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CHARACTER BUILDING THROUGH SERVICE Service-Learning and Community Service as Tools for Improving School Culture.

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Presentation on theme: "CHARACTER BUILDING THROUGH SERVICE Service-Learning and Community Service as Tools for Improving School Culture."— Presentation transcript:

1 CHARACTER BUILDING THROUGH SERVICE Service-Learning and Community Service as Tools for Improving School Culture

2 GENERAL INFORMATION -Registration Form -Payment Form -Transcripts -Grade Reports -# of Semester Hours -Verification Letter -Handouts -Is this your first UD Character Class?

3 INTRODUCTIONS Please introduce yourself.  Be thinking of groups. -Your Name -Your School District -What is your position?


5 SCHEDULE TimeEvent 8:30 – 9:00Housekeeping 9:00 – 9:30Parts of Service Learning / K-12 Service-Learning Standards 9:30 – 10:00Preparation: SVdP Mission 10:00 – 11:00Service Project -or- Poverty Simulation (Groups Split) 11:00 – 12:00Service Project -or- Poverty Simulation (Groups Split) 12:00 – 12:45Lunch (Catered by Venice on Vine) 12:45 – 2:00Reflection – Clare Blankemeyer from the Mayerson Foundation 2:00 – 2:30Demonstration: Loveland High School Senior Day of Service and Small Group Work 2:30 – 3:45Best Practices 3:45 – 4:30Ozanam Center Presents and Wrap Up

6 PAPER – PAGES 1 AND 2 Reflect on your experience today. -Describe your poverty simulation experience. How did it make you feel? What did you learn from it? -Describe your service hour. Did the preparation beforehand help your experience and your understanding of the mission of St. Vincent de Paul? -Did you feel out of your comfort zone today? If so, explain. -Describe your reflection experience? Did it help you understand how your service will impact those in need?

7 PAPER – PAGES 3 AND 4 -Describe your current school culture. -Develop a plan to incorporate a service-learning lesson in your classroom or school. -List the objectives. -Include an explanation for each part of service-learning: IPARD (Investigation, Preparation, Action, Reflection, Demonstration) -Include curriculum-specific standards and benchmarks.

8 PAPER – PAGES 5 AND 6 -Explain how your project meets all eight of the K-12 Service-Learning Standards for Quality Practice. (Meaningful Service, Link to Curriculum, Reflection, Diversity, Youth Voice, Partnerships, Progress Monitoring, Duration and Intensity) -Make a detailed plan of the logistics so that this plan can be made possible. -List the resources and support you need. -Make a prediction of the effect that the service project will have on the school culture.










18 HOMELESSNESS IN CINCINNATI 1 out of every 100 people living in Hamilton County, OH found themselves homeless in 2013. In 2013 there were 308 youth, age 18 through 20 and 610 young adults, age 21 through 25 (on the streets and in shelters). Of these youth/young adults, 82% presented as single persons and 18% presented as households along with 275 of their children. Source: The Partnership Center, LTD.

19 HOMELESSNESS IN CINCINNATI Other 2013 Street Homeless Demographics: -8% of adults were veterans. -68% of adults reported suffering from one or more disabling conditions. -51% of adults reported suffering from mental illness. -52% of adults reported an addiction to drugs or alcohol. Source: The Partnership Center, LTD.

20 LIVING WAGE In no state can a minimum wage worker afford a two- bedroom unit at Fair Market Rent, working a standard 40- hour work week, without paying more than 30% of their income. So if you work at a minimum wage job ($7/hour) you have to work 70 hours a week, 52 weeks a year to afford a 2-bdrm apt. No illnesses, no vacations, no time off. Source: The Mayerson Foundation

21 SERVICE-LEARNING AND COMMUNITY SERVICE What is the difference? Read the three project descriptions. Which one is VOLUNTEERISM? Which one is COMMUNITY SERVICE? Which one is SERVICE-LEARNING?

22 VOLUNTEERISM Volunteerism: -may or may not meet actual community needs (Project A is an example of one which does.) -does not usually involve collaboration between the school and community -is not integrated into the curriculum -does not typically have participants reflect on the meaning of what they did

23 COMMUNITY SERVICE Community Service: -may or may not meet actual community needs -may or may not involve collaboration between school and community -does not typically involve having participants reflect on the meaning of what they did *Community Service: An activity that engages people in addressing needs of their schools and communities. Several times a year, students clean up the community by collecting trash and recyclables.

24 SERVICE-LEARNING 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. Students in environmental science design a school-wide composting program that is relevant to class curriculum. Students conduct research on the amount of waste that the school collects and then they develop and implement a program. Students monitor cafeteria traffic patterns and propose new ones for composting. Students write and present grants for the program.

25 SERVICE-LEARNING “Service-learning is an educational strategy that involves students in meaningful service to their communities and/or to society, while engaging in some form of reflection or study that is related to the service.” Source: L. Richard Bradley, Ph.D., 1998

26 SERVICE-LEARNING Please see SERVICE-LEARNING INFORMATION CHART for more information regarding the differences between volunteerism, community service and service-learning.

27 WHAT ARE THE PARTS OF SERVICE- LEARNING? IPARD (“I Par-D”) I – Investigation P – Preparation A – Action R – Reflection D – Demonstration (and Celebration)

28 INVESTIGATION Select an issue that is important to you. Identify and learn about community needs and problems that are connected to the issue. Brainstorm and select a way to address the need and make an impact. After you come up with a meaningful, doable, and effective project idea, begin to prepare and plan.

29 PREPARATION Create project goals and a method to track progress. Write a project plan with tasks and timelines. Once you create a strategy for change, put your plan into action. Prepare students to be successful with their service work.

30 ACTION Implement your project plan. Document your activity. Measure, track, and record project outcomes.

31 REFLECTION Reflect on how you connect with what you are learning and doing! After you become aware of how the project impacted YOU and how YOU impacted the community, share your project experience.

32 DEMONSTRATION Share outcomes and highlights and teach others how to replicate your project. Celebrate your success and thank all supporters. Make plans to continue or expand your project.

33 K-12 SERVICE-LEARNING STANDARDS FOR QUALITY PRACTICE Meaningful Service Service-learning actively engages participants in meaningful and personally relevant service activities. Link to Curriculum Service-learning is intentionally used as an instructional strategy to meet learning goals and/or content standards. 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. Diversity Service-learning promotes understanding of diversity and mutual respect among all participants. Youth Voice Service-learning provides youth with a strong voice in planning, implementing, and evaluating service-learning experiences with guidance from adults. Partnerships Service-learning partnerships are collaborative, mutually beneficial, and address community needs. 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. Duration and Intensity Service-learning has sufficient duration and intensity to address community needs and meet specified outcomes.

34 VOLUNTEER CODE OF ETHICS 1. Volunteer in the spirit of humility and with a genuine desire to meet and talk with the local people. There is dignity in dialogue! 2. Be aware of the feelings of other people, thus preventing what might be offensive behavior. Remember this especially with photography and what you tweet. 3. Cultivate the habit of listening and observing, rather than merely hearing and seeing. 4. Realize that people in the community you visit often have time concepts and thought patterns different from your own. Not inferior, just different. 5. Discover the enrichment that comes from seeing another way of life.

35 VOLUNTEER CODE OF ETHICS 6. Acquaint yourself with local customs. Respect local customs; people will be happy to help you. 7. Cultivate the habit of asking questions rather than knowing all the answers. 8. Remember that you may be one of many volunteers. Do not expect special privileges. 9. Make no promises to local people unless you are certain you can fulfill them. 10. Reflect daily on your experiences; seek to deepen your understanding. “What enriches you may rob or violate others.”


37 INVESTIGATION If we had time, we would…,+ Cincinnati,+OH+45214/@39.1196891,- 84.5336273,3a,75y,333.19h,90t/data=!3m4!1e1!3m2!1 sZ- _AmhrgGWGm2zDi_PTZOg!2e0!4m2!3m1!1s0x8841b41 a99ef3aa9:0x5e866a729cfe78d9,+ Cincinnati,+OH+45214/@39.1196891,- 84.5336273,3a,75y,333.19h,90t/data=!3m4!1e1!3m2!1 sZ- _AmhrgGWGm2zDi_PTZOg!2e0!4m2!3m1!1s0x8841b41 a99ef3aa9:0x5e866a729cfe78d9

38 PREPARATION – ST. VINCENT DE PAUL Mission: Answering Christ’s call, we foster hope by providing spiritual, emotional and material assistance on a person-to person basis to the poor, lonely and forgotten in our community. Vision: To bring faith alive through service to others, one neighbor at a time.


40 PREPARATION – HOBSON’S CHOICE ACTIVITY Hobson’s Choice: resources/presentations-media-games/hobsons-choice/ resources/presentations-media-games/hobsons-choice/

41 ACTION Group A will volunteer in the pantry from 10:00 – 11:00 and will do the Poverty Simulation from 11:00 – 12:00. Group B will do the poverty simulation from 10:00 – 11:00 and will volunteer in the pantry from 11:00 – 12:00.

42 REFLECTION Clare Blankemeyer – Director of the Mayerson High School Service Learning Program

43 REFLECTION Loveland Senior Service Day 2014 Reflection Video: px?iid=5II3A2&dasi=3IU2 px?iid=5II3A2&dasi=3IU2

44 DEMONSTRATION px?iid=5IY0BY&dasi=3IU2 px?iid=5IY0BY&dasi=3IU2

45 LOVELAND HIGH SCHOOL SENIOR DAY OF SERVICE -360 Students -13 Service Agencies -Morning Session for Preparation -Speakers, small group work, games and message -I can do things you cannot. You can do things I cannot. Together we can do great things. -Mother Teresa -Reflection via social media

46 LOVELAND HIGH SCHOOL SENIOR DAY OF SERVICE px?iid=5G00UI&dasi=3IU2 px?iid=5G00UI&dasi=3IU2

47 BEST PRACTICES Beth Wexler – Loveland High School Bernadette Meineke – Sharonville Elementary School Wendy Braun – School for the Creative and Performing Arts

48 RESOURCES YSA: ->Tools -> Resources National Dropout Prevention Center: strategies/service-learning strategies/service-learning National Youth Leadership Council:

49 RESOURCES ODE Training Manual: Community-Service-Learning/CSL- Resources/Toolkit2_ODE_training_manual.pdf.aspx Community-Service-Learning/CSL- Resources/Toolkit2_ODE_training_manual.pdf.aspx

50 QUESTIONS -Paper: Please mail and do not email. -# of hours -Payment -Grade Report -Transcripts -Other UD Character Classes -Material presented in class -Evaluations

51 CLOSING Thank you for taking this class! Please yell if I can help!

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