Engaging Youth in Groups

Transcription

1 COURSE SYLLABUS Engaging Youth in Groups Spring 2014 Professor: Jenell Holstead, Ph.D. Office: UWGB - MAC C321 holsteaj@uwgb.edu Phone: Credits: Course Number: Schedule: Location: Three Undergraduate Credits EDUC 495-2, section 7800 (#0137DU) This asynchronous online course begins January 27 and ends March 16, 2014 ONLINE COURSE EMPHASIS This course will explore the dynamics of working with children in group settings in Expanded Learning Opportunities (ELOs). It will look at the development of relationships between after school staff and children, between children, and how a working knowledge of children can support engagement. This course will also inform students of strategies for positive behavior guidance. Additionally, this course serves as the second course for the Wisconsin Registry s After School and Youth Development credential. The Registry develops professional credentials to meet the unique needs of childhood care and education practitioners. To receive the After School and Youth Development credential, a student must enroll in 4 three-credit courses including: Foundations in After School and Youth Development, Engaging Youth in Groups, Intentionality in Programming, and Capstone Course: Site Programming and Operations. After completing necessary coursework, students apply to the registry to receive their credential. For more information go to: COURSE RATIONAL The amount of out-of-school time programs that are provided to school-aged youth continues to grow. In fact, research on Expanded Learning Opportunities (ELO) recognizes that learning can occur outside of the traditional school day. As such, it is imperative that those who work in out-ofschool time programs understand key components of quality programming in order to maximize the academic, social, and emotional benefits of students participating in such programs. Students who take this course may be of two different backgrounds: 1) Students may be program staff who currently work in after school settings who are seeking professional development, or 2) Students may include traditional students seeking undergraduate degrees in areas of education or human development. In either case, this course helps ensure that those individuals who work in after school settings, or who may work in after school settings in the future, are educated regarding the most up-to-date information and research on out-of-school time programs. educationoutreach@uwgb.edu Website: 1

2 COURSE DESCRIPTION This course explores the dynamics of working with children and youth ages 5 to 12 in groups and group settings in Expanded Learning Opportunities (ELOs). Examination of program and group relationship factors that support or inhibit positive adult-to-youth and peer-to-peer relationships will occur. Students will develop knowledge and skills for designing program spaces, using multiple grouping formats in programs, facilitating group activities, fostering youth social skills and peer relationships, using positive guidance techniques, and leadership techniques promoting youth choice and active participation. COURSE OBJECTIVES Participants will explain how adult leadership, relational youth work, and guidance behaviors foster and impact the development of youth and youth groups in school-age afterschool settings. Participants apply group theory to school-age activity and peer groups in informal learning environments to understand group dynamics and foster optimal group engagement. Participants explain how common developmental peer relationship tasks, skills, and characteristics associated with middle childhood (5 to 12) inform positive adult leader behaviors, group facilitation, and program design of school-age afterschool settings. Participants will demonstrate the ability to structure and design afterschool program spaces based on principles of community and youth engagement. Participants acquire a repertoire of cooperative and group activities and develop group facilitation skills to effectively engage youth in group leadership, employ multiple group structures, and manage group processes. WISCONSIN STANDARDS FOR TEACHER DEVELOPMENT AND LICENSURE 6. Teachers communicate well. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. 7. Teachers are able to plan different kinds of lessons. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community and curriculum goals. 9. Teachers are able to evaluate themselves. The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community, and others, and who actively seeks out opportunities to grow professionally. 10. Teachers are connected with other teachers and the community. The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support pupil learning and well-being and who acts with integrity, fairness and in an ethical manner. REQUIRED MATERIALS Readings are provided in PDF format on D2L. Required readings are listed in the Schedule and Outline section of the syllabus. educationoutreach@uwgb.edu Website: 2

3 D2L & HOW THIS COURSE WILL WORK During the seven-week session, we will be utilizing D2L ( On the course s D2L page under Content, you can find the syllabus, assignments, required readings, as well as PowerPoint presentations that correspond to each module. These PowerPoint presentations are meant to help you take notes and understand the material more fully, as well as supplement the readings with additional information. In addition, on D2L you will also find discussion forums, journals, and the Drop Box, where you will upload all of your assignments. COURSE REQUIREMENTS A) Weekly Assignments: (290 Points) Throughout the seven-week session, you will complete weekly assignments designed to assess your knowledge of course material and apply what you have learned. The format of each assignment varies: in some cases you will be asked to submit a paper, complete a specific activity, reflect on how you would respond in specific situations, etc. Information regarding each assignment can be found in the Schedule and Outline section of this syllabus. More detailed information will be posted on D2L at least one week prior to the due date B) Discussions: (140 Points) Each week, you will participate in an online discussion regarding the topic of that week. The discussion format will encourage students to analyze alternative ways of thinking and assist students in exploring their own experiences. As there are seven weeks, there will be seven discussions (20 points each). Please visit the discussion forums and post regularly. Requirements: o At least two responses are required per discussion forum o Answer the discussion forum question/prompt o Reply to a peer s initial post o Respond to any classmates who replies to your initial post o Build on themes and ideas to further the conversation and create meaningful interaction o Incorporate evidence of understanding of readings C) Journal Assignments: (70 points) Each week, you will write a written reflection regarding your learning experience to promote selfanalysis, reflection, and synthesis of new information. Students must journal at least once per week for a minimum of 7 journal posts throughout the 7-week session (10 points for each post). Journal posts are private between the instructor and the student. Journal entries should address at least 2 of the prompts given during a particular week, but discussion beyond those elements is encouraged. Please note, only journals that include thoughtful reflection regarding the weekly prompt will receive credit for completing the assignment. educationoutreach@uwgb.edu Website: 3

4 GRADING SCALE Total Points: Grade: A AB B BC C D 299 and Below F **Please note that there will not be rounding of any kind when determining final grades. To receive a grade of A, you must earn the amount of points specified above. COURSE POLICIES Academic Integrity and Student Rights, Responsibilities and Conduct Students are expected to complete their own work. Cheating and plagiarism will not be tolerated on any assignments, and will be directly confronted and handled according to the procedures defined in the UWGB student handbook (see Adaptations or Modifications If you need an accommodation based on the impact of a disability, please contact me privately to discuss your specific needs. Please also contact the Office of Disability Services at in room 1700, Student Services Building, or contact the office using the online contact form at: for information regarding available options. Late Assignments All assignments are due by the deadline, on the due date. No late assignments are accepted. Please be careful to post work to D2L on time or early, as any late item will not be received. ed Assignments Assignments sent through are not accepted. Therefore, please post your assignments on D2L prior to the deadline. Even if you send an prior to the deadline, but do not post your assignment on D2L, your assignment will not be accepted. educationoutreach@uwgb.edu Website: 4

5 Schedule and Outline: Spring 2014 Module 1: Program Community and Group Structures in School Age Afterschool Settings This module examines the nature and structure of groups in afterschool settings including classroom/age-grouping strategies, intentional project and activity based group engagement, and informal group interactions. Module 1 Learning Objectives: 1. Appreciate the balance of community group life and individual self-direction in school age afterschool programs. 2. Evaluate the strengths and limitations of single age and multi-age classrooms and multiple program group structures for daily programming. 3. Understand afterschool youth program communities as dynamic group-based learning contexts. Module 1 Reading: Deerin, G. (2005). Giving youth the social and emotional skills to succeed. New Directions for Youth Development, 108, Hirsch, B. J. (2005). A place to call home: Afterschool programs for urban youth (pp ). Washington DC: American Psychological Association. McElvain, C. K., Caplan, J. G., Diedrich, K. C., Kaufman, S., & Walter, K. E. (2005, 3 rd Ed.). Beyond the Bell: A toolkit for creating effective afterschool programs (pp ; 48-49). Journal 1 (due 2/2/14) Based on the Derrin article, how do youth in the Wings Program learn social and emotional skills? Explain how group leaders focused on social and emotional skills look at activities and behaviors. And, lastly, the author describe the use of an incentive what are the risks of using incentives? Discussion 1 (initial post due 1/30/14; Responses due 2/2/14) In the Hirsch reading, the after school program that was described focused on free-play, semistructured activities, and friendship as components of programming. These are very important components for out-of-school time programs. Discuss your reactions to the program that was described. How could the program have been improved based on your readings of Deerin and McElvain? Module 1 Weekly Assignment (due 2/2/14) First, write a 2-3 page paper comparing and contrasting ways to structure and assign youth to classrooms or activity groups for a year-long afterschool youth program. Based your decisions on the research you read this week concerning best-practice in the grouping of students. This component of the assignment will be the ideal scenario (that is you are not bound by resources, space, or staffing issues). Second, you will respond to an imaginary scenario provided to you (which will be more of a realistic situation), and you will design a weekly schedule for an afterschool youth program serving 80 children ranging in age from 5 to 12 with only a cafeteria, library, and one classroom available. The weekly schedule should include a brief (1 page) justification as to why you grouped students the way you did. educationoutreach@uwgb.edu Website: 5

6 Module 2: Role of the Adult Leader in Group Settings: Adult-Youth Communication & Relationship This module addresses the developmental basis of adult helping, afterschool program staff mentoring, and informal learning relationships in school-age afterschool settings. Concepts addressed include adult leader self-understanding for reflective practice, relational use of self, and effective mentoring relationships in group activities and group-based afterschool settings. Module 2 Learning Objectives: 1. Demonstrates the ability to effectively use interactional helping skills to establish positive relationships with groups of youth ages 5 to Explains the role of the adult in guided participation in afterschool settings. Module 2 Reading: Rhodes, J. (2004). The critical ingredient: Caring youth-staff relationships in after-school settings. New Directions for Youth Development, 101, Phalen, J. (2012). Building developmental capacities: A developmental responsive approach for child and youth care intervention. In G. Belleuille, D. Jamieson, & F. Ricks (Eds.), Standing on the precipice: Inquiry into the creative potential of child and youth care practice, 2 nd Ed., (pp ). Edmonton, Alberta: MacEwan Press. Journal 1 (due 2/9/14) In the Phalen article, the author discusses issues in working with youth at-risk, but the ideas discussed also help us understand terms from a developmental perspective. Elaborate on what Phalen means regarding a developmental perspective. What happens if students don t master tasks? Do you agree or disagree? Discussion 1 (initial post due 2/6/14; responses due 2/9/14) The Rhodes article discusses the importance of personality and leadership style in establishing quality out-of-school time programs. With your classmates, discuss your leadership style. In what kinds of experiences have you been a leader? What do you find challenging about being a leader? Module 2 Weekly Assignment (due 2/9/14) This week, you will design a training that teaches other adults skills associated with positive mentoring relationships in school-age afterschool program settings. This could include developing the training agenda, PowerPoint slides, handouts, discussion questions or activities to facilitate. Be creative in designing a training that would educate others on issues you learned about this week! educationoutreach@uwgb.edu Website: 6

7 Module 3: Principles of Guidance & Behavior This module examines the applied developmental principles that inform strategies to support, build and enhance social skills of children and youth. Examination of adult leader skills and techniques for supporting emotional self-regulation skills for effective peer interactions in afterschool settings. Module 3 Learning Objectives: 1. Applies the principles of community and group norms and values that guide behavior in daily routines and activities of afterschool programs. 2. Explains ways to engage youth in community and group processes that support and scaffold positive and respectful interactions. 3. Applies concepts of autonomy and self-control to develop communication and leader techniques effective in developing social skills, and guiding and re-directing child and youth behaviors in afterschool settings. Module 3 Reading Ruth Sidney Charney. Teaching children to care: Classroom management for ethical and academic growth, K-8, revised edition. (2002). Turners Falls, MA: Northeast Foundation for Children. Ch. 1: Intentions, pp Ch. 3: Making the Rules with Children, pp Ch. 6: Using Logical Consequences When Rules are Broken, pp Ch. 14: Teachers as Mirrors: Using Social Conferences, pp Journal 3 (due 2/16/14) This week, reflect on your overall progress in the course so far. What have you found the most interesting? What have you learned about that surprised you so far? Discussion 3 (Initial post due 2/13/14; Responses due 2/16/14) Real world case situations and scenarios of social and behavior problems will be posted on the discussion board. Students should respond to the situations and discuss behavioral strategies that could be effective based on the readings for the week. Module 3 Weekly Assignment (due 2/16/14) Students will develop a reading list of six children s books for youth ages 5-12 that address friendship and social behavior. Students should critique the books and discuss in which kind of situations the book would be useful. In addition, students will differentiate books into at least two age groups and discuss the skills taught in each book. educationoutreach@uwgb.edu Website: 7

8 Module 4: Peer Relations & Group Dynamics of Youth in Middle Childhood & Early Adolescence Examination of social skills and emotional competence within the context of daily group life and group activities of afterschool settings. Understanding of the factors that affect peer group dynamics and the development of positive peer interactions and friendships. Module 4 Learning Objectives 1. Understands developmental characteristics of school age friendship development. 2. Understands the role of social and emotional self-regulatory skills as the basis for positive school age peer interactions and friendships. Module 4 Reading Ch. 4: Promoting Social and Emotional Development in Childhood and Early Adolescence, pp Maurice J. Elias and Jennifer S. Gordon. In T. P. Gullotta, M. Bloom, C. F. Gullotta, & J. C. Messina (Eds.), A blueprint for promoting academic and social competence in after-school programs. New York: Springer. Ch 6: Intrigues, bullying, rejection, and loneliness pp in Dunn, J. (2004). Children s friendships: The beginnings of intimacy. Malden, MA: Blackwell. Journal 4 (due 2/23/14) Reflect on your friendships when you were in middle childhood/early adolescence. Apply the readings for this week to your experience, or that of your younger siblings, children, or nieces/nephews. Do you fit with the patterns discussed in the readings this week? Why or why not? Discussion 4 (Initial post due 2/20/14; Responses due 2/23/14) Discuss with your classmates the implications of bullying, rejection, and loneliness (as described in chapter 6). What was your experience with bullies? Were you ever bullied or were a bully? How should after school program staff deal with this during out-of-school time hours? Module 4 Weekly Assignment (due 2/23/14) This week you will develop a lesson plan to facilitate social skills training to youth between the ages of 5 and 12. You will determine a specific skill that students would learn as a result of the lesson, create objectives, and describe the steps necessary to facilitate the lesson. Your lesson should be developmentally appropriate and be based on readings done this week. educationoutreach@uwgb.edu Website: 8

9 Module 5: Physical Space for Indoor Group Activities Design and arrange small and large group meetings spaces within the multiple physical space settings of school-age classrooms and afterschool programs. Discussion of mobile and large group spaces as well as portable resources for small group independent work. Module 5 Learning Objectives 1. Demonstrates the ability to plan and arrange resources to design group interaction spaces that engage youth with activities, projects, and peers. 2. Understands the influence of physical space as affording particular types of interactions between youth in group settings. 3. Demonstrates knowledge of how to assess indoor physical spaces for a variety of group interactions. Module 5 Reading Excerpt from chapter 1, pp , Key Growth Patterns and Implications for Classroom Setup Ages Marlynn K. Clayton with Mary Beth Forton. Classroom spaces that work. (2001). Greenfield, MA: Northeast Foundation for Children. Chapter 3: The Whole-Group Meeting Area. pp Marlynn K. Clayton with Mary Beth Forton. Classroom spaces that work. (2001). Greenfield, MA: Northeast Foundation for Children. Journal 5 (due 3/2/14) For this week s journal, imagine that you facilitate an after school program with minimum storage space. Instead, you utilize activity backpacks, differentiated by age discuss, containing materials necessary to quickly construct activity spaces and activities for school-age youth. What would be in the backpacks for 1 st graders? For 5 th graders? Discussion 5 (Initial post due 2/27/14; Responses due 3/2/14) What would the ideal space of an after school program look like? What kind of resources would be available? What kinds of spaces would you set up/have to ensure students could interact? How would this space accommodate those with disabilities? Module 5 Weekly Assignment (due 3/2/14) Given a budget, space parameters, and an age group, identify resources, design indoor group spaces, and create a plan for purchase of program supplies and equipment within budget parameters. educationoutreach@uwgb.edu Website: 9

10 Module 6: Group Activity Structures Study of group structures as individualistic, competitive, or cooperative and their impact on group dynamics and interpersonal relationships. Study of the components of cooperative activity design and leadership. Module 6 Learning Objectives: 1. Explains group goals and structures and their impact on peer interactions and behavior. 2. Understands group structures as a method of guided sociocultural participation and form of informal learning. Module 6 Reading Group goals and social interdependence among members pp in Johnson, D. W., & Johnson, F. P. (2006). Joining together: Group theory and group skills. Boston: Pearson. Cooperative learning in the classroom, pp in Johnson, D. W., & Johnson, F. P. (2006). Joining together: Group theory and group skills. Boston: Pearson. Chapter 1: Who needs cooperative games? In Orlick, T. (2006). Cooperative games and sports: Joyful activities for everyone. Champaign, IL: Human Kinetics. Journal 6 (due 3/9/14) This week, reflect on your overall progress in the course so far. What have you found the most interesting? What have you learned about that surprised you so far? Discussion 6 (Initial post due 3/6/14; Responses due 3/9/14) Think of a board game that is typically played in a competitive or individualistic manner and modify the game into a cooperative game/activity. Be creative! Comment on how to make classmates games better or more cooperative! Module 6 Weekly Assignment (due 3/9/14) Design a lesson plan with cooperative activities differentiated by age. Provide a rationale for the age differentiation and alignment of activities selected. educationoutreach@uwgb.edu Website: 10

11 Module 7: Leadership Techniques for Facilitating Group Activities Examination of techniques for group-based planning, the use of ice breakers & socializing activities; facilitating group discussions, and problem-solving. Strategic use of low-risk challenge activities to foster group interaction and interdependence. Overview of how to engage youth in group leadership. Module 7 Learning Objectives 1. Understand the adult leader role in facilitating small and large-group activities. 2. Understands the role of reflection and debriefing in group experiential activities. 3. Explains the purpose of facilitation techniques and their impact on youth socio-emotional feelings. Module 7 Reading Smith, M. K. (2001; 2009). Facilitating learning and change in groups. The encyclopedia of informal education. Available at: Stone, N. N. (2005). Hand-drumming to build community: The story of the Whittier drum project. New Directions for Youth Development, 106, Journal 7 (due 3/16/14) Discuss the importance of student reflection after activities. How can a group leader do this? Give concrete examples of how staff can ask students to reflect on the work that was done during the program. Discussion 7 (Initial post due 3/13/14; Responses due 3/16/14) Share with the group project activity plans that include cooperative icebreakers, games, and learning activities that could be facilitated with school-age youth. What has your experience been with these games? How could they be adapted to meet unique developmental levels? Module 7 Weekly Assignment (due 3/16/14) Design a lesson plan that incorporates activity choices and facilitates the development of social, communication, and friend skills, as discussed in the readings this week. October 17, CL educationoutreach@uwgb.edu Website: 11