get in the act! national 4-h cooperative curriculum system (4-hccs)- workforce readiness
DESCRIPTION
Workshop Goals To understand the foundation of Get in the Act! To understand the foundation of Get in the Act! To learn the components of the Helper’s and Youth Guides and the interactive CD To learn the components of the Helper’s and Youth Guides and the interactive CD To experience activities from Get in the Act! To experience activities from Get in the Act! To leave ready to get in the act! To leave ready to get in the act!TRANSCRIPT
Get in the Act!National 4-H Cooperative Curriculum System (4-HCCS)- Workforce Readinesswww.n4hccs.org
Get in the Act! Presenters Laura AllenLaura Allen
MSUE 4-H Youth DevelopmentMSUE 4-H Youth [email protected]@msu.edu(517) 432-7632(517) 432-7632
Sheila Urban SmithSheila Urban SmithMSUE 4-H Youth DevelopmentMSUE 4-H Youth [email protected]@msu.edu(517) 432-7612(517) 432-7612
Workshop Goals To understand the foundation of To understand the foundation of
Get in the Act!Get in the Act! To learn the components of the To learn the components of the
Helper’sHelper’s and and Youth GuidesYouth Guides and and the interactive CDthe interactive CD
To experience activities from To experience activities from Get Get in the Act!in the Act!
To leave ready to get in the act!To leave ready to get in the act!
Get in the Act! is for Middle School Youth
Age group 11 – 13 (Grades 6 – 8)Age group 11 – 13 (Grades 6 – 8)
SettingsSettings 4-H Clubs4-H Clubs Afterschool ProgramsAfterschool Programs ClassroomsClassrooms
What is Workforce Readiness?
Helps youth prepare for the world Helps youth prepare for the world of workof work
Series of learning experiences Series of learning experiences starting in early childhood and starting in early childhood and continuing throughout adult lifecontinuing throughout adult life
Prepares the way for later career Prepares the way for later career decision makingdecision making
Youth Participating in This Curriculum Will:
Practice self-awareness, critical Practice self-awareness, critical thinking and ethical decision thinking and ethical decision making.making.
Identify personality types and Identify personality types and learning styles.learning styles.
Explore other personality types and Explore other personality types and learning styles.learning styles.
Acquire the ability to apply critical Acquire the ability to apply critical life skills to real life experiences.life skills to real life experiences.
Practice working with others.Practice working with others. Connect school to career.Connect school to career.
Key Design Elements All activities and skill areas:All activities and skill areas:
Directly support the National Directly support the National Secretary’s Commission on Secretary’s Commission on Achieving Necessary Skills (SCANS) Achieving Necessary Skills (SCANS) workforce and educational workforce and educational standards.standards.
Are developmentally appropriate.Are developmentally appropriate. Fit the “learn by doing” experiential Fit the “learn by doing” experiential
learning model - key in all 4-H learning model - key in all 4-H programs.programs.
Ages and Stages of Youth Development
Characteristics | Teaching Tips Youth can take Youth can take
responsibility in responsibility in planning and planning and evaluating their evaluating their work.work.
Youth can plan their Youth can plan their social and social and recreational recreational activities.activities.
Give youth Give youth responsibility for responsibility for group activities, group activities, including planning, including planning, implementing and implementing and evaluating.evaluating.
Provide opportunities Provide opportunities for youth to work for youth to work together. Form together. Form committees to plan committees to plan recreational and recreational and social activities.social activities.
Ages and Stages of Youth Development
Characteristics | Teaching Tips
Youth gain skills in Youth gain skills in social relations with social relations with peers and adults.peers and adults.
Youth can be quite Youth can be quite self-conscious.self-conscious.
Provide activities Provide activities that foster social that foster social interaction with interaction with peers and adults.peers and adults.
Avoid asking youth Avoid asking youth to share their work to share their work individually until individually until they feel more they feel more comfortable with the comfortable with the group.group.
Ages and Stages of Youth Development
Characteristics | Teaching Tips
Youth can discuss Youth can discuss current events, current events, international affairs international affairs and social issues and social issues with some help.with some help.
Youth want to make Youth want to make decisions but still decisions but still depend on adult depend on adult guidelines.guidelines.
Use discussion Use discussion activities and games activities and games to encourage to encourage awareness of awareness of current events and current events and issues.issues.
Establish guidelines Establish guidelines that give that give parameters for parameters for youth to follow.youth to follow.
Ages and Stages of Youth Development
Characteristics | Teaching Tips
Youth have Youth have strong emotional strong emotional attachments to attachments to older youth and older youth and adults.adults.
Choices are often Choices are often unrealistic.unrealistic.
Encourage youth to Encourage youth to participate in participate in activities with older activities with older youth and adults.youth and adults.
Assist youth in Assist youth in making realistic making realistic choices. Review choices. Review their plans, discuss their plans, discuss alternatives and alternatives and help them weigh help them weigh options before options before making decisions.making decisions.
Youth Development and Life Skills
Targeting Life Skills (TLS) ModelTargeting Life Skills (TLS) Model
SCANS Skills
SCANS CompetenciesSCANS Competencies
SCANS Foundation SkillsSCANS Foundation Skills
SCANS Programming ModelSCANS Programming Model
Workforce Preparation ModelWorkforce Preparation Model
Workforce Readiness and Collaboration
People, not organizations, become partners.People, not organizations, become partners. Partners may have initial reservations.Partners may have initial reservations. Partners identify common goals and are Partners identify common goals and are
sensitive to each other’s agenda.sensitive to each other’s agenda. Partners need to be honest with each other.Partners need to be honest with each other. True partners function as each other’s True partners function as each other’s
mentors.mentors. Partner’s roles may change over time.Partner’s roles may change over time. Partners share credit or consequences.Partners share credit or consequences. Conflicts may arise that can jeopardize the Conflicts may arise that can jeopardize the
project.project. Celebrate together.Celebrate together.
Service Learning in Youth Workforce Readiness
Elements of High Quality Service LearningElements of High Quality Service Learning
Integrated LearningIntegrated Learning
High ServiceHigh Service
Youth VoiceYouth Voice
ReflectionReflection
CollaborationCollaboration
EvaluationEvaluation
Helpful Hints to Prepare Youth to Get in the Act!
Creating a Learning EnvironmentCreating a Learning Environment
Facilitate the KnowledgeFacilitate the Knowledge The “Right" WayThe “Right" Way
Rules of EngagementRules of Engagement
Selecting Supplemental Resources for Selecting Supplemental Resources for the Workforce Readiness Projectthe Workforce Readiness Project
Get in the Act! Goals To guide youth in learning To guide youth in learning
experientially about the world of experientially about the world of work and how to positively work and how to positively engage a teammate, customer or engage a teammate, customer or possible employerpossible employer
To help youth prepare for their To help youth prepare for their first paying jobs and prepare them first paying jobs and prepare them to be positive, productive citizensto be positive, productive citizens
To introduce youth to their To introduce youth to their personality and learning stylespersonality and learning styles
Get in the Act! Subheadings
PlacesPlaces Lights, Camera, Action!Lights, Camera, Action! Movie ChatMovie Chat ScriptScript SequelSequel MunchiesMunchies Sound TrackSound Track Concession Stand (available soon)Concession Stand (available soon)www.n4hccs.org/workforcereadinesswww.n4hccs.org/workforcereadiness
Get in the Act! Getting Started
Script WriterScript Writer Complete prior to starting the activities.Complete prior to starting the activities.
Script HighlightsScript Highlights Complete after completing the activities.Complete after completing the activities.
Before and After Self-Evaluation of Workforce Before and After Self-Evaluation of Workforce Readiness KnowledgeReadiness Knowledge
Achievement Program Checklist Achievement Program Checklist √√√√
Get in the Act! 3 Key Learning Areas
Personal QualitiesPersonal Qualities
TeamworkTeamwork
Thinking SkillsThinking Skills
Helper’s Guide:
Personal Qualities Lesson Outcomes
Who Am I?Who Am I? Self-understandingSelf-understanding
Learning styleLearning style
Just Doing My JobJust Doing My Job Respect for othersRespect for others TeamworkTeamwork
Helper’s Guide:Teamwork Lesson Outcomes
Don’t Lose Your Marbles!Don’t Lose Your Marbles! Developing teamworkDeveloping teamwork Cooperating with othersCooperating with others Problem solvingProblem solving
No Man is an IslandNo Man is an Island Self-responsibilitySelf-responsibility Cooperation, communication and Cooperation, communication and
trusttrust
Helper’s Guide:Thinking Skills Lesson
Outcomes Your Dream JobYour Dream Job
Critical thinkingCritical thinking
Time TravelerTime Traveler Communicating with othersCommunicating with others
It’s Your Turn to TalkIt’s Your Turn to Talk Public speakingPublic speaking
Youth Guide: Personal Qualities Lesson Outcomes
You’re Hired! You’re Fired!You’re Hired! You’re Fired! Building positive self-confidenceBuilding positive self-confidence HonestyHonesty TrustTrust
Did you hear about?Did you hear about? Demonstrating integrity and honestyDemonstrating integrity and honesty
Youth Guide: Teamwork Lesson Outcomes
Digging DeeperDigging Deeper CommunicationCommunication LeadershipLeadership TrustTrust Problem solvingProblem solving Critical thinkingCritical thinking Decision makingDecision making
All Together NowAll Together Now AcceptanceAcceptance RespectRespect DiversityDiversity TeamworkTeamwork
Youth Guide: Thinking Skills Lesson Outcomes
Inquiring Minds Want to KnowInquiring Minds Want to Know InterviewingInterviewing EvaluationEvaluation ResearchResearch
Be a Star!Be a Star! Goal settingGoal setting Steps towards goalsSteps towards goals Volunteer opportunitiesVolunteer opportunities Academics and career successAcademics and career success Choosing school electivesChoosing school electives
What Future Path Will You Take?What Future Path Will You Take? Lifelong learningLifelong learning Value of post-high school educationValue of post-high school education
Get in the Act! Interactive CD
Two PartsTwo Parts
Exploring Your True ColorsExploring Your True Colors Ability to print an informational sheet Ability to print an informational sheet
On the Job ChoicesOn the Job Choices Illustrates common youth workplace Illustrates common youth workplace
challengeschallenges
Get in the Act! It’s a Wrap! Certificates & EvaluationCertificates & Evaluation
Activity IdeasActivity Ideas
Project Online ContentsProject Online Contents
Resource ListResource List