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Maximize Impact through Planning

Maximize Impact through Planning . ESNC Summer Institute June, 10 2009. Overview . Setting up the learning environment Mechanics of planning. Setting up a Learning Environment . Impact!. Relationships. Environment. Planning. A Quality Learning Environment Has.

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Maximize Impact through Planning

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  1. Maximize Impact throughPlanning ESNC Summer Institute June, 10 2009

  2. Overview • Setting up the learning environment • Mechanics of planning

  3. Setting up a Learning Environment

  4. Impact! Relationships Environment Planning

  5. A Quality Learning Environment Has • Caring and nurturing relationships • Engaging activities • High expectations • Continuity over time • Opportunities for contributions • Learning environment

  6. Roots of an unhealthy environment • Unsafe physically and/or emotionally • Unclear rules • Inconsistent • Unclear about goals or direction • Unpredictable • Inappropriate challenge

  7. Mechanics of Planning

  8. Which of the following is a good idea? • Planning a lesson an hour before you have to teach it • Planning a lesson the day before you have to teach it • Planning one lesson at a time

  9. Trick Question!!! Correct answer: • None of the above Preparation is the only really good idea

  10. What are the consequences of doing A, B, or C? • Stressed you • Stressed kids (behavior problems) • Stressed org and supervisor • At best, a mediocre program What do we do instead? • Create goal for the program • Map out a plan from beginning to end • Get feedback on your plans before you implement them

  11. Experiment

  12. A Good Lesson… • Has clear purpose • Engages youth and motivates learning • Makes connections • Reflects on learning

  13. Clear purpose • States why youth are doing the activity—what they will accomplish as a result (product) • States what they will learn from the activity (skills, knowledge, concepts) • Connects previous learning/experiences with the activity • Makes the activity applicable to something beyond the activity itself (to life experience, to future activity, etc.)

  14. Engagement and Motivation • Use the environment to focus attention • Incorporate incentives (intrinsic is more powerful) • Give constant reinforcement • Get kids ready and wanting to learn (through modeling, examples, demonstrations, teaching skills needed to accomplish task, soliciting youth input) • Make learning meaningful and relevant

  15. 5. Apply what was learned to a similar or different situation; practice Do Apply Reflect Making Connections:Experiential Learning 1. Experience the activity; perform, do it 2. Share the results, reactions, observations publicly 4.Generalize to connect the experience to real-world examples 3. Process by discussing, looking at the experience; analyze, reflect

  16. Reflection Helps youth • Understand what they got out of an activity • Connect their learning • Ask questions to learn more

  17. Planning Steps • 1: Plan the goal/direction of the program • 2: Map out, day 1 to day 20, steps the kids will take to achieve the goal of the program. • 3: Create a behavior management plan. • 4: Begin to plan each day, including how they will engage, make connections, and reflect.

  18. We just did … • 4: Begin to plan each day, including how they will engage, make connections, and reflect.

  19. Step 4: Daily Planning • The most important parts of a lesson fit on a post-it: • What do I want them to get out of the lesson/what do I want them to learn? • How will they do it/what activities will they do to learn it? • Motivator • Main activity • 3. Reflection and Closure: what will we do to make sure that they walk away knowing what they learned?

  20. Map it out Goal: Kids learn to incorporate good, fun fitness into their lives. Day 1: Get to know you, introduce fitness, expectations Day 2: Teambuilding, Muscles Day 3: Endurance Day 4: Agility Day 5: Speed Day 6: Strength Day 7: Balance Day 8: Introduce fitness manual project; begin photo activities Day 9 & 10: Group work on fitness project Day 11: Finish project, review Day 12: Presentations

  21. reflection • What was useful/not? • What do you need more of?

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