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Life Skills

Life Skills. Long-Range Focus Area Overview. How to think, Not just what to think. Life Skills. Communication, Oral & Written Communication, Interpersonal Conflict Resolution Critical Thinking, Problem Solving Cultural Competence Goal Setting Decision Making Stress Management.

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Life Skills

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  1. Life Skills Long-Range Focus Area Overview

  2. How to think, Not just what to think.

  3. Life Skills • Communication, Oral & Written • Communication, Interpersonal • Conflict Resolution • Critical Thinking, Problem Solving • Cultural Competence • Goal Setting • Decision Making • Stress Management

  4. Unlisted Life Skills • Empathy • Creative Thinking • Learning-to-Learn • Resource Management • Completing forms • Using maps, charts, graphs • Teamwork • Systems Thinking

  5. Life Skills • Behavioral responses (vs. attitude or knowledge gain) that - enable youth to connect, produce, or navigate challenges across a variety of settings in childhood; and - predict future capacity to connect, produce, or navigate diverse settings as young adults

  6. Life Skills Outcomes • Skill demonstration during short-term events provides a measure of progress toward skill mastery; • Skill mastery, evident in competent practice over an extended time OR effective application of a practice in a new setting indicates impact of a planned program.

  7. Life Skills Measurement • Skill demonstration criteria should be specified in the event/curricula and matched to developmental stage, learning environment, and practical needs • Ex: Public speaking may involve (age 9): gathering, organizing, and telling about a simple topic, with guidance; (age 12): completing basic tasks on own, more complex topics or delivery with coaching (age 16): developing topical ideas and delivery skills in a more precise and creative way

  8. Life Skills Measurement • Skill mastery must be specific to the process and subject area and may involve several levels achievement, continuous practice, and multiple applications • Ex: Goal setting may involve (basic): listing and checking off project tasks with guidance; (intermediate): completing tasks on own (advanced): researching, identifying, and tracking tasks and learning for a self-determined project

  9. Related Values & Views • Character involves behaviors that demonstrate trustworthiness, respect, responsibility, fairness, caring, citizenship • Self-efficacy describes an attitude of confidence to do something or to make a difference in some area

  10. Check for Program Quality • Safety in physical and emotional climate • Support, emotional & practical • Structure, including discipline and freedom • Sense of Belonging, offering acceptance & respect • Social norms that support responsibility, teamwork, and service • Skill-building in subject-matter and life skills • Significance; opportunities to make a difference • Synergy of the program with peer, family, and community social networks

  11. InteractiveLearning Strategies • modeling and role playing • small group work • debates • one-on-one rehearsal • decision mapping • literature content analysis • relaxation and trust-building activities • games …but interactive learning requires much more skilled facilitators

  12. 4-H Clubs Afterschool Camps ARI Peer teaching experiences Teen Conferences/ Summit 4-H Congress Teen Retreats County Events County Workshops/ Trainings Summer Special Interest Programs Web-based Educational Strategies Life Skills Delivery Strategies

  13. Life Skills Evaluation • Skill requires external observation, using a criterion-based rubric • Presentation Contest judging • Record book judging • Animal/habitat decision-making • Self-reported skills are actually attitudes about skills

  14. Life Skills Evaluation • Observation rubric/judging checklist • Performance: (live or video) of speaking contests, skill-a-thons, demonstrations, habitat evaluations, teaching or mentoring) • Products: (mature crops or animals, landscapes, machines, foods, clothing, models or full-scale structures) • Interview/Focus group • Process: type and level of learning, interacting, adapting related to performance or products

  15. Life Skills Evaluation • Portfolio/content analysis checklists • Products ( journals; lab, activity, event, or trip records, record books, written or photo reports, scrapbooks) • Interview/Focus group • Process: type and level of learning, interacting, adapting

  16. Life Skills Evaluation • Reporting Format • Measures of Progress • Number gaining knowledge of [Life Skill] • Impact Indicators • Number practicing specific life skills sub-skill

  17. LRFA Links: Health • Social Skills (communication, conflict resolution) key to risk avoidance • Decision-making key to nutrition, health & safety behaviors • Stress Management a key component of physical and mental health

  18. LRFA Links: Academics • Critical Thinking and Learning Skills key to learning-to-learn and self-directed learning • Goal setting is critical to improving academics, one skill at a time • Decision-making key to setting priorities for school success

  19. LRFA Links: Volunteerism • Social Skills (communication, conflict resolution) key to helping and leading others • Decision-making key to issues and organizational issues

  20. LRFA Links: Leadership • Social Skills (communication, conflict resolution) key to helping and leading others • Decision-making key to issues and organizational issues • Effective leaders think ahead, considering both the task and the people involved

  21. LRFA Links: Workforce Prep • Social Skills (communication, conflict resolution) key to helping and leading others • Decision-making key to career exploration and experimentation • Goal setting enables youth to take a step at a time • Most jobs require inquiry and problem solving skills

  22. Life Skills Teaching Points • Life skills describe behavioral responses (vs. attitude or personality) that are • Acquired via training and modeling (knowledge, understanding) • Developed and expanded via disciplined practice (application, analysis)

  23. Life Skills Teaching Points • Life skills can be organized into social, cognitive, and emotional competencies, although many skills include all three elements (e.g., communication, decision-making, cultural competence, stress coping)

  24. Life Skills Teaching Points • Everyday experiences foster life skills, but 4-H programs target training in life skills • Life skills are often learned or applied in relation to a specific content area • Life skills emphasized by NC 4-H fit with NC-DPI Standard Course of Study • Positive life attitudes such as self-efficacy, and character traits such as perseverance or compassion, complement life skills

  25. Life Skills Teaching Points • Competence in a life skill improves developmental outcomes in childhood, adolescence, and adulthood, including resiliency under stress

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