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Activity Planning! Being Intentional about Supporting Skill Development. When do you have to Plan?. Whenever an activity is not part of the daily routine Whenever you are doing a new activity Whenever you want to pass on your great ideas to other people. Breakdown of an Activity Plan.
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Activity Planning! Being Intentional about Supporting Skill Development
When do you have to Plan? • Whenever an activity is not part of the daily routine • Whenever you are doing a new activity • Whenever you want to pass on your great ideas to other people
Breakdown of an Activity Plan • Objectives • Activity description • Supplies • De-brief/Reflection • Assessment
ObjectivesWhat you expect the participants to be able to do, know or feel after the activity • Characteristics of A Good Objective • Specific – says exactly what the learner will be able to do • Measurable – can be observed by the end of the activity • Attainable within scheduled time and specified conditions • Relevant to the needs of the participant and the organization
Examples of Objectives Participants will be able to • demonstrate dance movements through informal presentations and share their thoughts and feelings in response to their own and others’ dances • describe how a volcano explodes • recognize and draw the following line styles; vertical, horizontal, diagonal, wavy, curved and zig-zag • convince a donor to provide refreshments for the program’s showcase program
Activity Description: Description of what you and the participants are going to do in the activity. It should be in enough detail so that a person who did not write the lesson plan can follow it.
Supplies What is needed to do the activity (Don’t forget the small stuff like pencils, paper, scotch tape)
De-brief/Reflection Strategies that allows the participants a few minutes to internalize what happened during the activity or connect to their own lives. • Great websites for reflection strategies: • Reflection Activity for Community Service and Service Learning Projects: • http://4h.uwex.edu/pubs/showdoc.cfm?documentid=22661 • Reflection Toolkit: Northwest Service Academy, Metro Center, Portland, OR • http://www1.aucegypt.edu/maan/pdf/Reflection%20Toolkit%201.pdf • Reflection Strategies: http://www.usfca.edu/uploadedFiles/Destinations/Institutes_and_Centers/OSL/docs/Reflection%20Activities.pdf • Give the participants the opportunity to reflect on the following: • What happened? Describe what happened or what was learned during the activity • So What? Determine what was important about what was learned/done during the activity • Now What? Think of what can be done with what was learned during the activity
Assessment: Strategy that allows you to determine whether the participants met the objectives of the activity. Can be questions, a review of the products developed during the activity etc.
Assessment Strategies • Directly ask the participant to answer questions related to the objectives for the activity. (This type of assessment can often be folded into your feedback/reflection) • Assess a finished product to see if has met the designated criteria. • Use KWL: abrainstorming process exploring what participants know prior to beginning an activity(s), what they what to learn about it, and after finishing what they have learned. • Use a rubric to assess to what degree the participants has successfully mastered the objective. This can be a time consuming process if you are going to assess individual participants’ efforts but provides a lot of information. If you want many examples of rubrics for different subjects and topics, check out RubiStarhttp://rubistar.4teachers.org/index.php. For full use you have to register for free but it has a lot of ideas and rubrics templates.
