PRINCIPLE:
There are many ways to learn about a subject, and it is exciting and
liberating for the student to realize this truth! Inspirements should be designed in such a way
as to show not only progression from one “level” of learning to another, but,
within those levels, give suggestions of ways that a youth can explore that
subject through different mediums; for example: verbally (through discussion),
artistically (through different mediums), physically (hand’s on experimentation
or role-playing), or by reading, researching or writing about a subject, to
name a few.
Monday, May 27, 2013
Core Class
CORE CLASS OF THE WEEK:
PRINCIPLE: The core class within this core block is a
great place to establish the main context for the study of the month. To accommodate learning-style needs, I feel
it is essential to include an activity that is more active or hands on that
reinforces the principles discussed in the class.
The “class” during this time is an
opportunity for the youth to come together and share what they have learned
about the concept in the days before at home (see BYU-Idaho’s vision). The study of the students comes before
the class in which they discuss it. The
mentor’s job is to, first, prepare the inspirements to show the students how
they can explore the truth of a certain concept or person’s life beforehand, and
then, second, guide the class discussion as they come together and share what
they learned, adding their own personal wisdom and insight as inspired.
It is also important to have this
core block time be a place where youth of all ages and abilities can come
together, to share, serve, teach, and inspire.
Along with the basic benefit of increasing the diversity of the pool of
information shared, this set-up helps youth break outside of the intense
age-based peer connection found in public schools, as 17 year olds (and 34 year
old mentors!) realize they can learn from a 12 year old and enjoy being with
them :).
By appreciating the value of diversity in others, they can come to value
the uniqueness of themselves.
As youth get older, they should be given ownership and responsibilities in the core class to help guide, direct, and lead. They should be approached individually and asked how they see they can help. I feel that this will lead to more "shadow-leadership," giving the youth valuable leadership opportunities, as well as a way to feel personal relevance in the core class.
As youth get older, they should be given ownership and responsibilities in the core class to help guide, direct, and lead. They should be approached individually and asked how they see they can help. I feel that this will lead to more "shadow-leadership," giving the youth valuable leadership opportunities, as well as a way to feel personal relevance in the core class.
The core class is also the ideal time to
take care of group business (announcements, etc.).
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.
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."
Saturday, May 25, 2013
Journeyman level
VI.
JOURNEYMAN CLASS STRUCTURE:
PRINCIPLE: Once a student has found joy in studying
a particular subject, they desire to learn more about it. They are eager to discuss the concept or
subject for a longer time than the “apprentice-level” student. To accommodate this (without boring the other
students)
and allow for greater depth in exploring the subject with like-minded students,
a “Journeyman” class is offered after or before the Core block for students
willing to put in the work to learn more.
Participation is limited to those willing to commit
to the Journeyman level of study in that area.
This is when it is powerful and appropriate to bring in the “hard stuff”
of learning: the skills and less “exciting” tools a student will need to excel
in the area.
At this point, I feel that a contract of commitment and accountability may be used between the student and the mentor in that area, signifying that the student is willing to submit to what the mentor challenges them to do to become more learned and experienced in that area, even if it is not in their particular learning “style”. This method is good if the mentor feels it would be better to have continuity throughout the year in who is there or help the youth learn how to become committed in the long-term.
Some thoughts from Karen:
"The youth are free to choose a journeyman class that is available from each of these "lenses" or write their own. Parents are welcome to write their own as well and offer them to the youth.
It's important that there is freedom in the way that they choose to certify in these classes, but also some parameters. Here are some ideas:
Each proposed class should have breath, depth and application (know, understand and become if you are reading Elder Bednar's book) in the subject
Breath: It's history/Variety
Depth: Classic Books/Documents
Application: Skills/Experiences
As I see it right now, it seems that we have the following available under the different "lenses" (we could refine these to make sure they include the depth, breath and application)
Humanities: History, Constitution, Geography, Speech
Arts: Shakespeare
Science and Math: Eureka
Susan has talked to me about incentives - each class could have it's own reward for certifying (besides qualifying for the Master level) that pertains to the class such as a book or event."
*****************
1. Some mentors have found it more effective to simply require that those who come to the class that day have fulfilled the apprentice and journeyman level. In retrospect, this seems to work better to make the youth accountable each time without extensive follow-through with the mentor, and seems to be more effective overall in getting the apprentice-level youth take their scholarship to the next level as they try and "fail" (to qualify one week for a class) and try and succeed. They have also allowed the option for having the youth come up with their own "journeyman certification outline" for the mentor to approve. What a great idea!
At this point, I feel that a contract of commitment and accountability may be used between the student and the mentor in that area, signifying that the student is willing to submit to what the mentor challenges them to do to become more learned and experienced in that area, even if it is not in their particular learning “style”. This method is good if the mentor feels it would be better to have continuity throughout the year in who is there or help the youth learn how to become committed in the long-term.
Some thoughts from Karen:
"The youth are free to choose a journeyman class that is available from each of these "lenses" or write their own. Parents are welcome to write their own as well and offer them to the youth.
It's important that there is freedom in the way that they choose to certify in these classes, but also some parameters. Here are some ideas:
Each proposed class should have breath, depth and application (know, understand and become if you are reading Elder Bednar's book) in the subject
Breath: It's history/Variety
Depth: Classic Books/Documents
Application: Skills/Experiences
As I see it right now, it seems that we have the following available under the different "lenses" (we could refine these to make sure they include the depth, breath and application)
Humanities: History, Constitution, Geography, Speech
Arts: Shakespeare
Science and Math: Eureka
Susan has talked to me about incentives - each class could have it's own reward for certifying (besides qualifying for the Master level) that pertains to the class such as a book or event."
*****************
1. Some mentors have found it more effective to simply require that those who come to the class that day have fulfilled the apprentice and journeyman level. In retrospect, this seems to work better to make the youth accountable each time without extensive follow-through with the mentor, and seems to be more effective overall in getting the apprentice-level youth take their scholarship to the next level as they try and "fail" (to qualify one week for a class) and try and succeed. They have also allowed the option for having the youth come up with their own "journeyman certification outline" for the mentor to approve. What a great idea!
2. Others prefer to use a method where the journeyman class has a definite "enter" point with a contract involved and specific outline of what they will be learning over the course of their time in that level.
There are definite advantages and disadvantages of each, and I would welcome feedback in the reply section of this article for other viewpoints. The following is what I see from my perspective:
-In the first method:
--it is obvious if the youth is ready or not for that class,
--it minimizes the necessity of "checking up on" the youth in maintaining an overall level of education. --the topic of the journeyman class is also directly tied into a core class theme, which allows for the youth to better pursue in depth.
-- youth get to "sample" different levels of education, even if they are not ready to commit to them regularly
--allows for more of a gradual, natural transition into the higher (or should I say "deeper") level of education
-In the second approach:
--might be helpful for a "bonus" journeyman class, for in depth topics that are complimentary but not tied on a weekly basis to the main topic of discussion, like a speech, writing, or constitution class
-- the youth are able to look at what he will get for "certifying" and decide if that is a skill set that he wants the mentor to guide him through.
-- allows the youth to make a commitment and follow-through (or not) with the aid of a mentor.
I used the second method at first, and have included some of the letters and "certification forms" below. However, like I said, I can see the advantage of using the first method for the weekly classes to allow more depth and application.
**********************************
Below is a sample letter that we sent to the youth one year with journeyman class information:
"Letter to parents and youth:
As some of you may know, we have adapted the requirements for entering the Journeyman classes. Journeyman classes have requirements, since it is considered that at that level, the scholars are ready to submit to a mentor in that area to push them to further excellence. If a student is unable to maintain the requirements, they will be put on probation for that class and asked to reconsider their participation in that class. It is estimated that it will take the youth approximately two years (more or less) to certify. (NOTICE: Geo-geniuses will now be required to bring monthly country reports, as we got a little lax last year in following through with that. If you need help, the mentors would be happy to help you! There are a few other adaptations for that class--same requirements!--, so please see the mentors if you have any questions.)
Since apprentice-level inspirements are expected from each student now on a weekly basis, each student must either:
1. Show readiness to participate in the Journeyman class for two months prior to joining by doing "journeyman level" inspirements in the classes that lead into that particular journeyman class (see below) or
2. Schedule an interview with the primary mentor of the class of interest to go over expectations for that class and begin a two month trial period to see if they are able to maintain participation in that class.
Classes or categories that lead into journeyman class--Journeyman class (underlined)--Primary Mentor(s) (italicized):
Weekly journeyman level writing-Writing-Sister Marni Hall
Face-to-Face with Einstein--Eureka- Sister Mary Biesinger
Leadership Academy--Constitution Conquest-Sister Mary BiesingerGeography--Geo-Geniuses-Sister RaNae Housholder and Sister Karen BatesAncient History--History-Sister Biesinger
Attached are the weekly outlines for three of the classes, as well as how to become "certified" in that area. (History is "certified" once they have finished two books of Bauer's History in this class.) Sister Hall has posted the writing week-to-week outline for her classes, and the Geo-genius mentors are working on their outline.
All classes but Geography meet weekly at Sister Biesinger's on Monday. Geography is held at 9 am on Thursdays before Vanguard once a month at Dr. Hall's house.
Attached are also a more in depth description of the journeyman classes and the actual journeyman application form that will need to be filled out prior to entering the class and meeting with the mentor. (Yes, Angie, I have learned to export them as PDF...glory be!)
The ultimate vision is that when students are certified in all areas (or have shown comparable competence through other classes taken or work done) they will be qualified to participate in the
VANGUARD MASTER CLASS, most likely to be started within the next two years, employing all their genius gained through those classes with peers as they tackle powerful, huge classics and issues, as well as more challenging coursework. At that point, they will also be participating in Vanguard as assistant mentors to classes and journeyman-level classes.
If you have made it through this email and are interested in (or your youth is interested in) participating in the Journeyman classes this year, please contact the primary mentor to arrange a meeting before Vanguard starts to consider enrollment in that class. Fees are a whopping $5 per youth for a semester per journeyman class :). (These fees may go up, depending upon success of the group Vanguard fundraisers, so please help out with these :)!)
Thanks for your time! Questions? Call me..."
*******
OTHER JOURNEYMAN RESOURCES:
Journeyman application form
Eureka (math and science) weekly outline and certification form
Other forms
I just quickly included some pros and cons, and would love to have other people's feedback of different ways they have set up this class. Thanks! Feel free to reply below!
Mentoring/Running Partners
James Ure of Williamsburg Academy stressed the importance of Weekly Accountability Meetings with your scholar, as well as their Student Accountability Reports.
Here is a sample "running partner contract" that you could use as your youth enters into an agreement with you or some other carefully, prayerfully selected trusted adult mentor.
Then, you have weeking WAMs (as we call them at our house), where the youth gets together with their mentor. Depending upon the needs of your youth, this can be a time to cheer them on, be stern, or supportively encourage...depending upon their personality. The idea is that the mentor is a "running partner," someone who meets them for that "5 am running time" or "scholar phase" and is there for them to report to. They may not come prepared week after week, and it is for the mentor to prayerfully decide what to do. However, I have seen first-hand the power of regular accountability and how the youth will really rise up to use these tools as a means to not only accomplish great things, but even just to get into regular study habits.
Just to clarify a couple of terms on the forms below:
"commitment": do no matter what
"goal": shoot for the moon and go for it!
Here are some great examples of "SARs" (thanks to Marni, our techno guru):
Williamsburg version
Vanguard version
Vanguard version (2)
Vanguard version (basic blank)
Vanguard version (basic)
More visual one for visual learners or younger youth
Blank one to fill in with more versatility
I love having these with my daughter and my son reports to his father. Very effective.
Here is a sample "running partner contract" that you could use as your youth enters into an agreement with you or some other carefully, prayerfully selected trusted adult mentor.
Then, you have weeking WAMs (as we call them at our house), where the youth gets together with their mentor. Depending upon the needs of your youth, this can be a time to cheer them on, be stern, or supportively encourage...depending upon their personality. The idea is that the mentor is a "running partner," someone who meets them for that "5 am running time" or "scholar phase" and is there for them to report to. They may not come prepared week after week, and it is for the mentor to prayerfully decide what to do. However, I have seen first-hand the power of regular accountability and how the youth will really rise up to use these tools as a means to not only accomplish great things, but even just to get into regular study habits.
Just to clarify a couple of terms on the forms below:
"commitment": do no matter what
"goal": shoot for the moon and go for it!
Here are some great examples of "SARs" (thanks to Marni, our techno guru):
Williamsburg version
Vanguard version
Vanguard version (2)
Vanguard version (basic blank)
Vanguard version (basic)
More visual one for visual learners or younger youth
Blank one to fill in with more versatility
I love having these with my daughter and my son reports to his father. Very effective.
Fundraising
To cover cost of location, supplies, and field trips, you can do either general fundraisers or specific ones.
The funds raised from the general fundraisers go towards supplies for games, projectors for the computers, dictionaries to use in class, scriptures for each to have there, notebooks, copies, supplies for art, etc. The more a group can meet their needs through the general fundraisers, the cheaper you can keep the tuition. By doing a garage sale each year, we were able to keep the cost to about $20 per youth per semester. Many of us donated or used our own supplies for a couple years, and they became worn so it helped to be able to replace those supplies. It is nice to have things that are "just Vanguard's." General fundraisers are best if they are things like car washes and garage sales that don't require individual sales. Someone suggested allowing families to sign-up how they would like to help at the beginning of the year, with the understanding that they would be assigned to help in the remaining capacities, so that everyone helped.
It is nice to also have the option of specific fundraisers for those who need help paying for books, tuition, and extra outings (like the COPE course or the end of the year outdoor adventure). In the case of the specific fundraisers, the funds raised would need to be kept in individual accounts for the students relative to what they sold. Examples of these kinds of fundraisers are bake sales, car washes, and selling pizza cards. Some people just don't need the fundraiser, and then they wouldn't have to worry about it, but those who needed it or want to use it to teach their children about raising money would be able to participate in it.
The youth Treasurer could be in charge of planning and organizing these events, supported by an adult mentor who would coach the youth before hand, discussing before hand what needs to be done, etc.
People have suggested using the parent mentor meetings as a platform to form temporary "committees" within our mentor board. For instance, the youth Treasurer could say at one meeting, "I need to form a committee to help with the upcoming fundraiser. Who would be willing to help out?" Then people could volunteer to help, enabling the youth (with their mentor) to delegate better.
The youth and the mentor would then work on some type of documenting system to keep track of the funds that go in and out.
The funds raised from the general fundraisers go towards supplies for games, projectors for the computers, dictionaries to use in class, scriptures for each to have there, notebooks, copies, supplies for art, etc. The more a group can meet their needs through the general fundraisers, the cheaper you can keep the tuition. By doing a garage sale each year, we were able to keep the cost to about $20 per youth per semester. Many of us donated or used our own supplies for a couple years, and they became worn so it helped to be able to replace those supplies. It is nice to have things that are "just Vanguard's." General fundraisers are best if they are things like car washes and garage sales that don't require individual sales. Someone suggested allowing families to sign-up how they would like to help at the beginning of the year, with the understanding that they would be assigned to help in the remaining capacities, so that everyone helped.
It is nice to also have the option of specific fundraisers for those who need help paying for books, tuition, and extra outings (like the COPE course or the end of the year outdoor adventure). In the case of the specific fundraisers, the funds raised would need to be kept in individual accounts for the students relative to what they sold. Examples of these kinds of fundraisers are bake sales, car washes, and selling pizza cards. Some people just don't need the fundraiser, and then they wouldn't have to worry about it, but those who needed it or want to use it to teach their children about raising money would be able to participate in it.
The youth Treasurer could be in charge of planning and organizing these events, supported by an adult mentor who would coach the youth before hand, discussing before hand what needs to be done, etc.
People have suggested using the parent mentor meetings as a platform to form temporary "committees" within our mentor board. For instance, the youth Treasurer could say at one meeting, "I need to form a committee to help with the upcoming fundraiser. Who would be willing to help out?" Then people could volunteer to help, enabling the youth (with their mentor) to delegate better.
The youth and the mentor would then work on some type of documenting system to keep track of the funds that go in and out.
Power of Presenters and exposure to greatness
Here is an email one of our youth sent:
"So a few days ago I sent an email to Tom Miranda who is well known in the hunting world about schooling and getting started in the hunting industry. This is what he sent back.
Adam-
There are lots of careers in Outdoors- guides, game wardens, working for companies in the outdoors... like Mathews or selling outdoor gear at Cabelas.
You'll find more time to hunt if you go to college and get a career outside of hunting.. yet if it's the outdoors that calls you- likely you'll need to find out what gets you excited
about it and go for that.
Hunting at the level I do is a lifestyle.
It's all I do and think about. I was a trapper at age 11 and haven't spent more than a summer working for anyone- except myself and my dream to be an outdoorsman-trapper, bow hunter-adventurer.
You have to want it more than anything and document it. write articles on your adventure- take lots of photos- network with companies..
It takes a lifetime to achieve some of these goals- and some NEVER will.
Yet you must be devoted and willing to give this your all to be successful.
College wise in my career- a degree in broadcast journalism or film making, lighting and cinematography.. English is good- I write many TV scripts and magazine articles.
Wishing you the best of success..
Tom Miranda
I read lots of hunting books and articles and very few of them are about getting started in the industry so this is really nice for me to get. I have to thank my mom and dad for sending me over to a neighbor's house yesterday after he went duck hunting to talk and then sent me back to go learn how to then help clean (pull them open and get the breast meat and heart out) them. Taking opportunities like these will help me work towards my dream working as a pro. hunter."
The power of getting our youth interacting with guest presenters and people in the fields of their interest is immeasurable, especially since everyone I have heard address our youth says variations on the same thing: you need to be passionate about your dream and work hard to get it. You must give your all. I have been amazed at how each presenter has reinforced different elements that we teach the youth, without any coaching whatsoever. All I tell them is what the group is basically about, and that we want them to share with the youth what they are passionate about.
Then their greatness does the rest.
We have had politicians, actors, missionary grandparents, musicians, artists, and authors, to name a few. And each one has had a timely and applicable message to share.
"So a few days ago I sent an email to Tom Miranda who is well known in the hunting world about schooling and getting started in the hunting industry. This is what he sent back.
Adam-
There are lots of careers in Outdoors- guides, game wardens, working for companies in the outdoors... like Mathews or selling outdoor gear at Cabelas.
You'll find more time to hunt if you go to college and get a career outside of hunting.. yet if it's the outdoors that calls you- likely you'll need to find out what gets you excited
about it and go for that.
Hunting at the level I do is a lifestyle.
It's all I do and think about. I was a trapper at age 11 and haven't spent more than a summer working for anyone- except myself and my dream to be an outdoorsman-trapper, bow hunter-adventurer.
You have to want it more than anything and document it. write articles on your adventure- take lots of photos- network with companies..
It takes a lifetime to achieve some of these goals- and some NEVER will.
Yet you must be devoted and willing to give this your all to be successful.
College wise in my career- a degree in broadcast journalism or film making, lighting and cinematography.. English is good- I write many TV scripts and magazine articles.
Wishing you the best of success..
Tom Miranda
I read lots of hunting books and articles and very few of them are about getting started in the industry so this is really nice for me to get. I have to thank my mom and dad for sending me over to a neighbor's house yesterday after he went duck hunting to talk and then sent me back to go learn how to then help clean (pull them open and get the breast meat and heart out) them. Taking opportunities like these will help me work towards my dream working as a pro. hunter."
The power of getting our youth interacting with guest presenters and people in the fields of their interest is immeasurable, especially since everyone I have heard address our youth says variations on the same thing: you need to be passionate about your dream and work hard to get it. You must give your all. I have been amazed at how each presenter has reinforced different elements that we teach the youth, without any coaching whatsoever. All I tell them is what the group is basically about, and that we want them to share with the youth what they are passionate about.
Then their greatness does the rest.
We have had politicians, actors, missionary grandparents, musicians, artists, and authors, to name a few. And each one has had a timely and applicable message to share.
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