6 What We’ve LearnedWith the people sitting near you form a group of 3-5Share at least three things you have learned from being at MSC.Be ready to share some items from you list with the group.
7 Why do we need to get to know the teacher? (Linda) Emotion is the gatekeeper to learningRelationship is a key element in every classroomBuilds trustFind common threads of interestFun
8 That’s Me! I can now found my way around the Gaylord Hotel I have learned at least three new things that I can’t wait to implement when I get home.I have met at least three new people since arriving at MSC.I visited an Orlando attraction during my visit.
9 Goals for the Session My Goals: Your Goals: ~Give you a deeper understanding of the RR Framework.~Give you applications forimplementations of the RRFramework in your educationalSetting.
13 Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge.EvaluationDAdaptationSynthesisAnalysisApplication3Apply knowledge across disciplines4Apply to real- world predictable situation5Apply to real-world unpredictable situation
14 RIGOR EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION means framing lessons at the high end of theKnowledge TaxonomyEVALUATIONSYNTHESISANALYSISAPPLICATIONCOMPREHENSIONKNOWLEDGE14
16 Rigorous Lessons ask Students to: EXAMINEPRODUCECLASSIFYDEDUCEGENERATEASSESSPRIORITIZECREATESCRUTINIZEDECIDE16
17 RelevantReal World Application inUnanticipated Situations
18 A Relevant Lesson asks Students to… USE THEIR KNOWLEDGE TO TACKLE REAL-WORLD PROBLEMS THAT HAVE MORE THAN ONE SOLUTION
19 Application Model 5 Application to real-world unpredictable situations 4 Application to real-world predictable situations3 Application across disciplines2 Application within discipline1 Knowledge of one discipline course
21 Verbs by Quadrant A name label define select identify list recite locaterecordmemorizeBapplysequencedemonstrateinterviewconstructsolvecalculatedramatizeinterpretillustrateCanalyzecompareexaminecontrastdifferentiateexplaindissectcategorizeclassifydiagramdiscriminateDevaluateformulatejustifyraterecommendinferprioritizerevisepredictargueconclude2121
22 Product by Quadrant A definition worksheet list quiz test workbook true-falsereproductionrecitationBscrapbooksummaryinterpretationcollectionannotationexplanationsolutiondemonstrationoutlineCessayabstractblueprintinventoryreportplanchartinvestigationquestionnaireclassificationDevaluationnewspaperestimationtrialeditorialplaycollagemachineadaptationpoemdebatenew gameinvention2222
23 Questions By QuadrantC How are these similar/different? How is this like…? What’s another way we could say/explain/express that? What do you think are some reasons/causes that…? Why did…..changes occur? What is a better solution to…? How would you defend your position about that… _____________________________________________ A What is/are…? How many…? How do/does…? What did you observe…? What else can you tell me about…? What does it mean…? What can you recall…? Where did you find that…? Who is/are…? How would you define that in your own terms?D How would you design a…to …? How would you compose a song about…? How would you rewrite the ending to the story? What would be different today, if that event occurred as…? Can you see a possible solution to…? How could you teach that to others? If you had access to all the resources, how would you deal with…? What new and unusual used would you create for…? ___________________________________________B Would you do that? Where will you use that knowledge? How does that relate to your experience? What observations relate to…? Where would you locate that information? Calculate that for…? How would you illustrate that? How would you interpret that? How would you collect that data? How do you know it works?
24 Rigor/Relevance Framework DStudents apply the information learned to answer the questions or to solve the problemsStudents reflect on the potential use of the new information as a solutionRIGORHighABStudents seek information to answer questions or solve problemsStudents test the relevancy of the information as it relates to the question or problemLowLowHighRELEVANCE
31 Road Work Ahead Building Roads To The Future! College and Career Ready Students
32 What roads need to be built in your community? A Call to ActionWhat roads need to be built in your community?
33 Intelligence as a Function of Experience Real Life Applications Doing activates the brainStudents vividly recall their Service Learning experiencesQuad D…High Rigor, High Relevance
34 The Body & Brain are an Inseparable Partnership for Learning Key in the vivid memories is the passion students feel about their projectsStudent builders & drivers
35 The Brain as a Pattern Seeker and Meaning Maker Students begin to see the connections between curriculum and the real world.
36 Developing Programs to Use what we Understand These projects provide a vehicle and reason to use the concepts and skills they are learningMultiple usage long-term memory
37 Meaningful ContentApplication of concepts, knowledge and skills in real-world ways.Quad D- application in unanticipated situations.
38 SERVICE LEARNINGA teaching strategy that enriches learning by engaging participants in meaningful service to their schools or communities through careful integration with established curricula.Learn by doing!
39 SERVICE LEARNING vs. VOLUNTEERISM To fill a need with your time.Service LearningTo fill a need with your time using your curriculum.
40 FOUR “STAGES” OF SERVICE LEARNING The Student Builder & Future Driver 1. Preparation2. Projection Design/Implementation/Evaluation3. Reflection4. Celebration
41 I. Preparation Getting Permits/Buying the Land Identifying and analyzing issues and the CCSSChoosing a projectLearning skills needed to perform the servicePlanning the service project
42 I. Preparation Fly Away Home By Eve Bunting Illustrated by Ronald Himler
43 II. Project Design/ Implementation/Evaluation Bulldozing/Building the Highway Build the highway.Perform the service.Evaluate the project.
44 III. Reflection Inspecting the Work Regularly scheduled throughout the service project.Group and Individual.CCSS: Literacy FocusNGT: Justify your work
45 IV. Celebration The New Highway Opens Celebrate students’ contributions.
46 DRIVING THE HIGHWAY Seeing Service Learning in Action ChildTeachKids Healing Kids
47 Service Learning Project Ideas Nursing HomesSoup KitchensHomeless SheltersHome for Abused Women & ChildrenMilitary Service FamiliesFood/Clothing DrivesParks
48 Action Plans Language Arts Math Social or Political Issue Science Social Studies4 Elements: Preparation, Design & Implementation, Reflection, Celebration
49 Sample Action Plan Language Arts Books: Stone Soup, Hunger Games Math Fractions: RecipesCost of feeding a family per daySoup KitchenScienceNutritionBody SystemsSocial StudiesNeeds and WantsUrban vs. Rural4 Elements: Preparation, Design & Implementation, Reflection, Celebration
50 Sample Action Plan Language Arts Math Economy: Costs Ballot Issue Informational ReadingPersuasive WritingMathEconomy: CostsBallot IssueScienceEnvironmental Impact StudySocial StudiesWhat part of the state doesthis impact and why?4 Elements: Preparation, Design & Implementation, Reflection, Celebration
51 Write your own Action Plan Write an action plan for implementing Quad D &Service LearningBe ready to share your ideaswith others.
52 Resources National Youth Service Day Learn and Serve America National Service-Learning ClearinghouseUnited Way(211)
54 Quote:“We live in a world in which we need to share responsibility. It’s easy to say ‘It’s not my child, not my community, not my world, not my problem.’ Then there are those who see the need and respond. I consider those people my heroes.”-Fred Rogers