1. Kent Intermediate School District
Project Based
Service Learning
Kent Intermediate School District

2. Icebreaker
Making Connections

3. What Makes a Good Citizen?
Citizenship Activity
What Makes a Good Citizen?

4. Kent Intermediate School District
Project Based
Service Learning
Kent Intermediate School District
Carla Stone
Stoneshores Consulting

5. Attributes of Project Based Learning?
Recognize students’ inherent drive to learn
Project work is central rather than peripheral
Highlight provocative issues that lead to in-depth exploration
Require the use of essential tools and skills
Use performance-based assessments
Encourage collaboration 5

6. Why The Shift to Project Based Learning?
The World Has Changed!!!
Children need both knowledge and skills to succeed.
Workforce demands high-performance employees who can plan, collaborate and communicate with civic responsibility and be good global citizens 6

7. What is Service Learning?
Service Learning is a teaching method that combines meaningful service to the community with classroom learning. 7

8. ? Why Service Learning? Research-based teaching methodology
Overcome perceptions that place-based activities are merely “field trips”
Meets community needs
Curriculum-based activities
Benefits all parties involved

9. Service Learning benefits…
Students
Teachers
Community

10. Service Learning Increases academic and cognitive development
Benefits to Students
Increases academic and cognitive development
Enriches curriculum
Reinforces learning through practical and meaningful applications
Puts character education into action

11. Service Learning
Benefits to Students
Increases career awareness and job skills identification
Improves sense of teamwork, mutual achievement and leadership skills
Enhances social development
Fosters personal growth
Improves civic-mindedness

12. Service Learning Benefits to Teachers
Engages students in their learning process
Creates a motivated, involved student
Reduces behavioral disruptions
Provides collaboration and research opportunities
Can increase classroom resources

13. Service Learning Benefits to Community
Gives direct aid to community organizations
Helps students become invested in their community
Helps community members value youth as contributors

14. What’s The Difference? Service Learning Community Service
Community Based Learning

15. What’s The Difference? Service Learning
A method of teaching and learning that challenges students to identify, research, propose, and implement solutions to real needs in their school or community as part of their curriculum.
Discovering that a local stream is degraded, students and teachers work with an environmental group to design a project relevant to the class curriculum. They conduct water quality tests and research possible contamination sources. Students then analyze data and present their findings to local officials. The environmental group uses the data for their watershed program.
KIDS Consortium, 2009,

16. What’s The Difference? Community Based Learning
An approach that enhances the curriculum by using community members and places as resources for learning.
A teacher decides to center a unit of ecology on a stream near the school. Students visit the site frequently, collecting water samples and identifying plants and animals.
KIDS Consortium, 2009,

17. What’s The Difference? Community Service Community Based Learning
Service Learning
KIDS Consortium, 2009,

18. What’s The Difference? Community Service Community Based Learning
Service Learning
During the month of December, students collected COATS FOR KIDS at school. They dropped the coats off at a local dry cleaner. The business donated their cleaning services for this project. The students then brought the coats to a “drop off” point at the local school. Over 100 coats were collected, cleaned, and handed out to children.
KIDS Consortium, 2009,

19. What’s The Difference? Community Service Community Based Learning
Service Learning
During the month of December, students collected COATS FOR KIDS at school. They dropped the coats off at a local dry cleaner. The business donated their cleaning services for this project. The students then brought the coats to a “drop off” point at the local school. Over 100 coats were collected, cleaned, and handed out to children.
KIDS Consortium, 2009,

20. What’s The Difference? Community Service Community Based Learning
Service Learning
Middle school students wanted to help in some way after the tragedy of September 11, They held a bake sale at their school and a car wash at their local fire station on the weekend. They raised $ and decided to donate all the proceeds to the American Red Cross.
KIDS Consortium, 2009,

21. What’s The Difference? Community Service Community Based Learning
Service Learning
Middle school students wanted to help in some way after the tragedy of September 11, They held a bake sale at their school and a car wash at their local fire station on the weekend. They raised $ and decided to donate all the proceeds to the American Red Cross.
KIDS Consortium, 2009,

22. What’s The Difference? Community Service Community Based Learning
Service Learning
Students in a science class were concerned about the impact on the air quality while buses idled in front of their school. They worked with the Department of Environmental Protection to monitor the air and collect data. They found that the air quality was polluted due to the idling buses. Students presented their findings to the school board and the district changed the policy.
KIDS Consortium, 2009,

23. What’s The Difference? Community Service Community Based Learning
Service Learning
Students in a science class were concerned about the impact on the air quality while buses idled in front of their school. They worked with the Department of Environmental Protection to monitor the air and collect data. They found that the air quality was polluted due to the idling buses. Students presented their findings to the school board and the district changed the policy.
KIDS Consortium, 2009,

24. What’s The Difference? Community Service Community Based Learning
Service Learning
Elementary students were learning about plants and trees. They were collecting leaves and making a leaf book. The class went to their local Audubon center and participated in a scavenger hunt to learn more about plants and trees. They later went in the woods behind their school and identified plants and trees with a local forester.
KIDS Consortium, 2009,

25. What’s The Difference? Community Service Community Based Learning
Service Learning
Elementary students were learning about plants and trees. They were collecting leaves and making a leaf book. The class went to their local Audubon center and participated in a scavenger hunt to learn more about plants and trees. They later went in the woods behind their school and identified plants and trees with a local forester.
KIDS Consortium, 2009,

26. What’s The Difference? Community Service Community Based Learning
Service Learning
When 3rd grade students learned that a local community group called “Cultivating Community needed help growing food for people, the students decided to build an urban garden. They learned about plants, soils, gardening, and about hunger in America. They donated the food to an agency to be distributed to those in need.
KIDS Consortium, 2009,

27. What’s The Difference? Community Service Community Based Learning
Service Learning
When 3rd grade students learned that a local community group called “Cultivating Community needed help growing food for people, the students decided to build an urban garden. They learned about plants, soils, gardening, and about hunger in America. They donated the food to an agency to be distributed to those in need.
KIDS Consortium, 2009,

28. What’s The Difference? Community Service Community Based Learning
Service Learning
Students organized a weeklong food drive at their school to benefit the local food bank. They put up posters around the school to advertise the drive. They read announcements over the school intercom every morning to remind students about the drive. At the end of the week, several students brought the collected items to the food bank.
KIDS Consortium, 2009,

29. What’s The Difference? Community Service Community Based Learning
Service Learning
Students organized a weeklong food drive at their school to benefit the local food bank. They put up posters around the school to advertise the drive. They read announcements over the school intercom every morning to remind students about the drive. At the end of the week, several students brought the collected items to the food bank.
KIDS Consortium, 2009,

30. What are the Different Types of Service?
Direct
Indirect
Advocacy

31. Direct Service

32. Indirect Service

33. Advocacy

34. Research Has Demonstrated
Higher performance on state tests
Better attendance
Better engagement in school (Affective)
Follow the rules better (Behavioral)
Increased interested in the subject matter (Cognitive)

35. Enhancing Outcomes Link to standards
Use instructional strategies with the greatest effect sizes
High quality practice

36. Enhancing Outcomes Link to standards
Use instructional strategies with the greatest effect sizes
High quality practice

37. The K-12 Service-Learning Standards for Quality Practice
Released nationally at National Service-Learning Convention by NYLC April 2008
Based on scientifically-based research within service-learning and in the education and youth development fields
Established using a traditional standards setting process
Shelly H. Billig, RMC Research and Wokie Weah, NYLC

38. The K-12 Service-Learning Standards for Quality Practice
Meaningful Service
Curriculum Integration
Duration
Youth Voice
Reflection
Reciprocal Partnerships
Diversity
Process Monitoring

39. Standards for Quality Practice
Meaningful Service
Service-learning actively engages participants in meaningful and personally relevant service activities
Service-learning encourages participants to understand their service experiences in the context of the underlying societal issues being addressed.
Service-learning leads to attainable and visible outcomes that are valued by those being served.
Shelly H. Billig, RMC Research and Wokie Weah, NYLC

40. Neighborhood Clean-up
Community Needs Assessment
Needs
What are the NEEDS in your community?
Hunger
Neighborhood Clean-up
After School Activities
Review additional tools.

41. Standards for Quality Practice
Link to Curriculum
Service-learning is intentionally used as an instructional strategy to meet learning goals and/or content standards
Service-learning is aligned with the academic and/or programmatic curriculum.
Service-learning helps participants learn how to transfer knowledge and skills from one setting to another.
Service-learning that takes place in schools is formally recognized in school board policies and student records. .
Shelly H. Billig, RMC Research and Wokie Weah, NYLC

42. Issue Curriculum Integration . English Language Arts Science
Mathematics
Social Studies
Technology
Issue
Physical Education
Fine Arts .
Career Pathways
Languages
Character Education

43. Standards for Quality Practice
Partnerships
Service-learning partnerships are collaborative, mutually beneficial, and address community needs
Service-learning involves a variety of partners including youth, educators, families, community members, community-based organizations and/or businesses.
Service-learning partnerships are characterized by frequent and regular communication to keep all partners well-informed about activities and progress.
Service-learning partners collaborate to establish a shared vision and set common goals to address community needs.
Shelly H. Billig, RMC Research and Wokie Weah, NYLC

44. Business Executive Visits School

45. Your Community Who are potential partners in your community?
Business
Government
Who are potential partners in your community?
CBOs
Faith-Based
Review additional tools. 45

46. Lunch and Partner Displays

47. Standards for Quality Practice
Youth Voice
Service-learning provides youth with a strong voice in planning, implementing, and evaluating service-learning experiences with guidance from adults
Service-learning engages youth in generating ideas during the planning, implementation, and evaluation processes.
Service-learning involves youth in the decision-making process throughout the service-learning experiences.
Service-learning involves youth and adults in creating an environment that supports trust and open expression of ideas.
Service-learning promotes acquisition of knowledge and skills to enhance youth leadership and decision-making.
Shelly H. Billig, RMC Research and Wokie Weah, NYLC

48. Grand Rapids Community
Example of Excellence
Gretchen Vinnedge
Grand Rapids Community
Media Center

49. Example of Excellence Donna Casmere Kelloggsville High School
“The Spirit of Our Community”

50. Example of Excellence Marcia Cisler Kelloggsville Middle School
“The Dock”
“Diverse Cuisine for Diverse Cultures”

51. BRING LEARNING TO LIFE!
Show Bring Learning To Life DVD. (8 min)

52. Standards for Quality Practice
Reflection
Service-learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society
Service-learning reflection includes a variety of verbal, written, artistic, and nonverbal activities to demonstrate understanding and changes in participants’ knowledge, skills, and/or attitudes.
Service-learning reflection occurs before, during, and after the service experience.
Service-learning reflection prompts participants to think deeply about complex community problems and alternative solutions.

53. Reflection Connect curriculum to service experience.
Understand relevant community issues, problems and solutions.
Personal growth and self-awareness.

54. Reflection
What are your
“take-aways”
today? 54

56. Kent Intermediate School District
Project Based
Service Learning
Kent Intermediate School District

57. Reflection
Bringing Out The Best In Your Students . 57

58. Reflection
Carla Stone
123 Service Drive
Anywhere, MI 49301

59. Reflection Bringing Out The Best In Your Students
Let them reflect THEIR way! 59

60. Standards for Quality Practice

61. Standards for Quality Practice
Diversity
Service-learning promotes understanding of diversity and mutual respect among all participants
Service-learning helps participants identify and analyze different points of view to gain understanding of multiple perspectives.
Service-learning helps participants develop interpersonal skills in conflict resolution and group decision-making.
Service-learning helps participants actively seek to understand and value the diverse backgrounds and perspectives of those offering and receiving service.
Service-learning encourages participants to recognize and overcome stereotypes.

62. What is Diversity?
Diversity is a form of individualism, unique characteristics, beliefs and values.
“Diversity: the art of thinking independently together.”
- Malcolm Stevenson Forbes

63. Exploring Stereotypes
First Thoughts

64. Types of Diversity Cultures Ethnic groups Languages
Generational diversity
Physical features
Socio-economic backgrounds
Opinions
Religious Beliefs
Sexuality
Gender Identity
Neurology
Effective Practice: Diversity

65. How Does SL Promote Diversity?
Reflecting Common Cultural Values
Emphasizing Each Students Capacities
Building Capacity for Action
Enlarging Perspectives
Reinforcing Positive Identity
Promoting Humane Values
Engaging Learners
Performing Valuable Service
Effective Practice: Diversity

66. Standards for Quality Practice
Duration and Intensity
Service-learning has sufficient duration and intensity to address community needs and meet specified outcomes
Service-learning experiences include the processes of Investigation of community needs, Preparation for service, Action, Reflection, Demonstration of learning and Evaluation. (IPARDE)
Service-learning is conducted during concentrated blocks of time across a period of several weeks or months.
Service-learning provides enough time to address identified community needs and achieve learning outcomes.
Shelly H. Billig, RMC Research and Wokie Weah, NYLC

67. Standards for Quality Practice
Duration and Intensity
IPARDE with The Elderly (study of the aging process)
Investigation
Preparation
Action
Reflection
Demonstration
Evaluation

68. Standards for Quality Practice
Progress Monitoring
Service-learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability
Service-learning participants communicate evidence of progress toward goals and outcomes with the broader community, including policy-makers and education leaders, to deepen service-learning understanding and ensure that high quality practices are sustained.
Shelly H. Billig, RMC Research and Wokie Weah, NYLC

69. Standards for Quality Practice
Progress Monitoring
Service-learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability
Service-learning participants collect evidence of progress toward meeting specific service goals and learning outcomes from multiple sources throughout the service-learning experience.
Service-learning participants collect evidence of the quality of service-learning implementation from multiple sources throughout the service-learning experience.
Service-learning participants use evidence to improve service-learning experiences.

70. Progress Monitoring Why should you monitor the progress?
Accountability
Worthwhile academic/social outcomes
Capacity building
High quality
Guide improvement process

71. Progress Monitoring What should you be monitoring?
Overall service learning program
Sustainability
Funding
Impact

72. Progress Monitoring What should you be monitoring?
Overall service learning program
Community partnerships
Make sure partnership is mutually beneficial
Direct aid to community organizations
Enhances curriculum
Student investment in community
Youth as valuable contributors
Real world applications

73. Progress Monitoring What should you be monitoring?
Overall service learning program
Community partnerships
Student progress
Make sure learning is occurring at the desired level
Classroom observations or anecdotal records
Portfolios of student work
Teacher-made tests and rubrics
Grades
Criterion-referenced measures
Performance assessments

74. Progress Monitoring What should you be monitoring?
Overall service learning program
Community partnerships
Student progress/Academic acquisition
Classroom observations or anecdotal records
Portfolios of student work
Teacher-made tests and rubrics
Grades
Criterion-referenced measures
Performance assessments

75. Progress Monitoring What should you be monitoring?
Overall service learning program
Community partnerships
Student progress/Academic acquisition
Impact of service
Personal growth
Improved skills
Reinforced learning
Civic responsibility

76. Example of Excellence Janet Sall Crossroads High School
Kentwood Public Schools
“Literacy for Life”

77. “Dances for People with Disabilities”
Example of Excellence
Renne Wyman
Sparta High School
“Dances for People with Disabilities”

78. Wittenbach/Wege Agriscience and Environmental Education Center
Example of Excellence
Meggan Johnson
Wittenbach/Wege Agriscience and Environmental Education Center
Lowell Area Schools

79. Lunch and Partner Displays

80. Activity Putting It All Together Developing a Service Learning Project.

81. Developing a Project

82. Reflection Mirror: Self-awareness, personal growth
Window: Community issues, needs, solutions
Book: Curriculum Connections 82