How to Implement the 3 Girl Scout Processes

How to Implement the 3 Girl Scout Processes

Girl Scouts will take on plenty of new adventures—whether that is exploring the bustling streets of Tokyo or earning the highest honor in Girl Scouts. Just as important as what Girl Scouts do, though, is how they do it. When we talk about the “how” of Girl Scouting, we’re talking about the framework of the Girl Scout Leadership Experience, aka the three processes: Girl Scout-led, cooperative learning, and learning by doing.

This approach is what makes Girl Scouts different than school and other extracurricular activities. It’s also critical that we engage with Girl Scouts intentionally to keep them at the center of their own experiences. Here’s a quick overview about how to ensure Girl Scouts are having fun with purpose, and a few ways to incorporate these processes into your regular troop meetings and outings.

Girl Scout-Led

Troops of every program grade level should have a say in what activities they participate in. While the specifics of this will vary depending on Girl Scouts’ age and ability, Girl Scouts should play an active role in planning and decision-making as much as possible.

What this looks like: 

Your Brownie troop is working on their Bugs badge, and the last step they’ll need to complete has them going on a bug field trip. As a troop leader, you can decide on three feasible options that would work with your troop’s time and budget constraints. Present these options to your troop and allow them to vote to make a final decision on where to go. 

Your Senior troop expresses interest in going on a troop trip. As a large group, brainstorm possible destinations. Then break Girl Scouts off into groups and each group chooses a possible destination to research. Each group presents their findings to the larger group, then everyone votes for their top choice.  

Read on here for more ideas for each program grade level!

Cooperative Learning

When Girl Scouts work together toward a common goal, they’ll learn that every individual has unique skills, traits, and talents that they can share with each other. They’ll also see that their different backgrounds and perspectives are invaluable in shaping how they approach problems and come up with solutions. 

What this looks like: 

As a troop leader, you probably know by now that kids see adults as the default go-to person to ask whenever a problem or issue arises. Of course, they should seek you out if it’s a matter of safety, but for lower-stakes questions like “What’s step two again?” or “Why is my marble machine not working the way I want it to?” Girl Scouts can and should turn to their peers for help. Implement “Ask Three Before Me” in your troop—set the expectation that if Girl Scouts have a question, they must ask up to three other troop members before they ask you their question. This teaches the troop that they can use each other as resources for support, information, and direction. The beauty of this strategy is that it works across all program grade levels! 

Learning by Doing

Learning is more meaningful and memorable when Girl Scouts are able to have active, hands-on experiences rather than standing back and watching. Learning by doing also encompasses another important part of learning—reflection, when Girl Scouts think critically about what they’ve learned, and how this information can inform their decisions or behavior in the future.  

What this looks like: 

Your Daisy troop is working on their Eco Learning badge, where they have to learn three ways to protect the environment when they go outdoors. Let’s imagine you’re a Leave No Trace expert—of course, you know what Girl Scouts need to do to minimize their impact on nature. It would be easier to just tell them what they need to know (“Travel on durable surfaces” and “Leave what they find.”). Instead, you ask them to think of some “rules” they should follow when they’re walking outside in nature (“Let’s not step on any flowers!” “We shouldn’t bug the bugs!”). When you go out for your hike, they can see firsthand the importance of following these rules (“What do you think would happen if everyone just walked wherever they wanted instead of staying on the path?”) 

Your Cadette troop is working on their Silver Award. They come up with a list of responsibilities and a timeline that (to you) seems a little unrealistic. As a troop leader, you want to set them up for success by pointing out these gaps from the get-go. Resist this urge! Learning by doing will (and should) involve failures—failing is a valuable teaching tool that pushes Girl Scouts to recoup, problem-solve, and try again. When someone stumbles, ask them what happened, what they could try instead, and how they can use this new knowledge later.  

Let’s be honest—incorporating the three processes into regular troop meetings and activities can take a lot of work. As an adult with many years of real-life experience, it would be so much simpler to take on these tasks yourself. But studies show that troops who regularly practiced Girl Scout-led, cooperative learning, and learning by doing outperformed their peers on Girl Scout Leadership Experience outcomes. So, when things get a little messy, remember that it’s the process, not the final product, that truly matters.