Presentation on theme: "Service-Learning: Meaningful Service. Meaningful Service Experience Sustained Duration –Minimum of 40 hours Connection between Service and Learning –Service."— Presentation transcript:
Meaningful Service Experience Sustained Duration –Minimum of 40 hours Connection between Service and Learning –Service Supports Learning and Learning Supports Service –Clearly Identified Knowledge, Skill and Goals –Skills Learned are Practiced In Multiple Settings Curriculum Connection –Purposeful Instruction Linked to Educational Objectives
Meaningful Service Experience Reflection –Should be Before, During and After the Project –Establish a Connection Between Students Service and Learning Youth Voice and Involvement –Choose and Plan the Project –Have Meaningful Roles Strong Community Partnerships –Involved in Planning the Project Service and Learning Emphasis –Both Support Each Other
Meaningful Service Exercise Divide into Head, Heart, Hands and Health Groups Evaluate the Assigned Scenario Using the Meaningful Service- Learning Checklist. Identify Strengths and Weaknesses. Identify Ways to Enhance the Scenarios. Share the Results
"Service-learning is a great example of a learning strategy that creatively engages kids to learn in a meaningful way. By providing students a context for learning that is relevant and authentic, they learn more and learn more effectively." »Laurie Lang, former Executive Director, Disney Learning Partnership Member, National Commission on Service-Learning
References Conrad, D., and Hedin, D. (1989). High School Community Service: A Review of Research and Programs. Washington, DC: National Center on Effective Secondary Schools. Civic and Political Health of the National: A Generational Portrait Indiana Department of Education Study on Youth Voice (1997-1998). Lopez, M. H. (June 2003, Updated February 204). Volunteering Among Young People. College Park, MD: The Center for Information and Reseaerch on Cific Learning and Engagement. http://www.civicyouth.org/PopUps/FactSheets/FS_Volun teering2.pdf http://www.civicyouth.org/PopUps/FactSheets/FS_Volun teering2.pdf
References Lopez, M. H. (October 2002). Youth Attitudes towards citic engagement and community service requirements. College Park, MD: The Center for Information and Reseaerch on Cific Learning and Engagement. http://www.civicyouth.org/PopUps/FactSheets/FS_Youth _Attitudes_Civic_Education.pdf http://www.civicyouth.org/PopUps/FactSheets/FS_Youth _Attitudes_Civic_Education.pdf Monitoring the Future (2002). Michigan State University Institute for Social Research Survey Research Center. Pocket Guide to Service Learning, National Dropout Prevention Center, Clemson University. Scales, P., Blyth, D., Berkas, T & Kielsmeier, J. (2000, August). The effects of service learning on middle school students' social responsibility and academic success. Journal of Early Adolescence, 20 (3), pp 331-358.
References Scales, P. C., Blyth, D. A., Berkas, T. H., & Kielsmeier, J. C. (2000). The effects of service- learning on middle school students' social responsibility and academic success. Journal of Early Adolescence, 20, 332-358. "Service-Learning: An Essential Component of Citizenship Education," (2000). Social Education 65 (4), pp. 240-241, NCSS Position Statement. The National and Community Service Trust Act of 1993
References Service Learning-Making a World of Difference for Students, Georgia Department of Education, February, 1997 Service Learning 101, http://www.fulton.k12.mo.us/programs/sl101.html http://www.fulton.k12.mo.us/programs/sl101.html The Power of Assets. The Search Institute. http://www.search- institute.org/research/assets/assetpower.html http://www.search- institute.org/research/assets/assetpower.html Service Learning: An Essential Component of Citizenship Education, (Social Education 65 (4), pp. 240-241, NCSS Position Statement 2000). World Wise School Educators, http://www.peacecorps.gov/wws/service/index.html http://www.peacecorps.gov/wws/service/index.html
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