1. Service Learning Components of K-12 Service-Learning

2. Service-Learning Overview  What are the components of best service-learning practices ?

3. S-L Components  I nvestigation  P lanning - P reparation  A ction  R eflection  D emonstration  C elebration

4. S-L: more cyclical than linear.  CONTEXT : At the start, teachers identify standards and instructional content that will be delivered.  Each part of S-L planning is filtered through the instructional lens teachers set in place.  The Instructional Plan is the outline for skill development and instructional context for the academic s-l experience. After the context is set, the sequence along the arrow shows the IPARDC process, which comprises the five core elements in a quality service-learning experience.

5. Teachers revisit plans -- as they incorporate student ideas & assess progress.  Teachers mesh student issues with instructional goals and identify opportunities for instruction to meaningfully support and facilitate student work.

6.  Start from where you are Find your comfort zone & find ways to incorporate s-l into your instructional practice  Start from where you are – Find your comfort zone & find ways to incorporate s-l into your instructional practice.  Think Big, Start small Give yourself permission to start as a novice practitioner.  Think Big, Start small – Give yourself permission to start as a novice practitioner.  Seek continuous improvement Gather evidence on the quality of your s-l practice & continue to grow skills over time.  Seek continuous improvement – Gather evidence on the quality of your s-l practice & continue to grow skills over time. s-l is designed as a civic outcome stemming from intentional extended application of knowledge gained through instruction as a way to further student mastery of content.  HQ s-l is an outgrowth of curriculum -- s-l is designed as a civic outcome stemming from intentional extended application of knowledge gained through instruction as a way to further student mastery of content.

7. I nvestigation: Teachers & students investigate the community problems - using mapping or research. Community mapping: students may walk through parts of the community using a set of questions and tools to guide their investigation. Community mapping: students may walk through parts of the community using a set of questions and tools to guide their investigation. School mapping (especially with younger grades). School mapping (especially with younger grades). Another common activity is review the newspaper. Collect documents for a week or two in advance of the activity – or research in other ways. This approach lead to projects more global in nature. Another common activity is review the newspaper. Collect documents for a week or two in advance of the activity – or research in other ways. This approach lead to projects more global in nature. Another starter activity can be brainstorming activity. Another starter activity can be brainstorming activity.

8. I nvestigation Investigation -- #2 – Investigation -- #2 – –Add a research component Investigation -- #3 – Investigation -- #3 – –Facilitate student consensus on the project they’ll do

9. I nvestigation Criteria to help students decide: Criteria to help students decide: 1. Relevance to Academic Learning – tie in to standards/ objectives 2. Urgency & Importance of project options 3. Student interest/engagement in the project and efficacy – will what students do actually make a difference? 4. Youth Voice - Ensure student voice is in the decision-making & they can plan something meaningful to them & the community.

10. P lanning & P reparation Teachers, students, and community members plan the learning and service activities, & address the administrative issues needed for a successful project. Teachers, students, and community members plan the learning and service activities, & address the administrative issues needed for a successful project. –Determine the kind of service to provide –Identify Learning Goals –Develop Action Plan –Engage in Reflection & do Assessment

11. P lanning & P reparation Admin Issue ChallengesResourcesStrategies Service Schedule Admin. Permission & Support Parent Permission & Support Transportation Materials & Equip. Risk Management

12. A ction - Implementing Ensure students: Ensure students: Engage in active exploration, use inquiry and hands-on approaches Engage in active exploration, use inquiry and hands-on approaches Have opportunities to work with an adult other than a family member or teacher Have opportunities to work with an adult other than a family member or teacher Engage in perspective taking Engage in perspective taking Given opportunities to see & assess if service is genuinely meeting community needs Given opportunities to see & assess if service is genuinely meeting community needs

13. Training & Orientation: Checklist Training may be needed before Action starts. Students are trained & know how to conduct the service and what is expected of them. All students have meaningful roles to play. Community partner understands & is on board with all activities. Students have done troubleshooting talks (what to do if….) Needed materials and supplies have been secured. All safety and other risk protections are in place. There are enough adult supervisors. Permission for pictures & publications have been obtained. The media have been invited (as appropriate). Clear curriculum links are made. Administrators are aware of and supportive of the activity.

14. Questions to help A ction How can you implement service-learning so that teachers and other adults also find the service to be fulfilling? How can you implement service-learning so that teachers and other adults also find the service to be fulfilling? How can you make sure community partners play a significant, positive role in student lives? How can you make sure community partners play a significant, positive role in student lives? How can you maximize the potential for the partners to serve as role models? How can you maximize the potential for the partners to serve as role models? How can you keep students engaged in the service over time? How can you keep students engaged in the service over time?

15. R eflection Activities that help students understand the service-learning experience and to think about its meaning and connection to them, their society, and what they have learned in school; Activities that help students understand the service-learning experience and to think about its meaning and connection to them, their society, and what they have learned in school;

16. Reflection – After Service Students -- Name & Solidify their Learning. Students -- Name & Solidify their Learning. Connect classroom & service learning, giving both greater meaning; Connect classroom & service learning, giving both greater meaning; Explore assumptions about causes and solutions of social problems and about those different from themselves; Explore assumptions about causes and solutions of social problems and about those different from themselves; Improve their problem solving skills; Improve their problem solving skills; Develop a deeper understanding of themselves and their responsibilities as citizens of a democratic society. Develop a deeper understanding of themselves and their responsibilities as citizens of a democratic society.

17. R eflection Options

18. D emonstration/ C elebration The final experience when students, community participants and others publicly share what they have learned, celebrate the results of the service project, and look ahead to the future. The final experience when students, community participants and others publicly share what they have learned, celebrate the results of the service project, and look ahead to the future.

19. D emo- C elebration Options Demo Community Impact Demo Self Impact Celebrate Accomplishments Measurement on a neighborhood quality index Poster exhibition Showcase Portfolio fair Development of products: Power Points, oral presentations, websites, videos, booklets, pre/post pictures Testimonials by service recipients Self portraits Autobiographies Story Boards Pre/post measures of knowledge, skills, or behaviors Evaluation of student work by experts, community partners, recipients of service, or panels of judges Sharing insights through issues forums Recognition at school- wide ceremony Awards Service site tour to observe progress Recognition letters from community partners, elected officials, etc. Service credits on the students’ transcripts Creation of a fund to support future service around the issue Recognition at traditional ceremony such as graduation

20. Pete Ready Education Specialist Office of Educational Improvement & Innovation Oregon Department of Education 255 Capitol Street NE Salem, OR 97310 503.947-5785 pete.ready@state.or.us pete.ready@state.or.us program web pages: www.ode.state.or.us/go/servicelearning www.ode.state.or.us/go/21cclc