Feel free to download the CANS Project Outline and the CANS Instruction Guide which illustrate the step-by-step process by which students learn negotiating skills. The Instruction Outline is also shown below.
CANS Instruction Outline
Step 1. Students fill out STUDENT PROFILE Forms, indicating interests, hobbies and goals.
Step 2. Students write their favorite interests on a classroom board. These interests are discussed. Negotiation teams are formed based on shared interests. Strategy making begins about how to enlist adults in the community to participate. Working alone is optional.
Step 3. Teams scour informational sources to contact potential adult and organizational sponsors and list them on Form 3.
Step 4. The Teams negotiate an “Exploration” with potential Sponsors. The main idea here is to persuade knowledgeable adults to share talents and resources on a Project/Exploration in students’ areas of high interest. (Some examples have been radio controlled model cars, TV production, robotics, removing toxic dump sites, judicial system, medical field, etc.) Since the negotiation for Explorations is initiated by students, it is necessary that they obtain information required for such events in writing on prepared forms. If the negotiation is conducted by phone, the Negotiator repeats the responses of the Sponsor so that a Team Recorder can record the needed information. This Step, being extremely important, needs to be rehearsed until the teacher and students feel ready to proceed with the negotiations.
Step 5-A, 5-B, 5-C. The Team Negotiator and Team Recorder fill out the appropriate contract and submit it for signatures and approval. An IN-TRIP is one which the community is brought to the school.
Step 6. Students learn how to decide who attends the “Explorations” and how to manage the Trip Slips (parent or guardian approval notes).
Step 7. Confirming an Exploration can be extremely important in order to avoid any misunderstanding or mistaken note taking.
Step 8. A list is made of all students and adults attending this Exploration. An adult or preferably a student becomes responsible for checking this list for attendance. If this is a WALKING TRIP or FIELD TRIP, the attendance needs to be checked before leaving and on the return to the school.
Step 9. An exciting experience is conducive to students desire to express their feelings in writing. This represents an incentive to expand writing skills. Students just learning to write can enjoy the help of accomplished students.
Step 10. Students fill out an APPRENTICESHIP PROFILE Form indicating their interests for which to negotiate Apprenticeship Projects.
Step 11. Students select their favorite interests to negotiate Apprenticeship Projects and consider forming teams of common interests. Working with students of different interests or working alone is optional.
Step 12. The Teams list possible Sponsors for an Apprenticeship Project to develop their chosen interests.
Step 13. The Team or Individual Negotiator communicates with a possible Apprenticeship Sponsor to arrange a training program. This being a very important negotiation, a rehearsal of all the information that may be needed is essential. Follow the guide lines in Forms 14 and 15 before writing or calling. If negotiating by phone, use the suggested procedure in Form 4.
Step 14. The Team Negotiator and Team Recorder fill out the APPRENTICESHIP CONTRACT and submit it for signatures and approval. Parent or guardian approval or acknowledgment may also be needed.
Step 15. Confirmation of APPRENTICESHIP CONTRACTS is extremely important in order to avoid any misunderstanding or mistaken note taking. It is suggested that this Confirmation be executed one week prior to the start of training.
Step 16. A PROGRESS REPORT of the training provides an important evaluation of how each trainee perceives the quality of her/his work. It helps all the parties involved to help make the APPRENTICESHIP TRAINING as meaningful and enjoyable as possible.
Step 17. Students completing their APPRENTICESHIP TRAINING shall receive a SKILL CERTIFICATE as recognition of their accomplishment. These SKILL CERTIFICATES can be significant for future employment or study.
Step 18. Students are encouraged to write an appreciation note to their Sponsor and articles of their experience.
Step 19. Publishing and Art Forms are encouraged as an extension of their creativity.
Step 20. The meaningful relationships which are produced as a result of the participation in YIPI can become catalysts for expanding this program. It therefore would be a natural development to form community support groups of youth and adults.