The David P. Weikart Center for Youth Program Quality, Bringing together over fifty years of experience and the latest research,

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2 The David P. Weikart Center for Youth Program Quality,! " " " # $ $ " $ " % " & & " & " ' ( ) * +!!,! % " & ' )! " " "! -!. " & &! % " & &! ' Bringing together over fifty years of experience and the latest research, ) * /! *! & ' ) & # " $ $ "! # " " * " " 0 " *! # * ) * / # "! " & '

3 Ravi Ramaswamy, Gina McGovern, Tom Akiva, & Maureen Okasinski : ; < = A B 8 6 C D 2 6 E F 7 G 2 H < A I J 2 4 K < B 7 L B M 8 B N 8 C 7 G A B 8 O B < P Q C < = 4 7 F : < M R G 2 ; 8 B C P M 8 B N 8 C 7 G S P I R G 2 ; 8 B C P M 8 B N 8 C 7 G S P I U = = 1 4 O G 7 5 B B I A < B M 7 G 4 5 B 2 V 8 B 7 P < F E 2 W C B C < 5 = 8 9 O < 5 7 G 2 < C 7 G 8 B 5 < G 2 ; 8 B C P M 8 B N 8 C 7 G S P < B 2 B 2 D 8 O 9 4 X 2 6 I Y 8 V < B 7 8 M 7 G 4 5 V C E = 4 D < P < F E 2 B 2 V B 8 6 C D B 7 B < 9 5 P M 8 B D 8 P P 2 B D 4 < = V C B V Z 4 7 G 8 C 7 V B 4 8 B V 2 B P M B 8 P 7 G 2 ; 8 B C P M 8 B N 8 C 7 G S P I ; 8 B M C B 7 G 2 B 4 9 M 8 B P < B 7 8 B 2 W C V 2 B P : V = 2 < 5 2 D < D 7 7 G 2 H < A I J 2 4 K < B 7 L B M 8 B N 8 C 7 G A B 8 O B < P Q C < = 4 7 F < > [ A 2 < B = \ 7 B : \ C : N V 5 4 = < : ^ 4 D G 4 O < 9 [ ` a I A G b a c [ I ` I ] `?? I d P < 4 = b 4 9 M 8 e D F V W I 8 B O I J 2 E b Z Z Z I D F V W I 8 B O

4 David P. Weikart Center for Youth Program Quality Acknowledgments ( & " #!! " " & " f! g g ) * ( h i j k l m " " " n o p g ' " i j j q f! g r n " s * "! " n o p g "! & * ' ( *! f! g t u u # & n - ' ) * + -!. " &! & " " " & ) * / ' (! * " # & & "! n - ' ) * v " " w ) x * & - y * w p ) " $ p " z ( ( p * p " ) " $ p " n / z f / & f + " f + " g / w & ' ( ) * + " " " * * { *!! { # ) w!! "! " ) * / f! g o " {! "!, '

5 table of contents Introduction 1 Powerful Methods, Powerful Cycle 2 The Method 5 Overview 6 Adult support for planning 7 Extensions 13 Across Content Areas 22 In Your Program 27 Resources 75 The Research 76 The David P. Weikart Center for Youth Program Quality is a division of the Forum for Youth Investment

6 powerful methods, powerful cycle Background a residential summer program for teenagers of activities: science, language, and social studies workshops; work projects involving arts programming including music, dance, and painting; community building activities including with the opportunity to formalize learning within a camp setting, which led to consistent, positive The Learning Cycle help youth build their critical thing skills, apply what The entire three-part sequence is: This can happen with individual youths, with DO this process they make choices, test different REFLECT Through a group debrief conversation or some other structured or unstructured activity, young and determine revisions to original ideas or plans that

7 While High/Scope promotes engaging children in planning as early as preschool age, the increased cognitive abilities that emerge in adolescence make planning particularly important for young Making plans even for simple projects helps them establish patterns that may have lifelong plan a performance, they may use those same Almost any activity can involve young people people are working on a half-hour project, taking people? Some programs think they are doing a great job if kids are busy doing things all the about what worked and didn t, make sense of When programs do this, they increase their ability may spend several sessions planning, complete the end of a work session will inevitably lead to 1 John D. Bransford, Ann L. Brown, & Rodney R. Cocking (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press, p. 12. The David P. Weikart Center for Youth Program Quality is a division of the Forum for Youth Investment 3

8 learning process focusing on establishing clear, comprehensive plans at the beginning of an activity and - The Method Planning adults can support youth in planning are: Including time for planning in activities Giving youth tools for planning Modeling planning Consider how their feelings connect to the world works Recognize accomplishments Make new plans When Young People plan, they: Articulate ideas Make decisions Set goals Concentrate Imagine and anticipate actions Shape intentions into actions Consider implications Analyze situations Consider their own thinking Take on a curious attitude Become involved and engaged

9 key components of a learning cycle - an ongoing cycle that helps youth get more from their activities and 2 He proposes 2 For more information on the experiential learning cycle, visit www. learningfromexperience.com 3 Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.

10 Using the Guidebook Have staff read the description of Support for Planning, then divide them into small groups to work have left to discuss their answers, checking to make Have staff read the description of Support for you have left to discuss their answers, checking to The Learning Cycle Ask staff to Think-Pair-Share, individually describing how the cycle will apply to an activity or project they plan to lead in the future, then sharing with a partner, brainstorm cooperative learning activities that could posted, have staff do a gallery walk to gather ideas Individually, have staff prepare to lead the rest of the group through at least two different planning or staff member has had a chance to lead everyone The Research Have staff read the Research Review before coming begin by reading the statement that they underlined, group once all of the small groups have completed

11 Interviews 52 P R Picture, Collage, Diagram 62 P R Rotation Brainstorm 65 P R A Rose, a Bud, and a Thorn 66 P R Round Robin 67 P R

12 Ž ˆ ƒ Œ Œ ˆ ˆ Š Œ Š Œ Š ˆ ƒ š Ž ˆ Š ˆ Œ Š ˆ ˆ ƒ ˆ Œ Œ ƒ Š š ˆ Š ˆ ˆ ˆ Ž Š š ˆ Ž ˆ Ž ˆ ƒ Š Ž ˆ } ~ } ƒ Œ Š Š ˆ ˆ ˆ ƒ œ ˆ ˆ ƒ ˆ ˆ Š š Š Œ Ž ˆ Ž Š ˆ ƒ š ˆ Ž š Š ˆ ƒ Š Œ Ž š ˆ Ž ˆ ƒ š Š Š Œ ˆ Ž Š Š Œ ˆ ƒ š Š Š Š Ž ˆ Ž Š ƒ Ž Š ƒ Š š Š Ž ˆ ƒ ˆ ƒ Ž Š Š ƒ ˆ Š Š ž ˆ Ž ˆ ƒ š Œ Š Œ Š ˆ ˆ Š Š Ÿ ˆ ƒ Ž Š Š ˆ Œ Œ ƒ ž ˆ Š Š Š ˆ ƒ Œ ˆ Ž Š Š ˆ ƒ ˆ Ž ƒ ˆ ˆ Š Œ ˆ Š ƒ ˆ ˆ Š Š ˆ Š ˆ Š Ž Ž ˆ Š Ž Ž ˆ ƒ Š š š ˆ Ž ˆ ƒ ˆ Ž ž Ž š Š š Š Ž š Ž ˆ ƒ š Ž ˆ ˆ Ž Ž Š Ž ˆ Ž ˆ ƒ š Œ Š Š Š ˆ ƒ Š Ž ˆ Š ˆ Œ ƒ ˆ Ž ˆ ƒ ˆ Š š ˆ ƒ Œ ˆ ƒ š Ž ˆ Š š Š Š Ž ˆ Ž Š Š ˆ ƒ Ž Š Ž ˆ ƒ ˆ ˆ Ž Š ˆ Œ Š Š Œ Ž ƒ ˆ ˆ ˆ ƒ Ž ˆ ƒ Š ˆ Š š Œ ˆ Ž ƒ ƒ Ž š Š Š Œ The David P. Weikart Center for Youth Program Quality is a division of the Forum for Youth Investment 43

13 Milling to Music what Youth move around the room while music plays. When it stops they discuss a topic with a peer. how to do it 1. Play music either with a musical instrument or recording (upbeat music without words tends to work well). 2. While the music plays, have young people move around the room they don t have to dance or even move to the beat; they simply mill about. 3. When the music stops, ask them to form a pair with the person closest to them. 4. Give pairs a question to respond to. Pairs take a few minutes to ask and answer the question to each other. 5. Start the music again to signal to participants to mill. You can repeat this for several rounds. time minutes materials music and music player adaptations Mill to music questions can be general, like how do you feel?, or specific: Tell your partner the steps you took to complete your project. Mill to music can work particularly well in combination with Back-to- Back, a grouping strategy. examples The adult plays South American dance music and ask young people to mill about. After participants move around for several seconds, the music stops. The leader says, Find a partner closest to you. Once everyone is paired up, the leader says, Share with your partner what you did over the weekend. After a minute or two, the music plays again to form different pairs and pose another question.

14 Twenty Questions what In this technique the youth list questions they have on a topic and then narrow down the questions in order to focus their research and planning on the subject. how to do it 1. Have young people select a topic on which they are interested in doing research or a hands-on project. 2. Have youth brainstorm 20 questions they have about the topic. 3. Ask youth to narrow the questions down to a handful that are most important. 4. Address these questions with youth through research or a project. example A small group is putting together a presentation on sexually transmitted infections. The leader had them brainstorm and list twenty questions they have about STIs. Next they circled the five in which they had the most interest How would I know if I had an infection?, What happens if I do get an infection?, What does it mean if I get HIV?, What are some myths about STIs?, What s the difference between preventing STI and preventing pregnancy?. The group divided up the questions and began their research. time minutes materials none adaptations For planning an activity, have youth brainstorm the 20 questions they should know the answers to in order to be successful (e.g., when will it be? how will we pay for it? who will be invited to attend? what will happen first?). Then answer them!

15 These are the purposes for engaging youth in humans utilize constantly in their daily lives but that strategies ask youth to verbalize their intentions promotes organized, intentional decision-making The Planning and key component of the active-participatory approach promoted by the Weikart Center for an approach with empirically demonstrated effects on observed outcomes (Smith, was developed at the HighScope Institute achievement, service), a residential summer program for teenagers that operated from that demonstrated improved postsecondary longitudinal study (For description of program, see at the Institute grew alongside the plan-do-review method, which is the central organizing feature of the HighScope curriculum for early childhood strategies have been given limited attention in educational research (a point taken up later in this document), the cognitive psychological processes and self-regulated learning is self-regulation in relation to learning, typically described as involving the cognitive strategies of planning, monitoring, Examples of planning and reflection in out-of-school time contexts Activity Planning Reflection Elementary school-age students making Mother s Day crafts Middle school-age students in robotics club Youth take part in a park clean-up service learning project Teens host a fundraising performance event The staff member shows children several examples of crafts (bracelets, cup holders, etc.) and asks them to plan what they will make with available materials. She chats with each child about their plan before giving them materials to begin. Using Lego robotics kits, youth first follow directions to build simple, step-by-step models. They then work in teams, drawing written plans for more elaborate robots. A staff member helps them refine their plans before they start building. Before the project, youth write down their expectations and set goals for what they hope to accomplish. A group of youth, working with an adult staff member, spend weeks making decisions about marketing, event logistics, performers, etc. At the end of the session the staff member asks each child to show and describe to the group what she or he made. Several days later, after each group has finished their project, individual youth fill out a short form about what worked, what didn t work, what they learned, and what they want to try next. After cleaning, the youth walk around the park, surveying their work. The staff member asks several questions and the group discusses why a clean park is important, covering civic and environmental topics. After the event, the staff leads the youth through a half hour conversation in which they discuss what went well, what didn t go as well, and what they learned from the experience. 1 While there have been some recent attempts to disentangle terminology (Dinsmore et al., 2008), the terms self-regulation, self-control, SRL, and metacognition may all be thought of as dimensions or subtypes of a single phenomenon (Kaplan, 2008). In addition to pretask (e.g., planning) and monitoring, of which metacognition is an integral part that is, students understanding what they know (metacomprehension), their perceptions of progress, and their knowledge of cognitive strategies (Schunk & Ertmer, 2000).

16 As with all methods in this series, the strategies for building opportunities and supports for planning and The strategies for promoting positive adult-youth interaction strategies that support planning and The Voice and Choice method promotes youth increase motivation, ownership, and engagement in ª ² Ñ ¾ ¾ È À » ¾ È Å» À ¹ » ¼ È ¹ º Ç ¼ Ç È ¹ º Ì À Â Ç Å Â ½ ¹ ¹ Ì ¾ È Å» À Ò ¾ Ï ¾ Å È Â À Â Ç Ê ³ ± ± ² Å» À Ò ¾ Ï ¾ Å È Â À Â Ç Ó ¾  ¹ º È Å Ç ¾ Ä ¾ » Ó Å Â ½ Á Æ À Ï Ï Ã Ô º À Ï ½ À Â Ç Ê µ ³ ³ ± ««± Ñ ¼ Ð Á À Å Ï Á Å Í ¾» Ð Ó ¾ Ä ¹» À ¹ Â Å Ï Á Å Í ¾» Ð Ó Å Â ½ À Â Ï º Á À Ò ¾ Ì È Å» À ¾ Á Ê µ ² «± ¹ º» ¼ ½ ¾ À Á À ¹ Â Ã Ä Å Æ À Â Ç À » ¼ ¾ ¹ È Ç Å Â À É Å» À ¹ Â Ê Ë À Ä ¾ Å Â ½ Á Ì Å ¾ Í ¹ È Á» Å Í Í» ¹ Ç È ¹ Î Ì È ¹ Í ¾ Á Á À ¹ Â Å Ï Ï Ð Ê ª ««± ² ³ ± µ µ ² ² ± To learn more about the history of the Active Participatory Approach, visit

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