Using the 4-H Manuals.

Using the 4-H Manuals

Using the 4-H Manuals Skill builders - 5 to 6 in each project
Emphasize technical skills Complete activities in each Builder OR a similar activity that focuses on the same skills as you and your members may plan other activities. If a different activity is used we suggest that you have the members include it in their project booklet (can be added in a Word document, Internet print out etc if you choose a different recipe for example This is an example of a Skill Builder – each is developed as a complete guide for a one and a half to 2 hour project meeting. Although some may be done over more than one project meeting – depending on extra activities done, member ability, interest or need. Most Member Manuals – Skill Builders are 2 or 3 pages long. Encourage members to fill out the blanks as they go through the book rather than waiting until the day before Achievement! These are example of components of each Builder Skills Checklist Important Words Dream it! Do It! Dig It! Get Online! internet links and activities incorporated that complement the builders. Each builder can still be done without accessing any of the internet resources – as there are always alternate activities to develop the same skills. Internet is a supplement to the learning – some of the links no longer active What’s Next? The skill builder will usually end with a summary statement that will prime the member for the next skill builder or activity. We’re going to break it down even further by talking about each of the dream it, do it, dig it concepts.

Using the 4-H Manuals Learning is 3D! Do It Dig It Dream It

Using the 4-H Manuals Learning is 3D!
To help you get the most out of your learning, each project meeting has the following parts: Dream it! Plan for success Do it! Hands on learning Dig It! What did you learn? The 3D’s of Learning - Each Skill Builder has three sections of learning called “Dream it!”, “Do it!” and “Dig it!”. Dream It Do Dig nng

Using the 4-H Manuals Dream it! Plan for success
Do it! Hands on learning Dig It! What did you learn? Dream It Do Dig nng Dream it! Plan for Success – this gives members a chance to help plan their activities. A skills checklist, background information, important words, and activating questions are included in the Member Manual so they will be able to think about the topic and activity and decide how they will approach it. The Leader Guide contains in depth background information on the topics, material lists, safety suggestions, time requirements for activities, and activating, acquiring, and applying questions to engage member’s thinking through each step of the learning process. Do it! Hands on learning - this is where members are engaged in the activity planned / discussed in the Dream it! Section. Here members are doing the activities and leaders are observing, recording, and providing feedback on how well they are doing. Allow as much individual practice as required; you are assessing the progress and understanding of individual members. Dig it! What did you learn? - this simply means that members and leaders need to ‘dig into their learning’. For the learning cycle to be completed, both need to reflect on how things went and how well they did. For members, this involves self-assessment, giving feedback, creating meaning from their experiences, and thinking about what they would do differently next time. Once this is done they will be in a good position to apply what they have learned to the next experience.

Using the 4-H Manuals Do it! Hands on learning
Dream it! Plan for success Do it! Hands on learning Dig It! What did you learn? Dream It Do Dig nng Do it! Hands on learning - this is where members are engaged in the activity planned / discussed in the Dream it! Section. The leaders guide may have additional material such as instructions or recipes that aren’t in teh member manual. Here members are doing the activities and leaders are observing, recording, and providing feedback on how well they are doing. Allow as much individual practice as required; you are assessing the progress and understanding of individual members.

Using the 4-H Manuals Do it! Hands on learning
Dream it! Plan for success Do it! Hands on learning Dig It! What did you learn? Dream It Do Dig nng Dig it! What did you learn? this simply means that members and leaders need to ‘dig into their learning’. For the learning cycle to be completed, both need to reflect on how things went and how well they did. For members, this involves self-assessment, giving feedback, creating meaning from their experiences, and thinking about what they would do differently next time. Once this is done they will be in a good position to apply what they have learned to the next experience. For leaders this is an opportunity to observe and note whether the member has mastered the skills for this builder.

Technology Choices GET ON LINE!
I can’t wait to show you what I’ve found on-line! Check out my great link ideas wherever you see me in the computer screen. We have incorporated internet links and activities that complement the builders. The links were up to date when the manual went to print. Each builder can still be done without accessing any of the internet resources – as there are always alternate activities to develop the same skills.

Technology Choices Pinterest – The Visual Discovery Tool
4-H Manitoba has an account and boards Check it out at Pinterest is a social media bulletin board for you to virtually pin pictures of things that interest you to your own personal boards – Pin-Explore-Discover! 4-H Manitoba has an account and boards with fun interesting ideas for every project series as well as boards for 4-H Awesome, Community Service, Volunteers and Communications. Check it out at

Teaching Techniques, Tips and Suggestions
4-H Age Groups Cloverbud Members 6-8 Very active but need breaks Enthusiastic Junior Members 9-11 Wide range of maturity levels Very sociable 4-H clubs include members with varying ages, from 6 – 25. That’s a big age gap! It is important to remember that different age groups act and learn differently. Each has their own set of characteristics and implications for programming. Cloverbuds Characteristics Can be competitive and eager to answer questions Very curious and can be collectors of anything and everything Wide discrepancies in reading ability Implications Structure work in teams or partners Keep them engaged in their book work by asking questions or asking for examples – but be careful you may get their life stories! You may have to tailor your teaching style depending upon the reading ability of members, watch for any members that may be falling behind during project meetings. Juniors • Very sociable and seldom want to be alone and group acceptance is very important. • Beginning to develop their personal value system and fair play is an important factor to them. • Wide range of individual differences as maturity levels differ dramatically especially between the sexes. • Fair play is vital and they respect a consistent, reliable and trustworthy leader. Guard against favouritism. • Group work is essential • Include very active games with a range of activities to accommodate difference maturity and skill levels.

4-H Age Groups Intermediate Members 12-14 Self conscious Value others opinions Senior Members 15-17 Growing independence Possibly career focused Adult Members 18-25 Intermediate Characteristics • They may be self-conscious due to changes in voice or appearance. Appearance is very important. • Heightened emotions and the opinion of others is very important, particularly with a peer group. Peer Pressure! • Cliques may develop as they become selective with friendships. Implications • Youth should be given the opportunity for leadership. Allow them to plan their own program with skilled guidance. • Personality and character of the leader is most important. They will question authoritative leadership and may rebel against it. Democratic leadership works best with this group. • Offer a broad program of activities; intermediates require activities that are mentally stimulating and challenging. • Informality and flexibility is important in programming. Seniors and Adults • Interested in all aspects of life. • Establishing a moral code. Will become very dedicated to a cause they feel worthy. • Growing independence from family. • Career choices may take place and they are likely interest in activities that complement this. • Democratic leadership is essential. • Goals must be seen as worthy and agreed upon together. • Program must provide challenge, opportunity for mixing of the sexes and allowance for individual differences. • Allow opportunities for independence.

Positive Feedback Always be sincere Give feedback with care and as soon as possible Be truthful Keep your feedback specific Remain neutral and avoid making judgments Remember to recognize effort and improvement Make any suggestions for improvements in a tactful and positive way Positive Feedback, like praise, encourages members on things they are doing well. No one likes to do something they think they are poor at and members will likely see through an insincere compliment. Make sure members know what they are doing well and give feedback with care. Feed back needs to be soon after the activity you are commenting on. Try commenting on how far the member has come along, how much they have learned, how their skills and attitudes have improved. Try to be specific, instead of “great job” pick out an aspect of the activity they did well “great job participating in the discussions today”. Try to avoid making judgments and try to recognize a good effort or improvement a member has made. Be gentle and tactful in making suggestions for improvements to a project.

Good Instruction Set a positive example Prepare Be concise, clear and simple Take advantage of every opportunity to praise Maintain interest Learning as a fun activity Good instruction is key for members when participating in a club and especially when they are learning new things. Here are some ways to ensure the information you are providing members is absorbed. Set a Positive Example Be enthusiastic and excited about what you are teaching and your members will be interested and motivated to learn. Prepare Be familiar with the material to be presented. Know the overall goal so you can give members a clear idea of what they are trying to accomplish. Be Concise, Clear and Simple Give instructions in logical order. Explain new terms by relating them to old understood terms. Don’t assume members know the meaning of the words you use. Take Advantage of Every Opportunity to Praise Members are individuals with different interests, values, and motives. But they all need to feel good about themselves. Give rewards for work done – a pat on the back or a word of praise. Maintain Interest by Encouraging Activity and Participation Demonstrate and have members follow as soon as possible by “doing.” Vary your teaching methods; get members actively involved whenever possible. Maintain order with firmness and patience. Learning as a Fun Activity Make sure both you and your members have fun. Kids love parties, so project meetings and recognition events can be fun.

Motivating Members Step 1 Create an atmosphere of respect and personal relationship between the member and adult. Step 2 Create a positive attitude toward learning Step 3 Create challenging learning experiences Step 4 Create self confidence and competence. Step 1 Create an atmosphere of respect and personal relationship between the member and adult. - small project groups make this an easy step Step 2 Create a positive attitude toward learning - this can be achieved by encouraging decision making by the member, setting clear goals with the members and using a variety of teaching techniques Step 3 Create challenging learning experiences - Use the 4-H motto “Learn to do by doing” as much as possible. Encourage members to experiment, to try new challenges and to develop projects of relevance to them. Step 4 Create self confidence and competence - by encouraging members’ self assessment and assisting members in recognizing and valuing their learning. POLL QUESTION During which age bracket do members become more self conscious, more susceptible to peer pressure and more likely to form cliques? Cloverbud Junior Intermediate Senior

Let’s try it out Using Skill Builder 9 Machines from the Cloverbud manual take the group through the dream it, do it, dig it process. Provide participants with a copy of two pages from the member manual. introduce what a machine is help them define the important words talk about the skills checklist and ask them how they will know they have been successful in learning in this builder use the activating strategies to have the group discuss machines – what are they, what kinds are there etc. have the group complete the Do It activity. Discuss the results by using the questions in the Dig It section Finsih by giving the group the leader pages for this skill builder

Showcase Challenge and My Portfolio Page
At the end of the members’ section are the “Showcase Challenge” and “My Portfolio Page”. Showcase Challenge and My Portfolio Page At the end of the members’ section are the “Showcase Challenge” and “My Portfolio Page”. The Showcase Challenge page gets members to think about their accomplishments and explain or demonstrate how they were successful. There are a number of suggestions along with planning information to help them decide how they will best “showcase” their learning to friends, family, community members and/or fellow 4-H members. The project manual may also make suggestions in some skill builders on items that might be useful for the showcase challenge. Record keeping is an important part of every 4-H project. “My Portfolio Page” is a graphic organizer used to keep track of members’ 4-H experiences. As each member learns skills, the evidence of learning (through participation and completion of the various activities) is recorded on the page. When the Portfolio Page has been completed and confirmed by the leader, then it becomes a record of the member’s completion of the project and participation in other 4-H activities beyond the project. 4-H leader assessment of members will happen throughout the project as you assess the progress and understanding of individual members. You need to observe the members doing the skill and record what you see and hear. Your feedback should be positive and descriptive (not just “well done”). Share that feedback with members frequently so they can put your suggestions into action. How you choose to observe and record is up to you. Some methods are to create checklists, videos and notes while encouraging discussions, peer observations and questions. Recognize that members may improve over the course of a builder and that records should be updated to reflect when they demonstrated their best learning. You are discussing how well members are meeting the skills checklists that are at the beginning of each of the project books, in each Builder and on the Portfolio Page. Projects promote technical, communication, meeting management, and leadership skills, as well as community involvement and real-world experiences. In addition to the specific skills members are to learn in each builder, the following general learning goals for members are important: Following instructions - Working with others - Using supplies safely - Using the key words - Improving with practice - Respecting timelines.

Showcase Challenge goal of the Showcase Challenge is to highlight new skills and help members understand how they can use them beyond the 4-H project. It can be an opportunity to receive feedback from others. Encourage members to go back through the manual and find some highlights of their learning (what they are proud of) and think about how they will “showcase” it. Examples of show casing skills Helping at a community event Teaching others about the topic Chair the evening Show slide show of camping trip Prepare a cake posters, pamphlets, written reports, speeches, computer presentations, displays, etc Suggestions are listed on the Showcase Challenge page at the back of the Member Manual. The best results are almost always obtained when members are allowed to present their information in the style of their choice. Dream it, Do it, Dig it steps are in involved

My 4- H Portfolio Page Portfolio Page - incorporated directly into each new manual with the Skills Chart completed to match the Skills Checklist at the beginning. Replaces the former Green Sheet Teaches the members record keeping. Your signature at the end of the project says that, yes, this members has learned these skills this year. (p 17 in example) It does not necessarily mean that every line in the project book has been completed or that you have done every single one of the activities but that the member has learned the skills. Assessment of members work – happens throughout the project 1) observe members doing the skills/ record what you see/ hear 2) feedback to members – positive/ descriptive; provided frequently 3) can use checklists/ videos/ notes 4) focus is on skills checklists at the beginning of the project books/ in each builder/ on this page You know your members better than anyone and have the best view of how hard they tried/ other circumstances/ effort If completion guidelines are clearly laid at the beginning of the year everyone (members and parents) knows what is required and expected. Your head leader and MAFRI staff can help if problems arise. Leader responsibility Communicate with Head Leader Fill in “Leader Point of Praise” on each members Portfolio Page Arrange for “Another’s perspective…” (sometimes done by the head leader)

My 4- H Portfolio Page TIP
Here’s a tip to make the portfolio page easier: At the end of each project meeting have the members turn to the portfolio page: Record the date List a few words about what they learned You can initial beside the skills they have mastered Remember they may not master a skill at the first meeting, you may see this later in the project Remind members to add any extra 4-H activity they may have taken part in

Generic 4- H Portfolio Page
Generic Portfolio Page – for use with project manuals that are not part of the new style project series, and do not have the My Portfolio Page inserted. Please order this one for all members taking a ‘classic’ project – i.e. not one of the new series. The previous Green Sheets will no longer be used for any projects.

Evaluation of Completion
Occurs through out the project Based on observations Keep records Complete the Leader Point of Praise Sign Notify head leader 4-H leader assessment of members will occur throughout the project as you observe the progress and learning of each member. Record what you see and hear. Your feedback should be positive and specific (not just “well done”). Share feedback with members often so they can act on your suggestions. How you choose to observe and record is up to you. Remember that members may improve throughout the project year and that records should be updated to reflect when they showed their best learning. Projects promote technical, communication, meeting management, and leadership skills, as well as community involvement and real-world experiences. In addition to the specific skills members are to learn in each activity, these learning goals for members are important: Following instructions - Working with others - Using supplies safely - Using the key words - Improving with Practice - Respecting timelines.

Parent Involvement 4-H Parents are Important Too!
Parent involvement with projects provides emotional support for the member Keen and enthusiastic parents are great citizen examples for members Parents can save leaders time and work Informing parents about 4-H gives them a better understanding of the mission of the program 4-H Parents are Important Too! Parent involvement with projects provides emotional support for the member and helps to keep the member on track. If the parent doesn’t know where the rest of the members are with their projects they won’t know if their child is behind or ahead. Keen and enthusiastic parents are great citizen examples for members. One goal of 4-H is to build community minded leaders in rural communities and parents that are willing and able to help out are great examples of this Parents can save leaders time and work by preparing their child for the project meeting, monitoring their progress and helping out in difficult or time consuming parts of the project. Informing parents about 4-H gives them a better understanding of the mission of the program. Being involved makes them feel like part of the program, which they are!

4-H Resources Manitoba 4-H Leaders Handbook 4-H Leaders Resource Guide
Assorted DVDs and CDs Print resources and fact sheets 4-H Club Discovery Zone Quality Equation 4-H Club Pack 4-H Fun Pack Communicating Effectively…The 4-H Way/4-H Speak Pack 4-H Communications Fact Sheets These resources are available to borrow from the MAFRD GO offices or can be ordered The leaders handbook has some great planning tips – some information is a little out dated but is still valuable The Discovery zone and the club pack and Fun Pack have lots of fun activities to incorporate into your club and project meetings. The Speak Pack and the communications fact sheets will help you prepare members for communications . And there are assorted videos and CDs with topics ranging from the importance of wearing a helmet to meeting management. POLL QUESTION Where can you find copies of the leader manuals on line? Manitoba 4-H Council website Canadian 4-H Council website MAFRI website Google “4-H project manual” Insert new form

Thank you for choosing to be a 4-H LEADER! You are special because you have made a difference in the life of a child.

Questions? Contact: Manitoba 4-H Council 1129 Queens Ave., Brandon MB R7A 1L9

Using the 4-H Manuals.

Similar presentations

Presentation on theme: "Using the 4-H Manuals."— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Using the 4-H Manuals.

Similar presentations

Presentation on theme: "Using the 4-H Manuals."— Presentation transcript:

Similar presentations

About project

Feedback