Building Youth-Led Civic Engagement Projects With Y4Y · Teach/ PBL/ Trainings to Go/Getting and Using Youth Input . PROJECTED-BASED LEARNING HONORING MULTIPLE VIEWPOINTS Tools/ CLE/Assess

Building Youth-Led Civic

Engagement Projects

With Y4Y

IL 21st CCLC 2016 Pathways to Success Conference

Normal, IL ~ May 3, 2016

PROJECTED-BASED LEARNING

YOUR FACILITATOR

Judy Ha Lead Training Specialist


SESSION OBJECTIVES

• Understand why project based learning (PBL) is an effective approach to learning

• Identify Y4Y resources that assist with each key component of PBL

• Develop project based strategies for Civic Learning and Engagement in your program


HTTP://Y4Y.ED.GOV


How can we utilize Y4Y design and facilitate engaging projects for Civic Learning and Engagement?

DRIVING QUESTION


How are you or your students civically engaged?

• Voting in a recent election

• Investment in a faith community

• Serving on an advisory board

• Being an educated consumer

• Participating in a recycling program

CIVIC ENGAGEMENT


• Hands-on

• Serves a purpose

• Youth are at the center

• Working with a government agency

• Working towards political or social change

CIVIC LEARNING AND ENGAGEMENT

Learn/Project Based Learning/Introduction p. 32


• Example: Project Based Learning in Maine

• Tools/ Learn More Library/ External Videos

GIVE ME SHELTER


CHARACTERISTICS OF

SUCCESSFUL PROJECTS

• Include student voice and choice

• Focus on high-interest topics and questions

• Emphasize active learning

• Build 21st Century Skills – Critical thinking, teamwork, organization

• Result in a final product or event

• Opportunities for reflection


THREE PHASES OF

PROJECT-BASED LEARNING • PHASE I • Designing & Developing

PHASE II Planning & Implementing

PHASE III Celebration, Evaluation


PHASE I – DESIGNING AND DEVELOPING

PROJECT KICK-OFF

1. Determine student interest and schedule activities

2. Introduce the topic.

3. Map what you know.

4. Map what you wonder.

5. Develop the driving question.


MAP WHAT YOU WONDER / NEED TO KNOW

Implementing

Project-Based

Learning


OUR TOPIC

Student Voice

• They want to learn about animals

• Persuasive writing and speaking

• Technology as a skill

Topic

• Animal Habitat: Discover more about the animals in your community and how you can protect them.

Targeted Skills


Animal

Habitat

MAP WHAT YOU WONDER / NEED TO KNOW

What types of animals live in our neighborhood?

Where do animals live in our neighborhoods?

Who are the animal experts in our community?

What are dangers to animals in our society?

What makes animals feel safe?

What do animals need to survive?

What can we do to help the animals in our community?


DRIVING QUESTIONS


BUCK INSTITUTE “TUBRIC”

Learn More Library/ PBL/ Web Based Resources/Buck Institute


QUESTION WHO VERB/TO

PIC AUDIENCE QUESTION WHO VERB/TO

PIC AUDIENCE

LET’S PRACTICE

1. Why are there bugs in the garden?

2. What types of bugs are in our community garden and how can we, as entomologists, help our neighbors organically control the harmful ones?


Your question must meet the

following criteria:

Open-ended

Relevant to the real-world

Challenges students to use higher-order

thinking skills

Connected to youths’ lives

Potential for actionable solutions

CRAFT A DRIVING QUESTION


QUESTION WHO VERB/TO

PIC AUDIENCE QUESTION WHO VERB/TO

PIC AUDIENCE

LET’S PRACTICE

Topic:

Animal Habitat

What can we do to help the animals in our community?


ANIMAL HABITAT

Driving Question: How can we, as pet adoption counselors, inspire our community to foster animals until they are adopted?


POINTS TO REMEMBER

• If students can use the Internet to answer the question, it isn’t a driving question.

• Can the question be answered within the timeframe of the activity?

• It is common for driving questions to change, so plan to revise and/or refine your first draft.


THREE PHASES OF





1. Develop a project idea

2. Set goals

3. Brainstorm “to do’s” and develop a

timeline

4. Gather resources

5. Assign roles

6. Facilitate the learning

PHASE II – PLANNING AND IMPLEMENTING Learn By Doing


1. DEVELOP A PROJECT IDEA

• Who will your audience be, and what message do you want them to receive?

• How does the project answer, or how can it support, your driving question?

• What ideas can you find on the Web?

• What do real-world workers in this field produce?

• Is there a need in the community that you can

address with your product/project?


• Direct Service

• Indirect or Support

• Action or Advocacy

Tools/Civic Learning and Engagement/Plan and Implement

BRAINSTORMING

CIVIC ENGAGEMENT TOPICS


2. PROJECT GOALS

Projects should provide opportunity for active exploration:

• Extend beyond the classroom

• Allow for the practice of core content knowledge and skills in relevant and meaningful ways

• Connect to field-based investigations, community explorations and work internships.

• Require real investigations using a variety of methods, media and sources


ANIMAL HABITAT Driving Question: How can we, as pet adoption counselors, inspire our community to foster animals until they are adopted?

AUTHENTIC FIELD WORK:

ACTIVE EXPLORATION

USING AUTHENTIC FIELD WORK


ANIMAL HABITAT Driving Question: How can we, as pet adoption counselors, inspire our community to foster animals until they are adopted? *Assume that students know nothing about being an activist.

AUTHENTIC TOOLS:

ACTIVE EXPLORATION

USING AUTHENTIC TOOLS


WEIGH THE

POTENTIAL OF THE PRODUCT

Will the project do these things:

• Keep students interested?

• Help students to ponder, evaluate, use current

knowledge?

• Cause students to naturally practice basic skills?

• Allow all students to participate and be successful?

• Allow students to be leaders and work independently?

• Allow for the use of technology?

• Address an authentic need?


INVESTIGATING ISSUES

IN YOUR COMMUNITY

Step 1: Using your driving question, select a few research methods

Step 2: Based on your research methods, decide how you will report your findings

Tools/ Civic Learning and Engagement/ Plan and Implement


1. Brainstorm

2. List tasks

3. Assign due dates

3. TO DO TASK LIST AND TIMELINE

http://bie.org/object/document/project_calendar

http://bie.org/object/document/project_calendar


• Driving Question

• Learning objectives

• Project Activities

• Culminating Event

• Document Learning

PROJECT PLANNER

Tools/ Project Based Learning/ Plan and Implement


SAMPLE PROJECT OVERVIEWS

Learn/ PBL/ Implementation Strategies, p. 7


PROJECT ACTIVITIES

• Hands-on, authentic, and solutions-oriented

• Meet parameters such as time, budget, staffing

Examples: • Conducting interviews or surveys

• Researching primary documents

• Community mapping


ACTIVE INVESTIGATION

• Assign a timekeeper

• Indoor 5-minute field trip!

• Brainstorm project ideas around wheelchair accessibility

Teach/ PBL/ Training Starter/ Active Research and Investigation


4. GATHER RESOURCES

• Assemble authentic tools.

• Arrange for expert speakers or mentors.

• Find appropriate books, websites and other resource materials.


Involving Community Partners

Tools/ Civic Learning and Engagement/ Assess and Reflect


5. ASSIGNING ROLES

ANIMAL HABITAT

• Writers

• Photographer

• Videographer

• Researcher

• Outreach Director

• Illustrators

• Presenters Teach/ PBL/ Training Starter/Working with Groups


6. FACILITATING YOUTH INPUT

• Leading vs. Facilitating

• Keeping discussion on track

• Creating a safe environment

• Creating guidelines and setting parameters

Teach/ PBL/ Trainings to Go/Getting and Using Youth Input


HONORING MULTIPLE VIEWPOINTS

Tools/ CLE/Assess and Reflect


THREE PHASES OF





PHASE III – CELEBRATE, REFLECT AND EVALUATE SHOWTIME

1. Celebrate

2. Reflect

3. Assess and Evaluate


• Project culminates in a final event or product

• Celebrate learning, achievement

• Public demonstration

– Inventors’ fair

– Community meeting and presentation

– Play with original script

DEMONSTRATE LEARNING:

CULMINATING PRODUCT OR EVENT


Learn/ PBL/ Introduction, p. 22

VIDEO EXAMPLE


Driving Question: How can we, as pet adoption counselors, inspire our community to foster animals until they are adopted?

Product: Design a website page to showcase animals for adoption and a persuasive live presentation that can be presented to local government and community organizations to garner support for the cause and encourage fostering.

ANIMAL HABITAT


REFLECT

• Encourage student to reflect on their learning and process

• What were the challenges?

• What did they accomplish?

• Are there next steps?

• Consider group discussion, journals

• Document learning


• Artifacts: Portfolios, Journals

• Observations

• Assessments

• Rubrics

EVALUATE


MAKE YOUR OWN TRAINING

Tools/Civic Learning and Engagement


LEARN MORE LIBRARY


CONTACT

Judy Ha

Lead Training Specialist

[email protected]

Visit www.y4y.ed.gov

mailto:[email protected]

Documents

Building Youth-Led Civic Engagement Projects With Y4Y · Teach/ PBL/ Trainings to Go/Getting and Using Youth Input . PROJECTED-BASED LEARNING HONORING MULTIPLE VIEWPOINTS Tools/ CLE/Assess