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© 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved

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1 © 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved
Service Learning © 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved

2 Service Learning A teaching methodology that combines community service with explicit academic learning objectives, preparation and reflection A form of experiential learning Serves the community and meets well-defined academic learning objectives © 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved.

3 Service Learning Defined
A reflective educational experience in which students earn academic credit by participating in meaningful service activities. Service learning experiences are designed to foster deeper understanding of course content and an enhanced sense of civic responsibility. Structured opportunities for students to reflect on experiences, including writing, reading, speaking, listening and group discussions. Presents an opportunity for students to use newly acquired skills and knowledge in community settings. © 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved.

4 Service Learning is Not….
Volunteerism Community Service Internship Practicum Clinical Rotation © 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved.

5 Benefits to Participating Partners
Students: learn from personnel and clients of community agencies; enhance critical thinking skills; increase understanding of multicultural values and traditions Faculty: build new ways to encourage students’ academic progress; generate relationships and support in the community Community: opportunity for collaboration and increased awareness of community needs; may generate strategies or create solutions © 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved.

6 Essential Elements of Service Learning University of Cincinnati Manual
Reciprocal: the service and the learning should be worthwhile and valuable for both the student and the community Reflective: intentional, systematic reflection about the experience takes place to facilitate critical thinking and introspection Developmental: service learning occurs in stages-serving leads to enabling and then to empowerment; observation leads to experience and then leadership Meaningful: worthwhile and challenging service tasks strengthen students’ critical thinking Diversity: a cross-section of students working in diverse settings with diverse populations in the community © 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved.

7 Service Learning Emphasizes
reciprocal learning reflective practice developing citizenship skills achieving social change Learning Objective + Service Objective = Service Learning Objective © 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved.

8 Malcolm Knowles’ Principles of Adult Learning
Adults become increasingly independent and self- directed in their learning Adults are more motivated by internal needs rather than external pressure to learn Learning is problem-centered Learning is related to readiness to learn Life experiences are resources for learning © 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved.

9 Learning Objectives: Cognitive (in order of difficulty)
Knowledge: define, describe, identify, label, list, match, recognize, name Comprehension: translate, distinguish, estimate, explain, generalize, give examples Application: change, compute, demonstrate, discover, manipulate, modify, operate, prepare, show, predict Analysis: diagram, differentiate, discriminate, distinguish, identify, illustrate, infer, outline, relate, select Synthesis: categorize, combine, compile, compose, create, design, devise, summarize Evaluation: appraise, compare, conclude, contrast, criticize, describe, explain, justify, interpret, relate, support © 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved.

10 Learning Objectives: Psychomotor
Imitation: align, balance, follow, grasp, hold, place, repeat Manipulation: construct, assemble, form, put together Precision: accurately, errorless, independently, proficiently, with control, with balance Articulation: confidence, coordination, harmony, integration, proportion, smoothly, quickly Naturalization: automatically, effortlessly, naturally, professionally, routinely, spontaneously, with ease, with perfection, with poise © 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved.

11 Learning Objectives: Affective
Receiving: attend, be aware, control, discern, hear, listen, look, notice, share Responding: applaud, comply, discuss, follow, obey, participate, play, practice, volunteer Valuing: act, argue, convince, debate, display, express, help, organize, prefer Organization: abstract, balance, compare, decide, define, formulate, select, systematize, theorize Characterization: avoid, display, exhibit, internalize, manage, require, resist, resolve, revise © 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved.

12 Adult Learners Look for the teachable moment
Adult Learners Look for the teachable moment. Put the learner in the picture. If there are no specific requests for content, use relevant examples to put adults in a mindset/situation to make them interested (framing) Want active participation Decide for themselves what is important to learn Want learning to be useful now Use or build on individual experiences Need to validate information based on own beliefs and experiences © 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved.

13 Planning for Service Learning Assess Needs
Reflect upon past experiences Make observations of present need Collect data regarding the need Ask your students and target group for input! Find out before launching the service learning endeavor. © 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved.

14 Steps in the Service Learning Process
Be clear about the needs of your target group Establish educational goals and learning objectives that will help your students achieve them Learning objectives should be measurable: participants will be able to list, describe, compute, explain, apply, demonstrate, predict Plan the service learning experience keeping in mind the characteristics of adult learners Do you want to impact cognitive, psychomotor, domains? Evaluate your program Seek evaluation from both the students and the community agency © 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved.

15 Evaluation and Reflection
Evaluation involves gathering formal feedback and collecting data from students, teacher, yourself, others What did your students learn? How did their learning compare to the learning outcomes you anticipated? Assessment criteria may include factors related to knowledge, skills, and attitudes. What feedback was obtained from the community agency? Reflection: What value did the service learning endeavor provide to each member of the service learning team? What is the future of this service learning activity? What, if anything, will be done differently? © 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved.

16 Learning Objective Identify who the learner is and what the learner should acquire as a result of the activity. Genetic counseling students will plan and present community talks to gain formal experience in public speaking and increase their appreciation of the educational needs of various student and groups. © 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved.

17 Service Objective Identify the community agency and the needs to be met or the services to be provided. Walnut Hills High School 9th grade biology students want more information about ethical issues in genetics and genetic counseling. © 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved.

18 Service Learning Objective
Two genetic counseling graduate students will plan and deliver a community outreach education presentation involving lecture and role playing on the Ethical Issues in Genetic Counseling for 9th grade biology students at Walnut Hills HS during the fall semester. © 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved.

19 Teaching Formats to meet Learning Objectives
Cognitive: lectures, group discussions, case studies, write and/or answer questions Psychomotor: demonstrations, taking a pedigree, clinical experiences Affective: small group ethics discussions, role playing, dyads, video and discussions, debates © 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved.

20 Evaluation and Reflection
Evaluation involves formal feedback and data collection from students, teacher, yourself, others Did the students learn what you wanted them to? How do you know? Do you assess knowledge, skills, attitudes, participation, # questions asked, eye contact, # sleeping students, etc? What feedback did the teacher have for you? Reflection: What would you do differently? What did you learn? © 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved.

21 How Students Learn © 2010 Nancy Steinberg Warren, MS, CGC, all rights reserved.


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