1. Intro to EDGE: Explain 1: Hold your scarf flat, red side on the left. 2: Roll up the scarf four or five times to make the ends narrower, more rope-like. 3: About four inches from the end, cross the green end underneath and back over the top of the red. 4: Hold your finger on the red end at the crossing and wrap it towards you, underneath. 5: Pull the red end up over the top of the green. 6: Pull your finger out of the red loop and push the green end over the red and through that loop. 7: Pull the green end all the way through and tighten as needed to get an even square shape. 1: Hold your scarf flat, red side on the left. 2: Roll up the scarf four or five times to make the ends narrower, more rope-like. 3: About four inches from the end, cross the green end underneath and back over the top of the red. 4: Hold your finger on the red end at the crossing and wrap it towards you, underneath. 5: Pull the red end up over the top of the green. 6: Pull your finger out of the red loop and push the green end over the red and through that loop. 7: Pull the green end all the way through and tighten as needed to get an even square shape.

2. Intro to EDGE: Explain

3. Intro to EDGE: Demo

4. Intro to EDGE Explain (again?) Demonstrate Guide Enable (Empower!) Explain (again?) Demonstrate Guide Enable (Empower!)

5. The EDGE Model Teaching EDGE Leading EDGE Trainer ’ s EDGE Teaching EDGE Leading EDGE Trainer ’ s EDGE

6. Boy Scout Handbook 12 th edition, page 53

7. Boy Scout Handbook: Teaching A Scout is helpful. Scouts live up to that point of the Scout Law by sharing what they know. Teaching someone helps you to become better at using a skill too. You can think of it as hands-on research. You can use Scouting's Teaching EDGE any time you are helping others to learn. –First, think carefully about how to explain to others the way the skill is done. –Then demonstrate the steps –and guide them as they practice. –Lastly, provide the support they need to enable them to use the new skill on their own. A Scout is helpful. Scouts live up to that point of the Scout Law by sharing what they know. Teaching someone helps you to become better at using a skill too. You can think of it as hands-on research. You can use Scouting's Teaching EDGE any time you are helping others to learn. –First, think carefully about how to explain to others the way the skill is done. –Then demonstrate the steps –and guide them as they practice. –Lastly, provide the support they need to enable them to use the new skill on their own.

8. Boy Scout Handbook: Teaching That ’ s what happened when you learned to tie the square knot as you were joining your troop. –Another Scout explained the knot to you and –then demonstrated how to tie it. –Then he gave the rope to you and guided through the steps. –The two of you kept at it until he had enabled you to tie a square knot yourself. That ’ s what happened when you learned to tie the square knot as you were joining your troop. –Another Scout explained the knot to you and –then demonstrated how to tie it. –Then he gave the rope to you and guided through the steps. –The two of you kept at it until he had enabled you to tie a square knot yourself.

9. New Tenderfoot Requirement A Scout must teach another person how to tie a square knot using the EDGE model –Explain –Demonstrate –Guide –Enable A Scout must teach another person how to tie a square knot using the EDGE model –Explain –Demonstrate –Guide –Enable

10. Boy Scout Handbook: Teaching

11. New Life Requirement While a Star Scout, use the EDGE method to teach a younger Scout the skills from ONE of the following six choices so that he is prepared to pass those requirements to his unit leaders satisfaction. a. Second Class — 7a and 7c (first aid) b. Second Class — 1a (outdoor skills) c. Second Class — 3c, 3d, 3e, and 3f (cooking/camping) d. First Class — 8a, 8b, 8c, and 9d (first aid) e. First Class — 1, 7a, and 7b (outdoor skills) f. First Class — 4a, 4b, and 4d (cooking/camping) While a Star Scout, use the EDGE method to teach a younger Scout the skills from ONE of the following six choices so that he is prepared to pass those requirements to his unit leaders satisfaction. a. Second Class — 7a and 7c (first aid) b. Second Class — 1a (outdoor skills) c. Second Class — 3c, 3d, 3e, and 3f (cooking/camping) d. First Class — 8a, 8b, 8c, and 9d (first aid) e. First Class — 1, 7a, and 7b (outdoor skills) f. First Class — 4a, 4b, and 4d (cooking/camping)

12. Stages of Leadership page 57

13. Scouting ’ s Leading EDGE Page 59

14. Stages → EDGE Where the group is: What a Trainer can do FormingStarting out —Explain Skills are low; Enthusiasm high StormingBecoming discouraged —Demonstrate Skills and enthusiasm are low NormingMaking progress —Guide Skills and enthusiasm are rising PerformingFinding success —Enable Skills and enthusiasm are high

15. Forming Storming Norming Performing E xplain D emonstrate G uide E nable

16. Questions? Comments

17. Stages of Leadership Leadership and teaching are closely related. Think again about learning to tie a square knot. Another Scout used Scouting ’ s Teaching EDGE to explain, demonstrate, guide and enable you to tie a square knot. A good leader can help a group such as a Scout patrol work through the same stages with a project that the patrol members are doing. Leadership and teaching are closely related. Think again about learning to tie a square knot. Another Scout used Scouting ’ s Teaching EDGE to explain, demonstrate, guide and enable you to tie a square knot. A good leader can help a group such as a Scout patrol work through the same stages with a project that the patrol members are doing.

18. Where the group is → What a leader does At the beginning, the patrol ’ s enthusiasm is high, but it can turn to discouragement as the work becomes hard. A leader can help by explaining and demonstrating what to do.

19. Where the group is → What a leader does This encourages group members not to give up while at the same time showing them how to tackle difficulties. As the group ’ s skills and motivation increase, the leader can step back and guide the group as it begins to succeed. This encourages group members not to give up while at the same time showing them how to tackle difficulties. As the group ’ s skills and motivation increase, the leader can step back and guide the group as it begins to succeed.

20. Where the group is → What a leader does When the group members have the ability and enthusiasm to move ahead on their own, the leader enables them to keep going by providing support when they ask for it.

21. New Life Requirement While a Star Scout, use the EDGE method to teach a younger Scout the skills from ONE of the following six choices so that he is prepared to pass those requirements to his unit leaders satisfaction. a. Second Class — 7a and 7c (first aid) b. Second Class — 1a (outdoor skills) c. Second Class — 3c, 3d, 3e, and 3f (cooking/camping) d. First Class — 8a, 8b, 8c, and 9d (first aid) e. First Class — 1, 7a, and 7b (outdoor skills) f. First Class — 4a, 4b, and 4d (cooking/camping) While a Star Scout, use the EDGE method to teach a younger Scout the skills from ONE of the following six choices so that he is prepared to pass those requirements to his unit leaders satisfaction. a. Second Class — 7a and 7c (first aid) b. Second Class — 1a (outdoor skills) c. Second Class — 3c, 3d, 3e, and 3f (cooking/camping) d. First Class — 8a, 8b, 8c, and 9d (first aid) e. First Class — 1, 7a, and 7b (outdoor skills) f. First Class — 4a, 4b, and 4d (cooking/camping)

22. Second Class — 7a and 7c (first aid) 7a. Show what to do for "hurry" cases of stopped breathing, serious bleeding, and ingested poisoning. (New Handbook page 162-170) 7c. Demonstrate first aid for the following: Object in the eye (New Handbook pages 145) Bite of a suspected rabid animal (140) Puncture wounds from a splinter, nail, and fishhook (145-146) Serious burns (partial thickness, or second degree) (148-149) Heat exhaustion (150) Shock (170-171) Heatstroke, dehydration, hypothermia, and hyperventilation (147-148, 151-152) 7a. Show what to do for "hurry" cases of stopped breathing, serious bleeding, and ingested poisoning. (New Handbook page 162-170) 7c. Demonstrate first aid for the following: Object in the eye (New Handbook pages 145) Bite of a suspected rabid animal (140) Puncture wounds from a splinter, nail, and fishhook (145-146) Serious burns (partial thickness, or second degree) (148-149) Heat exhaustion (150) Shock (170-171) Heatstroke, dehydration, hypothermia, and hyperventilation (147-148, 151-152)

23. Second Class — 1a (outdoor skills) 1a. Demonstrate how a compass works and how to orient a map. Explain what map symbols mean. (New Handbook pages 354, 360-364)

24. Second Class — 3c, 3d, 3e, and 3f (cooking/camping) 3c. Demonstrate proper care, sharpening, and use of the knife, saw, and ax, and describe when they should be used. (New Handbook pages 402-409) 3d. Use the tools listed in requirement 3c to prepare tinder, kindling, and fuel for a cooking fire. (New Handbook pages 410-411) 3e. Discuss when it is appropriate to use a cooking fire and a lightweight stove. Discuss the safety procedures for using both. (New Handbook page 325) 3f. In an approved place and at an approved time, demonstrate how to build a fire and set up a lightweight stove. Lighting the fire is not required. (New Handbook pages 410-415) 3c. Demonstrate proper care, sharpening, and use of the knife, saw, and ax, and describe when they should be used. (New Handbook pages 402-409) 3d. Use the tools listed in requirement 3c to prepare tinder, kindling, and fuel for a cooking fire. (New Handbook pages 410-411) 3e. Discuss when it is appropriate to use a cooking fire and a lightweight stove. Discuss the safety procedures for using both. (New Handbook page 325) 3f. In an approved place and at an approved time, demonstrate how to build a fire and set up a lightweight stove. Lighting the fire is not required. (New Handbook pages 410-415)

25. First Class — 8a, 8b, 8c, and 8d (first aid) 8a. Demonstrate tying the bowline knot and describe several ways it can be used. (New Handbook pages 388- 389) 8b. Demonstrate bandages for a sprained ankle. and for injuries on the head, the upper arm, and the collarbone. (New Handbook pages 155, 157-161) 8c. Show how to transport by yourself, and with one other person, a person: from a smoke-filled room, and with a sprained ankle, for at least 25 yards. (New Handbook pages 154, 172-175) 8d. Tell the five most common signals of a heart attack. Explain the steps (procedures) in cardiopulmonary resuscitation (CPR). (New Handbook pages 164-166) 8a. Demonstrate tying the bowline knot and describe several ways it can be used. (New Handbook pages 388- 389) 8b. Demonstrate bandages for a sprained ankle. and for injuries on the head, the upper arm, and the collarbone. (New Handbook pages 155, 157-161) 8c. Show how to transport by yourself, and with one other person, a person: from a smoke-filled room, and with a sprained ankle, for at least 25 yards. (New Handbook pages 154, 172-175) 8d. Tell the five most common signals of a heart attack. Explain the steps (procedures) in cardiopulmonary resuscitation (CPR). (New Handbook pages 164-166)

26. First Class — 1, 7a and 7b (outdoor) 1. Demonstrate how to find directions during the day and at night without using a compass. (New Handbook pages 368-371) 7a. Discuss when you should and should not use lashings. Then demonstrate tying the timber hitch and clove hitch and their use in square, shear, and diagonal lashings by joining two or more poles or staves together. (New Handbook pages 386-387, 392-398) 7b. Use lashing to make a useful camp gadget. (New Handbook pages 392-401) 1. Demonstrate how to find directions during the day and at night without using a compass. (New Handbook pages 368-371) 7a. Discuss when you should and should not use lashings. Then demonstrate tying the timber hitch and clove hitch and their use in square, shear, and diagonal lashings by joining two or more poles or staves together. (New Handbook pages 386-387, 392-398) 7b. Use lashing to make a useful camp gadget. (New Handbook pages 392-401)

27. First Class — 4a, 4b, and 4d (cooking/camping) 4a. Help plan a patrol menu for one campout that includes at least one breakfast, one lunch, and one dinner and that requires cooking at least two of the meals. Tell how the menu includes the foods from the food pyramid and meets nutritional needs. (New Handbook pages 102-105, 316-317, 320) 4b. Using the menu planned in requirement 4a, make a list showing the cost and food amounts needed to feed three or more boys and secure the ingredients. (New Handbook pages 321-323) 4d. Explain the procedures to follow in the safe handling and storage of fresh meats, dairy products, eggs, vegetables, and other perishable food products. Tell how to properly dispose of camp garbage, cans, plastic containers, and other rubbish. (New Handbook pages 328-329) 4a. Help plan a patrol menu for one campout that includes at least one breakfast, one lunch, and one dinner and that requires cooking at least two of the meals. Tell how the menu includes the foods from the food pyramid and meets nutritional needs. (New Handbook pages 102-105, 316-317, 320) 4b. Using the menu planned in requirement 4a, make a list showing the cost and food amounts needed to feed three or more boys and secure the ingredients. (New Handbook pages 321-323) 4d. Explain the procedures to follow in the safe handling and storage of fresh meats, dairy products, eggs, vegetables, and other perishable food products. Tell how to properly dispose of camp garbage, cans, plastic containers, and other rubbish. (New Handbook pages 328-329)