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Student Learning Outcomes in Service-Learning: The importance of quality reflection.

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Presentation on theme: "Student Learning Outcomes in Service-Learning: The importance of quality reflection."— Presentation transcript:

1 Student Learning Outcomes in Service-Learning: The importance of quality reflection

2 Dwight E. Giles, Jr. October 9, 2002 The Feinstein Community Service Center, The Center for Teaching Excellence and Distance Learning Johnson & Wales University, Providence RI

3 Giles, Service-Learning Outcomes. JWU3 Johnson & Wales University Community Service Learning Program Objectives Participation in community service learning experiences should provide students with increased: Course-specific learning in a community setting, Understanding of the importance of personal integrity and ethical conduct, Sensitivity to issues of culture and diversity,

4 Giles, Service-Learning Outcomes. JWU4 Ability to identify community needs and resources, Awareness of social responsibility and active citizenship, Recognition of the value of using career skills to address community needs through civic engagement opportunities.

5 Giles, Service-Learning Outcomes. JWU5 Participation in community service learning experiences should provide community partners with increased: Exposure as students learn about the agencys mission and activities, Assistance in meeting the agencys immediate community needs.

6 Giles, Service-Learning Outcomes. JWU6 Participation in community service learning experiences should provide faculty with: Additional pedagogical tools to bring about greater learning outcomes for students in the classroom.

7 7 Distinctions Among Community Experiences Recipient Beneficiary Provider Service Focus Learner Andrew Furco, 1996

8 Giles, Service-Learning Outcomes. JWU8 Learning for: S_L ProfessionInquiry Citizenship

9 Giles, Service-Learning Outcomes. JWU9 Central Claim Service, combined with learning adds value to each and transforms both Honnet and Poulsen, 1989 Principles of Good Practice for Combining Service and Learning

10 Giles, Service-Learning Outcomes. JWU10 What is Academic Learning? Fact Acquisition

11 Giles, Service-Learning Outcomes. JWU11 Academic Learning Understanding Application Inquiry Critical Thinking Social Problem Solving

12 Giles, Service-Learning Outcomes. JWU12 The Learning is In…. Deeper Understanding of Subject Matter Understanding Complexity of Problems Applying Class Material to Real Problems Specific Skills Needed in the Community Knowledge about Community Agencies Newfound Natural Curiosity about Issues

13 Giles, Service-Learning Outcomes. JWU13 The Learning is In…. Connections to Personal Experience and Peoples Lives New Perspectives on Social Issues Enhanced Problem Analysis Abilities Increased Sense of Importance of Social Justice

14 Giles, Service-Learning Outcomes. JWU14 The Learning is In…. Shift in Understanding of Locus of Problems Greater Valuing of Public Policy Personal Perspective Transformation Cognitive Development (From Eyler & Giles, 1999. Where is the Learning in Service-Learning?)

15 Giles, Service-Learning Outcomes. JWU15 Program Quality Matters Application of Content Placement quality Writing Discussion Community Voice Diversity First Prize

16 Giles, Service-Learning Outcomes. JWU16 Connecting Theory and Practice When youre in a class...its all kinds of theory and ideas- its interesting but you dont feel it. Once youre in a situation where youre actually working with the people youre talking about in class- it makes it seem much more real and much more urgent to do something about.. -U. of Washington student

17 Giles, Service-Learning Outcomes. JWU17 Six Steps to a Service- Learning Course

18 Giles, Service-Learning Outcomes. JWU18 From, Designing the Learning in Service-Learning: A faculty workbook Dwight E. Giles, Jr & Janet Eyler. Forthcoming, Jossey-Bass.

19 Giles, Service-Learning Outcomes. JWU19 The Six Steps 1. Choose a Direction 2. Design & Assess Learning Objectives 3. Establish &Assess Community Partnerships 4. Create Reflective Learning Activities 5. Monitor and Evaluate the Course 6. Rejoice Review, Revise

20 Giles, Service-Learning Outcomes. JWU20 Step 1: Choose a Direction 1. Why Am I doing This? 2. What are my course goals? 3. What Experiences can I draw upon? 4. How BIG a start?

21 Giles, Service-Learning Outcomes. JWU21 Step 2:Design & Assess Learning Objectives What Kinds of Learning? Knowledge? Skills? Understanding? Application? Student Objectives? Community Objectives How Measured?

22 Giles, Service-Learning Outcomes. JWU22 Academic Learning Understanding Application Inquiry Critical Thinking Social Problem Solving

23 Giles, Service-Learning Outcomes. JWU23 Step 3: Establish & Assess Community Partnerships The Three I Model (From Melinda Clarke) 1. Initiator(s) 2. Initiative 3. Impact

24 Giles, Service-Learning Outcomes. JWU24 Step 4: Create Reflective Learning Activities Reflection-before, during & after Basic questions: What So What Now What Link to Learning Objectives Basis of Assessment

25 Service Learning Janet Eyler Vanderbilt University

26 Kolbs Model of Learning ACTION REFLECTION Reflective Observation Concrete Experience Abstract Conceptualization Active Experimentation WHAT? SO WHAT? NOW WHAT?

27 The Four Cs of Critical Reflection C ontinuous C onnected C hallenging C ontextualized Eyler, Giles & Schmiede, 1996. A Practitioners Guide to Reflection in Service-Learning.

28 From Eyler, Giles & Schmiede, 199628 Reflection Activity Matrix ReadingWritingDoingTelling Personal Social Citizenship Understanding Application Reframing

29 Giles, Service-Learning Outcomes. JWU29 Reflection Map ( From Janet Eyler, 2001) Reflect Alone Before Service During Service After Service Reflect with Classmates Reflect with Community Partners

30 Reflect Alone Before Service During Service After Service Letter to Self Goal Statement Reflective Journal Individual Paper, Film, Artwork Reflect with Classmates Hopes & Fears List Serve Critical Incident Team Presentation Reflect with Community Partners Create Contact Needs Assessment Lessons Learned on- site debriefing Presentations to community partner Reflection Map From: Eyler, J. (2001). Creating your reflection map. In M. Canada (Ed.) Service-learning: Practical advice and models. San Francisco: Jossey-Bass New Directions for Higher Education Series # 114, 35-43

31 Giles, Service-Learning Outcomes. JWU31 Step 5:Monitor & Evaluate The Course Return to your Objectives Ongoing Assessments of Learning Community I mpacts Assess products Assess Reflection Link to your own Scholarship

32 Giles, Service-Learning Outcomes. JWU32 Step 6:Rejoice, Review, Revise Celebrate with Partners Showcase Products & Publicize Achievements Reflect on the course Next Time Ongoing Partnerships

33 Giles, Service-Learning Outcomes. JWU33 publications/index.php Resource for Reflection A Practitioners Guide to Reflection in Service-Learning:Student Voices and Reflections. 1996. Janet Eyler, Dwight E. Giles, Jr. & Angela Schmiede.

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