JLBC IS THE EXPERIENTIAL PROCESS


JLBC IS THE EXPERIENTIAL PROCESS

JLBC Steps and Techniques

The JLBC Program has a long history of providing a cooperative teaching-learning process between youth and adults. The activities in each JLBC project lesson strive to involve young people in experiences that require them to analyze, interact, question, reflect and transfer what they have learned to personal application. The activity comes. First, "learning" comes from the "discovery" of new knowledge and skills resulting from the experience. This is the JLBC "learn-by-doing" process. However, to end with the JLBC experience without building upon it through APPLYING and REFLECTING does not help the young individual understand the significance of what they saw, heard, or did. The transfer of this significance from one JLBC experience to another helps young people apply their "learning" in future situations.

TO REFLECT

APPLY

Steps

Each JLBC lesson topic identifies the activity or series of exercises to DO involving youth in a common EXPERIENCE.

After the activities, allow time for the JLBC child cadets to REFLECT (process and share) what the JLBC Cadets learned from the experience. Each JLBC lesson guide outlines some key questions to assist you in this process.

Help JLBC youth to APPLY their new knowledge and skill to real-life situations. You can do this by helping them identify fundamental principles important for future decisions or personal actions. Again, each JLBC lesson has outlined a few questions to direct this process.

This JLBC model illustrates the cooperative teaching-learning process that is the goal of JLBC curricula. A further description of the JLBC steps in the process may be helpful as you become an active participant in UNLOCK YOUR LEADERSHIP POTENTIAL!

JLBC Experience: Begin with concrete JLBC experience. This can be an individual JLBC activity or a group experience, but it involves "doing something." The JLBC learning experience will most likely occur when the occasion is unfamiliar or a first-time activity for the JLBC learner, pushes the learner beyond any previous performance levels, is uncomfortable, and includes the risk of failure.

Share - Next, get the participant(s) to talk about the experience. Share observations and reactions. Let the JLBC group talk freely. JLBC Cadets Acknowledge ideas, listing them visually. Allow time for JLBC volunteers to share responses. Encourage JLBC group members to answer questions posed by others. Avoid having the leader answer questions.

Process:

  1. Discuss how the exercise brings out themes, problems, and issues.

  2. JLBC Cadets Speak to specific problems and issues that the JLBC group discovers from the activity or recalls personal experiences.

  3. JLBC Cadets Look for recurring themes and write them on the newsprint.

  4. Have small JLBC groups discuss and report back, have a panel discussion, or generate ideas individually on 3" x 5" cards.

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