Lias online guide

LIn Afterschool & Summer earning

A project of Temescal Associates

THE LIAS LEARNING PRINCIPLES

In the Words of Field Leaders and Afterschool Youth 1

Learning in Afterschool and Summer Guide

Learning in Afterschool and Summer Guide

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TABLE OF CONTENTS ABOUT THE LEARNING IN AFTERSCHOOL & SUMMER LEARNING (LIAS) PRINCIPLES............................................ 3 An overview of LIAS principles ....................................... 4 PRINCIPLE 1 – ACTIVE ...................................................... 5 Interviews from Field Leaders ........................................ 6 PRINCIPLE 2 – COLLABORATIVE ........................................ 7 Interviews from Field Leaders and Youth ......................... 8 PRINCIPLE 3 – MEANINGFUL ............................................. 9 Interviews from Field Leaders and Youth ......................... 10 PRINCIPLE 4 – SUPPORTS MASTERY ................................. 11 Interviews from Field Leaders and Youth ......................... 12 PRINCIPLE 5 – EXPANDS HORIZONS .................... 13 Interviews from Field Leaders and Youth........... 14 CONCLUSION ............................................... 15 LIAS SELF-REFLECTION TOOL ...................... 16 CALIFORNIA QUALITY STANDARDS FOR EXPANDED LEARNING PROGRAMS ....................... 18 LIAS LEARNING PRINCIPLES AND THE CALIFORNIA QUALITY STANDARDS FOR EXPANDED LEARNING PROGRAMS ........... 19

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Learning in Afterschool and Summer Guide

ABOUT THE LEARNING IN AFTERSCHOOL & SUMMER LEARNING (LIAS) PRINCIPLES If afterschool and summer programs are to achieve their true potential, they must become known as important places of learning – learning that excites young people in the building of new skills, the discovery of new interests, and opportunities to achieve a sense of mastery.

The Learning in Afterschool & Summer (LIAS) Project is promoting five core learning principles that should define afterschool and summer programs. These learning principles are strongly supported by recent brain research and the growing science of learning.

Learning in afterschool and summer should be:

ACTIVE COLLABORATIVE MEANINGFUL SUPPORTS MASTERY EXPANDS HORIZONS These learning principles are well-aligned with the California Quality Standards for Expanded Learning Programs.

Learning in Afterschool and Summer Guide

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AN OVERVIEW OF THE LIAS PRINCIPLES

Voices from Field Leaders Deborah Vandell (University of California, Irvine) and Pedro Noguera (University of California, Los Angeles)

Shawn Ginwright (San Francisco State University)

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Learning in Afterschool and Summer Guide

PRINCIPLE I: LEARNING THAT IS ACTIVE Learning and memory recall of new knowledge is strengthened through different exposures – seeing, hearing, touching, and doing. Afterschool learning should be the result of activities that involve young people in “doing” – activities that allow them to be physically active, stimulate their innate curiosity, and that are handson and project-based.

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LEARNING THAT IS ACTIVE — INTERVIEWS

Voices from Field Leaders Deborah Vandell (University of California, Irvine) and Carol Tang (Children’s Creativity Museum, SF)

Tom Torlakson (California Department of Education)

Shawn Ginwright (San Francisco State University)

Voices from Youth Youth Perspective: Alex (THINK Together) 7

Learning in Afterschool and Summer Guide

PRINCIPLE II: LEARNING THAT IS COLLABORATIVE Knowledge should be socially centered, as collaborative learning provides the best means to explore new information. Afterschool programs are well positioned to build skills that allow young people to learn as a team. This includes listening to others, supporting group-learning goals, resolving differences and conflicts, and making room for each member to contribute his or her individual talents.

Collaborative learning happens when learners engage in a common task where each individual depends on and is accountable to each other.

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LEARNING THAT IS COLLABORATIVE — INTERVIEWS

Voices from Field Leaders Deborah Vandell (University of California, Irvine)

Judy Willis (Neurologist, Edutopia)

Shawn Ginwright (San Francisco State University)

Voices from Youth

Youth Perspective: Alex (THINK Together) 9

Youth Perspective: Jon (Long Beach Youth Institute) Learning in Afterschool and Summer Guide

PRINCIPLE III: LEARNING THAT IS MEANINGFUL Young people are intrinsically motivated when they find their learning meaningful.

This means having ownership over the learning topic and the means to assess their own progress. Motivation is increased when the learning is relevant to their own interests, experiences, and the real world in which they live.

Rather than learning that is focused on academic subjects, young people in afterschool can be helped to apply their academic skills to their areas of interest and real world problems. Also, when learning involves responsibility, leadership, and service to others, it is experienced as more meaningful.

Learning in Afterschool and Summer Guide

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LEARNING THAT IS MEANINGFUL — INTERVIEWS

Voices from Field Leaders

Voices from Youth

Deborah Vandell (University of California, Irvine) and Jennifer Peck (Partnership for Children and Youth)

Youth Perspective: Dylan (SNBC)

Pedro Noguera (University of California, Los Angeles) Youth Perspective: Jairo (THINK Together)

Shawn Ginwright (San Francisco State University)

Youth Perspective: Jon (LBYI)

Youth Perspective: Gianna (ARC) 11

Learning in Afterschool and Summer Guide

PRINCIPLE IV: LEARNING THAT SUPPORTS MASTERY Young people tell us they are most engaged when they are given opportunities to learn new skills. If young people are to learn the importance and joy of mastery, they need the opportunity to learn and practice a full sequence of skills that will allow them to become “really good at something.” Afterschool activities should not promote the gathering of random knowledge and skills. Rather, afterschool learning activities should be explicitly sequenced and designed to promote the layering of skills that allows participants to create a product or demonstrate mastery in a way they couldn’t do before.

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LEARNING THAT SUPPORTS MASTERY — INTERVIEWS

Voices from Field Leaders Michael Funk (California Department of Education)

Deborah Vandell (University of California, Irvine)

Tony Smith (State Superintendent of Schools, Illinois)

Voices from Youth

Youth Perspective: Jon (Long Beach Youth Institute) 13

Youth Perspective: Jairo (THINK Together) Learning in Afterschool and Summer Guide

PRINCIPLE V: LEARNING THAT EXPANDS HORIZONS Young people benefit by learning opportunities that take them beyond their current experience and expand their horizons. Learning about new things and new places promotes a greater sense of potential of what they can achieve.

Meeting new people can expand social networks in ways that create new opportunities. It also includes helping them to develop a global awareness.

This includes increasing their knowledge of other cultures and places and their understanding of the issues and problems we have in common across cultural and political divides.

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LEARNING THAT EXPANDS HORIZONS — INTERVIEWS

Voices from Field Leaders

Bob Cabeza (Long Beach Youth Institute) and Pedro Noguera (University of California, Los Angeles)

Deborah Vandell (University of California, Irvine)

Jane Quinn (Children’s Aid Society)

Voices from Youth

Youth Perspective: Jairo (THINK Together) 15

Youth Perspective: Rudy (Long Beach Youth Institute) Learning in Afterschool and Summer Guide

CONCLUSION

Tom Torlakson (California Department of Education) Carol Tang (Children’s Creativity Museum, SF) Tony Smith (State Superintendent of Schools, Illinois)

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Learning in Afterschool and Summer Guide

LIAS SELF-REFLECTION TOOL The Learning in Afterschool & Summer Self-Assessment Survey can be used to reflect on how well your afterschool or summer program is aligned with the LIAS learning principles: learning that is ACTIVE, COLLABORATIVE, MEANINGFUL, SUPPORTS MASTERY, AND EXPANDS HORIZONS.

How well is your program aligned to the LIAS learning principles?

This self-assessment survey can be used to reflect on how well your afterschool or summer program is aligned with the LIAS learning principles: learning that is ACTIVE, COLLABORATIVE, MEANINGFUL, SUPPORTS MASTERY, AND EXPANDS HORIZONS. These research-based learning principles are embedded in most program quality instruments (after each assessment question, we reference the appropriate California Quality Standards for Expanded Learning Programs).

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How to use this survey This survey is designed to assist program leaders in identifying areas for program improvement, as aligned with the LIAS learning principles. After filling out and submitting the selfassessment survey, we will email back the answers of your survey and provide comments and recommendations (if you provide your email address on question #6). Your individual responses and email address are confidential and will not be shared with others.

The best way to assess your program This program leader’s survey is designed as a self-reflection tool for individual program leaders. If you are serious about assessing your program’s alignment with the LIAS learning principles, we can work with you at no or minimal charge to allow your program staff and/or your youth participants to take a customized survey online. After this is complete, LIAS will email you back a report on the surveys submitted and provide you with recommendations and how to access further program improvement support. If you wish to learn more about this option, contact us at info@learninginafterschool.org.

Take the Test!

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Learning in Afterschool and Summer Guide

CALIFORNIA QUALITY STANDARDS FOR EXPANDED LEARNING PROGRAMS Safe and supportive environment.

The program provides a safe and nurturing environment that supports the developmental, social-emotional and physical needs of all students.

Active and engaged learning. Program design and activities reflect active, meaningful and engaging learning methods that promote collaboration and expand student horizons Skill building. The program maintains high expectations for all students, intentionally links program goals and curricula with 21st-century skills and provides activities to help students achieve mastery.

Youth voice and leadership. The program provides and supports intentional opportunities for students to play a meaningful role in program design and implementation, and provides ongoing access to authentic leadership roles.

Healthy choices and behaviors. The program promotes student well-being through opportunities to learn about and practice balanced nutrition, physical activity and other healthy choices in an environment that supports a healthy life style.

Quality staff. The program recruits and retains high quality staff and volunteers who are focused on creating a positive learning environment, and provides ongoing professional development based on assessed staff needs.

Learning in Afterschool and Summer Guide

Diversity, access and equity. The program creates an environment in which students experience values that embrace diversity and equity regardless of race, color, religion, sex, age, income level, national origin, physical ability, sexual orientation and/or gender identity and expression.

Clear vision, mission and purpose.

The program has a clearly defined vision, mission, goals, and measurable outcomes that reflect broad stakeholder input and drive program design, implementation and improvement.

Collaborative partnerships. The program intentionally builds and supports collaborative relationships among internal and external stakeholders, including families, schools and community, to achieve program goals.

Continuous quality improvement. The program uses data from multiple sources to assess its strengths and weaknesses in order to continuously improve program design, outcomes and impact.

Program management. The program has sound fiscal and administrative practices supported by well-defined and documented policies and procedures that meet grant requirements.

Sustainability. The program builds enduring partnerships with the community and secures commitments for in-kind and monetary contributions.

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LIAS LEARNING PRINCIPLES AND THE CALIFORNIA QUALITY STANDARDS FOR EXPANDED LEARNING PROGRAMS LIAS Principles

Learning that is ACTIVE

Learning that is COLLABORATIVE

Learning that is MEANINGFUL

Learning that SUPPORTS MASTERY Learning that EXPANDS HORIZONS

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California Quality Standards for Expanded Learning Programs •

Active and engaged learning

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Skill building

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Healthy choices and behaviors

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Safe and supportive environment

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Active and engaged learning

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Skill building

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Clear vision, mission and purpose

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Active and engaged learning

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Skill building

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Youth voice and leadership

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Skill building

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Active and engaged learning

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Skill building

Learning in Afterschool and Summer Guide

THE LIAS LEARNING PRINCIPLES In the Words of Field Leaders and Afterschool Youth

www.learninginafterschool.org

September 2016

LIn Afterschool & Summer earning

A project of Temescal Associates

Learning in Afterschool and Summer Guide

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