planning structured activities - project-based learning, service learning, and experiential learning
DESCRIPTION
This presentation accompanies an interactive youth development and curriculum development workshop that supports staff members and the planning process for three structured activities approaches: project-based learning, service learning, and experiential learning. It applies planning using materials, cycles and strategies for success.TRANSCRIPT
Introduction to the Structured Activities Approach
Public Health Management CorporationPhiladelphia, PA
Icebreaker
Which method do you think is used?
Project-Based Learning
Service Learning
Experiential Learning
Icebreaker Story #1A 4th grade group of students are preparing to send care packages to a local nursing home and senior community center. The students are answering the question, “How can we help our community?” Early in the project, youth discussed what they thought this question means and ways to answer it. They decided to create care packages because of recent news reports. Since then, they have interviewed elderly family members as to identify useful items, and they have done some internet searches to find what common supplies elderly individuals often need. They will deliver the care packages and give hand-written letters to those at the nursing home.
Icebreaker Story #2In Ms. K’s 10th grade group– “Young Entrepreneurs”, many of the youth will turn 16 soon, and they are interested finding part time employment. They worked together to create three objectives for a project: 1) Successfully complete sample job applications, 2) obtain letters of reference for potential employers, 3) and conduct practice interviews. To make the process more authentic, Ms. K has created jobs specific to the group – CEO, CFO, CMO, COO, etc. The youth will practice their interviewing skills when applying for one of the 10 available roles.
Icebreaker Story #3Mr. J’s 7th grade group, “The Art Stars,” are completing a neighborhood beautification project. The youth who walk to this program noticed increased graffiti and litter on the block. The group decided to paint the walls of some homes and businesses in the area, and they would also create a mural on a large, blank wall across from the program. They also want to get the street cleaned by the City; provide large, permanent trash cans, and plant trees in empty planters across the street from the school. Currently, they are writing a petition to the sanitation department for the street cleaning and trash cans. They are also going to meet with members of the Parks and Recreation Office to get trees planted.
Structured Activities = “Projects”
Structured Activities Approach
Project-basedLearning
ExperientialLearning
ServiceLearning
Objectives
• Identify common project elements • Describe the “Structured Activities
Approach” and each methodologies • Identify the benefits of the Structured
Activities Approach• Review Requirements for implementing
projects in OST programs
DHS Outcomes• Increased engagement in School • Increased engagement in Learning• Improved relationships• Improved life skills• Aspires to academic excellence• Prepared for Post-Secondary
Opportunities
Common Elements
Learning over time
Role of Students
Role of Staff Members
What skills do projects help youth develop?
21st Century Skills
21st Century Skills
• Creativity• Work Ethic • Persistence• Civic Mindedness• Engagement in
Learning
• Communication• Collaboration• Critical Thinking• Problem Solving• Leadership• Adaptability
New Learning
Hands-on, Engaging Learning
• Sequenced activities over time (4-10 weeks)• Rooted in students’ interests • Driven by a clear question OR learning objective,
resulting in a culminating product/event • Staff facilitate, rather than “teach”• Project activities are hands-on, fun and engaging• Promote 21st Century Skills, DHS Outcomes
Structured Activities: Common Elements
Structured Activities aka “Projects”
Structured Activities Approach
Project-basedLearning
ExperientialLearning
ServiceLearning
Approach 1: What is PBL?
An inquiry-based approach to learning
Driving Question Activities Culminating
Product
Driving QuestionsDriving Question is…
Open-ended Provocative
Driving QuestionsDriving Question is…
AUTHENTIC Relevant
Driving QuestionsDriving Question is…
Requires core knowledge to answer Requires 21st Century Skills (such as
Communication or Collaboration)
Sample DQs
Can science be used to solve crimes?
Would I trust my guilt or innocence to science?
Sample DQs
????
What are the elements of a song and what makes a song popular?
Culminating Events• Sets the stage for youth “answers” to the
driving question.
• Clearly connects to the driving question
• Open-ended
Culminating Events• Television Broadcast• Community Service Event• Business• Website/Social Media Channel• Play or Performance• Arts Café• Curated Museum• Video Message/Commercial• SO MANY MORE
Culminating Events
???
???
???
Would I trust my guilt or
innocenceto science?
Driving QuestionCulminating
Product/Event
Culminating EventsMock Trial
Law and Order Episode
Crime Scene Investigation
Would I trust my guilt or innocenceto science?
Activities
Would I trust my guilt or innocenceto science?
Mock Trial
Law and Order episode
Crime Scene Investigation
Backwards Planning
Would I trust my guilt or innocenceto science?
Mock Trial
Law and Order episode
Crime Scene Investigation
Practice Closing Arguments
Reserve Auditorium
Purchase CSI Kit Visit Temple
CSI Lab
Recreate Crime Scene
WatchDocumentary
BREAK5 Minutes
Structured Activities aka “Projects”
Structured Activities Approach
Project-basedLearning
ExperientialLearning
ServiceLearning
Approach 2: What is Service Learning (SL)?
A strategy that integrates meaningful service(s) that aim to resolve a problem with instruction and reflection to enrich
youths understanding of an issue or situation, teach civic responsibility, and
strengthen communities.
The Service Learning Process
Investigation
Planning and Preparation
ActionReflection
Demonstration of Results and Celebration
Service Learning Projects, not Community Service activity
Investigation
Planning and Preparation
ActionReflection
Demonstration of Results and Celebration
The Service Learning Process
Investigation
• Select issue to address• Research issue, get community input• Complete activities (service) to explore
issue and identify possible solutions
Service Learning - Planning
Investigation
Planning and Preparation
AtionReflection
Demonstration of Results and Celebration
• Choose solution(s) to address issue
• Plan action steps• Contact partners,
gather resources
The Service Learning Process
Investigation
Planning and Preparation
ActionReflection
Demonstration of Results and Celebration
• Once planned by the youth and staff, conduct service activities.
• Prepare youth with questions to consider
The Service Learning Process
Investigation
Planning and Preparation
ActionReflection
Demonstration of Results and Celebration
Service Learning Example
M.Y.T.O.W.N. Video
Types of Community Service
Direct: Students’ service directly impacts individuals
Indirect: Working broadly, at the community level
Research: Gathering and presenting information
Advocacy: Creating awareness and educating
Service Learning - Discussion
Direct: Students’ service directly impacts individualsIndirect: Working broadly, at the community levelResearch: Gathering and presenting informationAdvocacy: Creating awareness and educating
What kind of service was the “Ice Bucket Challenge?”
Is it an act of Community Service or Service Learning?
Structured Activities aka “Projects”
Structured Activities Approach
Project-basedLearning
ExperientialLearning
ServiceLearning
Approach 3: What is Experiential Learning (EL)?
The process of making meaningfrom direct, hands-on experience.
Approach 3: What is Experiential Learning (EL)?
• Objectives focused• Task-oriented• Emphasis on demonstration, reflection
and critical thinking
Kolb’s Model of Experiential LearningConcrete
Experience (Doing It)
Reflective Observation
(Thinking About It)
Abstract Conceptualization
(Making Sense of It)
Active Experimentation (Applying It to
New Situations)
Kolb’s Model of Experiential Learning
Concrete Experience (Doing It)
Reflective Observation
(Thinking About It)
Abstract Conceptualization
(Making Sense of It)
Active Experimentation
(Applying It to New Situations)
• Staff provide the experience (ex. Set up field trip, internship, performance)
• Experience should be hands-on, active• Less reliance on staff over time
Kolb’s Model of Experiential LearningConcrete
Experience (Doing It)
Reflective Observation
(Thinking About It)
Abstract Conceptualization
(Making Sense of It)
Active Experimentation
(Applying It to New Situations)
• Did you notice…?• Why did that happen?• Does this happen in the
world?• How can you use that?• What will you
remember about this?
Kolb’s Model of Experiential LearningConcrete
Experience (Doing It)
Reflective Observation
(Thinking About It)
Abstract Conceptualization
(Making Sense of It)
Active Experimentation (Applying It to
New Situations)
Experiential Learning Examples
• Working on an farm/garden (not just visiting)• School mural• Edible Car project• Creating a proposal to improve school lunches• ‘Zine/blog/newspaper/comic book publishing• Making a Cookbook or “Top Chef” Event
Experiential Learning Examples
Edible Car Project
Structured Activities aka “Projects”
Structured Activities Approach
Project-basedLearning
ExperientialLearning
ServiceLearning
Structured Activities aka “Projects”
Structured Activities Approach
Project-basedLearning
ExperientialLearning
ServiceLearning
• Projects last 4-10 weeks• Year-round (max. 2 weeks between projects)• 3-4 hours per week during school year• 6-8 hours per week during the summer• Documentation: Planning form, Task List, Debriefing Form, Rubric
Scope of Work Requirements
PBL DocumentationHow to use the forms:
1. Planning Form• Completed prior to implementation• Working document, will be revised during
PBL DocumentationHow to use the forms:
2. Task List: youth fill out early in project. • Use to think through the steps of
completing a project.• May be done as a Group Task List(s)
PBL Documentation 3. Debriefing: on the last day of the project.
• Best Practice: Start with a discussion• Should be written or typed
Rubrics: Conduct after the project is complete.• Staff complete one for each youth• Entered into PCAPS for each youth
Competency Emerging Proficient Mastery Break-through
Collaboration Team member did not work
hard
Team member had good ideas
and worked
Team member
was a leader
Classmates were inspired by the team
member
PBL Documentation
Remember: project time is not a separate activity on the schedule...
Monday Tuesday Wednesday Thursday Friday
3:00-3:30 Snack Snack Snack Snack Snack
3:30-4:15 Homework Homework Homework Homework Free Play
4:15-5:15 Project Time Chess Project Time Project Time Free Play
5:15-6:00 Gym Computer Lab
Gym Arts and Crafts
Gym
Mr. T’s 4th Grade Group
…projects are integrated into the existing schedule
Monday Tuesday Wednesday Thursday Friday
3:00-3:30 Snack Snack Snack Snack Snack
3:30-4:15 Book Club Mad Scientists
Book Club Mad Scientists
Gardening or Design Shop
4:15-5:15 Choice: Martial Arts
or Dance
Express Yourself
Choice: Martial Arts
or Dance
Choice: Chess,
Scrabble or Debate
Express Yourself
5:15-6:00 Homework Homework Homework Homework Fit For Life
Mr. T’s 4th Grade Group
Service Learning: Save Our Water
Monday Tuesday Wednesday Thursday Friday
3:00-3:30 Snack Snack Snack Snack Snack
3:30-4:15 Literary Geniuses
Mad Scientists
Literary Geniuses
Mad Scientists
Gardening or Design Shop
4:15-5:15 Choice: Martial Arts
or Dance
Express Yourself
Choice: Martial Arts
or Dance
Choice: Chess,
Scrabble or Debate
Express Yourself
5:15-6:00 Homework Homework Homework Homework Fit For Life
Mr. T’s 4th Grade Group
Project-Based Learning: How can we write a hit song?
Monday Tuesday Wednesday Thursday Friday
3:00-3:30 Snack Snack Snack Snack Snack
3:30-4:15 Literary Geniuses
Mad Scientists
Literary Geniuses
Mad Scientists
Gardening or Design Shop
4:15-5:15 Choice: Martial Arts
or Dance
Express YourselfAV Club
Choice: Martial Arts
or Dance
Choice: Chess,
Scrabble or Debate
Express YourselfAV Club
5:15-6:00 Homework Homework Homework Homework Fit For Life
Ms. K’s 5th Grade Group
Objectives
• Identify common project elements • Describe the “Structured Activities
Approach” and each methodologies • Identify the benefits of the Structured
Activities Approach• Review Requirements for implementing
projects in OST programs
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