January 19, 2018

As you select and plan student activities, what guidelines help you decide what to do, and how? Hopefully your answer isn’t “Whatever I can pull together in the next five minutes!”

Designing effective program activities requires a clear understanding of what you hope to accomplish. That means asking four questions:

• Does the activity align with program goals?
• Does it target student needs?
• Does it build skills and knowledge that will help students succeed?
• Will it engage students?

Addressing these questions during the activity design phase can make the difference between an activity that “fills up time” and one that moves students toward meaningful goals. The questions help you focus on the purpose or intent behind the activity.

Here’s how Y4Y defines an intentional approach to activity design:

intentional activity design: The process of designing engaging activities that align with program goals and target identified student needs to help students build the skills and knowledge they need to succeed.

Intentional design of activities fits within the larger framework of intentional program design:

intentional program design: The process of assessing student needs; designing a set of delivery strategies, interventions and activities that will engage those students while helping them build skills and knowledge they need to succeed; and recruiting the targeted students for which the program activities were designed.

The Y4Y Intentional Activity Design Diagram reminds you to consider data sources, overarching program goals, and strategies for aligning student needs and program goals as you plan activities. You might decide to develop a similar diagram based on your particular program goals and student needs to help guide staff as they plan and implement activities.

For a deeper dive into intentional activity design, go to the Y4Y Virtual Institute for New Grantees and see the webinar and PowerPoint for Week 2: Intentionally Designing Activities.

 

January 19, 2018

Let’s say you come across an activity on Pinterest for middle school students called Time Budget. The description says

“Students enter data into spreadsheets about the time they spend on different activities, such as sleeping, eating, grooming, attending school, doing homework, playing, reading, spending time with family, watching TV, engaging in social media, and so forth. Then they generate pie charts to show what percentage of time they spend on these activities each day, week, month and year.”

Sounds cool! The description says the activity is “Ready to use!” But is it?

Before you ink this activity into your program schedule, here are some things to consider:

Is the activity a good fit for the students in your program? Asking the following questions will help you decide if the activity is right for your 21st CCLC program and its students, or what tweaks might be needed to make it a good fit:

• Does the activity align with program goals?
• Does it target student needs?
• Does it build skills and knowledge that will help students succeed?
• Will it engage students?

These questions pertain to designing activities that will help move students toward meaningful goals. Learn more about intentional activity design here.

Is the activity student centered? The Time Budget activity certainly seems to be student centered, as students will be using their own data to generate personalized pie charts. If some students aren’t familiar with the spreadsheet software, however, the activity could be challenging for them. If you take the time to teach how the software works, those who already know how to use it might get bored. You need a strategy for meeting the needs of all students. Maybe you’ll decide to walk everyone through the process together one step at a time, or have the students who know the software team with those who don’t. Student-centered activities meet students where they are, meet their needs and build on their strengths.

How can the activity connect to school-day learning? The math teacher might think of ways to connect the activity to the academic curriculum. Or maybe the English teacher is worried that students are spending very little time reading on their own, and he could challenge students to budget an additional 30 minutes to reading over the next week. If students are having a tough time finishing homework on time, the activity might spark a discussion of ways to budget their time to meet important goals.      

These are just a few of the opportunities and challenges to consider when adapting a “ready-made” activity from third-party sources for use in your program. Other things to consider are student interests, cultural relevance and accuracy of information. If an activity you find online sparks your imagination, customizing it to fit your program and your students is worth the effort. It might be the difference between good and great.

 

January 19, 2018

When you think of data collection, do you picture an Excel spreadsheet with long rows of numbers? Yes, some information is collected and reported that way, such as student attendance and performance data. But other kinds of data are collected the old-fashioned way — through your senses!

Here are three examples of things you might learn simply by keeping your eyes and ears open:

• Transition time was chaotic and took twice as long as expected.
• Eric and Michael seemed bored during the “spring planting” activity.
• Mika gave a terrific presentation at the student showcase event, but none of her family members were there to see it.   

These are things you might notice spontaneously, even if you’re not looking for them. After all, we humans are continually collecting data through our five senses. You’re a natural data collector! The question is: How can you make good use of your built-in ability to collect information? Try the ORDER method (observe, record, discuss, experiment and reflect):

Observe. First, start thinking of your spontaneous observations as data. If you notice that transition time is chaotic, don’t shrug it off as a passing thought.

Record. Make a note of your observation so you can reflect on it, discuss it with your team and look for patterns. Maybe it was just “one of those days.” But if it keeps happening, it might be time to take a closer look.

Discuss. Talk it over with your team. Do transition times often seem chaotic to them? Do they have ideas about possible causes? Does it seem worse on certain days or at certain times?

Experiment. Once your team has identified possible causes and solutions, it’s time to act. Do students seem confused about what to do and where to go when transition time starts? Maybe you need to establish routines and practice them with students. Does it take a long time to get students’ attention so you can start a new activity? Maybe you can ring a bell to signal the start of a new activity.

Reflect. Did your solution work? Do you want to make it part of your daily routine? Or do you need to try something else?

The ORDER method can help you make small improvements that can yield big payoffs. To get yourself in the data-collecting frame of mind, take a look at Y4Y’s Click & Go, Aim for Success: Developing a Needs Assessment.