Experiential Learning in 4-H: A Hands-On Approach for Youth Development

1. What is Experiential Learning and Why Does 4-H Use It? Department of 4-H Youth Development and Family & Consumer Sciences

2. 4-H Curriculum History • Corn Clubs for Boys • Tomato Clubs for Girls • Demonstration Projects • Research based content • Subject matter • Hands on learning

3. 4-H Curriculum Present • Experiential Learning Model • Juried process • Learner focused • Experience • Balance between life skills & subject matter in curriculum • Many different delivery strategies

4. When does experiential learning take place? “Experiential learning takes place when a person involved in an activity looks back and evaluates it, determines what was useful or important to remember, and uses this information to perform another activity.” John Dewey Adapted from Kathleen Jamison, Virginia 4-H Specialist, Curriculum & Learning

5. The 4-H program promotes the Experiential Model of Learning as the primary format for educating Youth. Several key processing steps take Youth beyond “simply doing” the activity or participating in the experience.

6. 1 EXPERIENCE the activity; perform, do it 5 APPLY what was learned to a similar or different situation; practice 2 SHARE the results, reactions, and observations publicly Do Reflect Apply 3 PROCESS by discussing, looking at the experience; analyze, reflect 4 GENERALIZE to connect the experience to real world examples Experiential Learning Model Adapted from Kathleen Jamison, Virginia 4-H Specialist, Curriculum & Learning

7. Action Step: Attention on the Learner 1 EXPERIENCE the activity; perform, do it Do Apply Reflect Experiencing: Key Concept - Planning for discovery • Key Phrases for leader: • “Sit on your Hands,” • observe • facilitate to the • “bigger picture.” • Key Objectives are discovery oriented: • to explore • to examine • to construct • to arrange

8. Personal and Group Reflection Steps 2 SHARE the results, reactions, and observations publicly Do Apply Reflect 3 PROCESS by discussing, locking at the experience; analyze, reflect Leader’s role: • allow adequate process time to include sharing Sharing: Key concept - Responding Key question - “What happened?” Processing: Key concept - Analyzing Patterns Key question - “What’s important?” • use open-ended questioning to stimulate thinking and feeling • encourage “pair-share” and large group share

9. Connection and Application Step 5 APPLY what was learned to a similar or different situation; practice Do Apply Reflect 4 GENERALIZE to connect the experience to real world examples Generalizing: Key concept - inference Key question - “So what?” Leader’s role: to guide youth in making connections between personal inner meaning of the activity and the broader world. Applying: Key concept - application Key question - “Now what?” Leader’s role: to facilitate youth finding ways to use what they have learned in new situations.

10. Share the results, reactions, and observations Publicly “What happened” Questions Within Questions: Open-ended Spirals What did you do? How did you feel? What did you notice? What was most difficult? Easiest?

11. Process by discussing, analyzing, reflecting “What’s important” Questions Within Questions: Open-ended Spirals What are some important things you learned about______? What problems or issues seemed to occur over and over? Why did that happen? What if you had_______? If you could do it again, what would you do differently?

12. Generalize to connect the experience to real world Examples “So What” Questions Within Questions: Open-ended Spirals What did you learn about yourself through this activity? How do the major themes or ideas relate to other things you do in your life? (Identify life skills) What did you learn about (life skill) while you were doing this activity?

13. Apply what was learned to a similar or different situation; Practice “Now What” Questions Within Questions: Open-ended Spirals What will you do next time you run into a similar situation? How can you use what you have learned in a similar situation? What will you do differently next time?

14. Many skills in one activity Or The Experiential Learning ModelThreads Through… In a short series of activities

15. Skills include: • Life Skills • Project / Content Skills • Science Process Skills • Applied Skills • Workforce/Leadership Skills • Service Learning Skills

16. Why Experience-Based Learning? Consider that we remember: • 20% of what we read • 20 % of what we hear • 30% of what we see • 50% of what we see and hear • 70% of what we see, hear, and discuss; and • 90% of what we see, hear, discuss, and practice. Rutgers Cooperative Research & Extension, November 2001

17. What is the preferred learning methods of N.C. Cooperative Extension Clientele? August 1994 Journal of Extension reports: Learning Method n % • Doing 54 70.1 • Seeing 14 18.2 • Discussing 5 6.5 • Hearing 3 3.9 • Touching Feeling 1 1.3 • Tasting 0 0.0 • Smelling 0 0.0 • Total 77 100.0 Journal of Extension, August 1994, Volume 32 Number 2

18. Remember to… Focus on Learning and Leading Experientially when working with 4-H Youth We’re co-learners in a youth-generated, adult facilitated service for our future.

19. Thank you for your commitment to North Carolina 4-H! Any questions?