Integrate FCCLA In The Classroom

Report
Integrate FCCLA In
The Classroom
Susan Heller and Heidi Weight
Fall Leadership 2013
Socrative.com
Partners
Activity # 1
Activity #2
Activity #2
Discussion
 How easy was it to do the tasks that you were
given?
 Would the tasks have been easier to complete if
you were doing it without your partners help?
Why or why not?
 What can this activity teach us about working
together?
 How hard is it to do some things as a group rather
then by yourself?
Discussion
 Do some people work better by themselves
rather then in a group?
 Have you ever bee in a situation where a group
slowed you down?
 How frustrating is it to be slowed down?
 What are some ways when working with a group
that you ca keep from having problems?
 If you become frustrated when working with a
group what can you do to lesson the frustration?
Key Message
 Do not be afraid to work together as a team.
 Work with your state adviser, area advisors, and
chapter advisors to make sure we are on the
same page.
 We need to assure we are on the same page
and make sure expectations are the same so
that we can all be successful.
One of our best
resources is the National
Website
HW
Resources for Advisers on the
National Website: fcclainc.org
New Advisers in
“Search Box”
Ppts about promoting FCCLA,
Fundraising, Awards and Grants
FCCLA Info,
Webinars,
Fundraising
(Cupcakes)
Adviser Blog
(Elevator Speeches)
Great Ideas!
Link to Lesson Plans
STAR Event
Demos Here
On
Schooltube
HW
Lessons and Information
Attachments for All Subjects
HW
THE Planning Tree
Activities
Supplies/materials
Who can help?
Public
Relations
Competitive/STAR Events
Skills we need to
learn
Skills we have.
 More about this later…
 A full description of this
activity is available on the
website:
http://fcclainc.org
Project Goals
Obstacles?
Goal
#1
Goal
#2
Goal
#3
Integrate FCCLA with FACS
Standards
HW
Charts from fcclainc.org that help
integrate FCCLA into your class
curriculum!
HW
A Couple Cool Tools to get
your students and members
engaged in your classroom
Remind 101—Great tool for texting all of your
class or FCCLA members at once.
Socrative—Tool teacher can use for quick
testing or to get feed back from students. Can
interact with cell phones, computers and tablets.
STEP 1Expedition w/ QR Codes--
HW
National Website: fcclainc.org
State Website:http://utahfccla.org/
1. Mrs. Weight’s website under “FCCLA Tab: my.uen.org/17545
for Information
2. Remind 101 to get info to each other and advisers.
THS FCCLA Members
Back
Send text
Type in Name when
get reply
THS FCCLA
Officers:
@thsofficrs
Socrative Instructions:
1.Go to Socrative.com
2. Choose Student Login
3. Join room #737239
4. Answer: What is your biggest FCCLA concern or problem?
5. Submit your answer. (Or Do Old Fashioned way on a
sticky note and paste it to our board)
Slide 1 Slide 15
What is your biggest problem or concern with FCCLA
right now?
HW
FCCLA
Classroom Implementation Plan
Chapter Structure
 One Chapter Per Class
Each class functions as a chapter within the classroom,
selecting leaders and conducting projects. Each class
affiliates as a separate chapter.
 One Mini-Chapter Per Class
Each class functions as a chapter with the classroom,
selecting leaders and conducting projects. The mini
chapters
affiliate as a single chapter for the school.
 One Chapter Per Adviser
In a multiple school, each adviser’s classroom mini-chapters
affiliate as a separate chapter.
FCCLA as A Teaching Tool
Student Leadership:
 Turn the planning, management, and
implementation of learning activities like films,
speakers, and enrichment activities over to students.
 Show how the topic relates to an FCCLA National
Program.
 Students develop leadership as they create the
activity.
 Because it is “their” activity, they must put more into it
and, as a result, get much more out of it. This is an
easy, effective way to integrate FCCLA into the
curriculum and is easier on you.
FCCLA as A Teaching Tool
Visibility:
 FCCLA is an integral part of the total Family and Consumer
Sciences program, so keep it visible. Display the emblem,
creed, and purposes. They can arouse interest, promote
enrollment, and spark classes into action
Planning Process:
 Use the FCCLA Planning Process to brainstorm students ideas
on any classroom topic. Identify it as a part of what young
people learn in FCCLA. If possible, use the planning process
to determine topics and priorities of the entire course.
Resources:
 Use Teen Times, the state FCCLA newsletter, Advisor excerpts,
etc. when discussing young people’s needs and concerns.
Identify the resources as among the benefits of belonging to
FCCLA.
FCCLA as A Teaching Tool
Flexibility:
 When a class discussion lends itself to developing an
FCCLA project, hand the president the gavel and have
an “instant” FCCLA meeting. FCCLA programs and
projects are outgrowths of the curriculum…encourage
them to grow when the “teachable moment” arrives.
Subtle influence:
 You can be the “gardener” who plants the seed of an
idea, then lets students take over to grow it. Toss out an
idea, then sit back and watch it grow into a super studentcreated project idea. You can “cultivate” some direction
during discussion while giving students ownership of their
ideas and plans.
Resources
The Ultimate Officer Handbook
& Training Manual is full of
activities and resources for the
FCCLA leader. Use this manual
as an instructional tool or
textbook for teaching
leadership in every Family and
Consumer Sciences class.
Resources
 FCCLA…The Handbook to Ultimate Leadership
 A comprehensive tool for all, which includes:
 Information about FCCLA
 Getting Started
 National Programs and Projects
 Student Leadership
 The FCCLA Adviser
 Membership
 Finance and Fundraising
 Communications and Marketing
 Public Relations, and Much More!
National Programs
Individual Leadership
Japanese Exchange
Leaders At Work
Power of One
STAR Events
Career Connection
Group Leadership
Career Connection
FACTS
Families First
Financial Fitness
STAR Events
STOP the Violence
Student Body
National Programs
National programs
have written
curricula with
resources and
strategies to assist
advisers in
integrating FCCLA
in the classroom
and building
chapter success.
•For more information:
•www.fcclainc.org
•Chapter Handbook or
•the Essential Guide
•At-A-Glance calendar
•The Adviser
•Teen Times
•State Adviser
Integrating National Programs
 Make the project relevant to the students in the
classroom.
 Survey Students about hat they are interested in.
 Have students conduct a community needs
assessment
 Select a topic they will focus on for the semester.
 Students then work as a group to plan a project to
address the issue
Integrating National Programs
Larger Classrooms
 Classes may be divided into subgroups
of 5-10 students
 Each group may design a plan around a
community need
 Or plan a component of a much larger
project
For Example
Cancer Awareness
 One group may work on the education component
for a particular type of cancer.
 One group may work on raising funds for the
American Cancer Society.
 The class may decide to sponsor a cancer
awareness event and invite various groups to
present screening methods, awareness information,
fundraising opportunities or other information
preventing cancer.
Developing
Classroom
Projects
FCCLA Classroom Implementation Plan
The Planning Tree
FCCLA Classroom Implementation Plan
http://www.fcclainc.org/assets/files/fccla_classroom_implementation_plancathe.pdf
Identify Concerns
What classes do I teach?
What Specific objectives do I find students needing the
most instruction on?
What major projects are already in my curriculum or do I
plant o implement this year?
What FCCLA program would give life application to this
topic?
What are the goals and units of this program?
FCCLA Classroom Implementation Plan
http://www.fcclainc.org/assets/files/fccla_classroom_implementation_plancathe.pdf
Set A Goal
Specific
Measurable
Achievable
Results Oriented
Timely
FCCLA Classroom Implementation Plan
http://www.fcclainc.org/assets/files/fccla_classroom_implementation_plancathe.pdf
Form a Plan
Who:
What:
Where:
When:
How:
Why:
Resources:
Budget:
Additional Resources:
FCCLA Classroom Implementation Plan
http://www.fcclainc.org/assets/files/fccla_classroom_implementation_plancathe.pdf
ACT
What are you going to do to achieve your
goal based on your plan? Explain Fully
FCCLA Classroom Implementation Plan
http://www.fcclainc.org/assets/files/fccla_classroom_implementation_plancathe.pdf
Follow Up
What are the immediate effects of this project?
What are the potential long-term effects of this project?
What necessary changes do you see to this project in
the form of additions, subtractions, and substitutions.
What obstacles arose in the planning and
implementation of this project and how can you
prepare the next time to overcome these obstacles?
The Planning Tree
Resource
Development
Supplies & Materials
Who can help?
Star Event:
Skills we need to
complete this project?
National Program:
Current skills which will
be useful for this project:
Obstacles:
Goal # 1:
Public Relations
Goal #2:
Goal #3:
The Planning Tree
Activities:
Co-Curricular in Action
http://www.fcclainc.org/content/lesson-plans-and-activities/
Career
Investigation
Students choose a career
pertaining to all areas of FACS or
you can have them focus on one
specific FACS area such as
careers pertaining to :
1.
2.
3.
4.
5.
6.
Food and Nutrition
Food Science
Child Development
Clothing and Textiles
Interior Design
Etc.
Students complete a research
paper and presentation.
Points
Description
20
Description of Career
20
Education & Training Needed
10
Schools that offer your program
10
Working Conditions
10
Physical Demands
10
Skills & Abilities Needed
10
Helpful High School Courses
10
Salary/Wages
10
Employment & Outlook
15
Advancement Opportunities
30
Presentation
10
Costume/Props dealing with
profesison
10
Neatness
5
Each section is headed
15
PPT or poster to accompany report
200
Total Points Earned
Points
Earned
Illustrated Talk Star Event
FACS Topic: Demonstrate skills and behaviors of positive relationships
in families, peer groups, community and the work place
 Teacher provides a list of teen concerns from which students may
select a topic to research and present an oral presentation to class.
 Each student's project, following STAR Events Manual includes a file
folder, oral presentation and visuals.
 Students assess each other’s presentation in class using the STAR
Events rubrics.
 Well-rated students who are interested continue to develop and
practice their presentation, then participate in district level STAR
Events
Power of One
Family Ties
FACS Topic: Intergenerational relationships; human
development.
 Class develops a list of questions to use for interviewing
grandparents to gain intergenerational wisdom.
 During a foods lab, students prepare cookies to take to
interview.
 After the interview, each student creates finished,
decorated notebook will all the questions and answers
and information about the person interviewed.
 During class, each student completes and submits the
Power of One “Family Ties” Project Sheet.
Student Body
FACS Topic: Nutrition and healthy eating, relationships in
families, peer groups, school, community, and the
work place.
 Students work with the school guidance counselors to identify
and collect information needed by students who are new to the
school.
 Students construct cloth bags in clothing/textile curriculum.
 Students research and provide healthy snacks and nutrition
information to distribute with the bags.
 FCCLA chapter hosts a welcome breakfast for new students.
 Students submit a report about their project to state and national
FCCLA
Student Body
 Create a workout video using your schools mascot,
cheerleaders, football players, and or basketball
players. Give to your elementary students to take home.
Financial Fitness
Goal: To inform and inspire teens to sharpen their skills in money
management, consumerism, and financial planning
 Saving is Savvy : Have students make video announcements
that inform students why saving money is “savvy” and smart!
 Financial Football : Have students play this informative
educational game to leave financial education information while
playing football.
 Watch your spending electronically…THERE”S AN APP FOR THAT!
 Do research on www.nefe.org
Community Outreach
Goal: Guide students to develop, plan, carry out and evaluate
projects that improve the quality of life in their communities.
 Volunteer at Day Camps
 Volunteer to create Resource Center for senior programs
 Donate gifts to newborn
 Volunteer in community festivals
 Help elders with yard work
 Raise money for charity
 Be a mentor for younger children
 Volunteer at nursing homes and/or assisted living facilities
Let those around you be aware on what is taking place. Post flyers on walls of
locals businesses, places brochures in mailboxes or even speak out and have
one on one conversations with those in your community. Change starts with you.
Take a stand and start something new.
FACTS
Goal: FCCLA members create projects that strive to save lives through sober driving,
seat belt use, safe driving habits, becoming the spokesperson for their safety, and
bridging the gap between youth and adults to understand the importance of driver
education and safety.
 Give out candies that have notes attached that say "Be a 'Smartie' NOT a 'Dum
Dum."' to those that are buckled up as they leave the school parking lot.
 Show the "Smashed" video on drunk driving and the consequences to students.
 Tape out bodies with duct tape to represent teens that die all the time in car
crashes.
 Coordinate the "Shattered Dreams" program as a good way to inform others the
major consequences of reckless driving. As a part of "Shattered Dreams," write out
your own obituaries to make it more effective of the fatal consequences.
 Create projects using the information that 6000 teens die every year in automobile
related accidents.
 Get local fire departments t o demonstrate how you cut into a car that is impossible
to get out of with a project called the "Jaws of Life."
Stop the Violence
Goal: All around the world, people are struggling with the
consequences of violence. Stop the Violence is one of the National
Projects to help raise prevention as we work all around the world to
reduce violence.
 Recognize the violence that surrounds you.
 Teach FCCLA members the warning signs and prevention
education about violence.
 Encourage peers to report violence.
 Address violence.
 Stand up to violence to bring it to a stop.
National Program Awards
2013 National Program Award
Applications
Are available online
www.fcclainc.org
High School Award: $1,000
Middle School Award: $1,000
High School Runner Up Award: $500
Applications must be submitted to
NATIONAL HEADQUARTERS
by March 1, 2014
Be sure to check program descriptions
for specific details
FLAG OF ITALY ACTIVITY
1. Start by picking any flag which contains the color BLUE in it
2. Move your finger LEFT or RIGHT to the nearest flag which contains some
GREEN in it
3. Now move UP or DOWN to the nearest flag with some YELLOW in it
4. Finally, move LEFT or DOWN to the nearest flag which contains GREEN in it
HW
Conclusion
 Use National Programs as the framework for the projects
 Students learn the Planning Process
 Students learn about FCCLA even if they are not affiliated
 Integrating National Programs into the classroom can
increase chapter membership by including students in the
program of work who are not generally active members of
extracurricular organizations
 And Remember, like in the Flag of Italy Activity, we can all
take different paths, tailor our FCCLA involvement to our own
personalities and still end up in the same place!
Resources
 http://www.fcclainc.org -National FCCLA Website
 http://www.fcclainc.org
 http://uen.org Utah Education network
 www.fccla.cccs.edu- Colorado FCCLA Website
 my.uen.org/17545—Heidi Weight’s Conference
Handouts

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