Facilitation for Success
For a civic learning and engagement project to succeed, it must be well-conceived, well-planned, and feasible. While civic learning and engagement projects are student-led, it will be up to you, the facilitator, to guide students toward projects and processes that have a good chance of producing positive outcomes. Here are a few tips outlining the role of the adult in civic learning and engagement projects. Click on each tip for details.
Know the options, even before student research begins.
Students may need your help identifying an issue and a potential solution. Once you know the direction your students are heading, spend a little time investigating on your own, so that you can effectively guide them.
Guide students toward the development of a realistic timetable.
Have students list every piece of the process in detail, so that they can see, for example, that “interview a councilman” involves not just interviewing time but also research, scheduling, travel, transcription, analysis, and sending a thank-you note. Help students to understand that it takes time to coordinate schedules, arrange travel, and set up events and activities.
Create committees and clubs.
Once your group has decided on a civic learning and engagement project, guide them toward the creation of smaller committees and clubs to accomplish discrete goals. Possibilities include research groups, outreach groups, presentation groups, and so forth. Each group may have its own mission, but regular updates and meetings are essential since all of the groups are working toward the same big goal. See the Committee and Club Planning Worksheet.
- 2Key Terms
- 3Project-Based Learning Diagram
- 4What Makes a Good Project?
- 5Life Is Full of Projects
- 6Benefits of Projects
- 721st Century Skills
- 8Habits of Mind
- 9Projects or Activities?
- 10Project Kickoff
- 11Understanding Community Needs
- 12Become Active Investigators
- 13Engaging Students in Active Learning
- 14What Makes a Good Driving Question?
- 15Project Launch
- 16Learning by Doing
- 17Learning by Doing: Example
- 18Project-Based Learning in Action
- 19The Adult's Role
- 20Working With Diverse Student Groups
- 22Culminating Event Examples
- 23Time to Shine
- 24The Audience
- 25Document and Evaluate the Learning
- 27Civic Learning and Engagement Introduction
- 28Civic Learning and Engagement
- 29Committed to Positive Change
- 30Key Civic Terms
- 31A Special Kind of Project-Based Learning
- 32Civic Learning and Engagement in Action
- 33Encouraging Active Participation
- 34Building 21st Century Skills
- 35Linking With School-Day Civics
- 36Linking Civic Learning and Engagement With School-Day Learning
- 37Linking Skills and Academics With Civic Life
- 38Starting a Project
- 39Develop a Plan of Action
- 40Implement a Plan of Action
- 41Evaluate and Reflect
- 42Realizing the Results
- 43Learn More Library
- 46Check for Understanding
- 1Implementing Project-Based Learning
- 2Keep It Youth Centered
- 3Youth-Centered Coaching Moment
- 4Set Clear Goals and Objectives
- 5Goals and Objectives Coaching Moment
- 6Make it Doable and Sustainable
- 7Projects Over Time — Coaching Moment
- 8Facilitating Self-Directed Learning
- 9Self-Directed Learning Example
- 10Self-Directed Learning — Example 2
- 11Facilitation Strategies
- 12Think Globally, Act Locally
- 13Projects for Every Age
- 14Incorporate Multiple Perspectives
- 15Facilitation for Success
- 16Working With Agencies and Groups
- 17Demonstrate and Document Learning
- 18Demonstrate Learning — Coaching Moment
- 19Demonstrate Learning — Coaching Moment 2
- 20Pull It Together
- 21Additional Resources