Go Co-Curricular!

Professional DayJuly 31, 2006

Sickles High School

Goals for Go Co-Curricular!

Why FCCLA in the Classroom FCCLA Chapter Structure FCCLA as a Teaching Tool Accountability and Assessment Co-curricular National Program

Ideas

FCCLA Helps Teachers………

Incorporate school-to-career

elements and applied

academics into the Family and

Consumer Sciences program Serve special populations Enrich classroom teaching and

motivate

students to learn Fulfill student performance

standards and competencies Reduce preparation time as

students take responsibility for learning

Guide students toward meaningful projects that enhance the image of Family and Consumer Sciences Education

Model how to help others publicize the Family and Consumer Sciences program to parents, administrators, and community

Attract more students Establish rapport with

students Develop leaders who can

assist in the classroom Become aware of additional

resources Expand professional

experience and fulfillment Tap into a professional

support system

Co-Curricular FCCLA Activities Are initiated during class time Complement classroom learning Use FCCLA resources in class Are initiated, developed, and evaluated by students Relate to the FCCLA purposes Provide incentives and recognition that are not part of

class requirements Encourage community involvement Enhance and promote Family and Consumer Sciences

Education

Chapter StructureOne Chapter

PerClass

One Mini-Chapter

Per Class

One Chapter Per

Adviser

Each class functions as a chapter within the classroom, selecting leaders and conducting projects. Each class affiliates as a separate chapter.

Each class functions as a chapter with the classroom, selecting leaders and conducting projects. The mini-chapters affiliate as a single chapter for the school

In a multiple-teacher school, each adviser’s classroom mini-chapters affiliate as a separate chapter.

FCCLA as A Teaching Tool Visibility: FCCLA is an integral part of the total Family

and Consumer Sciences program, so keep it visible. Display the emblem, creed, and purposes. They can arouse interest, promote enrollment, and spark classes into action

Planning Process: Use the FCCLA Planning Process to brainstorm students ideas on any classroom topic. Identify it as a part of what young people learn in FCCLA. If possible, use the planning process to determine topics and priorities of the entire course.

Resources: Use Teen Times, the state FCCLA newsletter, Advisor excerpts, etc. when discussing young people’s needs and concerns. Identify the resources as among the benefits of belonging to FCCLA/

FCCLA as A Teaching Tool Student Leadership: Turn the planning, management, and

implementation of learning activities like films, speakers, and enrichment activities over to students. Show how the topic relates to an FCCLA national program. Students develop leadership as they create the activity. Because it is “their” activity, they must put more into it and, as a result, get much more out of it. This is an easy, effective way to integrate FCCLA into the curriculum and is easier on you.

Flexibility: When a class discussion lends itself to developing an FCCLA project, hand the president the gavel and have an “instant” FCCLA meeting. FCCLA programs and projects are outgrowths of the curriculum…encourage them to grow when the “teachable moment” arrives.

Subtle influence: You can be the “gardener” who plants the seed of an idea, then lets students take over to grow it. Toss out an idea, then sit back and watch it grow into a super student-created project idea. You can “cultivate” some direction during discussion while giving students ownership of their ideas and plans.

Educational Outcomes and the National FCCLA Programs

Many schools’ educational standards and curriculum competencies can be ideally achieved through projects related to the FCCLA national programs. Here are sample competencies especially suited to FCCLA fulfillment.

Demonstrate decision-making skills Demonstrate creative and critical-thinking skills Identify and use available resources and support systems Learn in the community Identify and solve practical problems Improve communication skills Develop leadership skills Learn cooperation and team work Develop skills and ethical behavior needed for successful

employment Learn to balance school, home, and work responsibilities

Examples of Co-Curricular in Action

Welcome bags for New Students….Middle School LevelFACS topics: nutrition and healthy eating, relationships in

families, peer groups, school, community, and the work place.

National FCCLA Program: Student Body Students work with school guidance counselors to identify

and collect information needed by students who are new to the school.

Students construct cloth bags in clothing/textile curriculum Students research and provide healthy snacks and nutrition

information to distribute with the bags FCCLA chapter hosts a welcome breakfast for new students. Students submit a report about their project to state and

national FCCLA

Examples of Co-Curricular in Action

Illustrated Talk – Middle or High School LevelFACS Topic: Demonstrate skills and behaviors of positive

relationships in families, peer groups, community and the work place.

National FCCLA Program: Illustrated Talk STAR Event Teacher provides a list of teen concerns from which students may

select a topic to research and present an oral presentation to class.

Each student’s project, following guidelines in STAR Events Manual includes a file folder, oral presentation, and visuals.

Students assess each other’s presentation in class using the STAR Events rating sheet.

Well-rated students who are interested continue to develop and practice their presentations, then participate in district level STAR Events.

Examples of Co-Curricular in Action

Intergenerational Wisdom – Middle or High SchoolFACS Topic: Intergenerational relationships; human developmentNational FCCLA Program: Power of One (“Family Ties” Unit) Class develops a list of questions to use for interviewing

grandparents to gain intergenerational wisdom During a foods lab, students prepare cookies to take on the

interview After the interview, each student creates finished, decorated

notebook with all of the questions and answerw and information about the person interviewed.

During class, each student completes and submits the Power of One “Family Ties” Project Sheet.

Go Co-Curricular!Interested in learning more?

Use The Essential Guide toFCCLA in the Classroom toHelp you get started!