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Engaging Youth- HKR Work Term 3 presentation
Transcript of Engaging Youth- HKR Work Term 3 presentation
Beau Lotto, a neuroscientist, talks about how science is for everyone (including kids). He took a project to a school and presented it to 8-10 year old kids and asked them to become scientist. He turned the experiment into a game. They asked a question and then created a puzzle to solve it. In the end they were the first
peer-reviewed article written by kids to be published.
12 year old Publish Scientist
Amy O'Toole- 12 year old published scientist
What is Youth Engagement?
Four Key Supports and Opportunities
Challenges for fostering a youth engagement activity
Benefits of Youth Engagement
Applying Youth Engagement Concepts to Let's Talk Science Outreach Programs
Brought science to life for more than 2.6 million children, youth and educators across Canada
Outreach program that reaches across Canada from Victoria to St. John's
Mobilized thousand's of university and college students and professionals across the country to deliver fun and interactive demonstrations and lessons
Let's Talk Science has:
Youth- Friendly Environment
Completion of meaningful Tasks
Learning and utilization
of new skills
Supportive adults display respect/ equality when working with youth (Camino 2000)
State expectations, responsibilities and time commitments required for youth to be engaged (Fiscus 2003)
Inform parents youth's responsibilities
Encourage youth to participate with their own opinions/ suggestions (Camino 2000)
Set time aside to reflect with youth about performance
Remove structural barriers to engage youth
eg transportation, time, by-laws
Clear and on-going communication
invite youth to speak first
listen and act upon youth inputs
Youth engagement efforts risk being devalued or manipulation unless genuine opportunities exist for youth participate in decision making and/or completing meaningful tasks.
youth is most likely to stay engaged when given increasingly amounts of developmentally appropriate responsibilities
these should help to meet the end goals/ objectives
can build: -civic competency
- social connectedness
- social responsibility among youth
After completion of projects, adults should engage youth in reflection process to analyze what happened
what went well/ improvements
teach youth to take "fail courageously" and to take risks
Experience a sense of master and self-efficacy
Breakdown of Stereotypes/ Assumptions
Apply to other areas of life
build social and cognitive competencies
foster development of initiative that may be lost in the school system
Benefits of Youth Engagement Initiatives
Gain new skills and abilities
Create new relations with adults and peers
Create more connections to community
Gain better understanding for the community and for diversity
Gain a better appreciation for adults and the multiple roles they play
See the potential is limitless- allows them to keep an active imagination
View the world, and their ability to affect it, in a positive way.
Feeling of being important, needed and useful
Increased feeling of self-esteem and self- respect
Feeling a strong connection with youth
Gaining better understanding of youth needs
Rejuvenating energy for work/ project
Expand resource base
Experience youthful spirit, playfulness, flexibility
What is Youth Engagement
and what does it invoke?
An approach that stresses certain critical experiences for youth.
Any opportunity where youth can impact their community or which makes them
feel more connected to their community. Community involvement is a pivotal experience for teaching youth to navigate the systems of the real world and to be productive within them.
Expectations and Skill Level
Inadequate Support and Time
Unwilling to change
Youth's perception of Adults
Convenient locations to meet either on a bus route or close to their school or home.
Meet with youth at times they can make. Keep in mind times they are in school, family times, other after school activities.
Youth have limited resources and depend highly on their family for support. Financial, transportation, location, time are all dependent on their participation
Camino, L. A. (2000). Youth-adult partnerships: Entering new territory in community work and research. Applied Developmental Science, 4(sup1), 11; 11-20; 20.
Erbstein, N. (2013). Engaging underrepresented youth populations in community youth development: Tapping social capital as a critical resource. New Directions for Youth Development, 2013(138), 109-124.
Fiscus, L. (2003). Youth as equal partners in decision making. The Education Digest, 68(7), 58.
Paul, A., Lefkovitz, B., & Sierra, H. F. (2006). Engaging youth: A how-to guide for creating opportunities for young people to participate, lead and succeed Sierra Health Foundation.
Scheve, J. A., Perkins, D. F., & Mincernoyer, C. (2006). Collaborative teams for youth engagement. Journal of Community Practice, 14(1), 219-234. doi:10.1300/J125v14n01-13
Grade 1's using their sense of touch to learn how animals eat
Volunteers discussing the best way to teach about rotors
Grade 1's learning about senses with the help of Mr. Potato Head
Girl Guides testing out their ideas for the ping pong ball challenge
After learning about adaptations and ecosystems these grade 4's create their own ocean creature.
Grade 4's learning about how animals use colours as a means of communication
Kids at the library learn about physics by making a roller coaster
A final debrief to review everything learned and what they can do with their new knowledge
Grade 4's learning how some animals have adapted to eat
Grade 5's learning how simple machines work and then applying their knowledge to build a pyramid
Develop future leaders of their society or organization
Focus more the needs of youth and have programs that cater towards them
Increases the impact in the community by creating more connections
Fresh perspective that youth brings
Increase the sense of empowerment of the community as a whole
Paul, Lefkovitz & Sierra, 2006
Fiscus, 2003; Scheve, Perkins & Mincernoyer, 2006
Scheve, Perkins, & Mincernoyer, 2006
Too high of expectations or skill level and youth may get frustrated
Too low of expectations or skill level and youth may get bored
Before entering into a program with youth, make sure you have have enough time to dedicate to the program and youth
Children bring a youthful mindset to programs and may require adaption to fulfill their ideas.
Scheve, Perkins, & Mincernoyer, 2006