E211 H H H H Bulletin www.rce.rutgers.edu Curriculum Development Guide for 4-H/Youth Audiences Revised August 2004 Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. ii Acknowledgements Written by Keith G. Diem, Ph.D., Program Leader in Educational Design May 1997. Revised August 2004. ❖❖❖ Originally developed with guidance from members of the 4-H Department Curriculum Review Board: Michele Aimone, Gail Bethard, Laura Bovitz, Debi Cole, Annette Devitt, Donna MacNeir, Jeannette Rea Keywood, Gail Snyder, Keith Diem (Chair) ❖❖❖ Portions of this document were based on the NJ 4-H Curriculum Development Guidelines prepared by Grace M. Lang, Ph.D., Curriculum Consultant as approved by the Department of 4-H Youth Development on May 17, 1989. Individuals providing input into the development and subsequent revisions of this earlier publication, including members of the NJ 4-H Curriculum Advisory Committee and 4-H Department Strategic Plan Curriculum Goal Committee, were: Irving Blatt, Al Carlson, Keith Diem, Erika Fields, Rosalind Friedman, Margaret Gross, Charles Lang, Rosalind Lewis, Kevin Mitchell, Rita Natale, Frank O’Hara, Kathleen Perkins, Betty Ann Smith, & Carol Ward. Information was used from the following states: Iowa, Kansas, Michigan, Nebraska, North Dakota, Ohio, Pennsylvania, Washington, West Virginia, Wisconsin. In addition, several national 4-H documents were used. ➠ Quick Reference If you’re simply looking for the process or forms necessary to obtain approval to purchase, use, or develop curricula, refer to the following: ➠ What curriculum materials can be used by counties and staff? - go to page 5 ➠ Steps to follow to purchase or develop curriculum - go to page 8 ➠ Form needed to request purchase of curriculum - get 4H108 from www.nj4h.rutgers.edu/pubs ➠ Forms needed to develop curriculum – get 4H109 & 4H110 from www.nj4h.rutgers.edu/pubs Visit the NJ 4-H web site: www.nj4h.rutgers.edu Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. iii Table of Contents Acknowledgements Quick Reference Table of Contents ii ii iii I. INTRODUCTION & BACKGROUND ………………………………………………………. 4-H Curriculum Development Defined Objectives of the RCE Curriculum Development Guide Beliefs About Curriculum NJ 4-H Mission Statement Types of Publications Leader/Teacher Guide Member/Participant Guide Youth Project Record Reference Materials RCE Fact Sheet Promotional Materials 4-H Delivery Modes Organized 4-H clubs 4-H special interest/short-term programs/day camps 4-H camping programs 4-H school enrichment programs 4-H individual study/mentoring/family learning programs 4-H school-aged child care education programs 4-H instructional TV/video programs Curriculum Classifications NJ Curriculum Priorities National 4-H Curriculum Collection What Curriculum Materials May Be Used by Counties and Staff? 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 3 3 4 4 4 4 5 5 5 II. CURRICULUM DEVELOPMENT & ACQUISITION PROCESS …………………………. Steps for Planning Issues-Focused Experiential Curriculum Personnel Roles in Curriculum Development Committees with Curriculum Responsibilities Curriculum Review Board Educational Design Specialist/Curriculum Coordinator Curriculum Authors/Design Teams Department Chair 4-H Advisory Committees and Volunteers How Curriculum is Acquired, Developed, & Managed Summary of 4-H/Youth Curriculum Review & Approval Process Curriculum purchased from outside sources Curriculum developed by RCE faculty and staff Fact Sheets Management Of 4-H/Youth Curriculum Materials Beyond The Approval Process Marketing Considerations Funding Sources & Considerations Traditional/Rutgers Cooperative Extension National 4-H Cooperative Curriculum System (4-HCCS) External Grants NJ 4-H Development Fund 6 6 6 6 7 7 8 8 8 8 8 8 9 9 10 10 11 11 11 11 Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. iv III. CURRICULUM DESIGN CONSIDERATIONS …………………………………………………. Deciding Medium & Format Print Media Leader/Teacher Guides, Member/Participant Guides, Youth Project Records Fact Sheets Reference Materials 4-H Promotional Materials Audio-visual/Electronic Media Audiotape, Videotape, Slides Computer Program/CD-ROM Web-based Publishing The Learn-By-Doing Approach To Life Skill Development The Experiential Learning Process Experience Share Process Generalize Apply Experiential Learning Model The Group Leader’s Role in Experiential Learning Life Skills The “Targeting Life Skills” Model Description of Selected Life Skills Developmental Levels Of Target Audience Developmental Characteristics of the 4-H Youth Audience Implications for Curriculum Development Writing Leader/Teacher Guides Leader/Teacher Guide Format Diversity and Policy of Inclusion Racial and Ethnic Image Sex Role Image Disability/Handicap Image Socio-Economic Status Pilot Testing 4-H Curriculum Pilot Test Forms Pilot Test Procedures 12 12 12 12 12 12 12 12 12 12 13 13 13 13 13 13 13 13 14 14 14 15 16 16 17 17 18 19 20 20 20 20 20 20 20 21 IV. BIBLIOGRAPHY & RESOURCES …………………………………………………………………22 Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 1 I. INTRODUCTION & BACKGROUND 4-H Curriculum Development Defined 4-H is officially the youth development program of the Cooperative Extension System nationwide. Therefore, programs and publications designed for youth must follow 4-H policies, philosophy, and standards for youth development. A major challenge of the Rutgers Cooperative Extension 4-H Youth Development Program is to meet the needs and interests of youth and volunteer leaders through 4-H curriculum materials. Curriculum frequently is thought to be synonymous with 4-H project publications but it is much more. A curriculum is defined as a collection of learning activities, events and experiences structured to reinforce each other and is planned to achieve particular goals or objectives. The process used to create learning opportunities is curriculum development. Some learning opportunities common to 4-H include club meetings, short-term projects, field trips, project work, community service activities, judging events, educational workshops, demonstrations and presentations, leadership experiences, public speaking, tours, and camps. Curriculum is developed to provide a means of acquiring knowledge, skills and positive attitudes. To build curriculum, a strong sense of educational purpose is required, as is a philosophy of the organization from which it is distributed. It is essential to assess and respond to the basic needs of those audiences which are addressed with interesting, accessible, and efficient delivery methods. 4-H curriculum provides information and experiences in a learning environment linking youth and adults, often volunteer leaders, supported by Rutgers Cooperative Extension personnel and the Land Grant University system. In general, 4-H curriculum is action-oriented and is intended to provide experiential learning. Extension personnel, subject matter specialists and others are brought together to determine the needs of youth in learning and experiencing activities to help them become responsible, caring adult citizens. 4-H youth are enabled to develop skills that will assist them in functioning and flourishing in their present circumstances as well as in their adult lives. The curriculum development process is designed to provide a system for input from all levels - youth in 4-H, volunteers, and Extension faculty and staff - to review, design, revise and evaluate program curriculum. Operational guidelines are provided in this manual. All forms referred to throughout this publication are contained in the Appendices. Objectives of the RCE Curriculum Development Guide The objectives of this document are to: provide a process through which curriculum that will be used and supported on a statewide basis is purchased or developed. provide guidelines and a request form for purchasing materials from non-RCE sources. provide guidelines and proposal/approval forms for writing curriculum. supplement the national 4-H curriculum handbook entitled Curriculum Development for Issues Programming- A Handbook for Extension Youth Development Professionals. It was developed by the CSREES/USDA Youth Curriculum Development Task Force and first distributed in 1992. This handbook is a complete guide to curriculum development and should be used in conjunction with the process and guidelines outlined in this document. In addition, the document K-3 Youth in 4-H Guidelines for Programming provides advice for working with younger audiences. Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 2 Beliefs About Curriculum The development, design and production of publications for New Jersey 4-H clientele is based on the beliefs that: A system for curriculum development which includes needs assessment and pilot testing with clientele groups is important and necessary for development. Guidelines contained in this document should be read and followed by all curriculum authors. Materials which have had clientele input are generally more relevant and have a higher rate of use than materials which have not had clientele input. Numerous materials are available from other states and sources and should be considered and piloted through the same process as newly developed materials. All curriculum development will be based on national curriculum review criteria, selected life skills, and the mission of the Department of 4-H Youth Development. In general, leader/teacher materials will receive first priority in development. The curriculum development process can maximize staff and financial resources, set direction for accomplishing priority objectives, help volunteer leaders be more comfortable and skilled in their teaching roles and, most importantly, benefit the ultimate recipients - 4-H youth. NJ 4-H Mission The Rutgers Cooperative Extension 4-H Youth Development program uses a learn-by-doing approach to enable youth to develop the knowledge, attitudes, and skills they need to become competent, caring and contributing citizens of the world. This mission is accomplished by using the knowledge and resources of the land grant university system, along with the involvement of caring adults. Types of Publications Different types of curricula are used for different audiences, delivery modes, and purposes. They may be in print, audio-video, or electronic forms. Here is a list of the types of publications used by 4-H, and how each are evaluated: Leader/Teacher Guide - for 4-H club leaders, school teachers, school age child care (SACC) staff, camp counselors, group leaders. Evaluated using national 4-H curriculum review criteria. Member/Participant Guide - for 4-H club members, students, campers, after school program participants. Evaluated using national 4-H curriculum review criteria. Youth Project Record - participants’ means of documenting the learning process, including the following: o Goals for the project o A record of participation in activities & learning experiences, including leadership, public speaking, and community service o Learning outcomes o Plan for applying knowledge learned o Financial records/inventory o Project-specific information Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 3 Reference Materials - available for general supplemental information; have been reviewed and recommended for use. Evaluated using selected criteria on appropriate forms. RCE Fact Sheet - Proposals to develop fact sheets should be submitted to the department chair using an RCE Fact Sheet and Bulletin Review Form. Proposed fact sheets related to 4-H are expected to be reviewed for subject matter accuracy by an Extension specialist or similar expert, in addition to a 4-H department standing committee, which serves as a second “expert reviewer,” before receiving the approval of the department chair. Promotional Materials - Reviewed by the 4-H Department Communications, Marketing, and Promotion Committee. 4-H Delivery Modes When most people think of 4-H, they think of 4-H clubs. Although 4-H clubs are the most commonly known, there are six other ways 4-H reaches youth. Each "delivery mode" serves a different purpose but all are equally important. 4-H staff also use these as categories to report participation in 4-H to government agencies at local, state, and federal levels. Delivery modes differ in regard to duration and intensity but all involve learning by doing. Although curricula may vary for each delivery mode, educational materials that are suitable for multiple delivery modes are a more efficient use of limited resources. Organized 4-H Clubs Special Interest/Short-Term Programs Camping Programs School Enrichment Programs Individual Study/Mentoring/Family Learning School Age Child Care Education Instructional TV/Video In New Jersey, educational programs represented by the following delivery modes are offered to youth, grades K-13 (one year out of high school). Membership in 4-H clubs is open to youth, grades 1-13. Here is a definition of each delivery mode: Organized 4-H clubs Members of an organized group of youth, led by an adult, with a planned program that is carried on throughout all or most of the year. 4-H clubs may meet in any location and typically have elected officers and a set of rules approved by the membership to govern the club. Standard 4-H clubs involve youth in grades 4-13 and focus on in-depth learning of one or more projects. 4-H Prep clubs provide youth, grades 1-3, with an introduction to 4-H in a non-competitive environment. 4-H clubs might meet in the community, in schools during school hours, as well as in school age child care settings after school. Refer to the NJ 4-H Honor Club RCE information sheet, available from the county 4-H office, to learn details of what an ideal 4-H club is expected to do. 4-H special interest/short-term programs Groups of youth meeting for a specific learning experience for one or more sessions, which involves direct teaching by Extension staff or trained volunteers, including teachers. Such a program is not part of school curriculum and cannot be restricted to members of 4-H clubs. This delivery mode does not usually continue for as long as a 4-H club. Examples might be a three-week babysitting course or a weekend-long state 4-H teen conference if they are open to the public. 4-H camping programs Youth taking part in an Extension planned educational experience of group living in the out-of-doors This includes overnight and day camping. This experience cannot be restricted to members of organized 4-H Clubs. Most 4-H summer camps fit this description if youth from the public are equally welcome to attend as 4-H club members. 4-H school enrichment programs Groups of youth receiving a sequence of learning experiences in cooperation with school officials during school hours, to support the school curriculum. Involves direct teaching by Extension staff or trained volunteers, including teachers. An example might be a volunteer visiting a school to present a special program on science to youth during classroom hours and promoting 4-H while doing so. Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 4 4-H individual study/mentoring/family learning programs Planned learning which occurs independent of a formal group setting such as a club, as an individual, paired, or family learning effort. Self-directed, usually with limited adult involvement except for parents (or mentor). Examples include self-study, home study courses, mentoring or shadowing with an “expert,” whole families learning together. 4-H school-aged child care education programs Educational programs offered to youth outside of school hours, usually in a school or other community center and incorporating 4-H curricula. The primary purpose is to provide care for youth while parents are working or unavailable. (Youth who are members of 4-H clubs in school age child care settings are considered members of “organized 4-H clubs.”) 4-H instructional TV/video programs Youth offered learning experiences through Extension via broadcast or closed circuit television, including satellite transmission, or videotape replays of such series. Source: NJ 4-H Leader Training Series, and Cooperative Extension Service Annual 4-H Youth Enrollment Report. Curriculum Classifications There are eight major curriculum classifications used nationally by 4-H, plus two additional ones used in New Jersey. Each classification includes several subcategories. Each subcategory may encompass numerous projects. Each project may stand alone or it may have levels which relate to difficulty levels or logical progression within the project. Each of these projects or each of its levels may then include detailed plans for each meeting/lesson that should be covered. Some projects may stand alone and do not have levels. Curricula will be categorized according to the following 4-H curriculum classifications: Citizenship and Civic Education Communications and Expressive Arts Consumer and Family Sciences Environmental Education and Earth Sciences Healthy Lifestyle Education Personal Development and Leadership Plants and Animals Science and Technology 4-H Promotional Materials* 4-H Organizational & Volunteer Support* *State category only See www.nj4h.rutgers.edu/pubs/classifications.asp for definitions of the national 4-H project titles & codes that make up the curriculum classifications (from national ES-237 statistical report). Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 5 NJ Curriculum Priorities The Curriculum Review Board is charged with developing an annual list of curriculum priorities. Although such priorities are likely to change, certain indicators are routinely used in approving the development or purchase of curricula. These are integrated into curriculum proposal forms: Adequately meets appropriate review criteria. Subject matter accuracy. Adequate justification or evidence to prove need or relevance for NJ 4-H program. Sufficient enrollment in project. Sufficient number of counties with project. Funding is available for curriculum of this size/expense. Project is an "approved" statewide project or a high curriculum priority, as determined by the Curriculum Review Board or department chair. Sufficient need for project to have written materials. Leader/Teacher Guides are generally a higher priority than other types of curricula. Amount of material already available for a project is less than others of comparable priority. Has relevance to 4-H Department or RCE strategic plans. National 4-H Curriculum Collection The National 4-H Curriculum Collection includes curricula authored throughout the country which have met specific criteria regarding the application of experiential learning methods and usefulness to youth or volunteer audiences. Curricula are evaluated using a rigorous process which includes a review by a national jury. New Jersey authors wishing to develop curricula for use in the state are urged to propose items that will meet these national criteria and be potentially marketable to audiences beyond New Jersey 4-H youth. This will aid in boosting both the funding of 4-H curriculum development in RCE as well as the credibility and national recognition of Rutgers Cooperative Extension and its faculty and staff who author such publications. Thus, national review criteria are integrated into the curriculum development and acquisition forms used by RCE. Committees reviewing curricula to purchase for use in New Jersey are urged to first consider items included in the nationally-juried collection. While being accepted in the national collection does not exempt curricula from the NJ curriculum acquisition process or pilot testing, it does simplify this process. The National 4-H Curriculum Collection database of citations can be accessed online at www.national4-hheadquarters.gov/4h_curric.htm. What Curriculum Materials May Be Used by Counties and Staff? The purpose of the curriculum approval process outlined in this guide is to ensure that high quality, developmentally appropriate publications are used consistently in 4-H programs and with youth audiences throughout the state. Therefore, county 4-H programs and Extension staff are expected to use publications listed on the Rutgers Cooperative Extension Publications List or NJ 4-H Publications List. For curricula not included on these lists, staff are encouraged to pilot test other publications that might be useful and to seek official approval through this curriculum review process. In general, a publication should not be used for more than a year without being considered for approval through the review process. Refer to section entitled “Pilot Testing 4-H Curriculum” for details on testing curriculum with intended audiences. Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 6 II. CURRICULUM DEVELOPMENT & ACQUISITION PROCESS Steps for Planning Issues-Focused Experiential Curriculum The national Curriculum Development for Issues Programming- A Handbook for Extension Youth Development Professionals publication outlines 14 steps for planning issues-focused experiential programs and curricula. These steps constitute the basis for chapters in the handbook and provide an overview of the curriculum development and acquisition philosophy of the RCE 4-H Youth Development Department, as represented by this RCE Curriculum Development Guide. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Identify Issues and Determine Priorities Define the Issue Analyze the Issue and Define the Scope Select Appropriate Focus for Extension Program or for Curriculum Identify Possible Target Audiences and Select One Analyze Characteristics of the Target Audience Describe the Outcomes (Objectives) Desired Select Appropriate Content for Outcomes (Objectives) Devise Appropriate Experiential Methods/The Experiential Learning Model Develop Curriculum Material to Match Specifications Repeat Process for Other Target Audiences Review Overall Program Plan Determine Evaluation Strategies Curriculum Implementation An overview of the New Jersey curriculum acquisition/development process is outlined later in this document. Detailed steps for purchasing or developing curriculum are included in the appropriate curriculum forms, which are meant to be self-explanatory when used with this Guide as a reference. In general, when a curriculum need has been established, a curriculum search has been completed, and the objectives for the curriculum have been defined, it is time to decide whether existing materials will be purchased or if new materials will be written. Existing materials may be purchased for use as is or for revision/adaptation for use specifically in New Jersey. Personnel Roles in Curriculum Development The following is a description of the major roles in 4-H curriculum acquisition/development in Rutgers Cooperative Extension. As the capacity of Rutgers Cooperative Extension printing and publications distribution services changes, the curriculum production and distribution process may change for 4-H publications. Staffing patterns may also require adaptations in the following roles. Committees with Curriculum Responsibilities 4-H Department members are appointed to standing committees biannually by the department chair. Each year a chair is elected for each committee by its membership. Committee chairs will serve as the spokespersons for their committee to the department and on the department Steering Committee. These committees are responsible for the development, implementation, and evaluation of the department’s programs, including state events and activities. They will determine the curriculum needs of the subject matter within their responsibility and set priorities for meeting program needs. The committees are responsible for the following segments of the curriculum acquisition process: 1. writing or soliciting a proposal for each piece of curriculum that is to be added, discontinued or revised for use as statewide curriculum. 2. reviewing proposals submitted to determine if curriculum is needed and/or a priority. 3. initiating a search for existing materials that may meet identified needs. Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 7 4. assisting author in designing and implementing a piloting process for curriculum. Each committee has responsibility for specific subject matter. There is sometimes overlap among committees. The Department Steering Committee, Department Chair, or the Curriculum Review Board will help determine which committee shall be involved in cases where the committee responsible is not apparent. Current committee names and duties are listed in the Department By-laws. If no appropriate standing committee exists relevant to an important curriculum need, an ad hoc committee (recognized by the Department Chair) can be formed to serve this function. By definition, an ad hoc committee is created to meet a specific, short-term goal and is disbanded when the task is completed. If the ad hoc committee is not a subcommittee of a standing committee, the chair of the ad hoc committee can provide the signature indicating committee approval on curriculum approval forms. Curriculum Review Board Responsible for reviewing curriculum submitted by committees or individuals to evaluate the content and determine the need and usefulness. Specific responsibilities include: 1. Reconciling the submitted curriculum with the RCE Curriculum Development Guide. 2. Creating an overall priority list of curriculum needs. 3. Determining which submitted proposals for curriculum will take priority for department focus of energy and funds. The decision will be based on the overall priority list and department strategic long range plan. 4. Referring selected curriculum to the Educational Design Specialist for completion of project, which may include purchase and/or printing of materials. Referring back to the appropriate committee or individual, curriculum which has been approved, but does not have resources currently available for completion and has not been designated as a current priority. 5. Encouraging committees and scholarship teams to seek funding for approved curriculum. 6. Keep 4-H publications up-to-date on the RCE Publications List and maintain a NJ 4-H Publications List as necessary. 7. Serve in an advisory capacity to the Educational Design Specialist related to curriculum development and acquisition efforts led by the specialist. Educational Design Specialist/Curriculum Coordinator The Educational Design Specialist (or the person serving as the department’s curriculum coordinator), acting on advice of the Curriculum Review Board, will procure or aid in the development of curriculum material after the committees have completed the proposal process described herein. Other responsibilities are listed in the specialist's position description. Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 8 Curriculum Authors/Design Teams Curriculum may be written by anyone with expertise in a given subject matter. Ideally, authorship should be done by curriculum design teams that are formed with members that have an interest and expertise in the subject matter as well as understanding of experiential learning and youth development. The involvement of the Education Design Specialist in all curriculum development efforts will help ensure consistency and quality. To initiate the approval process, an author or writing team submits the appropriate request/proposal form to the appropriate curriculum committee. If the curriculum committee endorses the request and considers it a relevant priority, the committee chair submits the materials to the Curriculum Review Board with the corresponding form. Early in the proposal stage, curriculum design teams need to determine how writing credit will be assigned to team members. This is especially important for University tenure and promotion issues. Examples from past curriculum projects can be used as a guide in the process of assigning credit equitably. Department Chair The 4-H department chair is responsible for final review and sign-off of all proposals and approval of the final draft of curriculum to be published. Department chair approval allows the curriculum to be added to the New Jersey 4-H Publications List and RCE Publications List, and made available through the Rutgers Cooperative Extension Publications Distribution Center. 4-H Advisory Committees & Volunteers To learn about ways that 4-H advisory groups and volunteers can contribute to the 4-H curriculum development process, view 4-H Advisory Committee & Volunteer Roles in 4-H Curriculum Development (4H258) at www.rce.rutgers.edu/pubs/pdfs/4h/4h258.pdf. How Curriculum is Acquired, Developed, & Managed County personnel, with their volunteer leaders, are encouraged to try any curriculum ideas they may have with their own 4-H or other youth groups. If the ideas seem to enhance project learning they are urged to make contact with the appropriate standing committee chair to begin the process of curriculum development or purchasing for statewide use. Current versions of the forms referred to in this section are available online at www.nj4h.rutgers.edu/pubs/approvalprocess.asp. Summary of 4-H/Youth Curriculum Review & Approval Process The RCE Process for Curriculum Development & Acquisition for 4-H/Youth Audiences (FS890) is a fact sheet summarizing this process. It is available online at www.rce.rutgers.edu/pubs/pdfs/fs890.pdf. Curriculum purchased from outside sources A summary of steps for publication approval: 1. A clientele need is documented. 2. Curriculum materials are identified and submitted to the appropriate 4-H department standing committee for review, using an RCE Request to Purchase Curriculum for 4-H/Youth from Outside Sources form (4H108). Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 9 2. The committee pilots curriculum with a nonbiased audience. Sample pilot test forms are available at www.rce.rutgers.edu/evaluation/ptforms.asp and suggested procedures for pilot testing can be found at www.rce.rutgers.edu/evaluation/ptprocedures.asp. 3. Results of pilot testing are included with the request form and submitted to 4-H Curriculum Review Board. 4. After the request is approved by the committee, the 4-H Curriculum Review Board reviews the material. Approved curriculum is forwarded to the 4-H department chair for signature and entered into the publication management process. Author and committee are notified of approval status. Curriculum developed by RCE faculty and staff A summary of steps for publication approval: 1. A clientele need is documented. 2. A proposal for curriculum materials is submitted to the appropriate 4-H department standing committee using an RCE Proposal to Develop Curriculum for 4-H/Youth form (4H109). (This does not apply to fact sheets. See below.) 3. The curriculum material is reviewed by the standing committee. Recommended curriculum is submitted to the 4-H Curriculum Review Board with the RCE Proposal to Develop Curriculum for 4-H/Youth form. 4. 4-H Curriculum Review Board reviews the proposal. Approved proposal to develop curriculum is forwarded to the 4-H department chair for authorization. The department chair’s signature also means that the curriculum may be desktop published by the Resource Center. Author and committee are notified of approval status. 5. Author writes, refines, and then pilots curriculum with a non-biased audience. Sample pilot test forms are available at www.rce.rutgers.edu/evaluation/ptforms.asp and suggested procedures for pilot testing can be found at www.rce.rutgers.edu/evaluation/ptprocedures.asp. 6. Author evaluates, revises, and refines curriculum. 7. The curriculum material is again reviewed by the standing committee. The approved curriculum is submitted to the 4-H Curriculum Review Board using an RCE Approval of Curriculum Developed for 4-H/Youth form*. (It is the responsibility of the author/committee to be sure the curriculum is in final, reproducible, format when submitted to the 4-H Curriculum Review Board.) * Note that development of 4-H Project Record Books is expected to follow an established format. (Refer to current published NJ 4-H record books to see acceptable format.) Only subject matterrelated information can be altered. This eliminates the need for submitting an RCE Approval of Curriculum Developed for 4-H/Youth form (4H110) after development is approved. 8. 4-H Curriculum Review Board reviews the material. Approved curriculum is forwarded to the 4-H department chair for signature and entered into the publication management process. Author and committee are notified of approval status. Fact Sheets Proposals to develop fact sheets should be submitted to the department chair using an RCE Fact Sheet and Bulletin Review Form. Proposed fact sheets related to 4-H are expected to be reviewed for subject matter accuracy by an Extension specialist or similar expert, in addition to a 4-H department standing committee, which serves as a second “expert reviewer,” before receiving the approval of the department chair. Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 10 Management Of 4-H/Youth Curriculum Materials Beyond The Approval Process The following are the steps for the management of publications that will be purchased from another source or developed by Rutgers Cooperative Extension faculty or staff. 1. Once a publication has been approved and has Department Chair signature the author and standing committee chair are notified. 2. Approved proposal form sent to the Educational Design Specialist. 3. Educational Design Specialist enters information into 4-H curriculum database. 4. An announcement of new publications will be made as they are available. 5. The RCE Publications Center manager will be responsible for setting the price of the curriculum, based on RCE policy, and for ordering or printing the curriculum as needed. 6. Curriculum ordered as requested by users from the RCE Publications Center or directly from outside sources such as 4-H CCS. Marketing Considerations Marketing involves determining the needs of a target audience and then developing products and services to meet those needs. The procedures and information contained in the RCE Curriculum Development Guide is firmly rooted in that philosophy. Needs assessment is an integral component in the mission of Rutgers Cooperative Extension programming methods. However, a marketing approach is also important for economic reasons. When developing curriculum, committees and design teams need to consider the potential market for “saleable” curriculum when determining curriculum development priorities. At minimum, curriculum needs to pay for itself but ideally, the sale of high-demand curricula will subsidize curricula that may be highly needed but less saleable (for instance, volunteer management materials that are specific to New Jersey 4-H). When developing curriculum, there may be both primary and secondary markets. A primary market is the target audience for which the curriculum is originally developed. A secondary market includes other audiences that may be interested in and able to use the same product. Whenever possible, curriculum committees and design teams need to consider as many markets as possible when developing or purchasing curricula. Another way to maximize investment in curriculum developed is to refrain from including information that severely limits suitable audiences or will soon render the curriculum out-of-date. For instance, “group leader” might be used in place of “4-H club leader” and being careful not to mention names of organizations or titles of people which change regularly. (ie. The name of the President of the United States.) Target markets might be based on: Delivery mode Age/grade of participants Material that can be sold to 4-H programs in other states Other organizations, including school systems Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 11 Funding Sources & Considerations Whenever possible, curriculum should be self-funded, meaning the costs of production, printing, and distribution should be covered by the fee charged for each publication. Rutgers Cooperative Extension policy allows for volunteers to be given one copy of any publication they need to perform their related Extension volunteer role. However, with funding being limited, authors and development teams should consider what sources of funding might be available to pay for publications that will be given free-ofcharge to volunteers. Avoiding large, costly publications may be helpful whenever possible. Information requested in the various curriculum request and approval forms is often useful in developing funding proposals. Gaining prior approval through a 4-H Department Committee and the 4-H Curriculum Review Board will make the project more likely to be considered. Here are common funding sources for 4-H curriculum materials: Traditional/Rutgers Cooperative Extension Since most of this is from government sources, funding is limited and is mostly committed to fixed expenses such as salaries. Therefore, publications are generally priced to cover their own costs. See the Department Chair for other requests. “Seed” funding for curriculum development is sometimes available through one-time funding, such as through “innovative grants” and efforts which are approved to support strategic plans,etc. Usually, proposals must be submitted, and a limited number of projects are accepted. National 4-H Cooperative Curriculum System A system that enables multiple states to team together to develop nationally relevant curricula has been organized. This system aims to minimize redundancy among states, promote cooperation, share staff resources and combine expertise, and ultimately, share the proceeds resulting from the sale of curriculum developed. External Grants There are numerous public and private agencies, foundations, and donors willing to sponsor curriculum development efforts. However, funds are often limited and available on a highly competitive basis. Greater success is achieved by carefully following the directions in the Request for Proposals (RFP’s). Pay special attention to the type of projects that may or may not be funded by each agency. Also, don’t forget that there are many policies and procedures set forth by the University in seeking and administering grants. Refer to the RCE information sheet (from the Director of Extension) entitled Grants, Gifts, and Contract Procedures for details. Accompanying information includes the necessary University contacts, identification numbers, overhead costs, etc. that must be included in grant applications. Also, there is an Endorsement of an Application for External Funding that is required by the University. NJ 4-H Development Fund Historically, most of any funding available is earmarked toward state 4-H educational events and award programs. However, a limited number of other projects, such as relevant curriculum, can be funded. Sometimes, a sponsor can be matched with a project that interests that donor. Funding is often in the form of in-kind services. Provide a proposal of your curriculum needs to the department chair so that need is known. Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 12 III. CURRICULUM DESIGN CONSIDERATIONS There are numerous considerations in designing curriculum for an effective 4-H learning experience. The individual child's readiness, need, motivation and differences may be accounted for through the child development theory used as the academic base for the Department of 4-H Youth Development. In writing curriculum, developmental differences need to be accommodated as well as several design components, including: Teaching life skills Incorporating experiential learning methods Developmental levels of target audience Diversity and policy of inclusion Deciding Medium & Format In designing new curriculum, one needs to decide what medium and format to use, based on the curriculum content and outcomes sought, as well as the needs of the target audience. Print Media Leader/Teacher Guides, Member/Participant Guides, Youth Project Records Manuals and guides provide for maximum flexibility and creativity in format, graphics, length, delivery methods and depth of subject to be covered. In general, such materials will be much more comprehensive and allow for a sequential, complete learning experience. However, if a printed publication will not have a fee, external funding must be secured to print quantity needed for the intended audience. Fact Sheets In general, RCE fact sheets are somewhat limiting, due to restrictions on length and page format. However, in some instances, they may be appropriate. Although each fact sheet covers a limited topic, they can be combined to form a project or full curriculum. The main advantage of utilizing the fact sheet is that the publishing costs are automatically covered with department funds (There is no need to obtain external funding for printing or to charge users) and posted on the RCE web site. A Fact Sheet Review Form is available from the Resource Center/Publications Distribution Center. Reference Materials Reference materials often supplement the main curriculum. If they are in printed form, such as a booklet, they might include more details and factual information. Often, reference materials in audio-visual format (for instance, videotape) provide a demonstration of the activities and information contained in Leader and Member Guides. Reference materials that are from commercial, for-profit sources should be avoided wherever possible. 4-H Promotional Materials Promoting 4-H can be done via printed materials such as brochures and flyers, but also through the media listed below. Audio-visual/Electronic Media Audiotape, Videotape, Slides Printed materials aren’t always the best method for teaching or communication. Audio or video cassettes and slides can enliven a learning experience with action and sound. They are often more expensive to produce and distribute, however. Sometimes these media are used to supplement printed curriculum materials. Computer Program/CD-ROM Computer programs and other electronic media are becoming more popular and useful delivery methods. Two major considerations in using computer/electronic media are compatibility, and availability of the format used. For instance, what operating system, hardware, and software must the user have to access the electronic curriculum. Web-based publishing generally provides greater accessibility. Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 13 Web-Based Publishing Electronic publishing via the Internet, through the World Wide Web (WWW), is economical, prevalent, and can be used in reaching mass audiences. Besides information contained in this Guide, refer to current 4-H Web Page Policies and Guidelines (as determined by the Department of 4-H Youth Development) for additional information if interested in developing a Web site that is aimed at 4-H or youth audiences. The Learn-By-Doing Approach To Life Skill Development This is based on The Learn-By-Doing Approach to Life Skill Development (FS891), a fact sheet outlining the experiential learning process and life skills used by 4-H. (Available online at www.rce.rutgers.edu/pubs/pdfs/fs891.pdf.) The Experiential Learning Process As an integral part of the 4-H mission, the process of “learn-by-doing” or experiential learning, is an essential component of all 4-H programs and curricula. The learn-by-doing approach allows youth to experience something with very little guidance from an adult. Instead of being told “the answers,” they are presented with a problem, situation, or activity which they must make sense of for themselves. Learning by doing is called “experiential learning” because it is based on learning from experiences. The steps of the experiential learning process are: 1. Experience the activity: perform, do it. Except for basic instructions on organization, safety, or time requirements, youth do before being told or shown how. 2. Share the results, reactions, and observations publicly. Youth describe the results of the experience and their reactions. 3. Process by discussing, looking at the experience; analyzing, reflecting. Youth relate the experience to the targeted life skills being taught. 4. Generalize to connect the experience to real-world examples. Youth connect the life skill discussion to the larger world. 5. Apply what was learned to a similar or different situation; practice. Youth use the new life skill experiences in other parts of their lives. Experiential Learning Model Refer to the next page for a diagram of the Experiential Learning Process used by 4-H. Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 14 The Group Leader’s Role in Experiential Learning First, it is important to review the materials and practice the activities to be taught. As a group leader, the adult should never freely give "the answers" to a problem. Instead, the leader helps guide the youth in a process through which they can determine "solutions" for themselves. Here are the adult leader's roles in each of the steps of the experiential learning process: 1. Experience (Doing) - Describe the experience or activity you will have learners do before they are told or shown how. 2. Share (What happened?) - Develop questions you will ask the learners about their experience and their reaction to it after they have completed the activity. 3. Process (What’s important?) - Develop questions that you will ask the learners about something they felt was important about the experience. 4. Generalize (So what?) - Develop questions that will ask the learners how the experience related to their own lives. 5. Apply (Now what?) - Develop questions that ask the learners how they could apply what they learned to a similar or different situation. Life Skills Boys and girls are attracted to 4-H because they will make and do things by participating in 4-H projects and activities offered in clubs, camps, and other groups. In developing curriculum materials, attention should be given to the life skills which are important in helping young people become self-directing, productive, contributing members of society. "Life-skills" are a broad range of skills that may be thought of as life-long needs and that are important attributes in career exploration and workforce preparation. 4H curriculum aims to teach both subject matter and life skills. By identifying them in advance through program objectives, it is easier to evaluate the outcomes and benefits of the program. For guidance on objective writing for achieving program impact, refer to the fact sheet entitled, Measuring Impact of Educational Programs (FS869), available online at www.rce.rutgers.edu/pubs/pdfs/fs869.pdf. Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 15 The “Targeting Life Skills” Model New Jersey uses the Iowa State University “Targeting Life Skills” (TLS) model, that uses the four H’s (Head, Heart, Hands, Health) of 4-H to depict life skill development of young people. Two general categories of skills are included under each of the four headings. Below is information about the model, available online at www.extension.iastate.edu/4H/lifeskills. The TLS Model is intended to be inclusive for all possible life skills. The terminology in the TLS Model is not the same as that used in any one other current list of life skills. By being generic, the model allows those developing curriculum to incorporate any specific life skill that youth programmers may wish to address using whichever terminology is descriptive of that skill. Therefore, the purpose of the TLS Model is to provide a way to simplify coordination of life skill development with ages and stages tasks so programs will be developmentally appropriate and more effective in achieving identified outcomes. Source: Iowa State University Extension. Used by permission. Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 16 Description of Selected Life Skills Here is a description of selected life skills that have been commonly used by New Jersey 4-H: Enhance Learning Skills of boys and girls through the use of experiential learning techniques. This includes: o capitalizing on curiosity o use of learning as a process that assists in coping with change o increasing skills of identifying learning needs and sources of knowledge o use of competitive and cooperative learning methods o developing psychomotor skills (Strength and endurance, coordination, and precision) Strengthen and Use Decision Making Skills, collectively and individually. This is more than solving problems; it is a basic skill that will be used when defining goals and generating action towards goals. It includes: o assessing needs and interests o identifying and using resources such as time, energy, talents and money o establishing goals and priorities o accepting risk of action and change o making group decisions Develop a Positive Self-Concept. Self-concept is an emerging belief about oneself that contributes to one's ability to cope successfully with issues in one's life, and eventually making a positive impact with the lives of others. This includes: o acknowledgment of own and others' value systems o appreciation and knowledge of cultural heritage - own and others o growth from other-directed to inner-directed behavior o definition of role expectations within family, peer group and society o self-evaluation based on goals and priorities for self o assessment of own strengths and weaknesses o acceptance of success, failure, criticism and praise Communicate With and Relate to Other People. Develop communication skills that enhance the ability to understand and respect what was said with the openness to develop another point of view. Develop the ability to separate statements and actions from personalities. This includes: o communication techniques - verbal and non-verbal o listening techniques o record-keeping practice o recognition, respect and acceptance of others worth o use of competitive and cooperative learning methods o recognition and use of social skills such as tact/diplomacy, making friends, negotiation, conflict management Respond to the Needs of Others and the Community in which they live, to become aware of the concerns of the people who live there, and take appropriate action. Nurturing others in a manner that respects their values and concerns. This includes: o opportunities to perceive and act upon the needs of others within the community o opportunities to accept responsibilities for individual and group goals within the family, club and community setting o citizenship participation responsibilities Youth leaders may need help in understanding this approach and its incorporation into 4-H meetings. With training, they will quickly realize that many of these skills they have been teaching but may not have labeled with the terms used above. For example, a conflict may have been negotiated by a teen leader. The club leader could simply point out that this disagreement was very nicely settled or negotiated by the teen leader. This is both affirmation for the teen leader's self esteem and labeling of a skill for other members to be aware of. Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 17 Developmental Levels Of Target Audience In all curriculum writing for the Rutgers Cooperative Extension 4-H program, a targeted age/grade group should be identified. Characteristics of these age groupings are given below. These descriptors are only generalities for the age group. A basic premise in child development is that children develop at different rates. The following chart may be used only as a guide for an age group. Developmental Characteristics of the 4-H Youth Audience CHARACTERISTIC Interest Span Motor Skills Mental Growth Ability to Plan Relation to Adults Relation to Age Mates PREP Grades 1-3 Short, unless topic is of great interest. Can be increased if activity is included. (5 to 20 minutes) May be easily frustrated by fine motor tasks that are beyond level of coordination BEGINNERS Grades 4-6 Short and varied. INTERMEDIATES Grades 7-9 Lengthens with experience and interest in subject or activity. ADVANCED Grades 10-13 Almost adult if selfmotivated High interest in doing active projects. Poor coordination Highly skilled in areas of interest and practice. Curious, learns from hands-on experiences. Developing language. Has difficulty with multiple step plans over a period of time. Seeks adult leadership and companionship High curiosity. Limited experience. Beginning abstract learning. Limited ability, experience and judgement. Accepts leadership easily from adults. Interested in skills for specific use. Can tackle more difficult jobs with more complex coordination. Increased depth and scope of learning. More interested in small groups under adult supervision Needs to feel accepted Can plan better than execute. Needs and wants guidance but rejects domination. Interested in opposite sex, and in group acceptance. Continued increase related to experience. Can see relationships. Has need and ability to plan Wants leadership on adult level. High interest in groups, “couples” oriented Adapted from: NDSU Curriculum Guidelines Implications for Curriculum Development The following implications of these guidelines may provide some useful ideas for curriculum writers. Grades 1-3 Keep activities short with simple instructions. Provide a wide variety of activities. Provide consistency and routine in club programs for a sense of security. Suggest many practical suggestions for the adult leader in developing their own leadership style with this age group. Grades 4-6 Keep projects limited in scope - this age group tends to try too much. Make sure tangible results can be seen quickly and often. Suggest that leadership activities be modeled by the adult or a teen leader - then try limited youth experiences. Encourage sharing opportunities through group activities, public speaking, community activities, etc. Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 18 Grades 7-9 Provide opportunities for: o leadership activities o group activities o planning and executing activities Suggest ideas for group activities. Suggest ways that leaders may be supportive as they "step aside." Grades 10-13 Provide numerous opportunities to assume responsibility for: o planning and carrying out own project work o assisting younger members with project work and activities o planning club activities Suggest ways adult leaders may become almost "invisible" while still strong and supportive. Provide suggestions for ways to assist younger members. Other information regarding developmental stages of youth may be found online at www.4hccsprojects.com/learn, and in the New Jersey 4-H Leader Training Series (E148) (online at www.nj4h.rutgers.edu/volunteering/e148.html) and Curriculum Development for Issues Programming. Writing Leader/Teacher Guides In writing or selecting materials, emphasis will be placed on leader's guides. In general, a leader's guide includes: description of the project - what the participants will learn or do clear statement of measurable objectives and goals for youth and volunteers background subject matter or references meeting/teaching plans, using the steps in the experiential learning model lists of supplies and/or materials needed reproducible worksheets (if needed) suggested community service activities suggested public speaking ideas a list of other related projects and/or other 4-H opportunities a record-keeping plan suggested ways of involving parents (when practical) If a leader's guide and member's guide format is chosen, the above list may be divided between the two pieces. However, care must be taken to keep the member's materials age specific, with excellent graphics and at the appropriate reading level. Some member's guides are intended to be used for two or three years in one project. The end product should be a project that is: easy to read/use attractive educationally sound fun for 4-H youth Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 19 Leader/Teacher Guide Format An outline for a Leader/Teacher Guide found below should be utilized when designing a teaching guide for adults. Outline for Leader/Teacher Guide 1. Title 2. Purpose(s) – State general goal(s) and /or specific learning objectives; include unique 4-H features (experiential learning methods, life skills, etc.) 3. Recommended Audience Grade/Age 4. Recommended Audience Size 5. Recommended Physical Setting 6. Presentation Time Needed 7. Background Subject Matter Information – Provide subject matter, technical or other information which will enable the leader to understand the concepts to be taught. 8. Materials/Equipment Needed – List materials, equipment, supplies needed for each meeting/lesson. 9. Meeting/Lesson Script – List/describe all teaching methods, questions, activities, discussions, etc. where applicable, as well as actual subject matter content for each meeting/lesson. This should be the body of the presentation. Be sure to follow Experiential Learning Model! 10. Supplementary Materials – List any “extras” that might be used, such as worksheets, videos, etc. 11. Evaluation Methods/Instruments – Describe how performance of learners/instructor/overall program has been, or might be, evaluated. Include instruments that have been developed. 12. Written/Developed by – List names and titles of authors and committee, if appropriate. 13. Adapted by – List original author or source, followed by name and title of those making the adaptation (committee, if appropriate). 14. References Used – Cite any references actually used in developing this program. 15. Suggested Other References/Resources – List any additional reference or resource materials/people that could be helpful in planning, conducting and/or expanding this program. 16. Other Suggestions/Directions/Helpful Hints – List any other ideas or suggestions that may be helpful in preparing for, conducting and/or expanding this program. Consider parts of other4-H projects that may be “connected” for added interest (i.e. photography with natural science). Add safety concerns and precautions. Suggest other opportunities such as fairs, contests, public speaking, field trips, etc. Prepared by Keith G. Diem, 1987. Rev. 1997. Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 20 Diversity and Policy of Inclusion 4-H Youth Development Programs are offered to all youth, grades K-13, without regard to race, color, national origin, gender, religion, disability, political beliefs, sexual orientation, or marital or family status, on an age appropriate basis. These principles of inclusion and equal opportunity must be reflected in the narrative and illustrative content of all 4-H publications, such as: Racial and Ethnic Image - include people of various races and national origin in illustrations and examples. Sex Role Image - avoid categorizing people into preconceived behaviors based on gender. Include references to both boys and girls or women and men in the text, illustrations, and examples. If possible avoid the use of "he" in reference to both boys and girls. For example: “Each 4-H youth should complete his records,” might be written, “All 4-H youth should complete their records,” or “4-H youth should complete a record for each project.” If statements become too awkward, use the form s/he or hers/his. For more complete information consult, “Guidelines for Equal Treatment of the Sexes in McGraw-Hill Book Company Publications."” This reference may be found in County Cooperative Extension Office Civil Rights Files. Disability/Handicap Image - when writing, take into account varying abilities of the participants. If appropriate, elaborate on alternative procedures for the project activities. Socio-Economic Status - Keep in mind that readers may come from all types of socio-economic circumstances. Members and leaders have varying financial means, so explore alternatives to project spending. When referring to jobs or occupations, portray each as having merit and dignity. All authors should convey this affirmative action commitment in all curriculum. Any specialist, editor or graphic artist working with an author on a 4-H publication is expected to reinforce this commitment throughout the materials and illustrations. Pilot Testing 4-H Curriculum Pilot testing is done before the decision to adopt or produce curricula for statewide use is made. By adequately pilot testing a publication with potential users of the curriculum, the investment in the publication can be justified. In addition, feedback received can be used to modify a publication being developed or to produce or purchase more effective curricula in the future. Pilot Test Forms Examples of pilot test forms available online (www.nj4h.rutgers.edu/pubs/approvalprocess.asp) include: 4-H Project Material Survey for Youth - Pilot Test Form 1 4-H Curriculum Survey for Adult Leader/Teacher - Pilot Test Form 2 4-H Record Book Trial Version Evaluation for Club Members - Pilot Test Form 3 4-H Record Book Trial Version Evaluation for Adult Club Leaders - Pilot Test Form 4 Authors and committees can use the above forms as-is or may develop alternative pilot test procedures. The types of information sought by the questions included in this forms is considered a minimum need in pilot tests. More sophisticated and complete pilot testing procedures and methods are welcomed. Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 21 Pilot Test Procedures Keep the following points in mind when pilot testing: Refer to the plan you described on the Request/Proposal form for evaluation and determining educational impact of the publication. Plan to meet any deadlines listed as part of the plan. Choose a representative group of people who have used the curriculum to complete pilot test forms. Make sure the number of people involved is high enough to get a good response but low enough so that the number is manageable for the evaluation committee. In general, use a sample of individuals or groups from different geographic areas, clubs, or schools. Surveying every user of the curriculum is rarely necessary. Consider involving project advisory groups at the state or county levels in pilot testing, since they have a vested interest in seeing that quality, high-priority curricula are tested and selected for use. Appoint a person or subcommittee to tabulate the results of the pilot test, interpret the findings and make a recommendation to the appropriate standing committee based on those findings. This information should be summarized in a brief report (one or two pages). Use the results of the pilot test process! If changes are recommended by users, plan to revise the curriculum before it is developed, duplicated, or re-printed. If comments are made that would be useful to people developing similar publications, be sure to share these results. When you are working with the feedback from the pilot test forms, be fair with the results you receive. If you do receive negative feedback, approach it as objectively as possible and plan to use this feedback to improve this curriculum and also to produce better publications in the future. Pilot testing not only provides necessary information for the approval of curriculum, it also is a valuable method of measuring impact achieved from programs and the curricula used in the sample of individuals or groups from different geographic areas, clubs, or schools. Surveying every user of the curriculum is rarely necessary. Consider involving project advisory groups at the state or county levels in pilot testing, since they have a vested interest in seeing that quality, high-priority curricula are tested and selected for use. Appoint a person or subcommittee to tabulate the results of the pilot test, interpret the findings and make a recommendation to the appropriate standing committee based on those findings. This information should be summarized in a brief report (one or two pages). Use the results of the pilot test process! If changes are recommended by users, plan to revise the curriculum before it is developed, duplicated, or re-printed. If comments are made that would be useful to people developing similar publications, be sure to share these results. When you are working with the feedback from the pilot test forms, be fair with the results you receive. If you do receive negative feedback, approach it as objectively as possible and plan to use this feedback to improve this curriculum and also to produce better publications in the future. Pilot testing not only provides necessary information for the approval of curriculum, it also is a valuable method of measuring impact achieved from programs and the curricula used in them. Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 22 IV. BIBLIOGRAPHY & RESOURCES All publications, including this Guide, are available from Rutgers Cooperative Extension (New Brunswick, NJ) unless indicated otherwise. Many are available online from www.rce.rutgers.edu Ordering Curriculum Materials NJ 4-H Publications List (Available online at www.nj4h.rutgers.edu/pubs/4hpublist.pdf) Rutgers Cooperative Extension Publication List (Available online at www.rce.rutgers.edu) National 4-H Source Book (previously referred to as National 4-H Catalog) Includes descriptions of items in National 4-H Curriculum Collection, other 4-H curricula, and other 4-H paraphernalia. (Available from National 4-H Council and online at www.4-hmall.org) Forms RCE Fact Sheet and Bulletin Review Form (Available from Resource Center and department chair) Request To Purchase Curriculum For 4-H/Youth from Outside Sources (4H108) - 4-H Curriculum Form 1 of 1 for purchased publications (Available online as a PDF document at www.nj4h.rutgers.edu/pubs/approvalprocess.asp) Proposal To Develop Curriculum For 4-H/Youth (4H109) - 4-H Curriculum Form 1 of 2 for developed publications) (Available online as a PDF document at www.nj4h.rutgers.edu/pubs/approvalprocess.asp) Approval Of Curriculum Developed For 4-H/Youth (4H110) - 4-H Curriculum Form 2 of 2 for developed publications (Available online as a PDF document at www.nj4h.rutgers.edu/pubs/approvalprocess.asp) 4-H Project Material Survey for Youth - Pilot Test Form 1 (Available online as a PDF document at www.nj4h.rutgers.edu/pubs/approvalprocess.asp) 4-H Curriculum Survey for Adult Leader/Teacher - Pilot Test Form 2 (Available online as a PDF document at www.nj4h.rutgers.edu/pubs/approvalprocess.asp) 4-H Record Book Trial Version Evaluation for Club Members - Pilot Test Form 3 (Available online as a PDF document at www.nj4h.rutgers.edu/pubs/approvalprocess.asp) 4-H Record Book Trial Version Evaluation for Adult Club Leaders - Pilot Test Form 4 (Available online as a PDF document at www.nj4h.rutgers.edu/pubs/approvalprocess.asp) References and Fact Sheets The RCE Process for Curriculum Development & Acquisition for 4-H/Youth Audiences (FS890) A fact sheet summarizing the curriculum approval process used by 4-H. (Available online at www.rce.rutgers.edu/pubs/pdfs/fs890.pdf.) 4-H Advisory Committee & Volunteer Roles in 4-H Curriculum Development (4H258) Learn how 4-H advisory groups and volunteers can contribute to the 4-H curriculum development process. (Available online at www.rce.rutgers.edu/pubs/pdfs/4h/4h258.pdf.) Rutgers Cooperative Extension Curriculum Development Guide for 4-H/Youth Audiences (August 2004) p. 23 The Learn-By-Doing Approach to Life Skill Development (FS891) Fact sheet outlining the experiential learning process and life skills used by 4-H. (Available online at www.rce.rutgers.edu/pubs/pdfs/fs891.pdf.) Hands-on, Heads-on: The Power of Experiential Learning A comprehensive training curriculum designed to show how to use the Experiential Learning Model effectively when working with youth. The curriculum contains a video and accompanying facilitator’s guide, as well as a resource website at www.4hccsprojects.com/learn, which includes a thorough outline of Ages & Stages in youth development. Go to www.n4hccs.org/ to purchase. Curriculum Development for Issues Programming - A Handbook for Extension Youth Development Professionals. ES/USDA Youth Curriculum Development Task Force,1992. Rev. 1996. (Published by CSREES, available online via CYFERNet) K-3 Youth in 4-H - Guidelines for Programming. National 5-8 Curriculum Task Force, 1995. (Published by CSREES, available online via CYFERNet at www.cyfernet.org/curricul/k3_manual.html) Developing Youth Curriculum Using the Targeting Life Skills Model (Iowa State University Extension) (Available online at www.extension.iastate.edu/4H/lifeskills) Measuring Impact of Educational Programs (FS869) (Available online at www.rce.rutgers.edu/pubs/pdfs/fs869.pdf) Developing Experientially Based 4-H Curriculum Materials (By R.L. Horton, et. al. Publication 4-H897 available from Ohio State University, Columbus, OH) Curriculum Standards N.J. Core Curriculum Content Standards (Published by New Jersey State Department of Education, available online at www.state.nj.us/njded/cccs) National Educational Standards (Available online at www.educationworld.com/standards) What Work Requires of Schools - A SCANS Report for America 2000 The Secretary’s Commission on Achieving Necessary Skills, June 1991 (Published by U.S. Department of Labor, available online at http://wdr.doleta.gov/SCANS)
