Ready, Set…Volunteer!

1. Oklahoma 4-H Youth Development Parent-Volunteer Education Ready, Set…Volunteer! Core Competencies Unit 3

2. Oklahoma 4-H Youth Development Parent-Volunteer Education Celebrating Diversity Core Competencies Unit 3

3. Benefits of Diversity Education We could learn a lot from crayons: some are sharp, some are pretty, some are dull, some have weird names, and all are different colors…but, they all exist very nicely in the same box. Youth develop positive skills for being a capable and confident influence with their peers and in their communities, they learn to respect individuality and the contributions of various groups, they learn the importance of sharing their experiences which affirms their identity with regard to their own diversity, they build positive self-esteems, they learn to value just and fair treatment for all and they are better prepared for citizenship.

4. Melting Pot Metaphor… Emerged from the idea that customs and traditions of people of different races and ethnicities would blend and lose their one distinctions after close contact over time, just like ingredients mixed in a pot.

5. Salad Metaphor… Used to describe this blending of ethnic characteristics much like salad ingredients tossed in a bowl. Salad ingredients do not change even when they are mixed together.

6. Kaleidoscope Metaphor… When a kaleidoscope is in motions, new possibilities emerge at every turn, just like the interaction between cultural groups. This metaphor acknowledges that cultures keep changing through their interaction and yet maintain their basic characteristics.

7. Many Faces, One PeopleBuilding on Differences What are ways differences are defined? • Gender • Age • Race or Ethnicity • Religion • Physical/mental limitation • Sexual orientation • Membership in Organizations

8. Many Faces, One PeopleBuilding on Differences More ways differences can be defined… • Education • Job/profession • Income/financial status • Hobby • Geographic • Marital/family status

9. Oklahoma State UniversityAffirmative Action Oklahoma State University, in compliance with Title VI and VII of the Civil Rights Act of 1964, Executive Order 11246 as amended, Title IX of the Education Amendments of 1972, Americans with Disabilities Act of 1990, and other federal laws and regulations, does not discriminate on the basis of race, color, national origin, sex, age, religion, disability, or status as a veteran in any of its policies, practices or procedures. This includes but is not limited to admissions, employment, financial aid, and educational service.

10. Many Faces, One PeopleDefinitions • Culture: A total way of life of a people, involving customs, beliefs, values, attitudes, communication patterns and interpretations of life.

11. Generalization: an oversimplification, conclusion or observation based on limited experience. Stereotype: belief that all people of a certain group will be the same and behave the same. Bias: failure to be objective and impartial about people or an issue. Prejudice: to judge without really knowing them, on the basis of the group they belong. Many Faces, One PeopleDefinitions

12. Many Faces, One PeopleDefinitions • Discrimination: Unequal or unfair treatment of an individual or group because of race, religion, age, physical ability, gender, etc.

13. Many Faces, One PeopleClarification Prejudice is an attitude while discrimination is the action that results from it. When peoples act on the basis of their prejudice and stereotypes they are guilty of discrimination.

14. Celebrate Our Diversity We could learn a lot from crayons: some are sharp, some are pretty, some are dull, some have weird names, and all are different colors…but, they all exist very nicely in the same box.

15. Oklahoma 4-H Youth Development Parent-Volunteer Education Character Education Core Competencies Unit 3

16. Character EducationBuilding Character What is right is right even if no one is doing it. What is wrong is wrong even if everyone is doing it.

17. Character EducationBuilding Character Character Education Strengthens the parenting role Improves the quality of life, and Develops a civil American society. By building character, we impact an individual’s development as well as families, schools, sports, and entire communities.

18. Character EducationResearch Study 1998 Josephson Institute survey of young people found: Almost ½ are thieves 70% cheat on exams 92% lie to their parents, and 91% are not satisfied with their own ethics

19. Character Education6 Pillars of Character

20. Character EducationMaking Ethical Choices Ask yourself the following questions: Have I thought about the way my choices are likely to help or hurt others, the stakeholder? Am I living up to the ethical principles of the “Six Pillars of Character” even if I have to give up things I want? If I cannot find a way to live up to one of the six pillar principles without violating another, am I making the choice I think will be best for society in the long run?

21. Character EducationTrustworthiness Be honest Don’t deceive, cheat, or steal. Be reliable – do what you say you’ll do. Have the courage to do the right thing. Build a good reputation. Be loyal – stand by your family, friends, andcountry.

22. Character EducationRespect Treat others the way you want to be treated. Be tolerant of differences. Use good manners, not bad language. Be considerate of the feelings of others. Don’t threaten, hit, or hurt anyone. Deal peacefully with anger, insults, and disagreements.

23. Character EducationResponsibility Do what you are supposed to do. Persevere; keep on trying! Always do your best. Be self-disciplined. Think before you act – consider the consequences. Be accountable for your choices.

24. Character EducationFairness Play by the rules. Take turns and share. Be open-minded; listen to others. Don’t take advantage of others. Don’t blame others carelessly.

25. Character EducationCaring Be kind. Be compassionate and show you care. Express gratitude. Forgive others. Help people in need.

26. Character EducationCitizenship Make your school and community better. Cooperate. Stay informed; vote. Be a good neighbor. Obey laws and rules and respect authority. Protect theenvironment.

27. Character EducationMaking Ethical Choices Ask yourself these questions when in the position to make an ethical choice: Have I thought about the way my choices are likely to help or hurt others? Am I living up to the ethical principles of the “Six Pillars of Character”, even if it means I have to give up things I want? If I cannot find a way to live up to one of the six pillar principles without violating another, am I making the choice I think will be the best for society in the long run?

28. Oklahoma 4-H Youth Development Parent-Volunteer Education Experiential Learning Core Competencies Unit 3

29. 4-H is… Experiential Learning “Learn by Doing”

30. The Experiential Learning ModelFive Step Process Alearning/teaching process is composed of 5 separate but interrelated steps. The process begins with an individual or group learning exercise and ends with discussion of how what was learned can be applied to other settings in the “real world.” 1. The Activity 2. Sharing observances, feelings, experiences from the activity 5. Plan of Action for using the new information or skill 4. Ways these facts, skills, patterns, reactions or principles relate to reallife situations 3. Patterns Noticed

31. Experiencing Sharing Processing Applying Generalizing Doing, Reflecting and Applying Do Apply Reflect

32. Teaching as a Volunteer Experiential Learning Step 1 Key concept is planning for discovery. Experiencing H - Selecting a single learning activity provides a common experience. (Activity, doing) - Objective – to explore and examine. Step 2 Key concept is responding. Sharing H - Plan time for discovery of learning objectives. Opportunity to respond. - (Sharing reactions and - Share individual learning to stimulate group growth observations) Step 3 Processing Key concept is analyzing patterns. H - Examine the shared experience. - Ask questions that encourage them to (Discussing pattern think about the experience from the dynamics) lowest to the highest level of thought. Generalizing Key Question, “So what?” H Step 4 - Guide from the reality of the activity to a meaning in a broader world. (Inferring principles - Apply to personal life experiences. about the “real world”) Applying Key question, “Now what?” H Step 5 - Think about what can be done with the new information. (Planning more - Apply to specific situations. effective behavior) - Have in mind ways an individual/group can use experience in future activities.

33. Doing, Reflecting and Applying “Learning takes place in an active way and is accomplished through the individual’s own activity.” - Randal

34. TIP It is not possible to teach anyone, anything. It is only possible to arrange for someone to learn. The Trainers Role • Isn’t mere information-giving • Isn’t mere entertaining • Is creating a learning environment • Is structuring learning experiences • Is helping the learning interact with information

35. Hearing •Seeing • Doing Hearing •Seeing Hearing Keys to Successful TeachingLearning Retention 80-90% 50% TIP People generally remember: 10% of what they read 20% of what they hear 30% of what they see 50% of what they hear and see 80-90% of what they do 20% Edgar Dale, 1969

36. 20% amount retained 50% amount retained Amount forgotten Amount forgotten 80-90% amount retained Amount forgotten What You Hear and See What You Hear, See and Do What You Hear Keys to Successful TeachingLearning Retention

37. 80-90 % 50 % 20 % Applying the cone to Food Science. 4-H Project Work Working with models Judging or Skit Discussion Demonstration Field trip – Tour Exhibits – Displays TV, Video tape, Internet Radio, tapes, pictures Illustrated Talks, Posters, Graphs, Charts,Maps Talks, Printed material Prepare a meal Prepare menu with food models Food Judging Event World Hunger Discussion Demo.-Vegetable Lasagna Tour Test Kitchen Tour exhibits at Nutrition Conference Watch video tape “You Are What You Eat” Cassette tape “Eating Fruits and Vegetables” Poster of Food Pyramid Read Southern Living Magazine

38. 80-90 % 50 % 20 % Applying the cone to Horticulture. 4-H Project Work Working with models Judging or Skit Discussion Demonstration Field trip – Tour Exhibits – Displays TV, Video tape, Internet Radio, tapes/CD, pictures Illustrated Talks, Posters Talks, Printed material Plant, harvest and prepare produce Computer generated garden plan Horticulture Judging Event World Hunger Discussion Demo. – Window Herb Garden Tour Home and Garden Show Tree Leaf Exhibit Oklahoma Gardening -“Planting Spring Vegetables” CD - “Eating Fruits and Vegetables” Ill. Talk – “Eat Your 5 a-day” Read Southern Living Magazine

39. Oklahoma 4-HSkills vs. Life Skills • A skill is a learned ability to do something well. • Life Skills are the way one applies learned skills to real life situations.

40. Life Skills Taught through Food Science and Horticulture

42. Oklahoma 4-HEffective use of Life Skills Life skills are to be integrated into subject matter content; not “added-on.” Life skills are best learned when practiced at the developmental level of the learner. One or more skills should be included in any one educational experience. “Aim youth toward life skills development using the four H’s on the Target Model.”

43. Experiential Learning Model Service Learning Service Learning is not just volunteerism.

44. Experiential Learning Model Service Learning Service-Learningis a teaching/learning method that connects meaningful community service with academic learning, personal growth, and civic responsibility.

45. Experiential Learning Model Service Learning Service-Learning provides opportunity to use new skills and knowledge in real life situations.

46. Community Service Vs. Service Learning Service-Learning emphasizes both volunteering and learning. Community Service is the act of volunteering in your community.

47. Service Learning Framework Preparation Action Reflection Celebration

48. Identifying and analyzing a problem Selecting and planning the project Training and orientation for participants Service Learning Framework Preparation

49. Is meaningful Has academic integrity Has adequate supervision Provides for student ownership Is developmentally appropriate Service Learning Framework Action

50. Discussion Reading Writing Projects The Arts Service Learning Framework Reflection