July: Learning Objectives
Keeping the Learning Objective in Mind
Experiential Learning Process
Learning in 4-H is an active process where young people gain understanding, skills, habits, and identity through hands-on experiences. This method is shown graphically in the Experiential Learning Process below. The 4-H Youth Development Program slogan is ‘learn by doing’ which encourages young people to gain experiences through hands-on activities with minimal guidance from an adult. Instead of being ‘told the answers’, youth are presented with a question, problem, situation, or activity which they do and then they process for themselves. Learning by doing is called ‘experiential learning’ because it is based on learning from experiences (Deim, 2001, p. 1.)
The learning objective is the road map used by 4-H volunteers to properly engage and deliver the educational content to 4-H youth in their project. Every 4-H project should have a learning objective included in the project description. One of the main factors leading to success of the Experiential Learning Process is for the 4-H volunteer to keep the learning objective in mind.
What Is a Learning Objective?
A Learning Objective is a statement of what a youth will be able to learn when they have completed the project or instruction (Arreola, 1998, p 2) In a 4-H setting, the learning objective is defined as an expectation or the desired outcome that provides a clear statement of what a 4-H member should learn by the end of the activity or project. Learning Objectives should be brief, clear, and specific to the 4-H Project. The Learning Objective can be based on three areas of learning: knowledge, skills, and attitudes. A good Learning Objective will help 4-H members evaluate their own progress and should encourage them to take more responsibility for their learning.
A well written learning objective serves as a guide to effective teaching and learning. It provides the 4-H volunteer leader with clarity, purpose and direction. It allows the 4-H member and parents to know and understand what will be taught by the 4-H volunteer leader.
4-H learning is an active process where young people gain understanding, skills, dispositions, identities, and new habits of mind
through hands-on experiences. 4-H learning is reflective and intentional. It is also progressive, with experiences building on each other
over time. 4-H learning is social and connected to a larger real-world context. It provides opportunities for youth to use what they have
learned to improve their lives and their communities. (NIFA-USDA, 2016, p 1)
Learning Objective Parts
Examples of Arizona 4-H Project Learning Objectives
Each major area of 4-H provides an overarching set of goals. Notice that these goals explain a variety of possible project experiences, yet clearly define the opportunity for youth to develop their knowledge, skills, and attitudes within the boundaries of the topics.
Science, Technology, Engineering, and Mathematics (STEM) Learning Objective: The main objective for the technology and engineering projects is to develop critical thinking skills through research, experiential learning, collaboration, and presentation. Projects will be critiqued, and youth will be expected to seek, evaluate, and utilize feedback to improve their work. Youth will have the opportunity to recreate the engineering design and manufacturing process while reinforcing the scientific method through hands-on learning and field research by working through multiple iterations of designing, prototyping and testing. Youth will learn and participate in the engineering design process, digital fabrication, electronics, coding, and understanding systems.
Shooting Sports Learning Objectives: The main objectives of shooting sports projects are to enhance self-concept, good sportsmanship, character, and personal growth through safe, educational and socially acceptable involvement in shooting activity. Youth will become proficient in the use and functionality of diverse firearms, archery equipment, and ammunition. To reach mastery in their shooting discipline, youth are expected to learn and demonstrate an understanding of different mathematical skills as they pertain to trajectories, distance, speed, velocity, accuracy, and time. Safe and responsible use and handling of firearms is essential, and youth will be expected to know and follow posted safety rules at shooting facilities (University of Maryland Extension).
Small Animal Objective: Youth will participate in small animal projects such as Cavy, Rabbit, Poultry, Dairy Goats. From these respective projects, youth will engage in activities that expand their knowledge on animal care, husbandry, nutrition, financial literacy, showmanship, meat marketing quality assurance, and careers in agriculture. Youth can participate in county fairs, tribal fairs, and other small animal showing opportunities.
Agriculture: The primary objective of Agriculture projects includes the following:
- Create the proper facility to care for the 4-H Projects.
- Identify requirements to appropriately address the needs of the 4-H Project.
- Give an overview of the proper nutritional rations for the specific requirements whether breeding, market or non-market purpose.
- Provide a general summary of necessary costs associated with the 4-H Project.
- Explain the characteristics and benefits of the many breeds or varieties of the 4-H Project.
- Become proficient in basic public speaking skills needed to show, present, or demonstrate the 4-H project.
- Improve personal understanding of fundamental life skills such as building self-confidence, learn to make decisions, develop inquiring minds, relate to others, and develop concerns for your community.
Conclusion
The 4-H Project does ground our focus and give reason for our engagement, but the ultimate purpose of project-based interaction between youth, parents, volunteers and professionals is to create space and context for decision making. Growing youth capacity for decision making is a key component of resiliency. By encouraging youth to try new things, learn from mistakes and setbacks, and encourage themselves and others in their learning, we are encouraging them to be resilient. Learning to make a decision is at the core of DO, REFLECT, APPLY (Weber, 2020, p.1).
References
Arreola, Faoul A. (1998) Writing Learning Objectives: A Teaching Resource Document from the Office of the Vice Chancellor for Planning and Academic Support. The University of Tennessee, Memphis, 6. Retrieved from http://www.icoph.org/dynamic/attachments/resources/learning_objectives_tennessee.pdf
Deim, Keith G. (2001) Section IV. Learn by Doing the 4-H Way. New Jersey 4-H Leader Training Series. Rutgers Cooperative Extension, Section IV, 4. Retrieved from http://nj4h.rutgers.edu/volunteering/lts/4.10_Learn_by_Doing.pdf
McLaughlin, M. (2000) Community Counts: How Youth Organizations Matter for Youth Development. Public Education Network, 37. Retrieved from https://eric.ed.gov/?id=ED442900
Maille, Alexa & Ouellette, Kristy L. & Worker, Steven & Draw-Hood, Rukeia & Marable, Amanda & McCune, Amy & Weese, Madonna &Wynkoop, Ryan. (2016) The 4-H Learning Experience. National Institute of Food and Agriculture – United States Department of Agriculture, National 4-H Learning Work Group. Retrieved from https://nifa.usda.gov/sites/default/files/resource/4-H-Learning-Experience.pdf
____ (2021) University of Maryland Youth Shooting Sports. Retrieved from https://www.youthshootingsa.com/product/maryland-4-h-shooting-sports/
Weber, Wade M. (2020) 4-H Fundamentals: Do, Reflect, Apply. Kansas State Research and Extension Tuesday Letter of April 7, 2020, 1. Retrieved from https://ksre.k-state.edu/tuesday/announcement/?id=63871