17 to 19 Year Olds

In the Collaborative Learning Process, the Transitional Stage (17 to 19 years old) is a time when the young person moves from a home/school and dependency-based lifestyle to a community and independent-based lifestyle. Some will move seamlessly into this stage, while others will be hesitant, and yet others will be outright resistant. This stage can encompass such things as consistent work, volunteer opportunities, college preparatory pursuits, entrepreneurial steps, and/or travel options. It is time for a full adult schedule, whatever and wherever it ends up.

The Creative Learning Center Focus

Our learning environment for this stage is set up to support the young person’s steps into independence. We move from a collaborative partnership to a counselor. This stage is all about helping each young person figure out how to enter an adult lifestyle of their choosing and embrace a full schedule by sharing experience and insights regarding any acquisition process and modeling a mindful lifestyle through peer collaboration.

In the morning individualized learning time, The CLC Lead Facilitator focus will be counseling and supporting each young person in how to complete the preparatory process toward their preferred adult pursuit. Certain non-preferred areas of learning may get greater attention at this stage if a particular goal has become more important, such as entering college. In the afternoon project-based learning time, The CLC Lead Facilitator focus will be facilitating and supporting interest-based topics, projects, and career and volunteer opportunities. The CLC Lead Facilitator will work with young people in developing mindful planning and accountability as important elements for a successful transition into their adult endeavors.

The Creative Learning Center Facilitator Implementation

Lead Facilitator will schedule planning meetings with each young person focusing on transitional goal setting objectives such as SAT/ACT tests, application processes, interviewing colleges or people in their field of interest, job shadowing opportunities, certification pursuits, or any other type of preparatory activity toward adult and independent living. Lead Facilitator will fully support any day to day learning needs of the young person with their formal studies.

As an important consideration during project-based learning time, this is the stage where adding work to a young person’s schedule can be highly beneficial. At first, this could be paid work through family, but moving toward outside employment is a good goal to achieve by 18. Further, this stage should include some kind of formal learning opportunity outside of the school, such as community college classes, a volunteer opportunity in their field of interest, a serious mentorship or internship, and/or travel. Therefore, parental support in these areas can be requested. Lead Facilitator will support learning in this category by (1) facilitating needs the young person has to accomplish a project or interest-based study, (2) identifying resources available to the young person in expanding an interest or project, (3) encouraging entrepreneurial or volunteer opportunities surrounding an interest or project, and/or (4) arranging internships, teaching classes, or locating public venues to showcase their work.

The Creative Learning Center Curriculum and Resources

For any formal learning studies, adult-level interest-based living books and life-based learning tools as well as textbooks and other standardized tools are utilized as useful to the adult life goals of the individual young person. Leadership and speaking and/or teaching opportunities are created within The Creative Learning Center whether in the form of mentoring younger children, modeling for their peers, especially in their line of passion, or seeking group project opportunities. Utilizing our community resources is especially essential at this age through apprenticeships, volunteering, jobs, travel, internships, or community college classes.

The Creative Learning Center Assessment Tools

Samples of work will be collected from each young person during independent work time. Lead Facilitator will write a journal entry for each young person under their supervision during independent studies and project-based learning time (at least twice a day). During these observations, photos or samples of work pursued will be kept. Where there is a desire, the young people themselves can take over journaling activities for their own learning journey. These assessment tools will provide individualized learning knowledge for Lead Facilitator, parents, and young people in understanding the way they learn best. These assessments will be compiled for parent viewing every Saturday.

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