Journey Training Design
At the end of this session participants will be able to:
Explain the meaning of the three keys of the Girl Scout Leadership Experience
Locate important components of the girl Journey book and adult guide for their selected age level.
Demonstrate how to use current resources to support the delivery of the Girl Scout Leadership Experience, including the Journeys with
accompanying adult guides.
Review resources for program activities that meet the needs and interests of girls and meet Girl Scouting's goals for girls.
Describe how to facilitate activities so they are girl-led, cooperative, and emphasize learning-by-doing.
Trainer Key (see Trainer Notes)
Transition statement need. Max. time for the activity before moving on to questions.
Responses trainers should look for include: Important discussion questions
Time Who Objective Topic Method/Content Supplies
Community Building Early Bird Activity Nametags & markers
Greet participants as they arrive. Poster with nametag
Invite participants to create a nametag that directions
has their name and an adjective or icon
describing an inner quality they bring to
Girl Scouting.
2 min. Welcome/Logistics Welcome participants and briefly introduce
self.
Review schedule and housekeeping items.
8 min. Introductions Invite participants to stand in a circle. Koosh ball or similar
Using a koosh ball or other similar object, object easy to throw and
have the participants throw the ball to each catch
other. Upon receiving the ball, the
participant introduces her/himself with:
Name
Unique attribute/inner quality represented
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on her/his nametag
Alternate Check-in: Share a feeling word
to describe how they are feeling about
attending this learning session.
Mention at this point they will hear more
about Purposeful Leadership and practices
that help us be purposeful. A circle and
taking time for reflection are examples.
Ask:
What are the benefits of using circles in
meetings with girls and adults?
What’s the Message
Value of being in a circle is inclusive, all
can be seen, no hierarchy, makes people
feel welcomed.
Point out that by using name tags with
"inner quality‖ we are encouraging
everyone to reflect on their own leadership
so they can be authentic with the girls & by
taking the time to identify our own
strengths it affirms who we are.
5 min. Agenda Review Newsprint for parking
lot and objectives &
Lecturette:
Post-Its.
Review agenda and learning objectives
briefly.
Explain parking lot (a place to post
questions with the post-it notes to be
addressed later.)
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5 min. Group Agreement Brainstorm a list of appropriate individual Newsprint and markers
& group behaviors that will support a good
learning environment.
Mention that these are sometimes referred
to as "ground rules. Ex. mute cell phones.
Ask:
What might be some reasons to refer to
these as a "group agreement" rather than
"ground rules‖?
What are the benefits of establishing a
group agreement?
What is the value of having a "group
agreement with the girls?
How would you establish a group
agreement with the girls, so that it is "girl-
led"?
Some possible answers:
Positive tone, collaboration
Builds community trust
Helps the girls to manage conflict
5 min. Creating a safe space
State that one of the positive features about
Girl Scouting is that it provides a ―safe
space‖ for girls.
Ask:
What does this mean to you?
How does the establishment of a group
agreement help to establish "safe space?"
What have we done here besides the group
agreement that has helped to create a "safe
space" for this group?
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What other ways can you create and sustain
a "safe space" for the girls?
What’s the Message
GS creates a safe space for girls
emotionally, physically and mentally.
We have used a welcome, nametags and
introductions.
Helps the girls adhere to their group
agreement. Welcome them fully each and
every session. Listen to their "stories."
Accept them and others.
15 min. Girl Scout Leadership
Experience Model: An Overview
Girl Scout Leadership
Experience model
Lecturette: ( 5 min) PowerPoint slides or
Build the Girl Scout Leadership model, one build on newsprint
piece at a time, from right to left, using the
definitions for discover, connect, take action: ―Engine‖ model is also
girl-led, learning-by-doing, and cooperative contained in the 140
learning. participant handout.
Start with the final outcome based on our
mission.
To reach the final outcome there are short
term outcomes that let us know we are on
the right track in our leadership experience
(read center section).
To make sure this happened we have to
offer activities that help girls Discover who
they are and what their values are, Connect
with Others, and Take Action to make the
world a better place.
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Just as important as the content of the
activities is the process or way in which we
offer the material. We are striving for girl-
led, cooperative and hands-on activities.
Ask:
What does girl-led mean to you? Learn-by Definition Handouts
doing? Cooperative Learning?
Distribute the handout of definitions.
Let the group compare their responses with
the standard definition.
Anything new or surprising to you? How
will these definitions help you in striving to
make the outcomes intentional?
What does Purposeful Leadership mean to
you?
Possible answers are:
When we are intentional, we are authentic
leaders.
In a moment we are going to look at tools
that help us facilitate the Girl Scout Leadership
Experience with girls.
Ask:
What is your reaction to the model?
Why is each part critical to achieving the
final outcome for girls?
What implications does this model have for
you as you partner with girls?
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Facilitator Note: There are no ―right‖ or
―wrong‖ answers. Affirm the participant’s
reactions and encourage full disclosure.
10 min. GSCNC Pathway GSLE: Girl Introduction: Explain how the Girl Scout GSCNC Pathway GSLE:
Scout Bronze, Silver and Gold Leadership Experience and Journeys will Girl Scout Bronze,
Awards at a Glance impact the prerequisites for the Bronze, Silver Silver and Gold Awards
and Gold Awards. at a Glance handout
Discuss timeline for implementation.
(Note: This conversation is intended to be
brief—to introduce the new prerequisites,
because you will get questions about how
Journeys impact the big three awards. For more
detail, participants should be encouraged to
find the relevant 150 series class or conference
call to more fully explore this topic.)
10 min. Mythbusters Introduction: Explain that with all the Poster/signs with
changes to Girl Scouting in the past 2-3 years, common myths printed
a number of ―myths‖ have emerged, which we on them.
would like to take a few minutes to address
and bust.
Ask: Are there any other myths you have
heard?
Remind participants that as questions occur to
them throughout the training, they are
encouraged to share their questions in the
parking lot.
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Background: Why Leadership? Briefly explain:
Why Journeys?
2004 – GSUSA embarks on identifying
our ―Core Business Strategies‖ – What
is Girl Scouts all about? What do we do
well? What do we need to do to remain
relevant in the lives of girls moving
into the second century of our
organization? We have always helped
turn girls and young women into
leaders; as such, Girl Scouts is now
officially a leadership organization for
girls and young women.
Journeys are the vehicle through which
our ―Leadership Experience‖ are best
experienced and delivered. Handout – 15 National
Explain the 15 National Outcomes. Outcomes
There are some common elements
among all Journeys: Poster: Common
Story-telling elements among
Goals Journeys
Reflection opportunities
Opportunities to personalize the
experience
50 min. Exploring the Girl and Adult
Journey Books
Girl and Adult Guides and
‖Let’s Go on a Journey‖
Introduction: Explain that the way that we handout
will do the next activity is an example of
cooperative learning.
Small Group Activity: ( 30 min)
Ask, has anyone heard of the concept in
education known as a Jigsaw? (If yes, have
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them define it for the group.)
Explain that we will separate into different
groups based on grade level to explore a
particular Journey more fully, then, like a
Jigsaw puzzle coming together, we will share
our part with the whole group. We are going to
take 30 minutes to explore the books, then
share as a large group.
Show them the ‖Let’s Go on a Journey‖
worksheet they are to complete. Suggest that
they divide up the questions among their small
group. Indicate which areas of the room they
should move to for the different grade levels
then give them time to move.
Large Group Sharing: ( 20 min)
When back in the large group, invite each
group to report on their findings. Select a few
questions in advance you will ask each group
to report out (more/less depending on the size
of the group and the number of the Journeys
being covered).
Lead them in discussing what they found in all
guides and the answers on their handouts.
Following this discussion, you might ask
additional follow up questions.
Ask:
What similarities did you notice? (this is a
valid question whether the group is all the
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same grade level or mixed.)
What did you notice about the layout of the
Adult Guide? The girl book?
If you were to coach a new volunteer in
using the Adult guide, what suggestions
would you make for its use? The girl book?
What else did you learn while you were
reviewing the Adult Guide?
What are the similiarities/differences
between the girl and adult books?
Some possible answers:
Tips for customizing the Journey
What is the goal of the Journey?
All packaged for the adult so that all parts of
the GS Leadership Experience are addressed:
the activities, the Processes and the Outcomes
Now that we have explored the journeys we
need to talk about all the other wonderful
program materials: badges, Try-Its, IPs etc,
which are still in existence. We are, of course,
continuing to use these materials, so we may
need to examine and possibly revise some of
them to support the goal of leadership
development.
10 min. Break Facilitator Note: Use the break time to read
any of the parking lot post-it notes and be
prepared to answer them when you return as a
group or if a participant requested that the
question be answered individually, do so
during the break or after the class.
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15 min. Explore Existing Program
Materials
Existing ―girl‖
program resources and
Introduction:
With purposeful leadership we are the handout ―Connecting
intentionally checking activities to make Current Resources to the
certain there is a link to one of the keys, GSLE‖
Discover, Connect or Take Action and that the
activity is done in a way in which it is "girl-led,
cooperative and learning-by-doing.
Ask:
Name some possible program materials or
resources you might use.
Encourage participants to look at a tool that
might be helpful as a checklist to try and
determine how we can link something to the
Girl Scout Leadership Experience.
How do we intentionally practice girl-led,
learn-by-doing and cooperative in all
activities?
10 min Progression and the Processes for
Working with Girls
GSRI's chart on the
processes & progression
Introduction:
As with all parts of Girl Scouts, progression if
very important. We are going to talk about Label 6 locations in the
how to use progression when making activities room for each of the
that are girl led, learn-by-doing and grade levels in
cooperative. chronological order.
Ask:
What does progression mean to you?
(Participants will probably say something
about the need to choose and adjust
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activities so they are appropriate for the
grade level.)
Progression Activity: ( 10 min)
Explain We are going to do a progression
exercise where you will vote with your feet!
The goal is to identify what the processes look
like at different grade levels.
Tell them you are going to read statement and
you will let them know if this is an example of
girl-led, learning-by-doing, or cooperative
example. They are to select the "grade"
location they feel matches the statement.
Say: ―At which age level are girls FIRST able
to…‖
(i.e. Cadettes, and higher can obviously do
what GS Daisies and Brownies do.)
Select four to six contrasting statements/
examples; we suggest on the Girl-led page.
Focus on the second column, Girl Processes in
Action. Read the Cadette example, after they
have moved to their chosen level, ask each
group why they chose that level. Once you
have debriefed, read the Daisy
statement/example in the same column.
If time allows, turn to page 2, the Learning-By-
Doing sheet. Again, look at the
statements/examples in the second column,
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Girl Process in Action and give them the
Brownie example. After debriefing this choice,
give them the Ambassador example.
Give them four to six examples from the GSRI
paper, one at a time and let them move to the
location they feel matches the description.
Stop after each "vote" and ask why people
selected their location. Give time for quite a
few participants to answer.
Provide the GSRI (GS Research Institute's
response) and note that this is what our child
development experts say.
Ask:
Why might there be differences in
interpretation?
Individual girl differences/capabilities
and group differences & the importance
of the volunteer to get to know her girls.
The value of knowing what is generally
expected from that grade level.
The possibility of being able to adjust up
or down knowing what they are capable
of.
Ask:
What challenges did this exercise pose for
you?
What is the value of doing an exercise like
this?
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Encourage the participants to look at the GSRI
processes research handout.
Ask:
How might this tool help you?
What are some points to remember
around progression? (Remember that
these are generalizations. It is important
to know the girls.)
How can you get information for girls
that need special accommodations?
5 min. Review
Small Group Activity: ( 5 min)
Divide into 4 groups and assign each group
one of the learning objectives.
Ask each group to create a 30 second sound
bite review around their objective. They have 2
minutes to create it and 30 seconds to give it.
Each group presents their review.
Comment appropriately and clarify as needed.
10 min. Reflection on Leadership
Ask:
How will the girls benefit from Purposeful
Leadership?
How do we, as adult volunteers, benefit
from being Purposeful in our leadership?
What’s the Message
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Girls will achieve outcomes.
Practices around building inner leadership
will become part of each and every
session.( eg. Time to reflect, meet in circle,
check-ins., etc.)
Enoucrage the participants to flip to the
handout ―Purposeful Leadership‖. Select one
reflection question (OR, if time allows, one
from each key—discover, connect, take action)
to reflect on in a small group or large group
setting.
8 min. Closing
Segue to the closing by suggesting that we
think exactly what it is we would like to have
the girls say about our leadership 10 years from
now.
Demonstration:
Invite them to stand in a traditional Girl Scout
circle.
Tell them to imagine it is 10 years from now.
Your girls are having a banquet and want to
honor you. What do you hope they will say
about your leadership to them?
Go around the circle starting with you. (You
might set the tone by beginning with
something like them to say something
like…she believed in me‖, or ―she cared about
us‖, or ―she helped me feel more confident
about myself‖, etc)
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When the last person has had the opportunity
to share, invite them to join hands in a
Friendship Circle.
Then pass the squeeze and turn the circle out.
If they have or have not:
Answer final questions.
Ask participants to fill out evaluation form.
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Trainer’s Notes
Important Applying Question
Whenever you see this symbol following a question, this indicates the importance of asking the class
this question. It helps the participants to process how they personally plan to apply the information you
just covered.
Activity Time Transition Statement Needed
This symbol is to help remind
you when to move on. The
Moving between course objectives or from a course objective
suggested time following the
introduction to the activity can often seem abrupt. Participants need
hourglass is the time to allow
a moment to grasp the direction you are going. Transition
for the activity phase.
statements can help smooth this along. You see this symbol in
Processing with questions is the
places that we have identified as needing a transition statement.
key to adult learning.
You may find others as you work with the module. Below are
examples of transition statements.
Between two unrelated course objectives:
Are there any final thoughts on _______, before we move
Responses on to_______.
That is a good question. If everyone is comfortable with
Trainers Should ______, we will look at that closer.
Look For Between connecting course objectives:
Now that you understand _______, let’s talk about _______.
This shows you the key points
You have just worked with one tool available for leaders.
of a certain course objective.
Additional things to help you are _______.
Throughout the activity and
Let’s build on that by discussing _______.
discussion phases, listen for
these responses. If they are not
Between the introduction of a topic objective and the activity:
brought up, ask addition
questions and/ or add the Let’s practice this by ________.
missing points. Let’s look at how this might be handled by_______.
Let’s explore this further by _______.
With this knowledge in mind, let’s work with an example
by _______.
Let’s take a closer look by _______.
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