Jeju Global Initiatives Winter 2012 Jeju Global Leadership Camp with MIT students
Jan 25 â€“ 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
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
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)
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):
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
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 â€œTen Ten Creative Leadership Traits.â€? 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.