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Oklahoma 4-H Youth Development Parent-Volunteer Education
Ready, Set…Volunteer!
Core Competencies Unit 3
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Oklahoma 4-H Youth Development Parent-Volunteer Education
Celebrating Diversity
Core Competencies Unit 3
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Benefits of Diversity Education
Youth develop positive skills for being a capable and confident influence with their peers and in their communities, they learn to respect individuality and the contributions of various groups, they learn the importance of sharing their experiences which affirms their identity with regard to their own diversity, they build positive self-esteems, they learn to value just and fair treatment for all and they are better prepared for citizenship.
We could learn a lot from crayons: some are sharp, some are pretty, some are dull, some have weird names, and all are different colors…but, they all exist very nicely in the same box.
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Melting Pot Metaphor…
Emerged from the idea that customs different and a pot.
lose races their and traditions of people of and ethnicities would blend one distinctions after close contact over time, just like ingredients mixed in 4
Salad Metaphor…
Used to describe this blending of ethnic characteristics much like salad ingredients tossed in a bowl. Salad ingredients do not change even when they are mixed together. 5
Kaleidoscope Metaphor…
When a kaleidoscope is in motions, new possibilities emerge at every turn, just like the interaction between cultural groups. This metaphor acknowledges that cultures keep changing through their interaction and yet maintain their basic characteristics.
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Many Faces, One People
Building on Differences
What are ways differences are defined?
Gender Age Race or Ethnicity Religion Physical/mental limitation Sexual orientation Membership in Organizations 7
Many Faces, One People
Building on Differences
More ways differences can be defined… Education Job/profession Income/financial status Hobby Geographic Marital/family status 8
Oklahoma State University
Affirmative Action
Oklahoma State University, in compliance with Title VI and VII of the Civil Rights Act of 1964, Executive Order 11246 as amended, Title IX of the Education Amendments of 1972, Americans with Disabilities Act of 1990, and other federal laws and regulations,
does not discriminate on the basis of race, color, national origin, sex, age, religion, disability, or status as a veteran in any of its policies, practices or procedures
. This includes but is not limited to admissions, employment, financial aid, and educational service. 9
Culture: attitudes, A total way of life of a people, involving customs, beliefs, values, communication patterns and interpretations of life.
Many Faces, One People
Definitions
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Generalization: an oversimplification, conclusion or observation based on limited experience.
Stereotype: belief that all people of a certain group will be the same and behave the same.
Many Faces, One People
Definitions
Bias: failure to be objective and impartial about people or an issue.
Prejudice: to judge without really knowing them, on the basis of the group they belong.
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Discrimination: Unequal or unfair treatment of an individual or group because of race, religion, age, physical ability, gender, etc.
Many Faces, One People
Definitions
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Prejudice is an attitude while discrimination is the action that results from it.
When peoples act on the basis of their prejudice and stereotypes they are guilty of discrimination.
Many Faces, One People
Clarification
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Celebrate Our Diversity
We could learn a lot from crayons: some are sharp, some are pretty, some are dull, some have weird names, and all are different colors…but, they all exist very nicely in the same box.
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Oklahoma 4-H Youth Development Parent-Volunteer Education
Character Education
Core Competencies Unit 3
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Character Education Building Character
What is
right is right
even if no one is doing it.
What is
wrong is wrong
even if everyone is doing it.
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Character Education Building Character
Character Education Strengthens the parenting role Improves the quality of life, and Develops a civil American society.
By building character, we impact an individual’s development as well as families, schools, sports, and entire communities.
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Character Education Research Study
1998 Josephson Institute survey of young people found: Almost ½ are thieves 70% cheat on exams 92% lie to their parents, and 91% are not satisfied with their own ethics 18
Character Education 6 Pillars of Character
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Character Education Making Ethical Choices
Ask yourself the following questions: 1. Have I thought about the way my choices are likely to help or hurt others, the stakeholder?
2. Am I living up to the ethical principles of the “Six Pillars of Character” even if I have to give up things I want?
3. If I cannot find a way to live up to one of the six pillar principles without violating another, am I making the choice I think will be best for society in the long run?
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Character Education Trustworthiness
Be honest Don’t deceive, cheat, or steal.
Be reliable – do what you say you’ll do.
Have the courage to do the right thing.
Build a good reputation.
Be loyal – stand by your family, friends, and country.
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Character Education Respect
Treat others the way you want to be treated.
Be tolerant of differences.
Use good manners, not bad language.
Be considerate of the feelings of others.
Don’t threaten, hit, or hurt anyone.
Deal peacefully with anger, insults, and disagreements.
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Character Education Responsibility
Do what you are supposed to do.
Persevere; keep on trying!
Always do your best.
Be self-disciplined.
Think before you act – consider the consequences.
Be accountable for your choices.
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Character Education Fairness
Play by the rules.
Take turns and share.
Be open-minded; listen to others.
Don’t take advantage of others.
Don’t blame others carelessly.
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Character Education Caring
Be kind.
Be compassionate and show you care.
Express gratitude.
Forgive others.
Help people in need.
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Character Education Citizenship
Make your school and community better.
Cooperate.
Stay informed; vote.
Be a good neighbor.
Obey laws and rules and respect authority.
Protect the environment.
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Character Education Making Ethical Choices Ask yourself these questions when in the position to make an ethical choice:
Have I thought about the way my choices are likely to help or hurt others?
Am I living up to the ethical principles of the “Six Pillars of Character”, even if it means I have to give up things I want?
If I cannot find a way to live up to one of the six pillar principles without violating another, am I making the choice I think will be the best for society in the long run?
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Oklahoma 4-H Youth Development Parent-Volunteer Education
Experiential Learning
Core Competencies Unit 3
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4-H is… Experiential Learning
“Learn by Doing”
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The Experiential Learning Model
Five Step Process
A learning/teaching process is composed of 5 separate but interrelated steps. The process begins with an individual or group learning exercise and ends with discussion of how what was learned can be applied to other settings in the “real world.” 5. Plan of Action for using the new information or skill 1. The Activity 4. Ways these facts, skills, patterns, reactions or principles relate to real life situations 2. Sharing observances, feelings, experiences from the activity 3. Patterns Noticed
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Doing, Reflecting and Applying
Experiencing Applying
Do
Sharing
Apply Reflect
Generalizing Processing
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Step 1 Step 2 Step 3 Step 4 Step 5
Experiencing (Activity, doing) Sharing (Sharing reactions and observations) Processing (Discussing pattern dynamics) Generalizing (Inferring principles about the “real world”) Applying (Planning more effective behavior)
Teaching as a Volunteer
Experiential Learning
H -
Key concept is planning for discovery.
Selecting a single learning activity provides a common experience.
Objective – to explore and examine.
H -
Key concept is responding.
Plan time for discovery of learning objectives.
Opportunity to respond.
Share individual learning to stimulate group growth H -
Key concept is analyzing patterns.
Examine the shared experience.
Ask questions that encourage them to think about the experience from the lowest to the highest level of thought.
H -
Key Question, “So what?”
Guide from the reality of the activity to a meaning in a broader world.
Apply to personal life experiences.
H -
Key question, “Now what?”
Think about what can be done with the new information.
Apply to specific situations.
Have in mind ways an individual/group can use experience in future activities.
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Doing, Reflecting and Applying
“Learning takes place in an active way and is accomplished through the individual’s own activity.” - Randal
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The Trainers Role
giving Isn’t mere entertaining Is creating a learning environment Is structuring learning experiences Is helping the learning interact with information TIP
It is not possible to teach anyone, anything. It is only possible to arrange for someone to learn.
Keys to Successful Teaching
Learning Retention
80-90%
Hearing
•
Seeing
•
Doing
50% Edgar Dale, 1969
Hearing
• 20%
Seeing Hearing
TIP
People generally remember:
10% of what they read 20% of what they hear 30% of what they see 50% of what they hear and see 80-90% of what they do 35
Keys to Successful Teaching
Learning Retention
20% amount retained Amount forgotten What You Hear 50% amount retained Amount forgotten Amount forgotten 80-90% amount retained What You Hear and See What You Hear, See and Do
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4-H Project Work Working with models Judging or Skit Discussion Demonstration Field trip – Tour Exhibits – Displays TV, Video tape, Internet Radio, tapes, pictures Illustrated Talks, Posters, Graphs, Charts,Maps Prepare a meal Prepare menu with food models
80-90 %
Food Judging Event World Hunger Discussion
50 %
Demo.-Vegetable Lasagna Tour Test Kitchen Tour exhibits at Nutrition Conference Watch video tape “You Are What You Eat ” Cassette tape “Eating Fruits and Vegetables” Poster of Food Pyramid Talks, Printed material
20 %
Read Southern Living Magazine
Applying the cone to Food Science.
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4-H Project Work Working with models Judging or Skit Discussion Demonstration Field trip – Tour Exhibits – Displays Plant, harvest and prepare produce Computer generated garden plan
80-90 %
Horticulture Judging Event World Hunger Discussion Demo. – Window Herb Garden Tour Home and Garden Show Tree Leaf Exhibit TV, Video tape, Internet Radio, tapes/CD, pictures Illustrated Talks, Posters
50 %
Oklahoma Gardening -“Planting Spring Vegetables” CD - “Eating Fruits and Vegetables” Ill. Talk – “Eat Your 5 a-day” Talks, Printed material
20 %
Read Southern Living Magazine
Applying the cone to Horticulture.
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Oklahoma 4-H
Skills vs. Life Skills
A
skill
is a learned ability to do something well.
Life Skills
are the way one applies learned skills to real life situations.
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Skill Life Skill Application to Real Life
Reading a recipe or mixing chemicals Schedule for planting and harvest or meal preparation Growing, preparing, and eating fruits and vegetables Food preservation or use of power equipment Working side-by-side with a mentor, listening, watching and learning Sharing what you learn Learning to Learn Planning and Organization Healthy Lifestyle Choices and Self responsibility Responsible Citizen and Teamwork Cooperation, Nurturing Relationships, Communication Following directions – from a “put-together” to employer instructions on the job Coordinating school, work & 4-H activities; job manager/supervisor; parenting Good nutrition, improved health, source of exercise, caring for others or things which are reliant on you Safe food source, decrease injury due to negligence or carelessness Respect for experience and gaining knowledge; active listening as a spouse or employee; speaking/communicating instructions or information 41
Oklahoma 4-H Effective use of Life Skills
Life skills are to be integrated into subject matter content; not “added-on.” Life skills are best learned when practiced at the developmental level of the learner.
One or more skills should be included in any one educational experience.
“Aim youth toward life skills development using the four H’s on the Target Model.” 42
Experiential Learning Model
Service Learning
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Experiential Learning Model
Service Learning Service-Learning
responsibility.
is a teaching/learning method that connects meaningful community service with academic learning, personal growth, and civic
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Experiential Learning Model
Service Learning
Service-Learning
provides opportunity to use new skills and knowledge in real life situations.
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Community Service
Vs.
Service Learning Community
Service is the act of volunteering in your community.
Service Learning
emphasizes both volunteering and learning.
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Service Learning Framework
Preparation Action Reflection Celebration
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Service Learning Framework
Preparation
Identifying and analyzing a problem Selecting and planning the project Training and orientation for participants 48
Service Learning Framework
Action
Is meaningful Has academic integrity Has adequate supervision Provides for student ownership Is developmentally appropriate 49
Discussion Reading Writing Projects The Arts
Service Learning Framework
Reflection
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Service Learning Framework
Celebration
Banquet/party/picnic End of the year celebration Certificates Joint celebration with service recipients
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Service Learning in Action
Preparation Celebration Reflection Action 52
Benefits of Service Learning
High Academic Performance Leadership Development Heightened Sense of Purpose Intellectual Growth Social and Personal Growth Development of Sense of Citizenship Increased Interest in Learning & 4-H Acceptance and Awareness of Others from Diverse and Cultural Backgrounds 53
Experiential Learning and Service Learning Models
Benefits to 4-H’er
Personal Growth Social Growth Intellectual Growth Civic Responsibility Career Exploration 54
Experiential Learning Model
Service Learning
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Oklahoma 4-H Youth Development Parent-Volunteer Education
Youth-Adult Partnerships
Core Competencies Unit 3
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Youth-Adult Partnerships Small Group Project
Brainstorm youth perception of adults Brainstorm adult perception of youth Brainstorm benefits of working with adults Brainstorm challenges of working with adults How do you communicate effectively with adults?
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Youth-Adult Partnerships Stereotypes Youth have of Adults
Adults are strict.
Adults talk down to youth.
Adults can’t remember what it is like to be a young person. Adults don’t respect youth’s ideas.
Adults can’t confide in youth.
Adults don’t listen.
Adults have no time for youth.
From the Washington Youth Voice Project. 58
Youth-Adult Partnerships Stereotypes Adults have of Youth
Youth are lazy, apathetic – they only want to play.
Youth are a burden on society.
Youth lie.
Youth can’t take responsibility.
Youth are rude.
Youth can’t make commitments.
Youth never do anything.
From the Washington Youth Voice Project. 59
Youth-Adult Partnerships Things that Bother Adults
When youth are angry or disturbed and won’t tell you they are upset.
When youth stall, put off doing work, or generally act lazy.
Young people getting easily distracted and changing course, not being able to commit to one course of action. 60
Youth-Adult Partnerships Things that Bother Adults continued
Youth refusing to hear or listen to adult experience.
Interrupting or being disruptive in a group by snide comments. 61
Youth-Adult Partnerships Things that Bother Youth
When adults put on a superior or condescending attitude.
When adults convey that they know youth are irresponsible, rude, inconsiderate. When adults forget how they felt when they were young, and are insensitive to teenagers. 62
Youth-Adult Partnerships Things that Bother Youth continued
When adults try to psychoanalyze youth. When adults order or assign youth to do only small tasks. When adults patronize, like praising youth just for showing up.
When adults try to be “cool” or act like youth.
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Youth-Adult Partnerships Youth, keep this in mind…
Criticism (from adults) does not necessarily equate to scorn. Adults may not be aware of how capable you are. Adults will feel responsible for the success or failure of the project, so it is sometimes hard for them to share authority over it. Adults are just as uncertain as young people, they have just learned to disguise it. From Loring Leifer and Michael McLarney,
Younger Voices, Stronger Choices
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Youth-Adult Partnerships Do’s for Working with Adults
Check your expectations before starting a project—what do you expect from it?
Ask for information about the project: How would you fit into the process? What are your roles and responsibilities?
Develop your skills so that you feel comfortable participating.
Make an effort to really listen.
Respect the views and experience of others. Be truthful!!
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Youth-Adult Partnerships Don’t for Working with Adults
Don’t hesitate to ask questions.
Don’t hesitate to be creative, energetic, and enthusiastic. Don’t assume all adults will treat you like your parents treat you.
Don’t over commit yourself!
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Youth-Adult Partnerships Advice to Adults from Youth
Treat us with respect, please don’t humiliate us publicly, please don’t talk down to us.
If invited to be a part of an organization, we’d like to be as fully involved as adult members.
Know that we are capable and can do most things adults can do. We are willing to be involved and can commit time and energy to the project and/or organization.
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Youth-Adult Partnerships Advice to Adults from Youth continued
Welcome us to meetings by doing such things as offering us a seat. Invite questions and answer willingly so that we can feel comfortable to ask about things we do not understand.
Please help us if we need help. (but ask first) From the Washington Youth Voice Project. 68
Youth-Adult Partnerships Advice to Youth from Adults
Be on time.
Come prepared to participate– read any notes, meetings, or other information before meetings, note any questions about your role, and learn more about the organization or project. Focus on the purpose during the meeting and activities.
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Youth-Adult Partnerships Advice to Youth from Adults continued
Take your role and commitments seriously.
Listen a lot at first to get a sense of how the group/organization functions and explore ways that you can best contribute.
Don’t expect to understand all that you hear—but make sure to ask questions!
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Youth-Adult Partnerships How Teens can help Adult Volunteers
Have understanding Plan together Counsel often Evaluate progress 71
Youth-Adult Partnerships Progression of Leadership
Primary Experience – taking care of your own project(s) Secondary Experience – teaching others Advanced Experience – being completely in charge and responsible 72
Effective Leadership Leadership Styles of the Team Leader
High Low
Autocrat Enabler
Relationships
Laissez-faire Nice Guy
High Low
Effective Leadership
Leadership Styles
Characteristics: Releasable Authority: How Used When Most Effective
•After identifying guidelines & boundaries, leader turns situation to a subordinate.
•Decisions are made by group or individual.
•About 25% with the leader.
•Up to 75% with the individual or group.
•Leader identifies problems, sets guidelines and boundaries.
•Leader must resist getting in subordinate’s way while he does it.
•With the cooperative individual or group.
•With group minded individuals.
•Decisions will be accepted by Leader if they fall within the guidelines.
•Up to 100% with the individual or group.
•Leader tries to build cooperation & team spirit.
•With cooperative and group minded individuals and groups.
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Effective Leadership Why a Team Leader Doesn’t Delegate
Fear.
Lack of time.
Wrong ideas about delegation (justification).
Lack of acceptance of authority and responsibility by the person delegated to.
Expectations of others.
Lack of skill (not understanding how).
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Effective Leadership Why a Team Leader Delegates
To get results.
To give someone else growth opportunities.
To develop self-motivation in others.
To have opportunity for different or more important responsibilities.
To share decision-making authority.
Because the leader lacks time.
Because the leader lacks skills.
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Effective Leadership The Art of Delegation
The best executive is the one who has sense enough to pick good men/women to do what he/she wants done and self restraint enough to keep from meddling with them while they do it.” Theodore Roosevelt 77