Transcript Go Co-Curricular! - POLK-FL

Go Co-Curricular!
Professional Day
July 31, 2006
Sickles High School
Goals for Go Co-Curricular!





Why FCCLA in the Classroom
FCCLA Chapter Structure
FCCLA as a Teaching Tool
Accountability and Assessment
Co-curricular National Program Ideas
FCCLA Helps Teachers………






Incorporate school-to-career
elements and applied
academics into the Family and
Consumer Sciences program
Serve special populations
Enrich classroom teaching and
motivate
students to learn
Fulfill student performance standards
and competencies
Reduce preparation time as students
take responsibility for learning
Guide students toward meaningful
projects that enhance the image of
Family and Consumer Sciences
Education







Model how to help others
publicize the Family and
Consumer Sciences program to
parents, administrators, and
community
Attract more students
Establish rapport with students
Develop leaders who can assist
in the classroom
Become aware of additional
resources
Expand professional experience
and fulfillment
Tap into a professional support
system
Co-Curricular FCCLA Activities








Are initiated during class time
Complement classroom learning
Use FCCLA resources in class
Are initiated, developed, and evaluated by students
Relate to the FCCLA purposes
Provide incentives and recognition that are not part of class
requirements
Encourage community involvement
Enhance and promote Family and Consumer Sciences
Education
Chapter Structure
One Chapter Per
Class
Each class functions as a chapter within the classroom,
selecting leaders and conducting projects. Each class
affiliates as a separate chapter.
One Mini-Chapter
Per Class
Each class functions as a chapter with the classroom,
selecting leaders and conducting projects. The minichapters affiliate as a single chapter for the school
One Chapter Per
Adviser
In a multiple-teacher school, each adviser’s classroom minichapters affiliate as a separate chapter.
FCCLA as A Teaching Tool



Visibility: FCCLA is an integral part of the total Family and
Consumer Sciences program, so keep it visible. Display the
emblem, creed, and purposes. They can arouse interest,
promote enrollment, and spark classes into action
Planning Process: Use the FCCLA Planning Process to
brainstorm students ideas on any classroom topic. Identify it as
a part of what young people learn in FCCLA. If possible, use the
planning process to determine topics and priorities of the entire
course.
Resources: Use Teen Times, the state FCCLA newsletter,
Advisor excerpts, etc. when discussing young people’s needs and
concerns. Identify the resources as among the benefits of
belonging to FCCLA/
FCCLA as A Teaching Tool



Student Leadership: Turn the planning, management, and
implementation of learning activities like films, speakers, and enrichment
activities over to students. Show how the topic relates to an FCCLA national
program. Students develop leadership as they create the activity. Because
it is “their” activity, they must put more into it and, as a result, get much
more out of it. This is an easy, effective way to integrate FCCLA into the
curriculum and is easier on you.
Flexibility: When a class discussion lends itself to developing an FCCLA
project, hand the president the gavel and have an “instant” FCCLA meeting.
FCCLA programs and projects are outgrowths of the curriculum…encourage
them to grow when the “teachable moment” arrives.
Subtle influence: You can be the “gardener” who plants the seed of an
idea, then lets students take over to grow it. Toss out an idea, then sit
back and watch it grow into a super student-created project idea. You can
“cultivate” some direction during discussion while giving students ownership
of their ideas and plans.
Educational Outcomes and the
National FCCLA Programs
Many schools’ educational standards and curriculum competencies can
be ideally achieved through projects related to the FCCLA national
programs. Here are sample competencies especially suited to FCCLA
fulfillment.










Demonstrate decision-making skills
Demonstrate creative and critical-thinking skills
Identify and use available resources and support systems
Learn in the community
Identify and solve practical problems
Improve communication skills
Develop leadership skills
Learn cooperation and team work
Develop skills and ethical behavior needed for successful employment
Learn to balance school, home, and work responsibilities
Examples of Co-Curricular in Action
Welcome bags for New Students….Middle School Level
FACS topics: nutrition and healthy eating, relationships in
families, peer groups, school, community, and the work
place.
National FCCLA Program: Student Body

Students work with school guidance counselors to identify
and collect information needed by students who are new to
the school.

Students construct cloth bags in clothing/textile curriculum

Students research and provide healthy snacks and nutrition
information to distribute with the bags

FCCLA chapter hosts a welcome breakfast for new
students.

Students submit a report about their project to state and
national FCCLA
Examples of Co-Curricular in Action
Illustrated Talk – Middle or High School Level
FACS Topic: Demonstrate skills and behaviors of positive relationships in
families, peer groups, community and the work place.
National FCCLA Program: Illustrated Talk STAR Event

Teacher provides a list of teen concerns from which students may select a
topic to research and present an oral presentation to class.

Each student’s project, following guidelines in STAR Events Manual includes
a file folder, oral presentation, and visuals.

Students assess each other’s presentation in class using the STAR Events
rating sheet.

Well-rated students who are interested continue to develop and practice
their presentations, then participate in district level STAR Events.
Examples of Co-Curricular in Action
Intergenerational Wisdom – Middle or High School
FACS Topic: Intergenerational relationships; human development
National FCCLA Program: Power of One (“Family Ties” Unit)
 Class develops a list of questions to use for interviewing grandparents to
gain intergenerational wisdom
 During a foods lab, students prepare cookies to take on the interview
 After the interview, each student creates finished, decorated notebook
with all of the questions and answerw and information about the person
interviewed.
 During class, each student completes and submits the Power of One
“Family Ties” Project Sheet.
Go Co-Curricular!
Interested in learning more?
Use The Essential Guide to
FCCLA in the Classroom to
Help you get started!