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Service Learning Today we will explore: the definition of service learning (the what), the definition of service learning (the what), why should we use.

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Presentation on theme: "Service Learning Today we will explore: the definition of service learning (the what), the definition of service learning (the what), why should we use."— Presentation transcript:

1 Service Learning Today we will explore: the definition of service learning (the what), the definition of service learning (the what), why should we use it as a teaching strategy, (the so what?), and 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?) 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 Americas 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 childrens 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 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 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 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 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 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 builds on the growing willingness of students to become involved in service to their communities It contributes to young peoples personal and career development by increasing their sense of responsibility and workplace skills It contributes to young peoples personal and career development by increasing their sense of responsibility and workplace skills

6 The Impact of Service Learning

7 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. For Students

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 Global awareness Financial, economic, business and entrepreneurial literacy Financial, economic, business and entrepreneurial literacy Civic literacy Civic literacy Health and wellness awareness 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 Critical Thinking and Problem Solving Skills Communication Skills Communication Skills Creativity and Innovation Skills Creativity and Innovation Skills Collaboration Skills Collaboration Skills Information and Media Literacy Skills Information and Media Literacy Skills Contextual Learning 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 Leadership Ethics Ethics Accountability Accountability Adaptability Adaptability Personal Productivity Personal Productivity Personal Responsibility Personal Responsibility People Skills People Skills Self Direction Self Direction Social Responsibility Social Responsibility

16 What does service-learning look like?

17 Three Types of Service-Learning Projects DirectIndirectAdvocacy 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. Example: The Cowboy Café Tsunami Fundraiser Researching and then reporting through writing, oral presentations, videos, posters, music or drama information to help address a need. Example: The Freedom to Belong puppet show and video

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

19 Necessary Steps in Project Planning Preparation Defining Creating Community Planning/ResearchingAction Decide on a project Plan the project Implement the planCelebration/Reflection Acknowledge Evaluate Next Steps

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

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

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

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

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

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

26 Completion and Wrap-up Publish, present, perform, produce, or deliver the service Publish, present, perform, produce, or deliver the service Evaluate the process and product Evaluate the process and product Celebrate and recognize the experience Celebrate and recognize the experience Reflect on what was done Reflect on what was done What went well What went well What could have been better What could have been better What still needs to be done 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 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? 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? 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? 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). 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 must happen frequently. Students should talk to each other about their feelings. Reflection is student centered whereas knowledge is classroom centered. 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. 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 teacher-lead to student-driven From lecture-based to project-based From lecture-based to project-based From classroom simulation to a real- world authentic experience From classroom simulation to a real- world authentic experience From not connected to relevant to students lives From not connected to relevant to students lives From serving no real purpose to making a difference From serving no real purpose to making a difference

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

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


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