1. Service Learning Research Programme (SLRP): Research that makes a difference
Teachers’ Conference 2014
Mrs Koh-Leong Swee Ling, Ms Christine Tan,
Ms Low Siok Hong

2. Overview Key emphasis on Dunmanian values Dunmanians demonstrate:
德明人应有的素养：
Moral Integrity, underpinned by honesty, trustworthiness, courage & loyalty
人格高尚 — 诚、信、勇、忠
Passion for life, always learning and striving to be their best
热爱生命 — 自强不息、好学不倦
Idealism, determined to lead and change the world for the better
具有崇高理想 — 领导群众创造美好世界
21st century skills, effective in collaboration, communication, critical thinking and innovation
掌握21世纪生活技能 — 具备合作、沟通、 批判性思维和革新创造能力
Bilingualism & multiculturalism, being able to appreciate different cultures and navigate them with ease
通晓双语及多元文化 — 兼通双语，欣赏不同文化，并游刃其间
Active citizenry, a global citizen rooted to Singapore, with a strong sense of civic responsibility and takes an active part in bettering the lives of others around him
展现积极的公民意识 — 心系新加坡，回馈社会，服务群众

3. VIA DHS school developmental model

4. Thinking and Research Programme [TRP]
Innovation Programme [IVP]
Future Problem Solving [FPS]
Community Problem Solving[CmPS] Eng and Chinese
Science Mentorship Programme [SMP]
Service Learning Research Programme [SLRP]
Humanities and Social Sciences Research [HSSRP]
In chart..form. One option is SLRP

5. SLRP
SLRP is a Values in Action (VIA) programme that is embedded under school’s Thinking and Research Programme for interested Year 2 students. Y2 : VIA+TRP  SLRP

6. OUTLINE OF SLRP Introduction Objectives of SLRP PARE model for SL
Thinking Tools
SL Google Site
SL Proposal Writing
Youth Engagement Projects
Evaluation of SLRP
Area of strength & future development

7. INTRODUCTION A total of 55 Year 2 students divided
into 6 teams mentored by teachers of the
Service Learning committee.
This is the first time we roll out programme.

8. OBJECTIVES OF SLRP
(1) It is to develop our students into concerned citizens who love Singapore and work towards a sustainable quality of life for all.
(2) It is to provide students the avenues to see their role in the community along with ways to make a difference.
(3) It is to enable students to see the connections between what they are learning, what is happening in the community and how their lives will be impacted.
Care and Concern for environment , raising values for the community needs…

9. WHAT IS SERVICE LEARNING (SL)?
Service learning is an activity-based, cooperative strategy that combines hands-on service and learning in cross-curricular thematic units.
Service learning provides opportunities for students to practice and refine skills while meeting the real needs of a community.
(Perkins & Miller, 1994 cited in Gent & Gurecka 1998)

10. SL MODEL PARE AND THINKING TOOLS
Creative Problem Solving (CPS)
CPS involves the integration of both creative and critical thinking and offers a powerful set of tools for productive thinking.
CPS lends well in SL PARE model.
Six Stages of CPS
Mess-finding
Data-finding
Problem-finding
Idea-finding
Solution-finding
Acceptance-finding
CPS Components
Understanding the problem
Generating Ideas
Planning for action
Service Learning PARE Model
Preparation
Action
Reflection
Evaluation
Creative Problem Solving (CPS)
CPS involves the integration of both creative and critical thinking and offers a powerful set of tools for productive thinking. The important ultimate goal of CPS is to enable students to improve in their ability to deal successfully and creatively with real problems and challenges.
CPS lands well in PARE model. Marry 2 together with PARE. Merged 10

11. WHAT WE DO IN SLRP Lesson activities include lectures
literature review
proposal, reflections and report writing
group presentations with peer evaluation
videos/ group discussion/ poster-making
workshop on engaging the public
This is the first time we roll out programme.

12. Preparation Key components of preparation:
Needs analysis of the community
[Hands-on Activity]
Literature review
SL proposal template
Recap PARE model

13. SL Proposal Writing Introduction Project Description Team Organisation
Project Action Plan
Resources
Summary

14. Action :Service Learning Projects
SL Teams
Project
Community Partners
Hello Neighbours
Promote racial harmony with a mini exhibition and games for resident
Katong CC
Saving Gaia
Promote environmental issues through recycling crafts
Let’s Be Considerate Neighbours
Promote neighbourliness through card games
Chicken Wings
Promote neighbourliness through games
SLDH
Promote “Kampung spirit” block party at Sengkang
Sengkang RC
S6+
Promote heritage and cultural through “Heritage trail” of Serangoon
Serangoon RC
Link to CCE, to community and self..etc..What is the objective of the games? Give example of the core values….Respect, harmony, care, responsibility

16. Action : Youth Engagement Video

17. STUDENTS’ POSTERS
What were the posters use for? Promote neighbourliness and what is Youth Showcase? CCE - students present to public to build confidence. Platform to showcase for public. HDB give opp to other school promote neighbourliness.

18. STUDENTS’ POSTERS

19. STUDENTS’ REFLECTIONS: GP 1
 Values: Resilience
As we watched the neighbours grow closer to each other during the event, we also reflected on our relationships with our neighbours and methods to bring our relationships closer. 
During the project, we also faced many challenges and have learned problem solving skills.

20. Reflection
Reflection is the key to getting meaning from the service experience.
Reflection is a process by which service-learners think critically about their experiences. Reflection can happen through writing, speaking, listening, and reading about the service experiences.
Learning happens through a mix of theory and practice, thought and action, observation and interaction. It allows students to learn from themselves.

21. REFLECTIONS: GP 2
Post-event : Serangoon Trail Values : Respect and Harmony Post-event reflection ( Bernice Kwok) …Overall, I have learnt that we should always plan forward to prepare for unexpected situations, such as the one that we faced, with no participants for our event initially (later 6 residents walked in to register). Moreover, understanding between group mates is very important, as only when there is understanding will there be peace and harmony, and the ability to work together and solve problems together. Ending off with a quote, “No one is perfect. That is why understanding is so important.”

22. EVALUATION
Teachers
The primary purpose of assessment is to determine the degree of understanding and ability of students to conduct research, carry out SL project, present their project and write a report;
Alternative assessment includes posters and reflections; and
A set of rubrics was used for poster, report and oral presentation.

23. EVALUATION : PROGRAMME
Student
- Peer evaluation of oral presentation.
Programme
Pre- and post-survey to determine the changes in students’ knowledge, attitudes and skills in SLRP;
SLRP survey: to evaluate in terms of the SL project and students’ engagement; and
TRP review: to gauge the overall effectiveness of the programme.

24. SLRP SURVEY RESULTS
“Students are generally more confident to carry out an SL project by the SLRP” evaluation survey was administered to the students. These are some findings:
A1: 86 % of students would like to initiate an SL project in the near future.
A2 : 84% of students learnt how to carry out an SL project successfully.
A3 : 92% of students agreed that SLRP has prepared them well to carry out SL in the future.
A4 : 80% of students indicate that they are able to identify the needs of the community.
A A A A4

25. TRP SURVEY RESULTS
Survey Statements & Mean Score Result of All the 55 Students
S1: Thinking & Research Skills Programme Year 2 has been a positive experience for me. [4.39]
S2: I have learnt useful skills and/or content in TRP 2. [4.28]
S3: It was the right decision to select this programme in TRP 2 to study (as one of my Top 3 choices). [4.63)]
S4: I will recommend this programme I studied in TRP 2 to the Year 1s for their consideration [4.67)]
S5. My TRP 2 teacher-mentor is able to guide me (and my group) well. [4.06]
Note: Maximum of 5 points achievable for each indicator.
S S S S S5

26. STRENGTHS Integration of research, service learning
and environmental sustainability;
Research process: Literature review, conduct survey, data analysis;
Social responsibility of students;
Identify needs and involvement of several community partners, i.e., HDB , Katong CC, SengKang RC and Serangoon RC in one main project; and
Youth voice for a greater sense of responsibility.
CCE qualities –identify needs of community .Research in SL is important. How research supports and makes SL more meaningful. Greater youth voice and student ownership
 richer & meaningful learning experience greater student engagement.

27. STRENGTHS : INNOVATIVE ELEMENTS
Honing of leadership, communication skills and interdisciplinary synthesis;
Opportunities for students to share their projects outside of school (CCE core values); and
One-stop service learning Google site on school portal.
Integrity, courage to fail…Making the values more explicit for the students?? Research that makes a difference . Teacher mentor check the students work.

28. SLRP GOOGLE SITE
An SLRP site was set up to provide resources for the students to read up on their own at their own time and pace.
1 Introduction of SLRP
2 Introduction to Service Learning
3 Introduction to Sustainability
4 Literature Review
5 Creative Problem Solving
6 Proposal Writing
7 Reflection Activities
8 Oral Presentation
9 Report Writing
10 Resources

29. AREAS OF STRENGTH
SLRP is experiential in nature, and gives opportunities to engage the public and serve the community. Youth voice and empowerment of students to initiate SL projects are evident;
Funding and support from HDB and grassroot organisations and platform to showcase their efforts during the HDB Youthoria Youth Engagement Showcase; and
One teacher mentor to one group of students. The students formed the groups by themselves, and most groups exhibited good team work.
POSITIVE ROLE MODELING. Strong tr student bonding

30. AREAS OF STRENGTH
Timetabled time enabled teachers to meet weekly to discuss the progress of the project and the assessment rubrics, and to conduct bench making of reports. Lesson plan template provided teachers a structure for planning of activities; and
SL project team was able to recruit peers to support their community engagement.
Recruiting peers. They will send and volunteers. Encourage their friends to participate …..

31. STRENGTHS : CELEBRATE WITH OTHERS
2013
Sharing at DHRP symposium;
RI Research congress;
HDB online publication Lifestoreys, issue 3; and
Beacon, EZ educational Magazine.

32. AREA OF IMPROVEMENT
To conduct needs analysis early so that the group is able to know the needs and meet them through their projects;
In addition to only the leader and assistant leader, to allocate more roles and responsibilities to the team such as having students to take charge of logistics, communication and publicity. This will provide students more opportunity to develop their leadership skills; and
Mentor to rehearse oral presentation of each group.

33. IMPROVEMENT IN 2014 AND BEYOND
Evaluation and review of websites,
lesson materials;
Addition of the component of needs
analysis of community;
Pre- and post-survey to determine
growth of knowledge and skills of students
on SL;
Lesson Plans for each component;
New Evaluation of SLRP (under TRP) done; and
Integrating alignment of CCE and TRP in SLRP
version 2 in 2014.

34. FUTURE DEVELOPMENT Alignment with Character and Citizenship Education,
Develop a spiral curriculum of service learning for Years 1 to 3 that integrate Thinking and Research Skills,
Research on impact of Service Learning on CCE.
35 and 36 merged

36. REFERENCES
RMC Research Corporation. K-12 Service-Learning Project Planning Toolkit. Scotts Valley, CA: National Service-Learning Clearinghouse, 2006/
The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action (Revised & Updated Second Edition) by Cathryn Berger Kaye, M.A. (2010).
Bohnenberger, J.E. & Terry, A.W. (2002). Community Problem Solving Works for Middle Level Students. Middle School Journal, 34, 5-12.

37. SERVICE LEARNING RESEARCH PROGRAMME
Project Team
Mrs Koh-Leong Swee Ling,
Ms Christine Tan,
Ms Sim Yan Jun,
Ms Chia Siew Ling,
Ms Low Siok Hong,
Ms Tang Siew Boey