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Welcome to the Wonderful World of 4-H: Learning & Teaching Karen Poulin and Tammie Howard WSU Clark County Extension 4-H Youth Development Program Shooting Sports Leader Training May 22-23, 2010. Warm & Accepting Environment Learner-Determined Goals Accommodation to Different Abilities

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Welcome to the Wonderful World of 4-H:Learning & TeachingKaren Poulin and Tammie HowardWSU Clark County Extension4-H Youth Development ProgramShooting Sports Leader TrainingMay 22-23, 2010


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Warm & Accepting Environment

Learner-Determined Goals

Accommodation to Different Abilities

Internal & External Motivation

Youth-Selected Goals

Self-Evaluation of Progress

BASIC LEARNING PRINCIPLES


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How are the 4 Essential ElementsMastery Independence Belonging GenerosityPromoted in 4-H?

  • Adult-Youth Partnerships

    • 1 adult can make ALL the difference

    • Relationships are crucibles for learning

  • Experiential Learning Model


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Involves direct, hands-on activities

Open ended Qs to guide discussion (“reflection”)

Reflection connects activity to real world examples

Reflection helps learner apply activity outcome to other situations

4-H TEACHING PHILOSOPHY: EXPERIENTIAL EDUCATION


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4-H learners try out new knowledge in real-life settings

Cooperative learning occurs because of fun, interactive nature of activities

Competitive learning happens when work is compared to established standards

HOW DOES 4-H PROMOTE LEARNING?


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Specific skills & knowledge (“how to”)

Social/Emotional learning (ie, decision-making, communicating, self-awareness)

Moral/Ethical learning (ie, values clarification, citizenship, social responsibility

POSSIBLE OUTCOMES OF EXPERIENTIAL LEARNING



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Begin with concrete, hands-one experience

Learner works with little or no help from adult/leader

Doing is NOT the most important step in this model

Teachers generally devote too much time to “Doing” compared to other steps

STEP ONE: EXPERIENCE


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Learners answer Q “What Happened?”

Learners share reactions & observations

Let group talk freely

Sample Questions:

What did you do? What did you see?

What did you feel? What did you taste?

What was hardest? Easiest?

STEP 2: SHARE


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Learners analyze & reflect on experience

Youth talk about themes, problems, issues raised by experience & how addressed

Have learners i.d. common patterns; things they’ve noticed or experienced before

Ask: “What have you learned?” “How was today’s activity similar to or different than what you’ve done before?”

STEP 3: PROCESS


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Reinforces learning (esp. procedural learning)

Promotes connections to deepen understanding

Develops personal meaning & relevance (esp. important for teens)

Develops “declarative” knowledge (thus ability to share it)

Why Is Reflection Important?


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Learners address the Q “so what?”

Learner i.d. lessons learned in experience that they can relate & connect to other situations in “real” world

Adults guide youth to connect ideas & principles raised in activity to those previously learned & experienced

“Has this idea/principle come up in other situations? When & How?”

STEP 4: GENERALIZE


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“Now What?”: Discuss how what has been learned can be applied to other situations in future

“What did you learn today that you can use at home, school, or your 4-H project?”

“What difference do you think it will make if you use what you learned?”

Have learners record what they learned & how they plan to use it (record books!) to solidify learning

STEP 5: APPLY


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Visual & Spatial applied to other situations in future: diagrams, books, videos, handouts, DVD, flip charts (good at puzzles, reading, writing, painting, design)

Auditory: discussions, lectures, listening to others (good at listening, speaking, explaining, remembering, storytelling)

Kinesthetic: moving, doing, touching (good at dancing, sports, crafts, acting, building)

RECOGNIZING LEARNING STYLES & MATCHING THEM TO TEACHING STRATEGIES


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Youth work against each other to show who is best applied to other situations in future

Implications:

Encourages high levels of individual achievement

Creates more losers than winners

Can be harmful for youth with undeveloped self-esteem

LEARNING STRATEGIES: COMPETITIVE LEARNING


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Youth work against established criteria to show what has been achieved

Implications:

Encourages independence & helps adults to guide youth in setting individual goals

Provides no info to youth about peers

Requires time for individual attention & development of objective criteria

LEARNING STRATEGIES: INDIVIDUALISTIC LEARNING


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Youth work together on projects that serve the group been achieved

Implications:

Promotes positive interdependence, communication & social skills, individual accountability

Requires greater commitment of time to promote learning

LEARNING STRATEGIES: COOPERATIVE LEARNING


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Keep in Mind: We remember… been achieved

10% of what we hear

50% of what we see

90% of what we do

TEACHING TECHNIQUES



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4-H Projects been achieved

Working with Models

Judging

Role Playing

Discussion

Demonstrations

Public Presentations

Field Trips/Tours

Recordkeeping

Television, movies, films

Radio, Recordings, Photos

Illustrated Talks (Charts, Graphs, Posters, Maps)

Presentations

Printed Matter

Exhibits/Displays

Learning Activities in 4-H


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Intentionally interact with youth & adults in a way that fosters positive youth development.

Use the Do-Reflect-Apply throughout the shooting session

Ask yourself: “What can I do & or say right now to help these youth develop strong senses of mastery, independence, belonging & generosity?

What Does All This Mean for Me as a Volunteer?


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Recognize all for their work & learning fosters positive youth development.

Don’t base recognition on competition alone

Make recognition age-appropriate

Use recognition to encourage youth to create and grow

Separate youth’s worth from winning

Recognize group as whole whenever possible

Develop an achievement program

RECOGNITION & COMPETITION


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Get to know one another fosters positive youth development.

Decide together what to learn, make & do

Work together to learn, make & do

Measure together what was learned, made or done

Celebrate together the experiences, successes and feelings.

STEPS TO SUCCESSFUL LEARNING


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Example of a learning or teaching situation you experienced when do-reflect-apply was used and the outcome.

Example of a learning or teaching situation you experienced when do-reflect-apply could have been used for a better outcome.

Observation of how learning activities in your experience have correlated to the ‘Cone of Learning’ retention rates.

Bring to Class . . .


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Suggestions of how the do-reflect-apply model can be used in a shooting sports activity.

Thoughts on life skills that can be learned through shooting sports.

Ideas of how Essential Elements can be incorporated in shooting sports club activities.

What Life Skills can be learned through shooting sports activities in 4-H?

Bring to Class . . . (continued)


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