Florida 4-H Program Handbook

SECTION 7: Curriculum Development

Elements of Good Curriculum Design

When curriculum is defined as any planned sequence of learning experiences, a curriculum for youth development education has two major components. First, the curriculum has content or subject matter upon which the planned sequence is built. Second, the curriculum has a method or a set of principles that guides the design of the learning experiences. The synergy of content and the design methods promotes learning and competence in life skills critical for the healthy development of young people.

A Life Skills Model for Youth Development Programming

The "Life Skills Model" is an educational model that focuses curriculum development and youth programming toward the skills and competencies 4-H'ers gain as a program result/outcome. A diagram of the model is presented on the following page. When developing 4-H curricula the design should identify the life skills that can be developed, enhanced or strengthened through the subject matter content focus.

The Subject-Matter or Content

The subject matter or content topic of the materials is often the "vehicle" through which we develop the life skills and competencies of youth. It is also the "hook" that meets a particular interest of young people and can even be the reason they joined 4-H. The latest research-based information focused on issues of great interest to youth is woven into the curriculum design.

The Experiential Design

Experiential methods of learning are most commonly associated with youth development education programs in non-formal settings. These methods emphasize exploration and critical thinking and focus not only on learners doing work, but on sharing, processing, analyzing, and applying the understandings or skills gained. This method is a powerful approach for learning life skills essential to socialization, skills that rely on interaction and demonstration over time.

Experiential design is more than having an experience. There must be a purpose behind what you are doing that is connected to subject matter or life skills.

The Experiential Model illustrates the cooperative teaching-learning process that is the goal of 4-H curricula. The model uses the following steps.

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Steps Within the Experiential Model

Experience - Begin with concrete experience. This can be an individual activity or a group experience, but it involves "doing something." The learning experience will most likely take place when the experience is unfamiliar or a first-time activity for the learner, when it pushes the learner beyond any previous performance levels, is uncomfortable, and when it includes the risk of failure.

Share - Next, get the participant(s) to talk about the experience. Share reactions and observations. Let the group talk freely. Acknowledge ideas; listing them visually is helpful. Allow time for volunteers to share responses. Encourage group members to answer questions posed by others. Avoid having the leader answer questions.

Process - Discuss how themes, problems and issues are brought out by the exercise. Speak to specific problems and issues that the group discovers from the exercise or recalls from personal experiences. Look for recurring themes and list them with the group. Have small groups discuss and report back, have a panel discussion, or generate ideas individually on 3" x 5" cards.

Generalize - Find general trends or common truths in the experience. Draw out and identify the principles that are important - those that apply to "real life," not just the activity. This focuses on the key messages. List key terms that capture the lessons. Identify situations where the principles apply.

Apply - Concentrate on how the new learning can be applied to everyday situations. Discuss how issues raised by this activity can be useful in the future. Describe how more effective behaviors can grow out of what is learned. Write personal goals for behavior changes, take turns solving problem situations in groups of two or three, or role-play situations that show how new behavior is learned. Each individual should feel a sense of ownership for what is learned

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Recognition in 4-H

Reviewing some basic philosophies about recognition that are based on research can help those individuals using recognition become effective. Some basic philosophies about 4-H recognition are:

• Recognition is a basic human need.
• Recognition must build positive self-esteem
• A balance between intrinsic (intangible) and extrinsic (tangible) recognition is essential.
• Recognition should be a part of all 4-H learning experiences.
• Appropriate recognition takes many forms.
• Adult support is essential.
• All 4-H members need to be recognized at some time.
• Recognition is more meaningful when it occurs soon after it is earned and in front of significant others.
• Appropriate recognition for individual 4-H members varies with their stage of development, past experiences, family lifestyle, community and cultural heritage.
• Opportunities for self-assessment t and reflection are needed to allow youth to learn and grow.
• 4-H members should be permitted to exercise individual choices in learning and participation.
• A balance among all forms of recognition is essential for 4-H programs at all levels.

From the very beginning of 4-H, recognition has been a part of its educational program. Recognition is used to encourage and support learning toward helping youth become capable and competent adults. In addition, appropriate recognition builds positive self-esteem and self-reliance.

Although Extension professionals and 4-H volunteers regularly use recognition, recognition efforts need to be continually reviewed to evaluate if the desired goals are being achieved.

An important idea to remember is that different people have different needs in terms of recognition. Some 4-H members prefer extrinsic awards, such as winning a prize or getting recognition from someone. Others seek intrinsic personal recognition, like status or the self-satisfaction of having done a job well.

For example, Mary wants to win a trip to the state fair, so she works hard on her photography project and enters her photos in a contest. On the other hand, Billy works just as hard on his photography project and does not plan to have his pictures judged. He is rewarded by knowing that he has taken photos that express his feelings about wildlife. Both 4-H members are motivated to excel and do excel, but for different reasons. Billy and Mary have learned similar skills and something about themselves - they just respond to recognition differently.

When 4-H members attempt a task, they should receive appropriate recognition. The following model for recognizing youth and adults has been nationally adopted by the 4-H program. It presents a balanced approach to effectively using recognition as a way of motivating 4-H members. A comprehensive 4-H recognition program includes five types of recognition, or recognition for five types of accomplishments. Each type of recognition is unique in the way it motivates young people and recognizes their achievements. A balanced recognition program is needed in the local club or group, at the county level, and on the state and national levels.

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Recognition Model

A brief explanation of each part of the Recognition Model follows:

Participation

For some youth - especially beginners, low resource, or youth with disabilities - just participating in a 4-H educational program is a significant accomplishment. Recognizing youth for participating tells youth that they are important, significant people because they have been part of a 4-H learning experience.

Progress toward self-set goals

The second type of recognition is recognizing young people for the progress they are making toward their set goals. Progress toward goals should be recognized no matter how large or small the accomplishment.

Achieving Standards of Excellence

One way to measure skills 4-H members have learned is to use established standards of excellence as guidelines. Recognition for meeting as standard can be available to 4-H members of all ages and in all kinds of projects and activities where standards have been set.

Excelling in Peer Competition

This type of recognition encourages a competitive spirit and is an outgrowth of contests where individuals seek to be better than other participants. Peer competition should always be voluntary in 4-H.

Excellence in Cooperation

Recognition of young people who work cooperatively to learn and achieve goals is a part of the recognition model. When young people cooperate, they examine their own differences and explore solutions beyond their own individual ideas.

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