Disclaimer: Many apologies for the confusion of reading these entries for Glenn Tobey's class. Kari, Joyce and Kia did a group project and Kia is responsible for submitting. I am struggling with the adaptation from Pegasus mail, to Word to submission. If you would like to see the final project from all three, please contact Kia. Sorry for the confusion!

PROJECT-BASED LEARNING M.Ed. Extension Cohort FAML 5665 Kari Fruechte Extension Educator

John Dewey theorized that learning should not only prepare one for life, but should also be an integral part of life itself. Simulating real problems and real problem solving is one function of project-based learning. Being involved in creating, planning, implementing and evaluating projects assists students in succeeding within the classroom and beyond. Students are able to use multiple intelligences in completing projects they can be proud of. In this study of project-based learning, I have chosen to analyze the county 4-H Ambassador program that I work with year-round. To give you some background on the group, I will explain how they come together, our mission and goals, and some of the projects we work on. Then, using a guide of components to successful project-based learning (Buck Institute, 1999), I will plug in two of the major projects completed by this group to see if they really fit the model of project-based learning. The Pipestone County 4-H Ambassadors are a group of 15 - 20 4-H members ranging in age from fourteen to nineteen. They apply to the program and are selected annually by an interview process. The interviewers are two community leaders and an extension educator. It is very similar to a job interview, although typically, everyone is accepted to the position through the process. The interview process takes place in November, and in December we hold our planning meeting. We make it fun with a Christmas celebration and mixers to get aquainted. At this meeting the group decides on the requirements they have for each other in order to fulfill their role. The youth are actually tougher on each other than I might be, but this empowerment really helps so that I do not have to enforce many of their requirements. To begin the planning process, I put four sheets of flip-chart paper on the wall. They are labeled with "Winter", "Spring", "Summer", and "Fall". The youth brainstorm ideas of projects they would like to work on during each season. My role is to ask probing questions and get them to think about the feasibility of each project. In the end, we are likely to choose two or three projects for each season. They range from service-oriented projects to fun outings for the group. We put the names of two ambassadors beside each project, so that someone is in charge. It then becomes the responsibility of those people to make sure the project happens. The Pipestone County Ambassador program is probably similar to ambassador programs in other counties, although as I describe our selection and planning process, other educators are interested. Many educators seem to feel their group does not function as well as they would like as a team, and that the adult in charge ends up doing more work than they would like. I believe this groundwork laid in planning is very key to the success of our team. Two of our key projects include: 1) Junior High Lock-In: We work with a local church youth group to use their facility and resources in publicity. The ambassadors form committees such as, "Recreation", "Food", and "Program". Each committee is responsible for filling out a planning sheet that lists the activity, supplies needed, who is responsible for getting the supplies and leading the activity. I must approve their plan and they take it from there. The Lock-In is promoted to 6th grade and up in the county. Chaperones are found and youth are present at registration to check off participants, take permission slips, and money. The event goes from 9:00 PM on a Friday night through 7:00 am on Saturday morning. 2) Senior Citizen's Prom: In 1999, the ambassadors organized and presented the first annual Sr. Citizen's Prom in Pipestone. The day following the High School Prom, Senior Citizens were invited to their own celebration using the decorations from the night before. The ambassadors did all the planning and received many valuable comments. We served food, provided music, a photographer, and even escorts for those who were single. We even had a grand march. Some of the Senior Citizens said they had never been to a Prom before and were so grateful. This is sure to be an annual event. Again, my role was strictly as a facilitator. I asked the probing questions, kept them on track, and acted as the stabilizing force in the project. These are just a brief example of the projects the Ambassadors work on. In Following our mission, we work hard to promote 4-H in our county and be a visible group that people can see serving others and having fun. As the facilitator of the group, I try to develop the leadership skills in each individual and give them opportunities to use their given talents. The following table will analyze the two activities described above as to their fit in the PBL model:

Junior High Lock-In

Student Learning Activities: Examples: Planning Youth work out location, age group to include, time Schedule for event & general plan as a group. Then committees organize to fill out work plans for their parts.

Investigating Youth consult resources for age-appropriate mixers, games, food, and program ideas. Ideas from past leadership workshops are often used.

Consulting Youth consult with adult mentors from Extension and St. Leo's church, as well as parents to serve as chaperones. They collaborate with the church youth council, who aid in planning. Equipment loans are often worked out with the school, and grocery discounts often negotiated with businesses.

Constructing Youth design the night, keeping in mind the age group they are serving and the different interests of the audience.

Testing/Critiquing/ This year we will work on getting evaluations from Defending the participants before they leave, and possibly trying some of the new ideas out on each other as a trial run. This is an area we need to strengthen.

Revising/Refining Since this is the third year of the Lock-In, we continually revise each year. Youth are also prepared to adapt new ideas if things are not going as expected.

Presenting Youth present and lead structured activities, may perform skits or songs, and help serve food that evening. Flexibility is a must as the night goes on and enthusiasm must continue!

Reflecting During the night, I check in with the leaders. We also debrief and evaluate at our next meeting. Notes are taken for the next year.

Senior Citizen's Prom

Student Learning Activities: Examples:_______

Planning Youth work on general over-view as a group, then break into committees for specific duties. Committees include: Promotion, Food, Music. Written plans must be submitted for approval.

Investigating Youth came up with the idea from a state sharing session, and looked into music and interests from grandparents or elderly neighbors.

Consulting Youth contacted Senior Citizen's Center Directors in the county and high school administration to get advice and seek permission. They were able to borrow music from the local radio station, and secure door prizes from businesses.

Constructing Youth designed the night with Senior Citizen's interests in mind. Food was meat, cheese and crackers served on glass trays, music ranged from the '20's to today, and door prizes were given through-out the evening. Hours were 4-7 PM, so optimal for this group.

Testing/Critiquing/ Ideas were given to grandparents to get feedback, especially on the music. Communication between youth and Seniors that night kept the D.J.'s on the right track and kept people dancing.

Revising/Refining Youth did not have a photographer or Grand March planned, but were able to rework the schedule to include both at the request of the Seniors. Youth took names and announced couples. Some male ambassadors escorted female Senior singles.

Presenting Youth exhibited and presented the evening. Much mingling and mixing took place between youth and Seniors. The event was carried out very formally.

Reflecting Youth received very public comments in local media. Reflection was done as we disassembled decorations and at our next meeting.

In analyzing the two projects, I found it easy to break out the components. The weakest area I see is in "Testing/Critiquing/Defending". I think a classroom teacher may have more opportunity to do this, as they have more contact time with the students. Our meeting time is approximately five hours total. This makes it extremely important to use the time efficiently and effectively. After going through this analysis, I intend to spend more time practicing at least pieces of the proposed activities, and reflecting after the project. It definitely helps in my program to have youth repeating the activity for consecutive years, because they learn what to improve the next year. This helps bring the new ambassadors along and gives them a role of bringing up new questions and ideas. I was surprised to learn that project-based learning had its beginnings in 1918, with a professor named William Kilpatrick. He strongly advocated basing schools on child-chosen projects that engendered "purposeful activity." He felt schools should emulate the society and workplace, and that project learning motivated children to prepare for these roles. Both Kilpatrick and John Dewey seem like very sensible men to me. Being a 4-H educator and watching my children thrive in project-based experiences in school has made me excited about this form of real-life learning. I hope to carry this search further in my thesis project dealing with linking project-based learning to preparing students for future careers.

Sources: Thomas, J. W., Mergendoller, J. R., Michaelson, A. (1999). Project Based Learning Handbook. California: Buck Institute for Education. Wolk, Steven (1994). "Project-based Learning: Pursuits with a Purpose." Educational Leadership 52, 3: 42-44. Researching Other Youth Organizations My coworkers and I decided to search the web for information on other youth organizations and compare their missions and focus to 4-H. I chose FFA and the Fellowship of Christian Athletes to study. Both are organizations geared toward youth from junior high on up. Both have adult advisors, and are school-sponsored organizations. Both have specific purposes and key toward bettering the lives of their members. In FFA, the real emphasis is to prepare students for today's many agricultural-related careers. Developing leadership and personal skills are key areas of focus. Community service, competition and recognition are vehicles to help members grow. In FCA, the emphasis is on challenging athletes to receive Jesus Christ in their lives. Through serving others and striving to live faithfully, students are pushed to grow spiritually. These two organizations have similarities and differences to the 4-H program. 4-H is not a school-sponsored organization and includes youth from Kindergarten on up. Adult advisors are a key part of the program, with more emphasis on the family getting involved together. Community service, competition and recognition are part of the program, but 4-H tends to emphasize youth as partners in the larger society because of the interaction with communities. 4-H seeks to serve a larger audience because of its broader mission: '"To be an uncommon youth development organization fostering innovation and shared learning for youth workers and young leaders." Without critiquing any of these youth organizations, I feel they each serve their purpose. Getting kids involved in some type of youth organization where they can serve others while developing their leadership skills will be the only way we can hope to have well-informed, active citizens when they reach adulthood. Support from parents and family is key, as well as support within school systems. Out-of-classroom activities are just as influential on students, and just as important as classroom work in developing life skills that produces caring, competent people.

Sources: www.fourhcouncil.org www.ffa.org www.gospelcom.net

-- Anonymous, March 03, 2000