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Service Learning Today we will explore:

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1 Service Learning Today we will explore:
the definition of service learning (the what), why should we use it as a teaching strategy, (the so what?), and how we can implement it in our classrooms and schools (the now what?)

2 Service learning is a particularly fertile way of involving young people in community service, because it ties helping others to what they are learning in the classroom. In the process, it provides a compelling answer to the perennial question: “Why do I need to learn this stuff?” General Colin Powell Founding Chairman of America’s Promise

3 The achievement problem we face in this country is not due to a drop in the intelligence or basic intellectual capacity of our children, but to a widespread decline in children’s interest in education and their motivation to achieve in the classroom; it is a problem of attitude and effort, not ability. Laurence Steinberg, Professor of Psychology, Temple University

4 The Circle of Courage “The circle is a sacred symbol of life...individual parts within the circle connect with every other; and what happens to one, or what one part does, affects all within the circle." Virginia Driving Hawk Sneve

5 The Appeal of Service Learning
Service learning accomplishes the following: It reverses student disengagement from schooling by giving students responsibility It reinforces and extends the standards-based reform movement by providing a real-life context for learning It promotes the public purposes of education by preparing students for citizenship It builds on the growing willingness of students to become involved in service to their communities It contributes to young people’s personal and career development by increasing their sense of responsibility and workplace skills

6 The Impact of Service Learning

7 For Students Studies show that when service learning is explicitly connected to curriculum, young people make gains on achievement tests, complete their homework more often, and increase their grade point averages. Service learning is associated with both increased attendance and reduced dropout rates. Students who engage in service learning show less alienation and exhibit fewer behavior problems than their peers.

8 Students who engage in service learning activities increase their knowledge of community needs, become committed to an ethic of service, and develop a more sophisticated understanding of politics and morality. Students involved in service learning learn about career and communication skills, increase awareness of career possibilities, and develop more positive workplace attitudes than fellow students.

9 For Schools As a result of service learning:
Teachers and students tend to become more cohesive as a group. Students report feeling more connected to their school. Teachers report having more and deeper conversations about teaching and learning, and how learning best occurs.

10 For Communities Service learning strengthens the connection between communities and their schools. Studies show that community members who participate as partners in service learning tend to change their perception of young people, viewing them as important resources and contributors. Communities also gain by being the direct recipients of the service.

11 For the Future

12 Framework for 21st Century Learning
Every generation of Americans wants our schools to prepare students for success in work and life. Today, business and education leaders agree that some content is missing from state and local standards and requirements for most students. This new content represents essential knowledge for the 21st century.

13 21st Century Content Several significant, emerging content areas are critical to success in communities and workplaces. These content areas typically are not emphasized in schools today: Global awareness Financial, economic, business and entrepreneurial literacy Civic literacy Health and wellness awareness

14 Learning and Thinking Skills
As much as students need to learn academic content, they also need to know how to keep learning - and make effective and innovative use of what they know - throughout their lives. Learning and Thinking Skills are comprised of: Critical Thinking and Problem Solving Skills Communication Skills Creativity and Innovation Skills Collaboration Skills Information and Media Literacy Skills Contextual Learning Skills

15 Life Skills Good teachers have always incorporated life skills into their pedagogy. The challenge today is to incorporate these essential skills into schools deliberately, strategically and broadly. Life skills include: Leadership Ethics Accountability Adaptability Personal Productivity Personal Responsibility People Skills Self Direction Social Responsibility

16 What does service-learning look like?

17 Three Types of Service-Learning Projects
Direct Indirect Advocacy Working directly with the people, places, or things served. Example: The Joy of Reading Program where students read to younger children. Serving people, places or things through fundraising, recruitment, or other donations, however, you do provide direct service. The Cowboy Café Tsunami Fundraiser Researching and then reporting through writing, oral presentations, videos, posters, music or drama information to help address a need. The Freedom to Belong puppet show and video

18 Critical Elements of Service Learning
Community Need/Voice Learning Objectives Youth Voice & Planning Training & Orientation Action Reflection Evaluation Celebration & Recognition

19 Necessary Steps in Project Planning
Preparation Defining Creating Community Planning/Researching Action Decide on a project Plan the project Implement the plan Celebration/Reflection Acknowledge Evaluate Next Steps

20 Service Learning “Big” Picture
What will be the: Service and learning goals Direct and indirect advocacy Community served Steps and strategies

21 Create a Community Use teambuilding and experiential learning activities to promote: Character-based expectations Importance of team and individual roles Decision-making and problem-solving skills Reflection and feedback

22 Identify and Plan Collect information and investigate: Community needs
Available resources Project ideas Discuss problems/issues Determine viable solutions

23 Come to Consensus Evaluate and rank possible projects and
Decide on a project Draft project goals Service Learning Reflect on experience

24 Gather Information Get to the heart of the situation by:
Understanding the problem’s root cause (the what?) Realizing why it is a problem (the so what?) Deciding next steps (the now what?)

25 Implement the Project Create and carry out an action plan that has students: Identifying tasks and persons responsible Provide a timeline Revisit and refine project goals Showing completed the tasks and outcomes Reflect on their experiences

26 Completion and Wrap-up
Publish, present, perform, produce, or deliver the service Evaluate the process and product Celebrate and recognize the experience Reflect on what was done What went well What could have been better What still needs to be done

27 What is the evaluation criteria for a service-learning project?

28 Is it a real service? Is it meeting a real need? Is it sustained over time? Is it collaborative? Does everyone agree it needs to be done? Does it link students to the community in a meaningful way? Does it meet a community need and not just the need of the classroom?

29 Is the learning explicit?
Are the students learning why the problem exists and the conditions that surround the service? How is the learning shared? (Learning is never complete unless it is shared).

30 Is time sufficient for reflection?
Reflection must happen frequently. Students should talk to each other about their feelings. Reflection is student centered whereas knowledge is classroom centered. Students should discover what it means to be an active citizen. Teachers should be engaged to make reflection work well.

31 Service Learning Continuum
From teacher-lead to student-driven From lecture-based to project-based From classroom simulation to a real-world authentic experience From not connected to relevant to students’ lives From serving no “real” purpose to making a difference

32 Tips Start small Engage the community Collaborate Stay positive
Survey community for needs and wants Find outside partners Use their expertise Collaborate Stay positive Scaffold student learning and responsibility Ask for help when needed Have fun!

33 Contact Information Donna Drasch EASTCONN 322 Main Street, Building #1 Willimantic, CT 06226

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