To get students excited about the learning process and understand how they can be better learners—whether the learning is academic or of faith.

OVERVIEW

Some teachers and youth leaders complain that students seem disinterested in learning. While it is admitted that this discussion works best with highly motivated students (especially in Africa and other Third World regions where youth are hungry for learning), and while it is also quickly admitted that nothing will work with completely demotivated young people, this program should help young learners learn more effectively.

This session might take place as a special workshop or leadership training program. It is possible to do this session as a one-day conference.

This session will work with youth of different ages in various cultures. To get more sophisticated young people through the first session, leaders must stress that something important will follow and be based upon their work on the initial subject of digestion.

LEADER PREPARATION

In most cases, the leader of this session should be experienced in teaching either these young people or similar students. She (or he) should have tried a variety of learning methodologies in teaching. And if the students hail from backgrounds in traditional culture, the leader should understand the contrasting principles and methods of traditional and modern (Western) education.

In addition, the leader should prepare this session carefully and read, if possible, its recommended books.

GROUP PRESENTATION

Perform a short drama showing a young person eating—on one side of the "stage" (and what goes on inside his body on another). He comes home or into a restaurant, carefully chooses a meal, looks it over with delight, and eats it very carefully with great enjoyment. After dining, he spends some time resting before going out to vigorous activity. As the drama of the young person proceeds on one side, the other side of the stage shows what is going on inside the individual. One character may be the food, another the stomach, then, blood vessels and muscles. With humor, but without grossness or offensiveness, the short drama should follow the steps or stages of digestion. Using an outline such as the one below, present and explain the main stages of digestion. This must be short and interesting. It might include brief reference to eating disorders such as anorexia nervosa and bulimia. If these students have not studied human biology, a more detailed explanation is in order:

• Hunger.
• Selection.
• Mastication.
• Digestion.
• Absorption and assimilation.
• Energy and activity.

Divide the group into three to six small groups. This is to be a (not-too-serious) competition with three leaders as judges. Have the groups select a secretary and be ready to present a report. Group presentations will be judged on the basis of interest, clarity, conciseness, and review of all six questions.

• Ask the following questions:
  • What are the causes, results, and cure for lack of appetite?
  • From your own experience and in the broader world, give examples of good and bad selections of food.
  • Name several things that human beings have been given to encourage good mastication of food.
  • How do we define and describe the physical process of digestion?
  • After food has been broken down by digestion, how does it become muscles and bones, etc.?
  • How does good exercise complete the stages of digestion and continue the cycle of digestion?

Begin the group reporting session (and "judging"). After the reports are given, the group should be ready for a major (perhaps lunch) break. In small groups, have the each student in the group share what in life was the most fun to learn, how he or she learned it, and what was the hardest thing he or she had to learn. Next, each group should go through the steps of food digestion and apply each step to learning. Reporting from secretaries from each group this time will summarize points made under "food digestion" and relate them as six steps of learning. Take a book and illustrate learning in a different way. Let the fingers of your hand represent the methods of learning above. The smallest or pinky finger is hearing. Show how weakly the book is when held (balanced) by the little finger alone. Then, let the third, or ring, finger help the pinky hold the book and show how weak the grasp still is. Study is the middle finger and memorizing the index finger. Still the thumb is not used to grasp the book. Everyone will see how practice (the thumb) ensures a firm grasp.

A general discussion might critique the learning done in school or church. It is important, however, not to allow this to get too negative; let it support good self-learning. Stress how students are responsible to take these methods and use them in learning important lessons.

It is important to finish the day by taking a topic of real interest to the young folks in the group. The topic may be apartheid, hunger, AIDS, overpopulation, or it could be a topic such as relationships, friendship, families, etc. Someone, perhaps a resource person from the community, ought to present this topic in an interesting, challenging way. Their purpose should not be to teach the topic, but to show, after arousing interest, how it might best be studied—using the six steps and five methods above. This session should sum the entire day, reinforce its learning, and motivate participants to use its methods.

Educational psychologists report the following about methods of learning. After 24 hours, people tend to remember 5% of what was heard, 15% of what was read, 35% of what was studied, 90% of what was memorized (and upon which is meditated), and almost 100% of what was practiced.

To be true to what we have been teaching, it is vital that we use these methods in learning when we leave this conference or training day. If not, we deny the importance of practice.

QUESTIONS FOR REFLECTION AND DISCUSSION

• Do you agree that eating and learning are two of the most important activities of human beings?
• Have these two activities been well covered today?
• What suggestions do you have as to how this day might have been improved?
• Name one thing that you learned or might help you from this leadership training session.