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Round Square Conference: Service-Learning and the Connected Curriculum

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Arielle Jennings

on 22 January 2015

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Transcript of Round Square Conference: Service-Learning and the Connected Curriculum

Exploring Best Practices in Service Delivery: Service Learning
Goals
Philosophy of service learning
Best practices
Examples
School models

Models of application
Service
Learning

Experiential
Education
I HEAR AND I FORGET
I SEE AND I REMEMBER
I DO AND I UNDERSTAND.
- Confucius
“We only think when confronted with a problem.”
― John Dewey
Service learning is an experiential approach to education that invites pupils to learn their mainstream
subject content
in the context of
community engagement

and
reflection.

K-12 Service-Learning Standards for Quality Practice
Service learning is
not...
Episodic volunteering
One-off service day
Week-long service trips
Teachers working harder than students
Course Models
Ongoing volunteering
Project design and implementation
Awareness and Advocacy
Community Relationship Building
Community based research
Department/academic-based trips
Paternalism - Father knows best
Assimilation - Be like us
Deficit Perspective - You are a problem
Magic Bullet - The one answer
Cultural Difference - We are all the same





Bringing life to learning
Why Service Learning?
OUTCOMES
Academic
Developmental
Community
Academic Achievement
Academic Engagement
Personal Development - Well Being






Civic/Social Responsibility



Community Development




Service learning
is
...
Greater
academic gains in reading, maths, history, science
(Davila & Mora, 2007).
Significantly
higher MEAP scores
(Meyer, Billig, & Hofschire, 2004).
Significantly
higher grades
in Quest Skills for Action Curriculum (Laird & Black, 2002).
Grade improvement in 74%
of Florida Learn and Serve schools (Follman & Muldoon, 1997).
National study showed service learning students
significantly outperformed in overall grades and math and science
grades (Melchior, 1998).
Decreased absences in
62% of Florida schools (Follman & Muldoon, 1997).
Decreased disciplinary referrals
in 68% of Florida Schools (Follman & Muldoon, 1997).
Low socioeconomic status students increase in
school bonding, motivation and attendance
(Scales et al, 2006).
Significantly
lower absences and disciplinary issues
in Quest Skills for Action Curriculum (Laird & Black, 2002).
Students
came to class on time
more often,
completed more classroom tasks
and
took the initiative to ask questions
more often (Loesch-Griffin, et. al., 1995).
You
W.K. Kellogg Foundation, Billig and Klute (2001)

Teachers as more buy-in
Teachers felt more
confident
that they could have a
positive influence on students.
Teachers felt that
classroom management
and discipline improved.
Teachers
viewed students more positively.
Teachers were more likely to feel s
atisfaction in teaching
and working with youth.
Teachers were more likely to view their
schools as collaborative communities
.

Teacher Development
Increase in
social competence
(Scales Blyth, 1997; Morgan and Sterb, 2000)
Increase in
self-esteem
and
self-worth
(Shaffer, 1993)
Increase
interpersonal skills
including
communication skills
(Stephens, 1995; Loesch-Griffin, et. al., 1995)
Increased understanding and ability to c
ommunicate across culturally diverse groups
(Melchior, 1999; Berkas, 1997)
Increased
cognitive complexity
(Courneya, 1994)
Greater sense of
civic and social responsibility
(Stephens, 1995)
Greater awareness about
community needs
(Melchior, 1999; Berkas, 1997)
More sophisticated understanding of
socio-historical contexts, politics and morality
in society (Yates and Youniss, 1996; 1998)
Moved from
charity model
to
social change model
(Westheimer and Kahne, 2005)
More
engaged citizens in adulthood
(Youniss, et. al., 1997; Yates and Youniss, 1998)
More complex contributions
Sustainable relationships
Reciprocity - from patronizing to partnering
Questions?
What relevance does your subject have for the real world?
Molly
Jack
Jamie

Developmenal Complexity - What type of citizen?
Westheimer & Kahne
Personally Responsible

Participatory

Justice Oriented

Donates to a food bank

Oragnises a food drive

Asks why people are hungry?
Tension between academic demands and educating the whole child.
... what if we could do both?
Round Square Global Conference Jordan
Arielle J. Heal, Wellington College
Service learning is
not...
Episodic volunteering
One-off service days
Week-long service trips
Teachers working harder than students
Service learning
is...
Developmental
Offers a greater level of challenge and complexity as developmental gains occur.
Service learning

is
...
Process oriented
Allowing students to lead and develop authentic relationships with community partners.
Service learning
is
...
Research-based
Drawing on decades of best practices and addressing the tension between academia and practice.
Service learning

is
...
Reflective
Considers the fragile relationship between the school and community. Considers one's role in the global world and efficacy to make social change.
Aims to redress some of the pitfalls of traditional service work.
Full transcript