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Kent Intermediate School District Project Based Service Learning.

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Presentation on theme: "Kent Intermediate School District Project Based Service Learning."— Presentation transcript:

1 Kent Intermediate School District Project Based Service Learning

2 Icebreaker Making Connections

3 What Makes a Good Citizen? Citizenship Activity

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

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

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 ?

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

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 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 Whats The Difference? Service Learning Community Service Community Based Learning

15 Whats 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 Whats 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 Whats The Difference? KIDS Consortium, 2009, Community Service Community Based Learning Service Learning

18 Whats The Difference? KIDS Consortium, 2009, 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.

19 Whats The Difference? KIDS Consortium, 2009, 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.

20 Whats The Difference? KIDS Consortium, 2009, 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.

21 Whats The Difference? KIDS Consortium, 2009, 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.

22 Whats The Difference? KIDS Consortium, 2009, 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.

23 Whats The Difference? KIDS Consortium, 2009, 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.

24 Whats The Difference? KIDS Consortium, 2009, 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.

25 Whats The Difference? KIDS Consortium, 2009, 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.

26 Whats The Difference? KIDS Consortium, 2009, Community Service Community Based Learning Service Learning When 3 rd 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.

27 Whats The Difference? KIDS Consortium, 2009, Community Service Community Based Learning Service Learning When 3 rd 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.

28 Whats The Difference? KIDS Consortium, 2009, 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.

29 Whats The Difference? KIDS Consortium, 2009, 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.

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 Community Needs Assessment What are the NEEDS in your community? Hunger Neighborhood Clean-up After School Activities Needs

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

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 CBOs Government Faith-Based

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 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!

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 ones 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?

55

56 Kent Intermediate School District Project Based Service Learning

57 Reflection Bringing Out The Best In Your Students

58 Reflection Carla Stone 123 Service Drive Anywhere, MI 49301

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

60 Standards for Quality Practice

61 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? Effective Practice: 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

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 Example of Excellence Renne Wyman Sparta High School Dances for People with Disabilities

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

79 Lunch and Partner Displays

80 Putting It All Together Developing a Service Learning Project Activity

81 Developing a Project

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

83


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