March 4, 2016 Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has. Margaret Mead, Anthropologist

Resources   Password: Integrity

You can still complete the survey!  One word to describe service?  What do we do well? CP, 6/7 service, Connections and lots of projects!  What do we need to improve on? Time, training, seek new organizations, meaningful and sustainability. Less impact on classes  SERVICE AS ACTION – IS ONE PART TO HELP ADDRESS THESE CONCERNS!

Objective  Understanding  Service as Action in MYP Unit planning process. Each Teacher to identify 1 service as action unit to implement Focus Norm of Collaboration: Posing Questions-Probing for specificity

Today’s Agenda 1. Introduction to Service as Action in MYP Units 2. Service as Action Inquiry 3. Building Service as Action in MYP Units Years Documentation 5. Subject Group Collaboration time

Time Line!  March 4 – Identify Service as action units and each teacher to register this on the google doc. MYP Service as Action MYP Service as Action  Develop these units (March to August)  May 4 – PD on Service (Wednesday Meeting)  Evaluate progress & extra support required  Confirm units to be implemented  August (Service as action) Implementation

Service and Action at Concordian Service and Action at Concordian includes:  Service Learning Grade 6 & 7 (Teacher directed)  Projects ( Y3 Community and Y5 Personal)  Grade 9 – Independent Service Project  Grade 10- Independent Service Project ( )  Week without Walls Service opportunities  Service as Action in MYP Units ( )

Learning Service objectives  Awareness-Students will become more aware of their own strengths and areas of growth  New Skills and Challenge-Students will undertake challenges that develop new skills  Initiative- Students will discuss, evaluate and plan student-initiated activities  Commitment- Students will persevere in action  Collaboration- Students will work collaboratively with others  Global Value- Students will develop international- mindedness through global engagement, multilingualism and intercultural undertaking  Ethics- Students will consider the ethical implications of their actions

Concordian Service Interview  MYP Service Interviews MYP Service Interviews  As you watch this. Tick off the outcomes that you think the students have discussed.

Action Action is:  Learning by doing  Enhancing learning about self  Students acquiring better understanding of the context and their responsibilities Principled Action is  Responsible choices  Sometimes decisions not to act

Service as Action For action to become service:  it has to address an authentic community need  students should be able to build connections between what they learn in the classroom and what they encounter in the community  experience of service should offer opportunities to apply concepts/knowledge/skills  students should grow in confidence and responsibility

Types of Service  Direct (one on one tutoring)  Indirect (writing original picture books to teach language to a community)  Advocacy (initiate an awareness campaign on hunger in a community, performing a play replacing bullying with respect)  Research: collect information, analyse data, and report on a topic to influence policy or practice(conducting environmental surveys, compiling means to reduce litter) (Pg 18, projects guide)

Service as Action in MYP Units Goal:  One Service as Action focused unit per teacher in the MYP Program

Service as Action in MYP Units-Standards and Practice C2: Written Curriculum C2-5: meaningful student action in response to students’ own needs and the needs of others. unit plans demonstrate that students are provided with opportunities, through inquiry, to participate in service as action in each year of the MYP. C2-7: promotes students’ awareness of individual, local, national and world issues. unit plans include learning experiences that promote students’ awareness of individual, local, national and world issues. C3: Teaching and Learning  C3-12: develops student attitudes and skills that allow for meaningful student action in response to students’ own needs and the needs of others.

What is a Service as Action focused unit?  Meeting curriculum objectives using principled action through service with and for others  addressing community issues as a direct extension of the curriculum.  Students have opportunities to take part in or organize action through service with others

Building the Unit Concepts/ Contexts/Skills Community and Need Service as Action INQUIRY

Service as Action Inquiry Cycle InvestigatePlan Take Action Reflect

Investigating Identify the focus of the Service as Action  The community  The needs of the community  What is the desired outcome?  The conceptual and contextual understandings and content knowledge  The skills required to reach the outcome Inquiry into communities and the needs of the community through the unit focus

Planning Preparing for the Service as Action  Possible types of service ( Direct, Indirect, Advocacy, Research)  Principled action based on investigation  How will you know if the action was successful? A range of service types, choosing appropriate action, developing an action plan

Taking Action Implementing the Service as Action  What did you do?  How did you change during the action?  Documenting the action Goal: Student initiated, organized and facilitated Service as Action

Reflection Reflecting on the Service as Action  Achievement of Outcome  Change to self and others  Development of ATL skills  IB Learner Profile Goal: Independent, sophisticated student- centered reflection

Levels of Service As Action Y1/2 L1 Participate Y2/3/4 L2 Facilitate Y4/5 L3 Initiate

Level 1 Activities (G6/7)  Teacher-directed, arranged and organized opportunities where students to sign up and participate. Examples  trips off campus to different venues organized by teachers  “Reading Buddies” activity where the teachers arranged for students from Middle School to read to Grade 2 students. Participation in action through service

Level 2 Activities (G7/8/9)  Teachers arrange and organize the opportunities, but the students facilitate or lead sections of the event Examples  Math Activities organized by the Math department and which the Grade 10 assisted  The Middle School student council with the guidance of the Advisor, ran an activity “Write a postcard to Japan” after the tsunami and earthquake in Facilitation of action through service

Level 3 Activities (G9/10)  Students initiate, organize, and lead the opportunities Examples  High School Student Government and Middle School Council initiated the Talent Show 2013 “Concordian’s Most Talented.” Initiation of action through service

Documentation ManageBac Reflection Prior to teaching the unit  Are there any possible opportunities for meaningful service learning?  What in the unit might be inspiring for community or personal projects?  Could we develop authentic opportunities for service learning? During teaching  What is happening in the world right now with which we could connect teaching and learning in this unit? After teaching the unit  What student-initiated action did we notice?

Documentation to develop Service as action Subject Overview  Description of Community and Need  Level of Service (L1/L2/L3)  Type of Service  Description of Service as Action

Creating a support network  Please invite me to your subject meetings to discuss service as action in your units or individually meet as you are creating them.  Gabe and Melinda too!

Subject Group Collaboration Please use your Subject Overview to dialogue with your subject team to dialogue possible Service as Action units RECORD IN THE GOOGLE DOC SERVICE AS ACTION