© 2011 Regents of the University of Minnesota. All rights reserved. Urban Youth Development Office SERVICE LEARNING IN 4-H: Leadership and Learning as

© 2011 Regents of the University of Minnesota. All rights reserved.

Urban Youth Development Office

SERVICE LEARNING IN 4-H:

Leadership and Learningas Pathways to Higher EducationFEBRUARY 11, 2012MNSACA/MNAEYC ANNUAL CONFERENCE


URBAN 4-H YOUTH DEVELOPMENT Our Approach

Programs and Partners Embedded Curricula

Urban Youth Learn

Urban Youth Lead


OUR APPROACHWe develop, pilot, and share models of improving the learning and leadership of urban young people.

We Help Youth

– Explore interests,

– Develop 21st century workforce skills,

– Connect to higher education & careers


FOUNDATIONAL ELEMENTS Experiential Learning Flow Youth Leadership Essential Elements of

Youth Development


EXPERIENTIAL LEARNING

Doing Reflecting Applying

Learning by Doing

Apply Reflect

Do

1. Experiencethe activity;

perform, do it

2. Sharethe results, reactions,

observations publicly

3. ProcessBy discussing, looking at the experience;

analyze, reflect

5. Applywhat was learned

to a similar or different situation;

practice

4.Generalizeto connect the experience to

real-world examples

Adapted from Experiential Learning, by D.A. Kolb, 1984, Englewood Cliffs, NJ: Prentice Hall. Copyright 1984 by Prentice Hall.


6

FLOW


YOUTH LEADERSHIP A type of personal leadership

– Youth understand their world– Youth name their place in the world– Youth build skills and knowledge to help

them get where they want to go

…youth become the authors of their lives.

ESSENTIAL ELEMENTS

Belonging

A positive relationship with a caring adult

An inclusive environment

A safe environment

Mastery

Engagement in learning

Learning new skills

Independence

Opportunity to see oneself as an active participant in the future

Opportunity for self-determination

Generosity

Opportunity to value and practice service for others


SERVICE LEARNING How do you define it? Different understandings

– Affects attitudes about participation

Service and learning at high levels


TRANSFORMING SERVICE INTO SERVICE-LEARNING

Scenario: Your group has done an annual river clean-up service project for many years at a river in your community.

How could your group transform this activity into a service-learning project?


SERVICE LEARNING IN URBAN 4-H


PREPARATION: IDENTIFY Identify a need Resources Set goals

– Service– Learning


PREPARATION: PLANNING Engage youth Develop work plan Link to curriculum Address safety, risks Communicate regularly Plan reflection, celebration, evaluation


ACTION Meaningful service Clarity of expectations Build relationships Documentation Duration and Intensity


REFLECTION Purpose Best Practices

– Varying and Vary Options Group Activities Journal Portfolio


PATHWAYS TO COLLEGE OR CAREER


EXAMPLES Exploring interests, new things Participation in public debates/policy Teaching others Mapping

© 2012 Regents of the University of Minnesota. All rights reserved.The University of Minnesota is an equal opportunity educator and employer.

The Urban Youth Development Office Thanks You!

Erica Gates, M.A. Jessica Jerney, M.Ed.gates@[email protected] [email protected]

http://z.umn.edu/urbanyd (612) 624-7626

Documents

© 2011 Regents of the University of Minnesota. All rights reserved. Urban Youth Development Office SERVICE LEARNING IN 4-H: Leadership and Learning as