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To Enjoy this Webinar

S  Welcome!

S  Make sure you are linked on Blackboard Collaborate at:

S  Dial to hear audio

S  MUTE your phone so everyone can hear the presentation without feedback

S  Presentation will be recorded and available at a later time.

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So You Want To Start a Knowledge Team?

Bernie O’Rourke, Extension Youth Livestock Specialist-UW-Madison Alissa Grenawalt, Extension Outreach Specialist, UW-Madison

Thursday, January 14, 2016 7 pm

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What is a Knowledge Team?

And Why are they Important? When youth learn the process of evaluation through Knowledge Teams (aka Judging teams), skills learned can be integrated into other real life situations. McCann and McCann (1992 JOE) reported that judging activities provide youth with an opportunity to develop necessary life skills to become successful adults. Participation on knowledge teams is credited with improved critical thinking skills, enhanced self-confidence, and development of better team skills (Smith, 1989 JOE).

A Knowledge Team (or Judging Team) is an activity where a group of 3-4 youth make up a team to evaluate (judge) classes of animals, items or ideals and be able to justify their reasons for doing so.

Project Number Photography (#1) 10239

Arts (#2) 8722

Swine (#7)* 4754

Rabbits (#9) 4012

Dairy (#10) 3891

Poultry (#11) 3677

Horses (#13) 3587

Beef (#16)* 3265

Sheep* 2225

Meat Goats* 676

Dairy Goats 1058

WI 4-H Enrollment Numbers

As of 12/15 *Species involved in Livestock Related Knowledge contests

Why we do Knowledge Teams?Research Based

Wisconsin 4-H Animal Science Study

(2004)

S What is the value of Wisconsin Animal Science projects?

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Wisconsin 4-H Animal Science Study

(2004) S  384 rural and urban 4-H members enrolled for at least

3 years in any of 24 animal projects

S  Asked for their self-assessments for “now” and “three years ago”

S  Control group of 100 similar youth not in 4-H who also cared for animals for three years

S  Observations at 11 project sites

S  Lackey and Associates along with Ellen Taylor-Powell assisted with the study

Wisconsin 4-H Animal Science Study

(2004)

S  Stronger character development, moral and ethical values among 4-H animal science project members

S  Middle and high school youth taking care of an animal as part of a 4-H project gain more knowledge, skills and behaviors that benefit them for a lifetime.

S  Here are some examples:

Wisconsin 4-H Animal Science Study

(2004) S  Accepting responsibility—greatest

improvement on “making decisions about my animal based on what is best for the animal.”

S  Decision making—greatest improvement in taking responsibility for decisions and getting information before making decisions.

S  Setting and achieving goals – 88% of 4-Hers report they regularly set goals compared to 70% of the control group.

Wisconsin 4-H Animal Science Study

(2004) S  Communication Skills

S  4-H members reported the most improvement in feeling confident helping younger members with their animals

S  Understanding Animal Husbandry – S  4-H members feel well-prepared to

consider a career in animal husbandry or the ag industry

S  4-H members also reported a greater level of “animal know-how” than the comparison youth

Attributes of Indiana's 4-H Livestock Judging Program (2001)

S  Surveyed alumni of 4-H Livestock Judging program (participated between 1975 and 1995)

S  Measured the impact of the judging experience on workforce preparation skills

S  185 Responses; 63% of the total participants

S  58% currently work in the agriculture industry

Attributes of Indiana's 4-H Livestock Judging Program (2001)

� 77% report the judging experience has a positive influence in preparing them for the workforce

S  According to the alumni, Indiana's 4-H livestock judging program was highly influential in the development of the following skills:

S  The ability to verbally defend a decision S  Livestock industry knowledge S  Oral communication S  Decision making

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Attributes of Indiana's 4-H Livestock Judging Program (2001)

S  Quotes from the study when asked to describe how the judging program influenced their workforce preparation and their personal contacts and friendships: S  “It helped me achieve academic success.” S  “It helped me create lifelong contacts within the pork

and beef industry. S  “It helped me facilitate my ability to make decisions

efficiently and verbally defend those decisions.”

Impact on Wisconsin

“4-H teaches lessons, habits, attitudes and skills that last a lifetime and continue to benefit local communities throughout Wisconsin.”

Kress, 2004

Resources to Assist You Wisconsin Youth

Livestock Program

S  http://fyi.uwex.edu/youthlivestock/

S  Search online and subscribe to updates

S  Also follow us on Social Media:

S  Facebook, Twitter, Instagram, etc.

How to Stay in the Know Life Skills – Long Term Impacts on Youth

S  Country Today Article featuring: WI Youth Livestock Program and Various program participants.

S  Where are they now? Scott Howard

S  Counties that focus on knowledge type contests with the show ring/generally view success outside show ring – perhaps less parental challenges!

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Where to start? Find a coach to lead!

S  Work to find a coach or coaches by putting a call out S  Then follow up with individual calls

S  Folks who were on teams as a youth or in college, really engaged with animal evaluation and knowledge contests

S  Coaches/Volunteers share the work – some content, others do logistics.

S  Positive, motivator, calm, responsible, manager

S  Be a group leader in contests! – see the classes and can ask questions!

How to Recruit Youth!

S  Kids recruit Kids!

S  Newsletters are good for awareness

S  Encourage by individually contacting youth

S  Information sessions to make youth & parents aware, connect with other required educational sessions for awareness.

S  Have mini contests at your fair during slow times - Awareness

Practices/Workouts

S  Keep practices fun and interactive.

S  Utilize parents and older youth to help break into smaller groups. Many resources are available in Extension offices, online and through apps and catalogs.

S  Younger youth– keep them moving and give breaks

S  Hour is about max or longer if you can keep it active

S  Practice usually once a week

S  Scheduling the same day and time per week, works well for scheduling

S  Older youth might be harder to get more than once.

S  For summer judging, teams may practice inside starting anywhere from January to March. Start going outside when weather cooperates.

S  For Feb and March contests, teams usually gather in the fall, October/November.

Experiential Learning Model

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Contest Descriptions & Resources

In General…

S  Currently youth must come as part of a county team and/or participate as an individual. S  Counties can’t make teams with other counties. 4-H Rules

S  Costs depend on the contest – fixed and operating costs S  Roughly $10/youth is common

S  Team members are generally 4 with the top 3 scores counting. Qualifying contests are generally unlimited.

S  Age divisions usually are: grades 3-8 and senior grades 9-13

State 4-H Meats Judging

S  Always held in Feb in conjunction with the collegiate contest S  UW Madison S  Frocks, hard hats, in the meat lab

S  Classes include: Pork, Beef, Lamb Carcasses, Hams, Beef Grading, Label Exercise, Retail Cut Class, Retail ID

S  Adding oral reasons to the state contest in 2017 as national contest incorporate them – (senior division only)

S  National Trips Available: 1. American Royal, Kansas City, (Nationally Recognized event) 2. National Western, Denver, CO

S  Go to local processors to practice. S  Spend a decent amount of time on meat retail ID

S  Come and check out the state contest

S  http://fyi.uwex.edu/youthlivestock/programs/4hmeatscontest/

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State 4-H Livestock Quiz Bowl (started in 2002 ish)

S  Held in March in conjunction with the Skillathon Contest S  UW Madison S  Buzzer systems in order to ask questions

S  Junior, Mixed, Senior Divisions S  Different phases: non competitive, one on one, team, toss up and bonuses. S  Covers: beef, sheep, swine and meat goats

S  Suggestions: County Extension office might have buzzer systems to practice, order new, ebay, used, etc.. S  Have kids take turns writing questions an answers – helps them learn the material.

S  National Trips Available: 1. AKSARBEN, Omaha, NE, held in late September. National Recognized Contest –Come and check out the state contest

S  http://fyi.uwex.edu/youthlivestock/programs/quizbowlskillathon/

State 4-H Livestock Skillathon (started in 2002 ish)

S  Held in March in conjunction with the Quiz Bowl Contest S  UW Madison S  Comprised of various learning stations

S  Junior, Mixed, Senior Divisions S  Different phases: Individual stations such as: Breed ID, Meat ID, others

S  Team Stations: Teams of 4 solve problems together in hands on management skills S  Covers: beef, sheep, swine and meat goats

S  Suggestions: Run these contests together, materials is similar

S  National Trips Available: North American International Livestock Exposition (NAILE) in Louisville, KY - National Recognized Contest.

S  Come and check out the state contest

S  http://fyi.uwex.edu/youthlivestock/programs/quizbowlskillathon/

Livestock Judging

S  AASD – Area Animal Science Days S  Qualifying contests – place in the top 2 per district S  Beef, Sheep, Swine (breeding & market), hopefully goats – total of 6-7 total

classes with 4 animals in a class. S  Questions for Juniors, Reasons & Questions for Seniors

S  State contest, Lodi Wisconsin S  Beef, Sheep, Swine (breeding & market), hopefully goats, total of 8-9

classes S  Reasons & Questions for Seniors, 1 Reason & Questions for Juniors

S  Manual available, currently being revised! Availability April

S  http://fyi.uwex.edu/youthlivestock/programs/area-animal-science-days/

S  http://fyi.uwex.edu/youthlivestock/programs/state-4-h-livestock-judging-contest/

Tips for Taking Notes in Questions Classes

S  Taking good notes is the MOST important thing you can learn when you start!!!!

S  Invest in a Steno Pad and or Clipboard with paper and pencils.

S  Can make reasons preparation easier

S  Typical questions asked are: “Which_____ in the class is the ______.

S  ID, colors, size, performance, etc.

Bernie O’Rourke and Amy Radunz

Tips for Taking Notes in Questions Classes

S  Step 1: Write down class name

S  Step 2: Write down identification of animals and sexes

S  Step 3: Write General observations or descriptions of animals

S  Step 4: Decide on placing and top sentences and conclusions

S  Step 5: Write advantage, grants for pairs

S  Step 6: Finalize placing write down

ANIMAL

DESCRIPTIONS ADVANTAGES

Example

1. CLASS NAME

2. DESCRIPTIONS

3. CLASS PLACING

TOPIC SENTENCE

ADVANTAGES

CLOSING STATEMENT

GRANTS

Example 2

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Example 3

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ORAL REASONS

WHY REASONS?

S  Helps Youth become more organized

S  Learn to recall a situation

S  Learn to express yourself in a convincing manner

S  Learn to defend your decisions

S  Learn how to sell yourself and your ideas

How to Teach Oral Reasons

S  Keys – Organize and break it up into smaller pieces

S  Practice Makes Perfect

S  Use classes where things are very different. S  Stuffed animals S  4 erasers, anything really

EVALUATION OF REASONS ACCURACY

ORGANIZATION

TERMINOLOGY

DELIVERY

REASONS

S  DON’T WASTE YOUR TIME

S  Starts with good notes

S  Picture the animals not your notes

S  Beginner: OK to write out

S  Intermediate: Don’t write out reasons

S  BE COMPARATIVE

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REASONS

S  INTRODUCTION S  Identify class name and placing

I place this class of crossbred market steers 1-2-3-4.

OPENING STATEMENT

S  Outstanding: S  1 was the heaviest muscled, most market ready, and nicest

balanced steer.

S  Close top pair: S  In a close decision of heavy muscled steers, I placed the more

correctly finished steer at the top.

S  Combination: S  I started with 1 as he best combines muscle, correctness of

finish, and balance.

TOP PAIR REASONS

S  General terms followed by more detailed terms answering the question: Why does 1 beat 2 in top pair?

S  Use Comparative Terms not Descriptive

S  In the top pair I placed 1 over 2 because 1 is heavier muscled and more market ready steer. He show a more expressive top and loin and is squarer from hooks to pins. He is carrying a higher degree of cover in his brisket, over his rib, and in his flank.

TOP PAIR GRANTS

S  Why is 2 better than 1?

S  BE COMPARATIVE

S  I realize the gray 2 steer more structurally correct. He has a more correct angle to his shoulder.

PAIRS TWO AND THREE

S  Follow same format

S  Learn transitions to allow one paragraph to flow into another. S  Nevertheless S  Despite the fact S  Finally, S  Furthermore, S  Additionally,

CONCLUSION

S  Why was 4 placed last?

S  Big picture followed by details

S  Be comparative

S  However, 4 is the barest appearing and lightest muscled steer in the class. So, I left him last.

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Example Set of Reasons DELIVERY

S  Picture the class in your mind S  Stand feet shoulder width apart

S  Stand your feet firm, don’t dance around S  No hats or gum! S  Hands behind your back comfortably S  Use variation in your voice S  Keep constant flow S  If You Forget – take a moment & start again S  Don’t overpower but don’t be too soft S  Dress appropriately (i.e. jeans and button down shirt:)

S  (No tennis shoes or shorts)

S  Don’t use your notes

BAD HABITS

S  WORDS NOT TO USE S  Number, it, animal or individual, lacks, I think,

better, that, for being, kind of

S  USING NOTES!

S  STARTING BEFORE YOU OR THE OFFICIAL LISTENING IS READY

S  MEMORIZING NOTES

Wisconsin Success (Since 2001)

S  National Skillathon S  2 time National Champions S  4 time Reserve National

Champions

S  Quiz Bowl S  1 time National Champion S  3 time Reserve National

Champions

S  Livestock Judging S  3rd overall – won a national

trip to Europe

Meet The Campus Specialists that work with Youth Development

Programs S  Bernie O’Rourke -Youth Livestock (Beef, Sheep, Swine, Meat Goats)

S  Liv Sandberg – Horse

S  Ron Kean – Poultry

S  Jeff Sindelar – Meats

S  Alissa Grenawalt – Animal Sciences Outreach

S  Beth Heinze – Dairy Youth Extension Specialist

Questions?

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Contact Us

Wisconsin Youth Livestock Information Bernie O’Rourke, Extension Youth Livestock Specialist, Coordinator

➢  http://fyi.uwex.edu/youthlivestock

➢  608-263-4304

➢  borourke2@wisc.edu

Alissa Grenawalt, Extension Outreach Specialist, Youth Livestock Program Support

➢  608-890-0432

➢  agrenawalt@wisc.edu