Sample overview of Journeyman and Master content for different lenses

I thought I would throw this out for anyone who wanted an idea of what it could look like.  We insert classics (people, books, poems, videos, etc.) wherever they fit.

Leadership Academy

Journeyman

1) 7 Habits discussion

2) Simulation to reinforce concept of month

3) Biography

Master

1) Whatever Happened to Justice?

2) Application to real world

3) Civility discussion

4) Fallacies discussion

Geo-Conquest

Journeyman

1) Focus on a continent (i.e. Feb-Africa and Australia):presentations

2) Map and timeline

3) Focus on monthly theme/principle: biography, group of people, historical event, etc

Master

1) Geo-conquest game

2) Services in area/Application project for monthly theme

3) How many countries can you name on the map? (optional :)...)

Eureka

Journeyman

1) Dr. Posin’s Giants

2) Math game

3) Experiment based on principles

Master

1) The Math Book--brief sharing moment where the youth share one thing that happened during that time frame

2) Deeper experiments about the principle--more youth led

3) Math classic project/discussion

Imaginative Arts

Journeyman

1) Artist focus--learn about the history of art 

    a) picture study 60 seconds--study, think about it, notice, etc.

    b) principle to practice (i.e. use of lines, shading)

2) Spiritual Lives of Great Composers

3) Art project

4)  Lit/Poetry project/book

Master

1) Bring their own art and showcasing what they did

2) Specialty classes

3) Literature--short story, poetry, language

4)Bring together all that was discussed during the month about the monthly theme/principle

Sample overview of Journeyman and Master class content for different lenses

I thought I would throw this out for anyone who wanted an idea of what it could look like.  We insert classics (people, books, poems, videos, etc.) wherever they fit.

Reminder of Goals of levels:

Core:

Questions: Why do I want to learn about this? How does this relate to me? Why do I care? What does a principle look like/feel like?  Showing evidence for the principle

-Create a love and interest of the lens of focus for that week (while reinforcing the principle)

Purposes: Inspire, Serve

Journeyman:

Questions – How can I learn to think and organize my thoughts? How do I find principles? How do I find evidence for these principles? How do I communicate those effectively?

Purposes:

Freedom to research knowledge of interest

Tools for learning in a particular lens and finding principles in what is learned and for communicating that truth

Master:

Questions – Where do I go for the best education? How do I serve others with my education? How do I present principles and their evidence in a beautiful way? Cultural Literacy (Breath), Classics (Depth)

Purposes: “Become” a classic by studying classics (not necessarily books), finding principles and evidence for them and applying those principles.

Communicating those principles in an effective and beautiful way.

 (There are specifics in the outline below, based upon books or particulars that we have chosen to focus on this year, like being able to be civil and identify fallacies as leaders.  However, you should be able to get the gist of it.)

Leadership Academy Lens

Journeyman

1) 7 Habits of Highly Effective Teens discussion

2) Simulation to reinforce concept of month and leadership abilities

3) Leadership Biography to reinforce concept of month

Master

1) Whatever Happened to Justice?

2) Application of what we have learned in this lens this week to real world

3) Civility discussion

4) Fallacies discussion

Geo-Conquest Lens

Journeyman

1) Focus on a continent (i.e. Feb-Africa and Australia):presentations

2) Map and timeline of relevant time and location

3) Focus on monthly theme/principle: biography, group of people, historical event, etc

Master

1) Geo-conquest game (the youth come with questions they have made themselves from the material that has been presented in this lens this week in the classes, divide into two teams, and they see who can answer the most correctly)

2) Services in area/Application project for monthly theme

3) How many countries can you name on the map? (optional :)...)

Eureka Lens

Journeyman

1) Dr. Posin’s Giants

2) Math game

3) Experiment based on principles

Master

1) The Math Book--brief sharing moment where the youth share one thing that happened during that time frame

2) Deeper experiments about the principle--more youth led

3) Math classic project/discussion about the principle

Imaginative Arts Lens

Journeyman

1) Artist focus--learn about the history of art (1-1 1/2 hours)

    a) picture study 60 seconds--study, think about it, notice, etc.

    b) principle to practice (i.e. use of lines, shading)

2) Spiritual Lives of Great Composers: focus on Composer or music from time period (15 minutes)

3) Art project about the principle (and inspired from the artist)

4)  Lit/Poetry project/book about the principle

Master

1) Bringing their own art about the principle and showcasing what they did

2) Specialty classes(projects and art)

3) Literature--short story, poetry, language

4) Wanting to bring together all that was discussed during the month about the monthly theme/principle

Levels of Learning

LEVELS OF LEARNING:

PRINCIPLE: Each student is at their own level of understanding and interest in different subjects.   In order for them to feel confidence and success, they must be able to explore where they are at through personal experience—by being allowed to try and fail and succeed for themselves through experimentation in a safe environment.

            It is valuable for them to be shown what the different levels of learning in an area of interest are: to be able to look ahead to what is possible if they truly engage and learn in a particular area.  This is accomplished both in an outline of the path presented to them by mentors, and by seeing the different levels in the students around them.
           This concept is patterned after guilds/medieval concept of apprentice, journeyman, and master of a skill.  Parallels can be drawn to the Thomas Jefferson model of scholar phase, and the concept of knowledge-understanding-intelligence outlined by David Bednar in “Increase in Learning”, chapter 2.

            The “levels” of knowledge of a particular subject are shown to the youth through the inspirements created by the mentor for a particular class.  The youth find out for themselves what level they are at as they prepare for class each week and take on the challenge of reaching higher through peer inspiration and parent mentoring.  Usually, youth waver back and forth between levels for a while before taking up the challenge of committing to a higher level of education, having tasted the fruits.

            The “levels” are also incorporated in Vanguard in the classes available, with journeyman and master classes available to students at that level in different areas of study.

*Apprentice: (knowledge)-basic learning of knowledge or facts.  The apprentice did more of the basics until he could master them and move onto the next level, where he could put them to more practical application. (i.e. in “The Single Shard”, the apprentice gathered clay and learned about the best kind  of clay and how to gather it.)

*Journeyman: (understanding)-the taking of knowledge and applying it to their own life or to a skill to learn.  (i.e.  Again, in the same book, the young man then starts throwing the clay and using the kiln to create his own work.) Proverbs 4:7:  7 Wisdom is the principal thing; therefore get wisdom: and with all thy getting get understanding.

*Master: (Intelligence) the knowledge is incorporated so deeply and applied so completely that the person can now take it and teach, inspire, and share that skill with others, acting, and thereby changing the world around them. John 3:21: But he that doeth truth cometh to the light, that his deeds may be made manifest, that they are wrought in God. Quote from Bednar's book, "Increase in Learning": "You and I may know the right things to do, but intelligence involves more than just knowing.  If you and I are intelligent, we will consistently do the right things.  Knowing that the gospel is true is important, good, and necessary.  Intelligence is consistently being true to the gospel that we know." (pg. 75)

I like the following quote by Neal A. Maxwell to go with this:

Educating and training our desires clearly requires understanding the truths of the gospel, yet even more is involved. President Brigham Young confirmed, saying, “It is evident that many who understand the truth do not govern themselves by it; consequently, no matter how true and beautiful truth is, you have to take the passions of the people and mould them to the law of God” (in Journal of Discourses, 7:55).

“Do you,” President Young asked, “think that people will obey the truth because it is true, unless they love it? No, they will not” (in Journal of Discourses, 7:55). Thus knowing gospel truths and doctrines is profoundly important, but we must also come to love them. When we love them, they will move us  (master level!) and help our desires and outward works to become more holy.

Each assertion of a righteous desire, each act of service, and each act of worship, however small and incremental, adds to our spiritual momentum. Like Newton’s Second Law, there is a transmitting of acceleration as well as a contagiousness associated with even the small acts of goodness."

Master Class

MASTER CLASS:

PRINCIPLE: The youth, having acquired the skills in different areas, are now ready to actively participate in their education, and apply it in a world-changing way.  They have learned about the world and its needs, true principles for human interaction, and ways to creatively try to solve problems.  These come together as they discuss great works of literature, debate, plan, and learn in an intense environment.  I see this as a three hour discussion/experience at least, whether it is once a week, or once a month.

With a Master class, it is difficult to be specific. It is an intense one-on-one mentoring experience with a mentor for the youth, surrounded by others who are passionate and ready to do something with their knowledge.  Ideally, a few mentors need to be involved: a speech one to help with oral presentations and simulation feedback; a writing one to give feedback on writing style, efficacy, etc; and then a main one who is the main mentor for the class. This can rotate from week to week if it is based upon the lens, or month to month, if it is a once a month class where the principles of the month are shared.  Other mentors can be brought in according to the needs of the youth in the group.  Guest presenters or outside-class mentoring experiences (like a field trip) would also be very effective. (For instance, on mentor arranged for the youth in her group to get trained in CPR.)

The following is an idea for the format if the Master class was once a month:
-As much as the individual lenses apply to the book or article of the month, offer master-level inspirements that tie them together (i.e.  "The Count of Monte Cristo" the Master-level class; Europe Geography project--Draw a detailed map of the places mentioned in Monte Cristo)
-The youth will share briefly their projects in Core class

Master class itself: I would include some type of opening spiritual exercise--hymns, scriptures, devotional...however, I anticipate that, because the youth will have been educated to seek for the spiritual in their learning, that connections with scriptures and the spiritual will be a regular part of the discussion.

30-45 min:            Sharing time of master-level projects throughout month that don't directly relate 
                               to book
2-2 1/2  hours:      Begin immersion in book, article, or concept for the month.  Possible 
                               approaches:(with break, as necessary)
        -pre-assigned oral presentation or essay: share and present--discuss, give feedback, evaluate

        -simulation based upon book: i.e.  The Count is on trial: have a jury, prosecutor, judge, and defending lawyer present, first, the crimes he is accused of, and then determine if he is guilty of them or not.

        -hand's on activity of recreating the Chateau D'If (?) and possible escape routes

       -brainstorm mentors/people that remind them of the old fellow in the prison...write letters to them to have them present to their group in the upcoming months, or plan on visits to see them

       -Explore and discuss the penal system of various countries.  Determine what they can do to help, correct, or compliment  these systems.

       -Evaluate the justice system of the United States and compare it to the case of the Count.  Schedule a field trip to watch a court in session and draw comparisons and conclusions.

30-45 minute wrap-up: Decide on action to do during next month, either based upon book, or based upon a massive service project for the summer that they are deciding upon.  For instance, they could decide to schedule a field trip to the courthouse, and then brainstorm about possible areas for service around the world.  

Application is a huge part of this level.  They need to do something with what they are learning.  I think it would be powerful for them to not only have "smaller" projects that are specifically book based, but also plan through-out the year on how to put together a summer service project, either locally or in other parts of the world.

For instance,
Sept: Each participant share with the others at least 2-5 video presentations and articles about service groups or people doing service around the world online the week before class the first time you meet (to give everyone time to review them) Discuss in class which ones impressed them, what they liked and didn't like about them.  Have everyone select one they would like to contact and find out more about for the next month, or come up with a new plan of action inspired by them or their own ideas to bring back next month and report on.

Oct: Review people's plans of actions...discuss feasibility (cost, time frame, etc.) and narrow it down to two or three.  Make committees for each one, making lists of action that would need to happen to make it come to pass to bring for next month.

Nov:  Determine which project they are going to move forward with and get things like sponsors, fundraising, and timing planned out, delegated, and committed to.

The succeeding months will be assignments come up with by the group, by themselves, to make it happen.  Vision will be essential (along with a refresher about "team building dynamics"--excitement to frustration to discouragement to determination to success!), so a monthly "shot-in-the-arm" of vision (ideally supplied by the youth, taking turns perhaps?) would be helpful.

Good summer reads to prepare for this class would be "Do Hard Things," "The One Minute Manager" (formerly part of the 5 Pillar reading, now replaced with "The One Minute Teacher"), and "TJEd for Teens."

I feel that inspiration and synergy will be critical for the efficacy of this class, and that will be unique to the groups involved.  This is meant to be an intense class--to push scholars and challenge them.  If they are ready for the Master class, they will be ready for this.  Do not be limited by adult's perceptions of limitations.  The youth will rise to it.  The DeMilles stress the necessity for individualization of education: "Even in Scholar phase, they (the youth) only enter a proram at their own choosing and or a relatively short time period.  Overall, their entire education is personalized." (Leadership Education, pg 162)
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EXAMPLE: Independent Project
Here is an example of a group in a public school that has a lot of great ideas for mentoring and is a great example of the synergy and excitement that can be generated in such a group.
The Independent Project  (One lady in it said that every group that does this will take on a different look and a different feel...amen!)  Obviously, this is a group that gets together daily, so it works a little differently, but something to get ideas from!
They have a blog similar to what some Vanguard groups have started to post ideas and work on.  Check it out! :)  I would recommend having your master-level youth look at this before planning out their year.  Start with one plan and don't be afraid to re-evaluate and tweak it!
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An example of a master class can be taken from my own experience:
Tova and I were able to sit down in December of 2012 and really look at what she wanted to do and accomplish. We essentially had a Master class as she took everything to a deep level of understanding, knowing she would have time sufficient in class to share and use all that she learned. 

She made powerpoints, Jeopardy games for topics, studied Latin, taught from youth Leadership books (TJEd for Teens, 7 Habits of Teens) and read the books on the TJEd for Teens list that she wanted to catch up on. We continue to follow the 7 month principle outline, as always, and it has been AMAZING to see the connections Tova is now making in her reading and as we talk about things we see in society.