1. Options and Opportunities Mid Year Workshop (January 9 th, 2009) COMMUNITY BASED LEARNING

2. WHY COMMUNITY BASED LEARNING??? To enhance students’ personal development, their sense of belonging to their community, and their understanding of community roles and responsibilities To improve students’ understanding of employment requirements and the links between the knowledge, skills, and attitudes they are acquiring in school and their future plans

3. SUGGESTED CBL ACTIVITIES VOLUNTEERINGSERVICE LEARNINGCAREER SIMULATIONSJOB SHADOWINGMENTORINGFIELD TRIPSCAREER RELATED RESEARCH PROJECTSINTERVIEWSPORTFOLIO DEVELOPMENTCREDENTIALLING

4. WHAT ARE WE DOING? Many of us are on the tour circuit …. UNIVERSITYUNIVERSITY LOCAL BUSINESS NSCCNSCC SERVICE ORGANIZATION EMPLOYMENT CENTRE MAJOR EMPLOYER

5. WHAT ARE WE DOING? We’re Inviting Guests into our Classrooms YOUTH APPRENTICE WCBWCBCANSCANS INDUSTRY EXPERTS MOTIVATIONAL SPEAKERS MILITARYMILITARY

6. WHAT ARE WE DOING? We’re Helping Students Identify and Showcase their Skills LETTERSLETTERSRESUMESRESUMESPORTFOLIOSPORTFOLIOS PASSPORT TO SAFETY OH&SOH&SWHMISWHMIS

7. WHAT ARE WE DOING? We’re Contributing to the Community CLOTHING DRIVES SENIOR CENTRES FOOD BANKS AIDS AWARENESS HEALTH FAIRS COMMUNITY CLEANUPS

8. SUGGESTED CBL ACTIVITIES VOLUNTEERINGSERVICE LEARNINGCAREER SIMULATIONSJOB SHADOWINGMENTORINGFIELD TRIPSCAREER RELATED RESEARCH PROJECTSINTERVIEWSPORTFOLIO DEVELOPMENTCREDENTIALLING

9. GOALS OF CBL Central goals of community-based learning are to provide opportunities for students’ personal growth enhance students’ development as citizens who actively participate in and contribute positively to their local communities help prepare students for the opportunities, responsibilities, and experiences of adult and working life foster, promote, and develop student self-esteem and confidence

10. STUDENT LEARNING …. To fully support student learning experiences we need to encourage Interdisciplinary lessons which link specific outcomes with careers and/or the work place Interdisciplinary lessons delivered through group projects which involve community based learning activities Projects requiring the application of skills from several courses

11. MODELLING TO SUPPORT LEARNING Student Success Rubrics or Checklists Step by Step Instructions with Ex. Scaffolding Exemplar Work VS Satisfactory Work

12. SERVICE LEARNING??? A structured learning experience which integrates curriculum with active voluntary service opportunities in the community so that service experiences are directly connected to curriculum outcomes and in-school learning. Fosters students’ personal and social development through active participation in thoughtfully organized service experiences that meet identified community needs. Activities are intended to benefit both the students and the service recipients.

13. SERVICE LEARNING – EXAMPLE SAMPLE ONLY – ACTUAL PICTURE NOT AVAILABLE

14. GROUP SERVICE PROJECT Grade 10 English Students will document their development of a rock garden using visual and written text. (Assessment Tool: Visual plan using text & graphics) Grade 10 Math Students will be able to able to apply formulas for area and volume. (Assessment Tool: Completed calculations for soil, fertilizer, fencing) Grade 10 Science Students will design a garden with consideration given to the biotic and abiotic factors of the local area. (Assessment Tool: Create a table of factors as identified above) CAD 10 Students will access, interpret and evaluate career information. (Assessment Tool: Career research assignment related to the project assigned) Rock Garden Interdisciplinary Unit

15. 4321 EffortStudent participated in all activities, contributed to each step of the process: brainstorming, organizing, implementing. Student participated in most activities and was active throughout most of the steps in the process. Student participated in at least half of the activities and contributed to at least two steps of the process. Student participated in less than half of the activities and contributed to at least one step of the process. Career ResearchDemonstrates very strong understanding of training required for careers in this industry and the requirments in this field. Demonstrates good understanding of careers and pathways to this industry. Showed some understanding of related careers and the requirements of those careers. Poorly presented with little awareness of careers and pathways in this industry. Visual PlanConsiderable creativity and originality. Content and ideas clearly reflect the project expectations. Some originality and inventiveness. While visual is presented in an interesting way, text and graphics contained some inconsistencies. An attempt at originality and inventiveness; lacked sufficient graphics or texts to fully represent plan. Ideas and graphics show little effort at creative or original thought. Missing text and images that are key to the overall plan. Completed Project Met or exceeded criteria identified by each subject teacher. Met at least 75% of identified criteria. Met 50-75% of identified criteria. Less than 50% of identified criteria met. SERVICE PROJECT RUBRIC

16. ASSESSING & EVALUATING STUDENT LEARNING Journals Log Books Checklists Interviews Self Assessment Work Samples Observations Reflections Presentations Visual Displays Written Assignments Questionnaires Simulations Portfolios Performance Assessments

17. THE VALUE OF DEBRIEFING Student observations are always valuable (to them as well as you)  What did they enjoy?  What did they not enjoy?  What was most valuable to them and why?  What change would they implement to make the experience more meaningful?  What did they learn (why or why not)?  How has the experience affected them?  Who did they feel benefited the most in their class from the experience and why?  And more ……