Changing the Perception: What is Service-Learning, really? Jill Flakne White and Beth Nickle Joplin Schools Springfield Schools

Put your questions on a post-it note or two! What ?’s do you want answered during this session? Put your questions on a post-it note or two!

THIS IS SERVICE LEARNING 101 Service-learning defined National service-learning standards Basic steps of the service-learning process

OTHER SERVICE-LEARNING SESSIONS: Getting Your Staff Excited: understanding the role service-learning can play in community engagement Monday, February 23 Time: 1:45 p.m. to 3:15 p.m Workshop Description: DEEPER UNDERSTANDING AND GETTING STARTED Implementing Service-Learning in Your Schools and Communities Monday, February 23 Time: 3:30 p.m. to 5:00 p.m Workshop Description: CREATE AN IMPLEMENTATION PLAN Youth perspectives on service-learning Tuesday, February 24 Time: 10:30 a.m. to 12:00 p.m Workshop Description: STUDENT PANEL Changing the perception: What is service-learning, really? Service learning in the 21st century Tuesday, February 24 Time: 1:30 p.m. to 2:45 p.m Workshop Title: Workshop Description: REPEAT OF THIS WORKSHOP

Getting to know you... Introductions: Introduce yourself to your table: Who? Where from? What? Why? 1= no or nothing 10= everything expert How much do you already know about Service-learning Which category: Administration Educator Community/business Other

KEY TERMS TO UNDERSTAND NEED HANDOUTS KEY TERMS TO UNDERSTAND

What is service-learning?

A FEW OF THE BENEFITS! •Inspires Youth to Learn •Improve Student’s Performance and Interest In School •Cultivates a Positive School Environment •Helps Deter Risky Behavior •Exploration Of Various Career Pathways •Encourages Respect of others from diverse backgrounds •Promotes Community Support for the School •Maximizes Volunteers/Community Resources •Allows student to take an active role in their education •Differentiates learning •Allows for a variety of learning styles to be used •Increases awareness of civic responsibility •Creates positive community view of students •Expands students’ definition of community •Provides identification with the community and the school •Increased sense of personal responsibility •Creates opportunity for career exploration and development. •Builds positive relationships with adults other than a teacher or parent •Creates opportunities to work with others •Provides for authentic learning

National Service-Learning Standards: NEED HANDOUTS

Come up with a service project that already happens in your schools/community

NEED PLAIN PAPER

SERVICE-LEARNING EQUATIONS! IF TIME ALLOWS! SERVICE-LEARNING EQUATIONS! IF THERE IS TIME...

Reflection is mindful thought and is critical to the success of any service-learning experience. integrates service with the related learning teaches and strengthens problem solving skills provides a reality check- confront and deal with new issues or problems. continuous, challenging and connected (Rahima Wade). What? So What? and Now What?

SPEED REFLECTION

Assess Evaluate Demonstrate Celebrate

Service-learning SIMILES ...because similes are as cool as metaphors! In closing… Service-learning SIMILES ...because similes are as cool as metaphors!

Our contact info: Jill Flakne White jillwhite@joplinschools.org Royal Heights Elementary Joplin, MO 64801 Beth Nickle enickle@spsmail.org Study Alternative High School 2343 W. Olive St. Springfield, MO 65802

ADDITIONAL RESOURCES AND INFORMATION! YOUTH VOICE: The best service-learning programs respond to real needs in the community and have students actively involved in the process. Students should be involved in the development of the service-learning activities and should assess their ability to carry out these activities. “When students play a key role in choosing and defining their service activities, their commitment and satisfaction are intensified.” (Cathy Berger Kaye, Complete Guide to Service-Learning) For students, Youth Voice represents each person’s responsibility and privilege to represent their knowledge and opinions as they work through the service-learning project. Youth Voice involves expression, thinking, initiative, decision making, responsibility and problem solving. By developing youth voice and choice, students have an opportunity to express themselves and be an active participant in an environment that allows them to safely take risks, make mistakes and experience success. Developed by Beth Nickle -- Study Alternative High School

ADDITIONAL RESOURCES AND INFORMATION! Youth/students can be involved in all aspects of the service-learning process. Some examples of youth involvement are: Students in a reading class design reflection cubes, writing questions for other students to use to start small group discussion as they reflect on their tutoring experience. Youth who have participated in the project, recruit new students and prepare them for the service-learning experience. Students work to establish partnerships with community organizations and work with members of those organizations to identify needs. Youth can write grants and seek donations to support service-learning projects. Several grant programs request and/or prefer that students write the proposal.

ADDITIONAL RESOURCES AND INFORMATION! A Sampling of Reflection Activities Sound track -- Find songs which reflect the theme of the project. Mind Map – Using illustrations, create a map highlighting the most important concepts of the project. See Nancy Margulies’ book Mapping Inner Space (Zephyr) for more information. Collage – Using words or pictures from magazines, students can communicate ideas about the project theme or share feelings before, during and after the service experience. Metaphors -- Have the student create metaphors or similes by choosing an object or action and stating how what has been learned is like the object or action. For example, the student might choose a hammer and say that the hammer is like service-learning because it builds communities. Children’s books -- Use children’s literature to explore a variety of issues. T-Shirts – With sharpies or fabric markers, make t-shirts to represent the project Found Poetry – Students can create poetry about their service-learning experiences by using words and phrases they select from magazines or from their journal writings. Alphabet book – Create an alphabet book with each letter can representing part of the service-learning project (this can become its own service-learning project). Choose and share quotations to describe feelings about the project and what has been learned. Developed by Beth Nickle – Study Alternative High School

VERBAL VISUAL LOGICAL MUSICAL INTERPERSONAL INTRAPERSONAL BODILY NATURALIST Symbols Printouts Debates Poetry Joes Speeches Reading Storytelling Listening Audiotapes Essays Reports Crosswords Fiction Nonfiction Newspapers Magazines Internet Research Books Biographies Bibliographies Mosaics Paintings Drawings Sketches Illustrations Cartoons Sculptures Models Constructions Maps Storyboards Videotapes Photographs Visual Aids Posters murals Doodles Statues Collages Mobiles Mazes Puzzles Outlines Matrices Sequences Patterns Logic Analogies Timelines Equations Formulas Theorems Calculations Computations Syllogosms Codes Games Probabilities Fractions Performances Songs Musicals Instruments Rhythms Compositions Harmonies Chords Trios/Duos Quartets Beats Melodies Raps Jingles Choral readings Scores Acappella Groups Group Projects Group Tasks Observations Charts Social Interactions Dialogues Conversations Arguments Consensus Communications Murals Round Robins Sports Challenges Journals Meditations Self- Assessments Intuiting Logs Records Reflections Quotations “I” Statements Creative Expression Goals Affirmations Insight Interpretation Role-Play Dramatizing Skits Body Language Facial Expressions Experiments Dancing Gestures Pantomiming Field Trips Lab Work Interviews Field Studies Bird Watching Observing Nests Planting Photographing Nature Walks Forecasting Weather Stargazing Fishing Exploring Caves Categorizing Rocks Ecology Studies Catching Butterflies Shell Collecting Identifying Plants Adapted from Problem Based Learning & Curriculum Models Robin Fogarty, 1997.