Presentation on theme: "LEARNING TO PLAY & PLAYING TO TEACH: TOBACCO PREVENTION"— Presentation transcript:
1LEARNING TO PLAY & PLAYING TO TEACH: TOBACCO PREVENTION CESAR NAVARRO, B.A.VETERANS PROGRAM SPECIALIST
2WORKSHOP GOALSProvide ideas, activities and resources to build your “Tobacco Prevention” Tool Box.How to apply tobacco prevention information into alternative activities to strengthen learning.Experiential Learning: Cycle of Processing activitiesA.P.P.L.E. Facilitation Model for Experiential Learning Activities
3TOBACCO ALTERNATIVE ACTIVITY Activities under this strategy are designed to assist participants in mastering new skills and promote a sense of belonging, bonding and leadership with peers, family, and community. This strategy includes activities that focus specifically on tobacco prevention and provides participants the opportunity to take part in educational, leadership, cultural, recreational and work oriented tobacco-free prevention activities.
4Experiential Learning- What is it? “We don’t receive wisdom; we must discover it for ourselves after a journey that no one can take for us or spare us” Marcel Proust“Experiential Learning is learning through doing. It is a process through which individuals construct knowledge, acquire skills, and enhance values from direct experience” (Association of Experiential Education, 1995)
5Experiential Learning Cycle 4 Phases of the Experiential Learning Cycle:ExperiencingReflectingGeneralizingApplying
6Experiential Learning Cycle Experiencing: is the stage in which individuals participate in a specific structured activity.“Data Generating part of an experience”If the process stops after this stage, all learning is left to chance and facilitator did not fulfill their responsibility
7Experiential Learning Cycle Reflecting: is the stage where people have experienced an activity and need time to look back and examine what they saw, felt, and thought about during the event.The learner integrates the new experience with past experiences
8Experiential Learning Cycle Generalizing: to make inferences from the structured experience to everyday life.Patterns of emotions, thoughts, behaviors or observations are undertaken“So What?” is the key question at this stage.Generalizations are to be made about “what tends to happen”.
9Experiential Learning Cycle Applying: this is the procedure of focusing attention from the structured experience to actual situations and settings in individuals’ daily lives.- The key question of this stage is “Now What?”
11“Everything that happens to you is your teacher “Everything that happens to you is your teacher. The secret is to learn to sit at the feet of your own life and be taught by it.”Polly B. Berends
12APPLICATION OF TOBACCO PREVENTION INFORMATION IN ALTERNATIVE ACTIVITIES Know your information.Focus your briefing of activity and relate it to tobacco information to set expectations of learning.Draw on the thoughts and emotions of the “experience” to guide discussion and information about Tobacco education.”Look for teachable moments to guide discussion and deliver your information.Remember that activities are fun “opportunities” to discuss tobacco information in safe and healthy ways.
13A.P.P.L.E. Facilitation Model ASSESSPLANPREPARELEADEVALUATE
14A.P.P.L.E. Facilitation Model ASSESSWho are they?Identify goalsLogistics: time, location, number of leaders, number of participants
15A.P.P.L.E. Facilitation Model PLANWhat will work?What will be funDoes it meet the goals?Sequence of activities: what do I start with, how much time for “icebreakers”, how much time per activity,how does it wrap-up
16A.P.P.L.E. Facilitation Model PREPAREGather props and materialsPre co-leadersHave a back-up planCheck the location
17A.P.P.L.E. Facilitation Model LEADInviteSet a tone: build trust, make people feel comfortable, model appropriate behaviorsStyle: clear and simple, be enthusiastic, use humor and fantasyProvide appropriate challengesBe creativeBe prepared to change your planObserve and listenHave Fun
18A.P.P.L.E. Facilitation Model EVALUATEDuring the program:Monitor the group and adjust activity selection accordinglyDebrief when appropriate: what is group ready for, is it safe to discuss, focus on 1-2 topics, ask “What/ So What/ Now What”React-adapt to what happens with the groupAfter the program:What worked?, What would have worked better?,What would you do differently next time?
19Categories of Activities Ice Breakers:Warm-Ups:Disinhibitors:Games:Initiatives:Trust:Closing:
20LET THE GAMES BEGIN!!!!!!!!!!!! Be Open! Allow Creative Juices to Flow!Let Go and Play!!Think about how you can improve, adjust, modify, adapt or implement activities to fit your facilitation style and participants.Have Fun!!!!!!!!!!!!!!
21CONTACT INFORMATIONCesar Navarro, Veterans Program Specialist 7500 US Hwy 90 W. Suite100 San Antonio,Tx cell:
22REFERENCESJohn L. Luckner & Reldan S. Nadler. Processing The Experience: Strategies to Enhance and Generalize Learning-Second Edition.Karl Rohnke. Silver Bullets: A Guide To Initiative Problems, Adventure Games And Trust Activities.Karl Rohnke. Cowstails And Cobras II: A Guide to Games, Initiatives, Ropes Courses, & Adventure Curriculum.Sam Sikes.Feeding the Zircon Gorilla and other team building activities.Jim Cain & Barry Jolliff.Team Work & Team Play.