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Sparks

Sparks. Introduction For Year 3 Councils. Welcome Year Three Councils!. Meet your trainers!. Eric Austin, TX. Pearl Everett, WA. Julie Tulsa, OK. Kyle Toccoa, GA. Sparks - Training Agenda What: What are Sparks? So What: How do Sparks relate to program quality?

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Sparks

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  1. Sparks Introduction For Year 3 Councils

  2. Welcome Year Three Councils!

  3. Meet your trainers! Eric Austin, TX Pearl Everett, WA Julie Tulsa, OK Kyle Toccoa, GA

  4. Sparks - Training Agenda What: What are Sparks? So What: How do Sparks relate to program quality? Now What: How can I integrate Sparks into my curriculum? Resources: Where can I find more information?

  5. Peter Benson- Sparks and How Youth Thrive

  6. Sparks may be combinations of passions, interests, talents, and skills. Since the brain is like a muscle and changes with practice and new experiences, Sparks change over time due to many factors. What Sparks aren’t, necessarily: • Careers • Innate abilities (e.g. we say a kid is “naturally good” at math) • Lifelong trajectories These are all labels. If a kid is passionate about dancing, the goal isn’t to label that kid: “You’re a dancer”; the kid is much more than a dancer.

  7. So What? Why Thrive? • Research that supports Camp Fire best practices • Cutting edge youth development for now and the future • Back to Camp Fire’s roots Why Sparks? • Makes programs youth-focused • Shows youth that adult mentors care • Builds trust and engagement in program • Path to thinking about college and career goals • Youth discover their potential

  8. Now What? • Panel: Past implementation examples • Call to action: Imagine how you might implement sparks in your program • Moment to share: questions and implementation ideas from Year Three councils

  9. Now What- Activity Example Spark to Spark • Adapted from the game “people to people”. • Participants find a partner when the caller calls out a body part to a body part (ex. hip to elbow). With each call, participants find a new partner. Eventually the caller will yell “spark to spark”. • When participants find a partner for “spark to spark”, they each have 1-2 minutes to share something they are passionate about. • This has been a low pressure way for kids to share their passions with no judgement. Also kids find out there are many people around them that they have passions in common.

  10. Now What- Activity Example Thrive-Infused Rappelling: Spark Champions • Materials: harnesses, helmets, climbing ropes, carabiners, climbing wall or cliff, adult trained in climbing/rappelling • Youth will learn about Spark Champions by using the metaphor of climber and belay partner. • Begin with trust activities. Follow with rappelling & belaying instruction; belay role: encourage, direct, support. Engage in rappelling/belaying activity • Reflection: (What? / So what? / Now what?) What happened? (facilitate discussion of both roles) So what? (How is a belay partner like a Spark Champion?) Now what? (Focus on what each youth need from a Spark Champion and also, to serve as a Spark Champion.)

  11. Now What- Activity Example Costume Race • Materials: Costume bucket(s) • Youth will have 5 minutes to go through your costume buckets and put on whichever costumes they want • After 5 minutes the youth will all meet back in a circle • Each person will step forward and explain why they chose the clothes to wear

  12. Now What- Activity Example Spark Interviews Shields • Students work in pairs • They interview their partner: 4 questions relating to Sparks • e.g. What do you wake up feeling excited about? What’s your favorite thing to do when you get home from school? • They then create a shield with 4 quadrants, drawing pictures to represent the answers to the questions in each quadrant • Pairs share the shields they made and present them to their partner in front of the group • The whole group reflects on what they learned through the process about the people in the room, common goals, new things they learned about their partners, etc.

  13. ?

  14. Reflection Thrive: A methodology for best practices in youth development 3 components of Thrive - Sparks, Mindset, and GPS In this presentation we covered Sparks • What: Youth’s passions, interests, skills, abilities, desires for learning • So What: Identifying Sparks help youth focus, become engaged in decision-making processes, look forward to coming to the program, trust the adult mentors • Now What: Integrate the concept of Sparks into your existing curriculum to enhance your programs

  15. Resources Step-It-Up-2-Thrive Resource Center:http://www.stepitup2thrive.org/ http://stepitup2thrive.org/downloads/1-sparks/1.5-sparks-ideas.pdf Zone of Proximal Development and Video Games: http://www.ofthat.com/2012/12/game-design-and-zone-of-proximal.html Teaching Every Student in the Digital Age: http://www.amazon.com/Teaching-Every-Student-Digital-Age/dp/0871205998 Do Schools Kill Creativity? Sir Ken Robinson TED talk: http://www.youtube.com/watch?v=iG9CE55wbtY

  16. Thank you! • Survey to follow via email • Please take the time to complete!

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