We Are Really on the Tip of the Iceberg

1  We are really on the tip of the Iceberg  Curriculum nationally published may not meet our standards  Not looking at curriculum and invest time for quality standards  Project books are a tool and guiding piece for projects  Selection Guide to be able to go online to. There is one at the website. 2  Life skills clearly identified, often missing  Consistency important o Youth move from co-co o Use more than one easy flow o Allow evaluation of outcomes o Reminder to emphasize life skills o Fairness and equality  Should only projects be listed? o Can they be upgraded o Can we supplement with other materials 3 Priority Areas 1. Recognize written component is not there for some projects 2. How to address for certified volunteers 3. Need to identify premium pieces and endorse 4. If a child is passionate about a project may need to bring under subject Top 3 Priorities – Animal Sciences 1. Rabbits (3) – Life skills/Experiential/Scope & Sequence 2. Pets 3. Swine

Cloverbud – Holiday Ornament Subject Matter  Community Service  Included Project Book  Discussed components of project Life Skills  Planning, thinking, cooperating  Character, Self-Esteem, Contributing to group effort, goal was set, sharing, decision making  No stickers given

Clothing  No life skills  not appropriate clover  not meeting new age divisions

Exploring Citizenship  Outdated  Not obvious life skills  Not age appropriate  No experiential model  Individual Learning

Blue Sky Below My Feet  Not a curriculum area  No clover  Did not get it  No experiential learning  No obvious life skills  Ages 9-11

Bluebird Project  Pretty  County Publication  No obvious life skills  Record Keeping  Yes – experiential learning

Visual Arts  Visual Arts in Popular - materials are too costly  How can we use products in group setting (club, after school?)  Products – visually appealing  Media Arts – not up to date  Photo – Cameras Communication Arts & Sciences  Quality – Yes  CCS – Ohio  No age on Visual Arts

Cloverbud – Snowman  Children were not included – leader dominated  Overbearing moms – kids looking at moms  No hands on activity  Kids just sat and listened  No discovery

Cloverbud – Craft Clovers  No hands on  No activity  Too much parental input  No Do/Reflect/Apply

Discovering 4-H  Group setting – all involved  Hands-on activity  Positive – allowed self expression, gave correct information

Good – Livestock Judging  Show more experiences

Market Animal  Youth often just submit record book because required for fair entry  Good Example: o Should other important components including – life skill application, demonstration, workforce – not just the “do” but also the “reflect” and “apply”  Don’t submit and forget

Leadership  If you have been in 4-H 8 years, you should have more compiled  Leadership is not just having offices – it is the participation within the club, county, and state

Cloverbuds  Crafts, projects  Parents too involved  Children have no saying o no project book o no activity o no subject matter o no age appropriate Cloverbud Bugs  Learning activity explained what they saw  Questioning was appropriate for 5 year olds, so was activity  Drawing – applied learning  Explanation of bug showed public speaking skills

Our Own  Included Academics (Record Book)  Ethics  Prepared  Life Skills beyond 4-H and Subject Matter together  Quick and to the point

Cloverbud Bug Meeting  Good Example – talked about it in a classroom setting  Then they went outside for a hands on activity  Then they reflected. Made pictures and each child did a mini-demonstration.  Then they were rewarded for participating.  They had all components to fill out the 4-H Project Summary

2nd Bug – Cloverbuds  Parents standing and whispering  Disorganized Leader – reading from agent notes  Not fostering independence