Orientation and Training

Susan A. AbravanelSydney Taylor

June 25th, 2014

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About ICP

envisions a world where young people in every nation are actively engaged

in improving their lives and their communities through

civic participation.

About ICP

believes that well-structured youth service programs can provide innovative

solutions to social and environmental issues, while helping young people

develop skills for future employment and active citizenship.

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Four C’s Introductions

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“Summer and afterschool programs have a great potential to help close the gap in achievement among at-risk populations and to enlist more partners for improved reading and literacy because of their community and family connections.”

Expanding Minds and Opportunities:Leveraging the Power of Afterschool and

Summer Learning for Student Success

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Introducing SummerTrek

a six-week summer expanded learning program designed to:

engage middle school youth as community problem-solvers

enhance academic literacy; college, career, and workforce skills; and civic engagement.

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Curriculum Overview

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Academic Development

Aca

dem

ic D

evel

opm

ent

Developing Questions

Planning Inquiries

Academic Literacy

Colle

ge, C

aree

r, a

nd

Wor

kfor

ce D

evel

opm

ent Critical Thinking

Creativity

Communication

Collaboration Civi

c D

evel

opm

ent

Civic Knowledge

Civic Skills

Action

Social Responsibility

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College, Career, and Workforce Readiness

Aca

dem

ic D

evel

opm

ent

Developing Questions

Planning Inquiries

Academic Literacy

Colle

ge, C

aree

r, a

nd

Wor

kfor

ce D

evel

opm

ent

Critical Thinking

Creativity

Communication

Collaboration Civi

c D

evel

opm

ent

Civic Knowledge

Civic Skills

Action

Social Responsibility

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Page 20

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Page 22

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“Successful individuals are those who have creative skills, to produce a vision for how they intend to make the world a better place for everyone; analytical intellectual skills, to assess their vision and those of others; practical intellectual skills, to carry out their vision and persuade people of its value; and wisdom, to ensure that their vision is not a selfish one.”

Robert Sternberg, Tufts University

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1.Critical Thinking / Problem Solving:

Ask youth to think about the issue, why it is so important to address, why they care about it,

and what they can do about it

How Facilitators can promote the Four C’s

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2.Creativity / Innovation

Encourage creativity, originality, new ideas and ways of doing things

How Facilitators can promote the Four C’s

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3.Communication:

Provide youth with opportunities to write about and speak about their project – to

other students, the community, media, and public officials

How Facilitators can promote the Four C’s

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4.Collaboration:

Promote effective teamwork, shared responsibility, flexibility, valuing the work

of others

How Facilitators can promote the Four C’s

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Civic Development

Acad

emic

Dev

elop

men

t

Developing Questions

Planning Inquiries

Academic Literacy

Colle

ge, C

aree

r, a

nd

Wor

kfor

ce D

evel

opm

ent Critical Thinking

Creativity

Communication

Collaboration Civi

c D

evel

opm

ent

Civic Knowledge

Civic Skills

Action

Social Responsibility

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“Trek” Progression

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Inner Trek

School Community Trek

Community Trek

National (U.S.) Trek

Global Trek

Project Demonstration

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Trekkers choose one:

Bullying

Transition from Elementary to Middle School

Community Garden to

address Hunger

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Staying Connected

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Student Engagement

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Baker’s Dozen*

Engagement is most highly related to:1. Goal setting / self-regulation;2. Student choices;3. Rewards for personal best;4. Teamwork with group problem-solving;5. Self-assessment and evaluation;6. Time management;

© 2009 Shelley Billig, RMC Research Corporation

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Baker’s Dozen*continued

7. Caring and trust;8. Relevance;9. Meaningfulness;10. Control over learning;11. Challenging but achievable tasks;12. Curiosity;13. Sharing what was learned.

© 2009 Shelley Billig, RMC Research Corporation

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Address and solve real-world problems

Work together as active learning teams

Assume leadership and responsibility

Frequently and intentionally reflect

on their learning

Youth/Students . . .

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Guide, coach and support

youth

Observe and point out

connections to enhance identified

developmental goals

Frequently and intentionally

reflect on their facilitation and

youth outcomes

Facilitators/Teachers . . .

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Parse Your Project with IPARD/C

Page 55

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Investigate

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Prepare and Plan

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Act

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Reflect

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• Vary the types of reflection activities:• Verbal• Written• Storytelling• nonlinguistic representation• analogies and metaphors

• Challenge students to design reflection activities that serve a particular purpose

Reflection strategies

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Demonstrate / Celebrate

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Aha!!

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Your questions?

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