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Teens In Action Study-A-Thon Program Binder

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For RPTA 210, Introduction to Program Design at Cal Poly San Luis Obispo

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Teens In Action Study-A-Thon Program Binder

  1. 1. TEENS IN ACTION STUDY-A-THON Program Binder Prepared By: Reanne Franco Marina Margaretic Summer Santos Amanda Van Leeuwen RPTA 210 Prof. Keri Schwab Fall 2014
  2. 2. TABLE OF CONTENTS Program Overview 3 Agency Mission 3 Agency Philosophy 4 Target Population/Leisure opportunities 4 Logic Model 5 Goals and Objectives 6-7 Program Design/Format 7 Logistics/Day of Overview 9 Animation plan 10 Facility description 11 Maps/Floor Plan/Design Flow 11 Supplies Needed 11 Management Plan 12 Staffing and Needs Plan 14-15 Registration 15 Safety/Risk Management 16 Promotion plan 17 Budget Outline 17 Evaluation plan 17-19 Appendix 20-23 References 24
  4. 4. PROGRAM OVERVIEW Camp Fire USA is a program located on the central coast that helps young people shape the world and enables this to happen by finding their sparks, lifting their voices, and discovering who they are. The program has numerous programs including Teens in Action, camps, af- ter-school programs, hikes and many more engaging, leadership building activities. In Teens in Action (TIA), the program works with first generation college applicants attending San Luis Obispo High school to find their “spark” and build leadership qualities in the students. Through spark activities and leadership skills, program helps teens find a volunteer activity that they are passionate about and empowers them to get involved. TIA takes place at San Luis Obispo High School as an after school program. For this particular program, TIA works with teens apart of Advancement via Individual Determination (AVID). AGENCY MISSION The mission of Camp Fire USA (Central Coast) is to build caring, confident, youth and future leaders. Their program has twelve core values that guide the development of programs and the organization: 1. We believe that children and youth are our most precious resources. 2. We believe in an approach to youth development that builds assets and empowers individuals. 3. We believe that the best youth development occurs in small groups where chidren and youth are actively involved in creating their own learning. 4. We are committed to coeducation, providing opportunities for boys, girls and families to develop together. 5. We provide caring, trained mentors to work with children and youth. 6. We are inclusive, welcoming children, youth and adults regardless of race, religion, socioeconomic status, disability, sexual orientation or other aspects of diversity. 7. We believe in the power of nature to awaken a child’s senses, curiosity, and desire to learn. 8. We foster leadership, engaging children and youth to give service and make decisions in a democratic society. 9. We provide safe, fun and nurturing environments for children and youth. 10. We enrich parents’ and other adults’ lives by expanding their skills and encouraging them to share their talents and build relationships with children and youth. 11. We respond to community needs with our programs and expertise. 12. We advocate on behalf of children, youth and families. 3
  5. 5. AGENCy pHILOSOPHY Camp Fire has a programming philosophy that emphasizes learning and self-discovery. Camp Fire describes sparks as “inner passions and interests that can become the foundation for thriving.” They focus on helping kids find their “sparks” and show them how they can use them to develop leadership skills and contribute to their community. Camp Fire really demon- strates this through their “Teens in Action” program by empowering teens to take action in their own lives through their “sparks” (Home Page, Camp Fire). This agency, Camp Fire USA, was founded in 1910 in order to serve both boys and girls “no matter their age, race, religion, disability, socioeconomic status, sexual orientation, or other aspects of diversity.” Locally, in 1923, Camp Fire began as individual groups or clubs in Ar- royo Grande, San Luis Obispo, and Paso Robles. In 1989, after school club programs were re- vised: Starflight K-2nd grades, Adventure 3rd-5th, Discovery 6th-8th, and Horizon 9th-12th. In 2001, local councils merged to become Camp Fire USA Central Coast Council; and in 2006, the office moved to the current location, at 340 Pomeroy in Pismo Beach (About Us-Local His- tory). Currently Camp Fire Central Coast has a few programs that really move towards completing their mission. Camp Fire has Teens In Action, camps, and after school programs for grades K-12th (Programs, Camp Fire). TARGET POPULATION/OPPORTUNITIES Target Audience: This program targets first generation, college-bound teens between the ages 14-17 attending San Luis Obispo High School. Teens should have the drive to make a difference in the community by serving others. Special Consideration: Individuals in target audience may come from different ethnic, socioeconomic, or religious backgrounds. In addition, this age group shows signs of cognitive development in which they learn and test their own values. Teen experience more abstract thinking and tend to be more egocentric. Differences between the individuals in this age group should be carefully consid- ered when choosing group activities depending on its nature. Leisure Needs/Opportunities for Leisure: While working with teenagers, it is important that leisure activities focus on interaction and play. This program must meet teenagers’ needs to build relationships between each other and allow self expression. The nature of this program allows teens to experience leisure through freedom of choice. This program will require structure in order to keep the teens focused and directed in the right direction. Teens are at the stage in life that requires the most guidance and experience the most cognitive development. The program is in interest of teens because it will help them find their spark. Not only will the program help motivate them to work to- wards their spark, but also share it with the community. 4
  6. 6. LOGIC MODEL Resources Activities Outputs Effects/Impacts - Time - Teens - Mentors - SLO High School - Camp Fire budget - Camp Fire website, “thrive” methodology, and documents - Ice Breakers - Mindset Activity - “Sparks” Finder Camp Fire USA Activities: - Family hikes - After school clubs - Camps - Take a leadership role in high school - Network with the community - Volunteer where their “sparks” are implemented - Foster lifelong leadership, advocate service, and demonstrate decision- making skills - Individuals using their “sparks” to give back to the community - Incorporate “sparks” with career or life path - Happy and engaging adults produced Agency Mission Statement: Camp Fire USA builds caring, confident youth and future leaders Context/Climate: Teenagers who will be first generation college students 5
  7. 7. GOALS AND OBJECTIVES Program Design Goal 1: To create opportunities for youth to foster confidence in themselves Objective: To empower students to embrace their sparks that make them unique through ice breakers during the first ten minutes of meeting with them Objective: To let students voice their opinions about where they want to serve their community during the first two weeks of Teens-in-Action Objective: To encourage the students that they are capable of creating positive change in the community by the end of our eight week project by carrying out a service project Goal 2: To create caring youth through the weekly Teens-in-Action program Objective: To assist students in exploring the realm of need in the community during week three by having each student list at least one need they see in the community or campus around them Objective: To put on a group activity/event with the students that will teach them, hands on, the intrinsic reward of helping others by the end of eighth week Objective: To promote community awareness when collaborating with students in order to decide what part of the community to serve by having at a group “brainstorm” in the first week Goal 3: To develop high school students into future leaders that contribute to society Objective: To allow the decision-making process of planning the community service event up to the students during the third and fourth weeks of Teens-in Action Objective: To enhance problem-solving abilities among the teens during “mindset” activities at our second Monday gathering Objective: To inspire students to think creatively with the aid of Camp Fire’s “thrive” methodology during weeks two through four of Teens-in-Action 6
  8. 8. GOALS AND OBJECTIVES (CON’T) Planning Goal 1: To prepare our group for our first day of leadership building Objective: To designate roles and responsibilities between group members upon meeting with Camp Fire Central Coast’s director Ken on October 16th Objective: To complete all volunteer forms and prerequisites required by San Luis Obispo High School before October 20th Objective: To coordinate a carpool for our group members before our first program meeting at the school Goal 2: To plan engaging weekly activities for an estimated twenty participants Objective: To collaborate with our director Ken on October 16th pertaining to training, supervising, and mentoring the high school students Objective: To gather “sparks” activities and ice breakers before the first program meeting on October 20th in order for the students to find their passions Objective: To bring together “mindset” activities that will build confidence in the students before the second weekly meeting Goal 3: To coordinate a community service project with the students from SLO High School Objective: To meet with students once a week for an hour to factor what project they want to tackle that implements their “sparks” Objective: To deciding feasibility, budget, transportation, resources, and date of community project alongside students by the end of our fourth meeting Objective: To contact all necessary organizations in respect to the community service project by November 10th Objective: To finalize planning and logistics by the end of our fifth program meeting Objective: To carry out community service project at targeted location at a date that is yet to be decided by the students PROGRAM DESIGN/FORMAT Instructional Format and Skill Development Format For our TIA Program we chose to use an Instructional Format and a Skill Development For- mat because we are meeting weekly with high school students in order to empower them and show them how they can use their passions to lead in their community or give back to their community. In other words, we are instructing the students on how to discover and use their passions while helping them develop leadership skills and skills that are related to their “sparks”. 7
  10. 10. LogISTICS/DAY of OVERVIEW Weekly Meetings Venue/Setting: English classroom number ten at San Luis Obispo High School, about nine round tables with four chairs at each table, two chalk boards, a projector, and a classroom computer (only teacher has access to). Time: Monday after school at 3:10 pm to 4:30 pm for a six week period. Staffing: Kenneth Miles, Executive Director of Camp Fire Central Coast of California and Mr. Bruce, SLO High School English and AVID teacher. Volunteers: Reanne Franco, Marina Maragaretic, Summer Santos, Amanda Van Leeuwen Preview of Activities: Introduction of Thriving Indicators presented by Kenneth Miles, “All Those Feelings” Mind- set Game (see appendix) presented by Amanda with assistance from Reanne, Marina, and Summer, review of previous week and progress on ideas to accomplish promoting AVID and breaking down stereotypes directed by volunteers but involving everyone, developing mission statement with students, and goals/objectives with the students. Study-a-thon Venue/Setting: Begin at 3:30 in the cafeteria at San Luis Obispo High School. Cafeteria includes four long rows of tables. Seat students according to subject they are going to study. Half way through move students to Library where there are 3 round and 4 square tables right as you enter and about 20 computer desks to the right. Time: Thursday November 13, 2014 from 3:30 pm till 7:15 pm. Staffing: Kenneth Miles, Executive Director of Camp Fire Central Coast of California and Mr. Bruce, SLO High School English and AVID teacher. Volunteers: Reanne Franco, Marina Maragaretic, Summer Santos, Amanda Van Leeuwen Tutors: Elena Kelly, Kayla Bell, Kaj Maloney, Travis Bradford, Leighton Villanueva, Alyssa Mangoang, Connor King Preview of Activities: Welcome students as they enter direct them to area of their subject area and where the tutors are. Study for one hour with tutors available. At 4:30 pm students take break and participate in rubberband team building activity. After group has completed the activity release to go get pizza then move to the library. Study for next two hours until final break where they partici- pate in the “Ninja” (see appendix) activity and take break to walk around. Continue to study until 7:15 then dismiss students. 9
  11. 11. ANIMATION PLAN Every Monday, the staff meets with the AVID students of San Luis Obispo High School in room 10 at 3:15 p.m. The second Monday, before the students arrived, facilitators distributed six large pieces of paper and markers to each table in the classroom. Written at the top of the papers was each of Camp Fire’s thriving indicators, also known as the “Six C’s”: caring, com- petence, character, confidence, connection, and contribution. After the students arrived and were seated, Camp Fire director Ken summarized briefly what the staff discussed with the students the first Monday. His introduction to the meeting re- viewed what “sparks” are and how the students could use them. When Ken was finished, the staff explained a mindset activity called “All Those Feelings”. The papers at the tables with Camp Fire’s thriving indicators were the objects used to carry out this activity. Once the activity was explained, students then contributed to each paper, mov- ing from table to table, writing their personal definitions and examples for each word. There was no time limit for this activity, and students could contribute more than once or not at all to particular thriving indicators. Once finished, students were seated again, and the papers were hung at the front of the classroom. The staff read out loud each of the thriving indicators and the content the students filled on the papers. Then the mentors discussed and debriefed with the students what they can take away from the mindset activity. After “All Those Feelings” was completed, all participants and facilitators discussed the com- munity service topic of choice. The staff then distributed Action Planning Worksheets created by Camp Fire USA. The staff began filling out the worksheet with the students to solidify their mission, goals and objectives for the project. As the meeting came to a close at 4:30 p.m., the students were dismissed and the staff gathered their supplies and cleaned up the classroom. * see appendix for Animation Frames 10
  12. 12. FACILITY DESCRIPTION The TIA Program meets at San Luis Obispo High School located at 1499 San Luis Drive. Situated in Room 10, we meet in the AVID classroom taught by Mr. Bruce. It is a 2 minute walk from the Administration Building, which is at the heart of the campus. There are pro- jectors and chalkboards available, along with a computer. There are about nine round tables with four chairs each in the front half of the room. The back half has Mr. Bruce’s desk and two rectangular tables. The walls of the classroom are decorated with “The New Yorker” cover art, college pennants, and student assignments. Room 10 also shares a hall with the Associat- ed Student Body and Band practice rooms. The facility is unique in a way because there is not a designated front of the classroom. This allows for ideas and discussions to flow in appropri- ate manner and promotes more opportunities for collaboration. Map/FLoor PlaN SUPPLIES NEEDED Weekly Meetings: action planning worksheets, markers, large papers for “mindset” activity, weekly snacks Study-a-thon: tabletoppers, pencils, paper, index cards, pizza, and granola bars, napkins, paper plates 11
  13. 13. MANAGEMENT PLAN Major Function Task Time Required to Complete (Weeks) Deadlines Program Design Weekly meetings 7 Every week by Mon- day Site Selection San Luis Obispo High School Room 10 Laguna Middle School 1 4 10/2 12/3 Staffing Ken Miles (Campfire USA) TIA group Mr. Bruce Guest Speaker (Previous AVID stu- dent from Cal Poly) Ms. Carlin 1 1 1 2 2 9/25 10/2 10/2 11/3 11/3 Promotion TIA handout Thrive pamphlet AVID brochure 1 1 2 10/20 10/20 11/10 Equipment, Supplies, and Materials Goals and objectives handout Collage of AVID 1 4 10/27 12/1 Registration Register with SLO High School Call Laguna Middle Email with middle school AVID teacher (Elena- student is in charge 1 1 1 10/20 11/3 11/3 Staff Training Meet with Ken in Library every Thursday 7 10/2-11/27 Program Operation Leadership/volunteer empowerment pro- gram 7 12/4 Evaluation Program Binder Post Evaluation 10 1 12/4 12/4 12
  15. 15. STAFFING AND NEEDS PLAN Job Titles and Duties for Cal Poly Staff Members: Reanne Franco: Tutor, Break Time Facilitator # 1, Registration Coordinator Marina Maragaretic: Tutor, Break Time Facilitator # 1, Study Time Encouragers Summer Santos: Tutor, Break Time Facilitator # 2, Study Time Encouragers Amanda Van Leeuwen: Tutor, Break Time Facilitator # 2, Study Time Encourager Tutor: Walk around or be available at a table to help the SLO High School AVID High School students with questions they might have on their course work. (Use tutoring tips given to staff and volunteers prior to event.) Break Time Facilitator: Every forty five minutes staff will put on a short five minute activity within the library for a study break for the students. Some examples are eating the provided pizza, dancing to “Cha-Cha Slide”, “Hokey Pokey”, or “YMCA”, and playing a game like Ninja. Study Time Encouragers: Make encouraging posters with motivational quotes and post them up around the Library for students to see. Carry around sticky notes and write words of encouragement on them and place in front of studnts occasional in order to motivate them to keep on studying. Registration Coordinator: Create and implement an online registration form for volunteers. Coordinate student registration along with high school teacher staff by having students sign in and pay $3.00 in the Cafeteria (for pizza). Other Staff Members: Kenneth Miles - Executive Director of Camp Fire Central Coast of California. Duties: Oversee activities and volunteers. Mr. Bruce - SLO High School English and AVID teacher. Duties: Oversee activities and SLO High students. Other High School Teacher(s) - Unknown/To Be Determined by Mr. Bruce. Duties: Oversee activities and SLO High students. Volunteers as Staff: Duties: Volunteers will sit at a table of a subject they wish to assist high school students in or walk around library to be available to help the students if needed (Volunteers are aloud to bring their own study materials as well). To be eligible to volunteer as a tutor: - Cal Poly University Students who are eighteen and older. - High School Graduates. - Review Tutoring tips given to them by staff. (see appendix) 14
  16. 16. Volunteers Need to Know: - SLOHS AVID students will be participating in a Study-a-thon in preparation for their final exams for the fall semester. Tutors will assist the students during the event, giving them tips on how to study and helping them with their skills in various subjects. - Upon arrival, meet in SLOHS Cafeteria at 3:30 pm and check in as a volunteer with Reanne and Mr. Bruce. - The event will be relocating to the library at 4:30 pm to 7:00 pm. Event will conclude at 7:00 pm; however, volunteers may leave according to the time slots they registered for. - Volunteers must display appropriate behavior, keeping in mind that they are working with minors. - No supplies are needed from the volunteers. - Volunteers will receive a handout of tutoring tips prior to the event. STAFFING AND NEEDS PLAN (CON’T) The Study-a-thon requires registration for two populations, the AVID students at San Luis Obispo High School and the tutors. For the students, registration follows the program loca- tion walk-in method. On the day of the event, students will pay $3, which goes toward paying for pizza for the students, in order to enter the library where the event is located. This allows money to be collected all in one place at the same time. However, we may be at a disadvantage if we do not anticipate a large enough participation rate. This will result in a long line and waiting time. As for the tutors, registration follows the web-based method. Tutors fill out a registration form via Google Drive before the day of the event. Since the tutors will be work- ing with minors, it is important that their information is recorded beforehand. The web-based method makes it easier and quicker for the tutors to register. However, by signing up online, tutors may not be familiar with the SLOHS campus until the day of the event. The registration form will ask for: - First and last name - Phone number - Email - Subjects they would like to tutor for - Availability Registration Form can be found at: viewform REGISTRATION 15
  17. 17. Site and Facility: The Study-a-thon is taking place for AVID students in San Luis Obispo High’s library. It is a closed environment, and staff will be there for the entirety of the program. Site hazards could include pointy furniture, falling books/bookshelves, and faulty building structure. To ensure that students are not harmed, staff will do a precautionary walk through the library and look for signs of potential risk. When staff does a walk through, they will identify all fire exits, determine where the first aid kit is, and locate authorized action plans in case of emergency. Our program will aim to stay away from any bookshelves and stay in a centralized area of the library even during study breaks. Program: Because of the nature of our program, there is a relatively small realm of risk that can occur. Students will be seated and studious for most of the four hours. However, there will be study breaks after every 45 minutes. During these brief breaks, staff will be conducting activities meant to recharge students for further studying. Activities such as icebreakers, dancing, and team-building games will happen during these fifteen minutes. The students will be moving around out of their seat and therefore creates a risk of injury. Because Teens-in-Action is on school property and will be with school officials, the staff will follow their set procedures if faced with an emergency situation. Documents: Seated at the sign-in desk will be a member of our group who will oversee all entering stu- dents and volunteers. Participants will show their student ID to the staff at the sign-in desk as they walk into the library to confirm that they are a part of AVID. Upon arrival, all volunteers who are tutoring will sign-in on a spreadsheet and will confirm how long they will stay to tutor. Staff: The staff, who will be made up of volunteer tutors, mentors, our agency director, and the AVID advisors, will need to be aware of what to do in case of an emergency. Staff will be notified of safety protocols and fire exits after the walk through is completed, which will take place prior to the start of the Study-a-thon. Supplies needed in case of an incident consist of a first aid kit and a telephone if we need to contact the paramedics or law enforcement. Again, because staff will be on school grounds with school officials, they will complete all emergency action plans already laid out by SLO High School. SAFETY/RISK MANAGMENT 16
  18. 18. A flyer was created to promote the Study-A-Thon. The flyer had a simple color scheme yet it was colorful enough to catch the students eye. The flyer included information of what the event is, where it is, when it is and additional information of how much it would cost. The fo- cal point of the flyer is located is at the top of the page. Additional details are listed below the focal point. For the design, choose to have three different sections that are easy to follow. The first section should be eye-catching and tells students how long and how much the event is. The second section informs the students of what it is. Lastly the third section gives the date of when the event would take place and where. Use larger text for some of the key points and to catch the students’ attention. Vary the text colors to keep everything easy to follow. For the program, the flyer was sent out a week prior to the event to inform the AVID students of the event. Most of the marketing was done by the teacher in charge who informed them of the event and put it on their calendar. *see appendix PROMOTIONAL PLAN A budget was not included in the program. Some costs incurred during the program included snacks, pizza, and paper which was covered by the supervisors and school. BUDGET OUTLINE 1. Why Evaluate? This event should be evaluated for many reasons. This was the first year that Camp Fire USA did a Teens-In-Action program with SLO High and they need to do an evaluation to see if they should continue to do the program. So they need to evaluate in order to look at the criteria, evidence/data, and judgment of worth. By evaluating TIA can see if they are fulfilling their criteria and if they need to change/adjust it. Another reason to evaluate the Teens-In-Action event is to take data and evidence from the “Study-a-Thon event. This data will then show how many students came, how the students who put it on feel, and what things need improve- ment. By having this data then Camp Fire can make an accurate judgement of worth for the program at SLO High. This data also will help Camp Fire volunteers/employees with planning future events. Overall, evaluating events will help keep the Teens-In-Action program centered around their goal and staying updated to their participants needs and wants. 2. Who is the Evaluation for? What Resources are Needed? The evaluation would be important for people who support Camp Fire USA, the families who are participating in its programs, and for the agency itself. Having an assessment showing the positive outcomes from Teens-in-Action would reaffirm the need of the program and encour- age outsiders that it is indeed a valuable program. To conduct an evaluation, we would need EVALUATION PLAN 17
  19. 19. EVALUATION PLAN (CON’T) resources such as time, money, and evaluations from the past. It would take a considerable amount of time to gather all the information needed for a formal evaluation as well as money to get the supplies necessary. Past evaluations would also be an important re- source because they can be used as a reference point to see if changes still need to be imple- mented that were not already put into action. 3. What to Evaluate? When conducting an evaluation, it is necessary to assess participants, program, place, policies, and personnel. Therefore, the staff would evaluate the students participating in Teens-in-Action and weigh their outcomes. The staff would look over the program itself to see where improvements could be made. The staff would access the facilities the staff used for Teens-in-Action, such as Room 10 and the library at SLO High School, to assure they are fit for the program. It is also crucial to check with Camp Fire’s policies to decide if they are structuring the event to produce the most desirable outcomes. Finally, the staff would eval- uate their own team and Camp Fire’s director in order to make sure their roles in the pro- gram are beneficial and relevant. 4. What Evidence to Collect? What considerations for collection? Evidence is data used to validate the importance of the components in evaluation. In order to evaluate a program or event, evidence is used to measure it’s successfulness. Evidence to help evaluate the AVID Study-a-thon would be the descriptions of the students such as the grade they are in, what classes they are taking, and their GPA before and after the Study-a-thon. As for San Luis Obispo High School faculty, descriptions may include teaching methods and average GPAs of their students. To obtain accurate evidence, information may be gathered from the San Luis High School administration if allowed. Other evidence may include the students’ interests or “sparks”. 5. How to Gather Evidence? There are many different ways to gather evidence/data. Some examples are questionnaires/ surveys, interviews, conversations, and checklists. For the Teens-In-Action event the staff will collect their data by receiving feedback from the AVID students of their experience with this program and event. The staff will receive feedback by having them reflect with their teacher Mr. Bruce through a survey. Then Mr. Bruce will sit down with Kenneth Miles, a director of Teens-In-Action, and talk about the students’ feedback. Another way to collect data on the event is to have the staff reflect on their experience by going through the goals and objectives of the Teens-In-Action program and seeing if they were fulfilled through the program. This information will be gathered by having the whole staff come together and fill out a reflection form. 18
  20. 20. 6. How and What to Report? Programs and organizations use numerous means to report their findings. It can be done through written reports, movies, photographs, etc. The main means is written summative re- ports which was used in our program. The TIA program uses a written report. In the report the program includes it purpose, evaluation questions, description, evaluators background, summary, data, findings and recommendations. The director, Kenneth Miles, reported the evaluation and noted how in the future a more condensed program with knowledge of avail- able dates should be noted. In addition it recommended that more guidance be given to the children and the program be aware of the guidelines for our RPTA 210 assignment. EVALUATION PLAN (CON’T) 19
  21. 21. APPENDIX A “Never Have I Ever...But I Want To” Icebreaker Activity 1. Set up a circle of chairs facing the middle of the circle. Set up as many chairs as there are participants except excluding one. 2. Before the activity begins, have participants sit in the chairs. One participant will be left without a chair. They will stand in the middle of the circle of the chairs. 3. The participant standing in the middle will begin the game by saying, “never have I ever but I want to…”. They will then finish the statement with an activity they are passionate or interested in pursuing. 4. Any participant(s) sitting in the circle who also shares the same interest will leave their seat and try to find another spot within the circle. 5. Participants may not sit immediately next to the chair they were just sitting at. 6. If they cannot find a spot to sit in, they will then be in the center of the circle. The game then restarts with another person stating “never have I ever but I want to…”. 7. The game can continue until each person has had a turn in the middle of the circle. 20
  22. 22. APPENDIX B Mindset Activity: All Those Feelings Materials: - Six sheets of large paper, each having a different core indicator written on top—Caring, Competence, Character, Connection, Contribution, and Confidence. - Markers for the youth to write their own definitions on the pieces of paper. - Timer or watch, so you can tell the youth when to move on to the next paper. - Situations (scenarios) sheet provided, or a sheet created that is more apropriate for your club or program site. Instructions: 1. Before the session begins, place the six sheets of paper, with the core thriving indica tors written on them, around the meeting space. 2. Introduce the six core thriving indicators (Caring, Competence, Character, Connection, Contribution, and Confidence). Ask for a volunteer to provide a definition for each term. 3. Hand out a marker to each youth. 4. Tell the youth that they will spend two minutes at each paper, defining the thriving indicator. (Use a stopwatch to keep time). On the paper, the youth can write definitions, synonyms, examples of the thriving indicator or evidence of growth or fixed mindset being demonstrated, or someone who exhibits that indicator. 5. Once every youth has defined the six terms, have a volunteer read one of the thriving indicator papers and then give an example of when they demonstrated the indicator or should have demonstrated the indicator. Allow other youth to provide examples for that indicator if needed as a prompt. 6. Repeat step 5 for every thriving indicator. 7. Reflect on the thriving indicators as a whole using the processing questions. 8. Go through a list of scenarios (provided below) and have the youth provide responses indicating how the situation would demonstrate the application of one or more of the thriving indicators or how they would need to use one (or more) of the thriving indicators to overcome that situation. 9. Reflection: Encourage the youth to think on their own of situations and how they might react. Reflection: - What happened? - Did you notice any patterns in the way you defined the different terms? (The youth should discover that they often use one term to define another term.) - Which terms were easy to define and which ones were more difficult? So what? - Did anyone provide a definition that you would not have thought of? - Is there a definition you did not agree with? Why? Now what? - When could you apply these thriving indicators to your life? - How would a fixed mindset affect your ability to work on thriving indicators? - How will a growth mindset help you in putting these thriving indicators into practice in your life? 21
  23. 23. Tutor Tips 1. Pose questions where the student will have to explain the topic, or have them tell you what the next step to take is. 2. Be attentive and correct the student after they make a mistake immediately so they can learn the right way. 2. Be patient. You might have to explain something more than once. 3. Be specific when giving praise. 4. Lead by example. If you don’t know the answer to something, show them how you would go about finding a solution. 5. Sit on whatever side the student writes with. 6. Never have a writing utensil in your hand. Don’t do the work for them. APPENDIX C 22
  24. 24. Ninja Game Directions 1. Stand in a tight circle, with all the players facing inward, holding both hands in with closed fists. 2. Place hands together and countdown “3, 2, 1 Ninja!” (bowing is optional) 3. All the players jump back and strike a Ninja pose. 4. Player 1 can attack whosoever is near them (attack as in; slapping another op- ponent’s hands) with on swift motion. 5. Turns are taken in a counter-clockwise motion. (Player 1 goes. Player 2 is to their right and so on…) 6. It continues around the circle. 7. You can only move if you are attacked or if it is your turn. If not, then you must stay frozen. 8. After attacking or dodging, you must freeze. 9. If a player’s hand is slapped then they are out of the game. 10. The last one standing is the winner. APPENDIX D 23
  25. 25. REFERENCES “About Us-Local History." Camp Fire Central Coast. Web. 2014. "Home Page." Camp Fire Central Coast. Web. 2014. "Mission." Camp Fire Central Coast. Web. 2014. "Programs." Camp Fire Central Coast. Web. 2014. 24