opportunities to create conversations eg giving slightly more vague instructions so they figure it out together but still guide them when needed

Other thoughts

certain skills like setting fire in curriculum is very diff from how we do in OBS. So when they come it feels like they do not get a chance to utilize what they learnt

Dual modality vs single modality

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A) Credibility on conduct of lessons: Not taken very seriously despite being beneficial. Was these lesson components even done at all? Missing journals for some schools.

On a side note, teachers should understand how OBS courses are run, so that moodset can be done more realistically. Perhaps PE teachers might be a better fit for such pre course CCE lesson? Teachers have to believe in importance of outdoor education, instead of viewing it as a side quest on top of normal curriculum.

How do we overcome the mindset that being enthusiastic as uncool? Cultural mindset change is tough

B) Moodset: Course opening, commitment book, expectations, fears, concern. Everybody starts on a clean slate, leave baggage behind.

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A)

Teacher can discuss and go through some scenarios that may happened during the course which is good to mentally and emotionally prepare the students

Goal setting to be done during pre cce lesson is debatable and whether obs can take more control of it

School can focus on sharing successes, obs history and good experiences of obs course to remove preconceived notions as a lot of students have negative thoughts about obs course before coming

B)

get seniors to share about their experiences to juniors so they have a clearer idea of the programme

Emphasis on goal setting to ensure there is good follow through from pre course to actual prog

Utilise the hopes and fears part in the booklet to address their concerns and ensure they are being heard and everyone is feeling similar emotions to establish bonding

Utilise the journey planning to set general expectations within the group and target a specific goal for the group

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a) Good efforts, but at times instructors will still need to cover them once again eventually. Most importantly, need to ensure that all schools have done their parts to ensure it has been followed through.

Maybe perhaps to focus and tackle on one aspect instead of multiple aspects.

Focus and ensure that page 6: hope and concern is done up by participants.

b)

Good moodset to buy in participants

Icebreaker games tied in with hope and concerns

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a) useful, but we will engage them on a clean slate. Environment of the pre-course CCE vs environment of them in OBS differs a lot.

b) building rapport by puposefully conducting ice breakers, Energisers, teambuilding. ECC is a great example

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1. It helps! It helps them to understand what will they be looking forward to the course. It also helps them to set their mindset right that they might not be in the same group and they will need to socialize with different people from different schools. The goal settings can be useful if they set a target to push themselves out of their comfort zone. (Exp: From now till my obs course, how can they prepare in terms of their anxiety and anxiousness)

2. Some strategies can be the following up on their pre course CCE lesson where they showcase their different emotions that they are expecting. Another strategies can also be emoji sponge where it helps them to share their thoughts easier as some may have in vocabs.

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A) It is necessary as it provides a moodset and mentally prepare them for the Outward Bound course.

B)

Moodset (hopes and concerns)

Q&A to find out their hopes and concerns

Be more firm so that they can be focused on acquiring necessary skills before we give them more autonomy the following days

Team charter and games to build connections and bonds

Inject mini challenges to prep them for the 5 days e.g. getting them to move fast

Fantasy Framing for the week e.g. gaining points for a reward

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1. May not enough time for to cover all 3 questions and not enough knowledge for the teachers to bridge the gap on the pointers brought up by the students.

2. Ice breakers that re-emphasize commonalities among the students.

Expectation settings - setting the stage right for all to say that we are all equal in this course before starting

Exchange their school t shirt objective to confuse the instructor what school they are from (to ensure all students are comfortable first)

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Q3: [Individual] How have/ will you facilitate a session to prompt the participants to provide constructive feedback for their peers?

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Q3: [Individual] How have/ will you facilitate a session to prompt the participants to provide constructive feedback for their peers?

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Q4 [Individual] How did you include the commitment activity your course?

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Q4 [Individual] How did you include the commitment activity your course?

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Q2 [Individual]: what are some common feedback that students give to one another during their peer feedback/ affirmation session?

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Q2 [Individual]: what are some common feedback that students give to one another during their peer feedback/ affirmation session?

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Key your responses in sentences/ paragraph below

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a) What are your thoughts about these lesson components in the pre-course CCE lesson?

b) Discuss some strategies that you will deploy on the first day of MOC to help students adjust to the programme

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Parking lot for any questions/ ideas/ thoughts