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
Accommodation to Different Abilities
Internal & External Motivation
Self-Evaluation of ProgressBASIC LEARNING PRINCIPLES
How are the 4 Essential ElementsMastery Independence Belonging GenerosityPromoted in 4-H?
Open ended Qs to guide discussion (“reflection”)
Reflection connects activity to real world examples
Reflection helps learner apply activity outcome to other situations4-H TEACHING PHILOSOPHY: EXPERIENTIAL EDUCATION
Cooperative learning occurs because of fun, interactive nature of activities
Competitive learning happens when work is compared to established standardsHOW DOES 4-H PROMOTE LEARNING?
Social/Emotional learning (ie, decision-making, communicating, self-awareness)
Moral/Ethical learning (ie, values clarification, citizenship, social responsibilityPOSSIBLE OUTCOMES OF EXPERIENTIAL LEARNING
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 stepsSTEP ONE: EXPERIENCE
Learners share reactions & observations
Let group talk freely
What did you do? What did you see?
What did you feel? What did you taste?
What was hardest? Easiest?STEP 2: SHARE
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
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?
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
“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 learningSTEP 5: APPLY
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
Youth work against each other to show who is best applied to other situations in future
Encourages high levels of individual achievement
Creates more losers than winners
Can be harmful for youth with undeveloped self-esteemLEARNING STRATEGIES: COMPETITIVE LEARNING
Youth work against established criteria to show what has been achieved
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 criteriaLEARNING STRATEGIES: INDIVIDUALISTIC LEARNING
Youth work together on projects that serve the group been achieved
Promotes positive interdependence, communication & social skills, individual accountability
Requires greater commitment of time to promote learningLEARNING STRATEGIES: COOPERATIVE LEARNING
Keep in Mind: We remember… been achieved
10% of what we hear
50% of what we see
90% of what we doTEACHING TECHNIQUES
4-H Projects been achieved
Working with Models
Television, movies, films
Radio, Recordings, Photos
Illustrated Talks (Charts, Graphs, Posters, Maps)
Exhibits/DisplaysLearning Activities in 4-H
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?
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 programRECOGNITION & COMPETITION
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
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 . . .
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)