“Wii Can Do It!” Students Bring Technology to an Adult Day Health Center (and create a sensory room!) A Community Service Learning Project Gretchen Werle, RN, MSN Franklin County Technical High School

Some Questions to Start  What do you know about community service learning (CSL)?  Discuss CSL projects that you have done with your students.

Community Service Learning "Service-learning is a teaching and learning approach that integrates community service with academic study to enrich learning, teach civic responsibility, and strengthen communities." -From the National Commission on Service-Learning 2001 "Service-learning is a teaching and learning approach that integrates community service with academic study to enrich learning, teach civic responsibility, and strengthen communities." -From the National Commission on Service-Learning 2001

Five key elements of a community service learning project (California Dept of Education  Element One—Meets a real community need Element One—Meets a real community need Element One—Meets a real community need  Element Two—Integrates into and enhances the curriculum Element Two—Integrates into and enhances the curriculum Element Two—Integrates into and enhances the curriculum  Element Three—Coordinates with a community agency, another school, or the community at large Element Three—Coordinates with a community agency, another school, or the community at large Element Three—Coordinates with a community agency, another school, or the community at large  Element Four—Helps foster civic responsibility Element Four—Helps foster civic responsibility Element Four—Helps foster civic responsibility  Element Five—Provides structured time for reflection Element Five—Provides structured time for reflection Element Five—Provides structured time for reflection

Broad Project Goal Build upon the existing service learning partnership between Franklin County Technical School and a community- based adult day health program. Build upon the existing service learning partnership between Franklin County Technical School and a community- based adult day health program.

Learning Goals Through working with instructors and adult day health staff, students will build the following skills: Through working with instructors and adult day health staff, students will build the following skills: Design developmentally-appropriate activities using high-quality resources Design developmentally-appropriate activities using high-quality resources Introduce activities which involve technology and promote physical activity and healthy eating habits Introduce activities which involve technology and promote physical activity and healthy eating habits Interact with elders/ adults with disabilities in a variety of settings Interact with elders/ adults with disabilities in a variety of settings Apply theory learned in the classroom and build knowledge and skills experientially Apply theory learned in the classroom and build knowledge and skills experientially

Assessment and Measurable Results -Students will achieve scores of at least 80% on all work related to this project- journal entries, conferencing, projects, evaluations. -Students will achieve scores of at least 80% on all work related to this project- journal entries, conferencing, projects, evaluations. -Students will demonstrate progressive leadership, communication, and project planning skills as measured by teacher observation and recorded on a weekly evaluation tool. -Adult day health participants will benefit from increased socialization and the introduction of technology, physical activity, and sensory activities to the center schedule as measured by participant verbalizations and increased engagement of all participants in activities led by students. -Adult day health center staff will have a positive perception of student involvement as measured through evaluations completed at the mid- point and the end of the funded period.

Standards-Based Curriculum Connections  Apply strategies to enhance effectiveness of all types of communications in the workplace  Activity Assistant  Demonstrate safety techniques used in caring for cognitively impaired clients  Describe behavior interventions used in caring for cognitively impaired client  Demonstrate introductory resident/client identification  Identify the organizational structure of the health care team  Illustrate ways to encourage independence in personal care for the client  Demonstrate respect for diverse orientations  List strategies used to maintain client dignity at all times  Successfully complete a supervised student practicum  Assist with range of motion exercises  Explain importance of responding to client needs in a timely, compassionate and professional manner  Assess and maintain optimum hearing by adjusting environmental conditions  Demonstrate verbal communication  Use different levels of formality, style, and tone when composing for different audiences.  Apply steps for obtaining information from a variety of sources, organizing information, documenting sources, and presenting research in individual projects:  Analyze visual or aural techniques used in a media message for a particular audience and evaluate their effectiveness.  Identify practices used to avoid accidents

Examples of learning standard connections  Apply strategies to enhance effectiveness of all types of communications in the workplace  Demonstrate respect for diverse orientations

Another Example Demonstrate safety techniques used in caring for clients Demonstrate safety techniques used in caring for clients

Building on Student’s Interests and Skills  Develop activity stations which would put the students' technology skills to use (Wii and PC)  Design activity stations designed for people with sensory deficits and dementia  Offer field trip which provides new experiences for students and program participants to experience together.

Funding $$$$$  National Education Association - Student Achievement Grant. ducators/grant-programs/grant- application/student-achievement- grants/ ducators/grant-programs/grant- application/student-achievement- grants/  $5,000 to improve the academic achievement of students by engaging in critical thinking and problem solving that deepen knowledge of standards-based subject matter.  The work should also improve students' habits of inquiry, self- directed learning, and critical reflection.

The Project Begins Students were responsible for finding and reading reliable data on:  The use of the Wii in therapeutic and recreation settings  Elements of a sensory room  Gathering information on:  Location and date for picnic  Items to purchase for sensory room, picnic, activities, and technology  Build budgets (according to grant guidelines) for:  Sensory room materials  Technology materials  Activities  Picnic  Submit materials lists within budget for each area according to timelines

Implementation  Materials for all areas of the grant were compiled by students, orders were placed and the implementation phase of the project began.  Students set up and introduced the Wii to Adult Day Health (ADH) participants, as well as documenting activities and progress using a digital camera and the new computer station.

Creating a Sensory Room Students began work on creating a sensory room, including painting the walls a soothing blue color. Students began work on creating a sensory room, including painting the walls a soothing blue color. This element of the project is in process, and will evolve over the next few months. This element of the project is in process, and will evolve over the next few months.

Opportunities for Reflection  Ongoing reflection and processing is a critical element of a community service learning project.  Following each Adult Day Health visit, a teacher-led discussion is held focusing on highlights of the day, as well as problems and questions that arose.  Students also complete a structured journal entry, in which they are asked to connect their experiences at the ADH to classroom content, and well as to specific learning standards (see journal template).

Synthesis of Concepts and Leadership Skills  Placed students in leadership roles as they have taken responsibility for all phases of the project from planning to implementation.  Students presented on their project at a Statewide Community Service Learning Conference sponsored by the MA Department of Elementary and Secondary Education.  Students led a 1 hour and 15 minute workshop on their service learning project to an audience of fellow students, teachers, administrators, and service learning coordinators.  Addressed learning standards  Students will be required to make connections between the elements of the project, guiding theory, and outcomes.

How does all of this apply to you?  Most vocational instructors do community service learning projects with their students.  How would making connections between the learning standards for your program and the projects you do help your students to learn what you want them to learn?  How would being able to make these connections strengthen your program/ help you to get funds for projects that would benefit your students and the community?

“Working Smart”  Conserve energy- yours!  Capitalize on what you are already doing  Have an electronic copy of your VTE Frameworks on your computer  Use the CSL template Good Luck!