Learning Development Walk-Around
Printer-friendly .pdf version.
Developed by Cathann A. Kress, Ph.D., Assistant Director, Cornell Cooperative Extension, State Leader, 4-H Youth Development, 607-255-2233.
The Learning Walk Around is a practical tool for helping us think of more ways to build into our projects more opportunities for mastery, belonging, power, and generosity. Simply think of a garden-based learning activity -- perhaps it's planting pumpkins, designing a new garden bed, or creating a series of projects for an after-school setting. Select a recorder to keep track of all the ideas generated.
Next, "walk around" the chart. (Or down the list below.) How could you increase opportunities for belonging if you're designing a new garden bed, for example? If you're planting pumpkins, are there opportunities to engage children in decision-making? Be creative and open to the possibilities, and write down as many ways as you and your group can think of.
This can lead to some exciting and challenging new directions: what if there is another crop, or project they would rather do? Do you have the flexibility to change your plans, to give young people the opportunity to be more involved in decision-making?"
Generosity - Purpose, Usefulness, "I Can Make a Difference"
Content: Conceptual, Big Picture
Design Elements: Metaphors, Discovery, Experiential, Visuals
Strategies:
Mentoring/Tutoring programs for cross-age linkages, service projects; community service; tie learned skills to how they can be used in positive ways; respect and encourage friendships among young people and between staff and children; use as many opportunities as possible to encourage young people to imagine the feelings of others. Highlight the effect of a young person's behavior on others (both positive and negative), reinforce gestures of caring and concern, and ask young people to take responsibility for helping others.
Belonging - Feeling Part of a Supportive Community, "I Belong"
Content: Sensory, Awareness
Design Elements: Express it, let me sense it, involve others in it
Strategies:
Encouraging peer group hanging together, cross-age linkages, and staff-youth bonding; discuss and promote ties with family and community; build in small group time to allow the development of close relationships; incorporate collaborative and cooperative learning; show respect for the value of diverse cultures; provide multiple opportunities for youth to develop relationships with adults; find ways to involve family and community members; be sure to have time for fun!
Independence - Power, Autonomy, "I Matter"
Content: Data Oriented, Experiential
Design Elements:
Before making any decisions, ask yourself if the young people could or should make the decision; include young people in discussions and encourage their input; ask young people to do something instead of telling them to do it; give young people responsibility to carry out with a minimum of reminders; commend young people who recognize the limits of their independence and seek counsel; help young people explore courses of action or appropriate decisions; never deprive young people of the thrill of overcoming an obstacle, don't jump in too quickly to help; maintain a close link between independence and responsibility; share power with young people through self-governance in significant areas.
Mastery - Opportunities for Success, "I Can"
Content: Structure, Implementation Oriented Communication Skills, Basic Content Skills, Interpersonal Skills and Self Management, Social Skills (money management, transportation, etc.), Job and Vocational Skills
Design Elements: Order it, sequence it, walk through, practice
Strategies:
Include hands-on activities, projects or exhibits, contextual or workplace-related challenges and activities that apply to daily life; develop multi-faceted approaches to leading your groups that include group investigation and discovery, experiential learning and multiple outcomes; focus on the long-term goals of learning; provide prompt feedback; model and teach that failure and frustration are learning experiences.
© Copyright Cornell University.
Printer-friendly .pdf version.Developed by Cathann A. Kress, Ph.D., Assistant Director, Cornell Cooperative Extension, State Leader, 4-H Youth Development, 607-255-2233.
The Learning Walk Around is a practical tool for helping us think of more ways to build into our projects more opportunities for mastery, belonging, power, and generosity. Simply think of a garden-based learning activity -- perhaps it's planting pumpkins, designing a new garden bed, or creating a series of projects for an after-school setting. Select a recorder to keep track of all the ideas generated.
Next, "walk around" the chart. (Or down the list below.) How could you increase opportunities for belonging if you're designing a new garden bed, for example? If you're planting pumpkins, are there opportunities to engage children in decision-making? Be creative and open to the possibilities, and write down as many ways as you and your group can think of.
This can lead to some exciting and challenging new directions: what if there is another crop, or project they would rather do? Do you have the flexibility to change your plans, to give young people the opportunity to be more involved in decision-making?"
Generosity - Purpose, Usefulness, "I Can Make a Difference"
Content: Conceptual, Big Picture
Design Elements: Metaphors, Discovery, Experiential, Visuals
Strategies:
Mentoring/Tutoring programs for cross-age linkages, service projects; community service; tie learned skills to how they can be used in positive ways; respect and encourage friendships among young people and between staff and children; use as many opportunities as possible to encourage young people to imagine the feelings of others. Highlight the effect of a young person's behavior on others (both positive and negative), reinforce gestures of caring and concern, and ask young people to take responsibility for helping others.
Belonging - Feeling Part of a Supportive Community, "I Belong"
Content: Sensory, Awareness
Design Elements: Express it, let me sense it, involve others in it
Strategies:
Encouraging peer group hanging together, cross-age linkages, and staff-youth bonding; discuss and promote ties with family and community; build in small group time to allow the development of close relationships; incorporate collaborative and cooperative learning; show respect for the value of diverse cultures; provide multiple opportunities for youth to develop relationships with adults; find ways to involve family and community members; be sure to have time for fun!
Independence - Power, Autonomy, "I Matter"
Content: Data Oriented, Experiential
Design Elements:
- Free me to discover, experiment, visualize
- Opportunities for youth to make decisions affecting them
- Opportunities to take responsibility for meeting obligations
- Focus on decision making rather than obedience
- Clear linkage between responsibility and freedom
- Encouragement to resist peer pressure
Before making any decisions, ask yourself if the young people could or should make the decision; include young people in discussions and encourage their input; ask young people to do something instead of telling them to do it; give young people responsibility to carry out with a minimum of reminders; commend young people who recognize the limits of their independence and seek counsel; help young people explore courses of action or appropriate decisions; never deprive young people of the thrill of overcoming an obstacle, don't jump in too quickly to help; maintain a close link between independence and responsibility; share power with young people through self-governance in significant areas.
Mastery - Opportunities for Success, "I Can"
Content: Structure, Implementation Oriented Communication Skills, Basic Content Skills, Interpersonal Skills and Self Management, Social Skills (money management, transportation, etc.), Job and Vocational Skills
Design Elements: Order it, sequence it, walk through, practice
Strategies:
Include hands-on activities, projects or exhibits, contextual or workplace-related challenges and activities that apply to daily life; develop multi-faceted approaches to leading your groups that include group investigation and discovery, experiential learning and multiple outcomes; focus on the long-term goals of learning; provide prompt feedback; model and teach that failure and frustration are learning experiences.