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Jeju Global Initiatives Winter 2012 Jeju Global Leadership Camp with MIT students

Jan 25 – 27, 2012 9 am- 4pm

College of Natural Sciences Jeju National University Jeju


DAY  1  –  Communication  and  Mentorship     Communication  is  crucial  to  achieving  one’s  inspirations,  especially  those  who   seek  leadership  roles.    In  this  workshop,  the  students  will  learn  how  to   communicate  not  only  through  words,  but  also  through  actions,  by   participating  in  a  range  of  activities.      Since  effective  leaders  also  know  how  to   bring  about  the  true  potential  within  a  team,  all  students  will  also  have  an   opportunity  to  serve  as  a  mentor  of  the  team.    These  activities  strive  to   improve  the  students’  communication  skills  while  also  giving  them  more   experience  in  mentoring  teams  without  doing  all  the  work.     I  need  to  train  my  mentors  from  8  to  10     10am  start   Day  runs  until  4pm.    From  12-­‐1  pm  they  have  a  lunch  break     We  have  max  of  14  teachers.    8  ish  TAs.       Roughly  groups  of  10  students  per  group;  one  teacher  with  each  group     10  AM  –  10:45  AM:     Get  into  groups  of  8-­‐12  students  (pre-­‐determined  list,  preferably);  Meet     mentor  teacher     The  Great  Wind  Blows  game  Ice  breaker;   More  Ice  breakers  (toilet  paper  activity);  say  your  name  and  the  silliest  thing     you’ve  ever  done  in  life     Come  up  with  Team  Name  together  with  mentor;     also  come  up  with  team  cheer   10:45AM  –  11:50  AM:     Activity  1:  “Speed-­‐interviews”       Students  will  stand  in  a  flat-­‐bread  shaped  rectangle  structure  like   shown  above  to  the  right  (bird-­‐eye  view);  and  what  they’ll  do  is  they  MUST  talk  to   the  person  across  them  for  5  minutes  each,  until  entire  rotation  has  come  to  a  halt.     In  the  5  minutes,  each  person  must  communicate  the  name  of  the  opposite  person,   the  person’s  favorite  food,  the  person’s  favorite  word,  and  chat  about  the  strangest   topic  they  can  think  of.    Each  person  must  remember  one  of  the  people  they  spoke  to   and  their  strange  topic,  and  explain  why  they  chose  that  person.  (25  mins  with  10   students;  5  mins  for  reflection:  what  did  everyone  learn?    What  was  the  most   difficult  part  about  keeping  a  conversation  going?)     Activity  2:  “I  can  mentor  well!”       Students  will  split  into  two  teams.    The  goal  is  to  build  the  tallest   “tower”  with  paper  only  and  no  other  equipment  (NO  TAPE,  NO  ANYTHING  ELSE   BUT  PAPER).      Each  student  gets  a  number  (randomly  assigned).    First,  student  1  is   the  leader,  and  must  command  the  rest  of  the  team  to  build  the  “first”  level  of  the   tower.    As  soon  as  one  level  is  built,  OR  5  minutes  has  passed,  the  leader  changes.   Caveat:  The  leader  CANNOT  partake  in  the  building,  and  must  watch  and  instruct   from  a  distance.    This  is  of  course  competition.    ALSO,  each  level  of  the  tower  must    

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look  different!  For  instance,  you  can’t  fold  a  square  two  times  in  a  row  (this  is  to   prevent  people  from  saying  the  same  instructions)    (Take  15-­‐20  mins;  then  use  rest   of  time  for  reflection:  what  was  the  hardest  for  the  leader?    This  activity  is  supposed   to  demonstrate  that  a  mentor  is  one  who  can  push  others  to  work  their  best  without   directly  performing  the  task  for  the  mentees”     12  –  1  PM  lunch  with  mentors     1  –  2  PM:  Communication  –  Body  language   Paper  clip  activity  –     Part  1:  Each  student  gets  5  paper  clips  to  start  out.    The  goal  is  to  get  the   maximum  number  of  paper  clips  possible  by  doing  trades.    Each  trade,  you  cannot   reveal  how  many  paper  clips  you  have  in  your  hand.    All  you  can  say  is,  “would  you   like  to  trade?”  and  if  “yes,”  then  both  students  show  how  many  they  have  in  their   hand  for  trading,  and  trading  must  occur.  (20  mins)   Part  2:  Again,  each  student  gets  5  paper  clips  to  start  out.    This  time,  the  goal   is  to  get  the  maximum  number  of  paper  clips  OF  THE  SAME  COLOR  possible  by   saying  “would  you  like  to  trade?”  AND  the  color  the  student  is  looking  for.    (20  mins)     Part  3:  Get  back  into  groups  and  reflect  on  this  activity.    What  was  the  most   challenging  part  of  this  trading  in  terms  of  body  language?    Would  the  trades  have   gone  better  if  we  could  negotiate  what  we  each  had?    Did  anyone  give  only  one   paperclip?    Did  anyone  do  a  trade  with  an  empty  hand  –  meaning,  giving  no  paper   clips?    Did  you  learn  anything  about  reading  the  body  language  and  the  eyes  of  the   opposing  party?     2-­‐3  PM:    Communication  –  Forehead  game     Each  student  thinks  of  one  word,  any  word  (for  example,  “orange”).    Then,   swap  the  things  that  the  students  wrote,  and  place  on  the  other  student’s  forehead,   so  that  the  student  with  word  on  forehead  cannot  see  the  word.    Go  around  in  a   circle  and  ask  yes/no  questions  only.    The  goal  of  the  game  is  for  everyone  to  figure   out  what  the  word  is  on  his  or  her  head.    If  there  are  repeats,  just  take  away  one  of   the  repeated  words  without  making  it  obvious  and  replace  it  with  one  you  think  of   or  one  another  student  writes.      Students  are  NOT  allowed  to  ask  yes/no  questions   about  the  letters  in  their  word,  or  what  their  word  starts  with,  or  sounds  like!    (45   mins)  Reflection  (15  mins):  what  was  the  most  challenging  part  of  choosing   questions  to  ask?    Did  yes/no  make  it  easier  or  harder  to  answer?    Did  the  reactions   from  the  other  students  help  you  deduce  your  word?     3  –  3:30  PM:  Crossing  the  Chocolate  River     Imagine  that  the  room  you’re  in  is  an  entire  chocolate  river.    Only  the  area   boxed  by  the  tape  is  safe,  marshmallow  land.    The  goal  is  to  get  from  one  side  of  the   river  to  the  other.    Only  the  leader  can  build  the  path  with  marshmallows,  but  the   number  of  marshmallows  is  limited  (use  your  discretion;  depends  on  size  of  room).     Once  the  marshmallow  is  put  down,  it  needs  someone  to  stand  on  it,  or  it  will  melt   away.    Only  the  leader  can  move  the  marshmallow.    If  people  on  the  team  fall  into   the  chocolate  river  more  than  three  times,  then  the  team  must  start  over.    Who  can    

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be  a  good  mentor  and  help  everyone  to  safety?  (30  min  activity;  can  change   mentor/leader  every  time  the  team  needs  to  start  over;  teacher,  use  your  discretion   with  the  rules)     3:30  PM  –  4  PM:  People  with  disabilities  activity     It  is  not  always  easy  to  deal  with  difficult  situations,  especially  when  the   world  is  full  of  different  people.    The  goal  of  this  exercise  is  to  create  teams  that  can   function  without  any  prejudice,  regardless  of  the  challenges  in  communication  that   are  present.  Project:  Create  a  poster  from  2  sheets  of  8x11  paper  that  advertises   how  amazing  chocolate  is,  and  why  everyone  should  eat  chocolate.    Each  student   will  be  assigned  a  “disability,”  meaning  they  must  act  like  they’re  impaired  in  this   entire  exercise.    Each  student  will  play  a  leader  role  for  at  least  5  minutes,  and  all   students  must  participate  in  the  “presentation”  of  the  poster  (25  minutes).   Reflection:  what  made  this  activity  difficult?    What  frustrated  you  the  most?     Materials  list:     A  LOT  OF  WHITE  PAPER   MASKING  TAPE  (To  tape  onto  floor)   Colored  pencils  &  Colored  markers   DIFFERENT  COLORED  PAPER  CLIPS  (at  least  600  of  them;  100  of  each  color?  small   ones  are  fine)  

 

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Jeju Global Initiatives Winter 2012 Leadership Camp January 25-27, 2012

The Jeju Global Initiatives will be hosting a three-day Leadership Camp January 25 to 27, 2012 following the main three-week program. This rigorous three-day camp will focus intensively on imbuing essential skills that a future leader will need, particularly in the science and engineering world. There will be lectures from key speakers on big theme topics, team activities, and guidance for individual reflection. Some team activities may require minimum physical aptitude.

But first, what is a leader? A leader is someone who can organize a group of people into an effective team to work towards mutual goals. A leader is someone who is looked up to by his or her peers, someone who can inspire others. First, a leader must have good communication and mentorship skills, to propose ideas and also to grow their team members via peer-to-peer-like mentoring. Next, a leader should be the best teammate to their team; in this Leadership Camp, the students will learn the power of teamwork what it takes to be an effective team member and to 'lead' a team from an equal peer's standpoint. Students may also find that some goals can only be achieved by working with other teams! Not everything is a competition; there might be a common goal that teams working together would accomplish something great! A leader thinks outside-the-box to accomplish team goals and should work well with everyone, encouraging a positive team attitude throughout. Lastly, a leader can always resort to his or her fundamental toolbox skills to problem-solve, be creative and think outside-the-box, ask smart questions, brainstorm with others, and confidently propose all kind of creative solutions to complicated problems.

With leadership essentials in mind, the Jeju Global Initiatives have proposed the three following theme-days (please refer to below for specific description for each): Jan. 25th, Day 1: Communication and Mentorship Jan. 26th, Day 2: Power of Teamwork Jan. 27th, Day 3: Creative Leadership


Jan. 25th, Day 1: Communication and Mentorship Learning to communicate with others is important in order to motivate people to follow your ideas. In this workshop learn how to communicate by taking a turn at being a mentor in a team activity. All students will have an opportunity to serve as a mentor as well as be part of the team, improving your communication skills by experiencing different roles.

Jan. 26th, Day 2: Power of Teamwork A leader is foremost someone who recognizes a mutual set of goals among peers and can organize his peers into an effective team to work towards these goals. In order to do this, a team leader must be able to work very well with everyone in his or her team. This involves promoting trust among team members, recognizing each individual‟s strengths and weaknesses, and positively acknowledging and encouraging everyone‟s contribution towards some common goals. The activities planned for this day will require students to get to know everyone in his or her team, to trust one another, to work and brainstorm together, to confidently voice one‟s own ideas and to encourage other‟s ideas, and more! A very tentative day schedule is shown below (subject to change):

9-10am

10-10:30am

10:30am-12pm (30 min each) 5 min: instructions from mentor 15 min: activity 10 min: conclusion, short discussion and reflection 12:15-1pm 1-4:30pm (45 min each) 10 min: instructions from mentor 25 min: activity 10 min: conclusion, short discussion and reflection 4:30-5pm

Introduction to today‟s theme on teamwork Competition: the best team is the one who works the best together Meet your mentor Students will be divided into teams with team mentors (a teacher and a TA) Icebreaker / „meet and greet‟ informal activities Three short individual team activities: 1) Bigger Circles 2) Trust Fall 3) Lead Me Lunch break with your team and mentor Team Challenges: 1) Square Challenge (circle, square; triangle) 2) PVC Pipe - Golf Ball Run 3) Fetching Water Bottles 4) River Crossing (D-Day) Brain Break: informal discussion with your individual team, feedback on today‟s activities, what students‟ learned, any comments


5-6:30pm

6:30pm+

Conclusion as a whole (everyone in the camp) Mentor testimonials and „mad props‟ Student testimonials (and mad props) (invite a guest speaker?) Recapitulation of take-away lessons for the day Dinner Post-dinner activities

Jan. 27th, Day 3: Creative Leadership Being creative and an original thinker is one of the most important traits of being a great leader. Come learn the 10 Traits of Creative Leadership with fun games, activities, and presentations on what makes some of the world‟s best leaders so great. By the end of the day, we hope that our top 10 Traits will be well ingrained in your mind, and you‟ll be ready to be a creative leader in your own school and community. We‟ll talk about everyone from JK Rowling to Albert Einstein and even Elmo! Top 10 Traits of Creative Leadership 1. Great at generating many ideas – innovative. 2. Always looking to experiment with good ideas. Sometimes, trying out a few times. 3. Passionate, expressive and sensitive to their teams, colleagues and surroundings. 4. Demonstrate superior judgment, and do not make quick decisions (although have a gut feel). 5. Unwavering belief in their creativity and innovation, coupled with originality in thinking. 6. Smart and bright with a positive self-image. More often, they are not born geniuses. 7. Non-conformists and independent, requiring less social approval than most people. 8. Innate ability to understand and solve the problem, and manage the consequences. 9. Born dreamers with strong imagination; however, manage to keep things in perspective. 10. Have fun doing what you love! (modified from http://creativityandinnovation.blogspot.com/2007/01/top-ten-creative-leadershiptraits.html) Material List 1) Toothpicks (5-6 sets of 32 toothpicks) 2) Random household items (fork, hairbrush, pingpong ball, eraser, etc) 3) Blindfolds (20-25, depending on the size of the program) 4) 50-100 ft. length Rope 5) Tye-Dye (enough for 20-25 t-shirts, depending on the size of the program) 6) White t-shirts (20-25, depending on the size of the program) 7) Snacks for during movie


Organization of Day Start of the day: Opening presentation and introduction to the “Ten Ten Creative Leadership Traits.� Activity 1: Great at generating many ideas (Get into groups of 3-4 people) - With a set of 32 toothpicks, what is the biggest number of squares you can make? - Give each group a different random object (fork, hairbrush, pingpong ball, eraser, etc) and ask them to come up with the longs list they possibly can of possible uses for that object (and go around in groups Activity 2: Always looking to experiment with good ideas. Sometimes, trying out a few times. - Presentation on investors who had to try many ideas before being successful or stumbled onto a good idea by accident but ran with it: Thomas Edison, others (http://science.discovery.com/brink/top-ten/accidental-inventions/inventions.html) GAME 1 - BLIND SQUARE Activity 3: Passionate, expressive and sensitive to their teams, colleagues and surroundings. - Telephone game: How to be a good listener - How to be a good listener: 1) Turn to the person next to you and take turns ask what they did/learned last month in school 2) Show clip http://www.youtube.com/watch?v=ENkwUBPhMJw&feature=related 3) Repeat step 1 using active listening - How to be a good discussion leader (how to give a good interview: http://www.youtube.com/watch?v=4eOynrI2eTM) - Dynamics of a Team Discussion - have the kids answer what they think makes a good team - go over what values make a good team Activity 4: Demonstrate superior judgment, and do not make quick decisions (although have a gut feel). 10 Things to Bring on an Island: - divide kids into teams of 3-4 and have them come up with a list of ten things most important to survive on an island - have the kids present their list of ten things and why they picked their top three - also, have kids discuss their negotiation process and what was difficult for them GAME 2 - HUMAN KNOT


Activity 5 - Unwavering belief in their creativity and innovation, coupled with originality in thinking. -The benefits of failure clip by JK Rowling (really great, start at 3:19...after gay wizard joke): http://www.ted.com/talks/jk_rowling_the_fringe_benefits_of_failure.html - How to set achievable goals presentation - Setting achievable goals activity [??] Activity 6 - Smart and bright with a positive self-image. More often, they are not born geniuses. - Having good body language: http://www.youtube.com/watch?v=VfE7aVa_mSo - Evolution of geniuses: talk about/show Picasso early (normal art) vs. older (famous art), evolution of Einstein (failing grade school to being world‟s greatest physicist) [NEED MORE IDEAS] GAME 3 - BLIND SQUARE !!! Purely creative fun activity: tie-dying shirts !!! Activity 7-10 - Watch “Being Elmo” http://www.youtube.com/watch?v=8UbxkESLbM0 (fun movie on doing what you love, being creative and going against social norms) - + something to do while waiting for shirts to dry - order pizza/have snacks? === Games (Breaks between sessions): http://www.learningforlife.org/exploring-resources/99720/x09.pdf 1) BLIND TENT PITCH Materials: one tent with all equipment needed to set it up; blindfolds. The goal is to set up the tent with everybody in the group blindfolded. 2) HUMAN KNOT A group of six to 12 people forms a circle. Each person puts the right hand into the center of the circle and clasps hands with one other person who is not standing next to him or her. Then everyone puts their left hand into the circle and clasps hands, again making sure that person is not standing next to them. They should be holding two different people‟s hands. The goal is to untangle the knot without letting go of anyone‟s hand.


3) BLIND SQUARE Materials: one length of rope 50–100 feet long; blindfolds The group begins by forming a circle and putting the blindfolds on. Then each person picks up the rope, which has been tied into a circle. Everyone should be standing on the outside of the rope. The object is for the blindfolded group to form a square, triangle, pentagon, or any shape the players want to try. 4) CHARADES Materials: clockwatch (can use phone) The group gets divided into two teams. The major three cartegories of words to choose from are Disney films, classic book titles, and every day activities. The word will be written on a slip and each person representing the team will choose a slip and then they will need to “act out” the word to their team mates. They will have 2.5 minutes to act out their word.


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