Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Service Learning

No description
by

Sean Wybrant

on 19 June 2016

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Service Learning

Service Learning: Tying It All Together Goals for the project: Goal 1. Academic Preparation and Aesthetic Sensibility.
Outcomes:

Know and understand how to apply a variety of academic knowledge to a single purpose and work within rigorous expectations to create high quality solutions. Be able to use research and academic citation in real life pursuits. Know and understand the variety of aesthetic frameworks that have shaped, and continue to shape, human creative arts. Analyze and evaluate the aesthetic principles at work in literary and artistic composition, intellectual systems, and disciplinary and professional practices. Collaborate with others in projects involving rigorous academics, aesthetic awareness, participation and/or analysis. Goal 2. A Culturally Diverse Perspective.
Outcomes:

Know and understand the diversity of the local and global communities, including cultural, social, political and economic differences. Analyze, evaluate and assess the impact of differences in ethnicity, gender, socioeconomic status, native language, sexual orientation and intellectual/disciplinary approaches. Participate in collaborative projects requiring productive interaction with culturally diverse people, ideas and values. Goal 3. Highly Effective Collaborative Efforts and Communication.
Outcomes:

Know how to operate and communicate within teams and with the outside world for a variety of purposes. Be able to identify and fulfill roles on teams at different times and for different purposes. Know the fundamental principles for effective and appropriate communication, including reading, writing, speaking and listening skills. Organize thoughts and compose ideas for a variety of audiences, using a full range of communication tools and techniques. Participate in collaborative projects requiring effective communications among team members. Goal 6. Civic and Ethical Responsibility.
Outcomes:

Know and understand the key civic/ethical issues related to a variety of disciplines and professions. Analyze and evaluate key civic/ethical issues in a variety of disciplinary and professional contexts. Participate in collaborative projects requiring ethical analysis and/or decision-making. Goal 5. Information Literacy and Technological Literacy.
Outcomes:

Identify and locate multiple sources of information using a variety of methods. Analyze and evaluate information within a variety of disciplinary and professional contexts. Participate in collaborative analysis and/or application of information resources. Develop knowledge of modern technology. Process information through the use of technology. Collaborate with others using technology tools.
Goal 4. Problem-Solving Abilities.
Outcomes:

Understand the multi-disciplinary and interdisciplinary nature of knowledge. Apply critical, analytical, creative and systems thinking in order to recognize and solve problems. Work individually and collaboratively to recognize and solve problems. Goal 8 Community Awareness and Involvement.
Outcomes:

Know and understand the important and complex relationships between individuals and the communities in which they live and work. Analyze, evaluate and assess human needs and practices within the context of community structures and traditions. Participate collaboratively in community service projects.

Goal 9. Personal Growth and Development.
Outcomes:

Identify personal values; acquire knowledge of ways to enhance mental and physical wellness; become knowledgeable about goal setting strategies, including the goal of life long learning. Okay...blah blah blah... Here's what it comes down to: This generation is going to be asked to fix the problems created by previous generations and they are equipped with the best tools in the history of humanity to do so. Over the next four weeks we will talk about crafting a message, conducting research, addressing a specific audience, using social media for meaningful purposes, and event planning. Take risks...and be creative Famine: Location:
Africa?
South Africa?
Japan? (Salt on the land)

Specific place within
one of the above... Raise Money:

Garden "Stuff"
"Garden in a Box"
Carnival - Bounce house in the park
Home Depot? Rick's?
How to book?
Water?
Bake Sale?
Tools?
Fertilizers?
Hydroponics?
Teacher abuse....for charity
Car Wash
Medicine
Restaruant donations Questions:
How do we contact
Home Depot?
Shipping stuff?
Instructions?
Spreading idea? Marketing:
News? Write Letters?
Schools?
Flyers?
Announcements? Joining the school
for Japan?

What is being done at the school
for Japan?
- Shirts
- Ribbons
- Benefit Concert Service type:
Indirect- Support places that are
trying to help out in affected locations Specific kid - give specific dream
Concession stand
Lunch with registration
Prize for winner
Advertise at staff student volleyball game
Logo + Name - Ball to star for logo/
Advertising local rest./radio
Purpose:
-Straight to Make a Wish?
-Specific Kid? Local kid?
-General Fund but local representatives show up Goal 7. Effective Communication.

Know the fundamental principles for effective and appropriate communication, including reading, writing, speaking and listening skills. Organize thoughts and compose ideas for a variety of audiences, using a full range of communication tools and techniques. Participate in collaborative projects requiring effective communications among team members. adapted from Florida Gulf Coast University
and Colorado Springs School District 11 Achieve Graduate http://www.fgcu.edu/Catalog/learninggoals.asp http://www.ceesa.org/phocadownload/handouts2011/cbkayesession1ibmeetssl.pdf; www.abcdbook.org--
CDE service learning
Service learning and DOKhttp://www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf

http://www.marylandpublicschools.org/NR/rdonlyres/CEFD2869-9129-46A3-91CE-443928D1ED6C/24871/K12_ServiceLearningStandardsforQualityPractice.pdf
http://www.marylandpublicschools.org/NR/rdonlyres/CEFD2869-9129-46A3-91CE-443928D1ED6C/24873/CanServiceLearningHelpReducetheAchievementGap.pdf 3. Why do it? 5. What might it look like? http://www.ceesa.org/phocadownload/handouts2011/cbkayesession1ibmeetssl.pdf; www.abcdbook.org-- 1. IB Meets Service Learning
1. Catheryn Berger Kaye, M.A.
has been aligning
Service Learning with IB Your purpose The difference is that with service learning you are learning about the problem and planning out the solution instead of just showing up. Service Learning is different
from Community Service because: You can address a problem in three ways: Advocacy: Indirect Service: Direct Service: You need to consider and understand: Your issue Your audience http://ctecommunity.wordpress.com/ What is the difference between service learning and community service? 2. Difference from Community Service Perhaps the most seriously for those of you thinking of implementing service learning in your classes, this book offers no analysis of which types of courses work best with service learning, and which do not. The authors repeatedly use the "soup kitchen" and "homeless shelter" examples, as though those placements would be of use to a course on Greek history or Organic Chemistry. One striking sentence in this context is the following: "Finding service that roughly matches course content is fairly straightforward." As an instructor with much experience in this field, I can tell you that this is just not accurate. Further, this brief sentence is the beginning and the end of their discussion of finding good placements. 4. Why not do it? 6. Structural Elements Service learning is a research based method of engaging students
in their learning by defining authentic tasks in the world, teaching students how to plan solutions for those problems, and facilitating those solutions with an authentic audience. Which means what? 1. What is it? Basically, it breaks down to this:

Service learning is about taking action in service to curriculum and addressing an authentic community need. It is all connected and organic. Service learning is often cross-curricular so that a variety of disciplines are included in the project.

You learn more and you learn better if you are learning for an authentic purpose, have freedom to be creative, and are participating in the world around you. In some ways the process for planning for service learning is kind of like the process we are going through: Who are we? What is our purpose? Be SPECIFIC. Who is our audience? BE SPECIFIC. What is the actual issue we are trying to address? How do we get our message
out effectively? What kind of service are we
going to engage it? Think here! First and foremost Service Learning allows us an avenue to provide application of student knowledge to authentic and relevant situations. Learning becomes applicable instead of just theoretical. Requires many of the skills identified in our texts as necessary for a 21st century workforce. Globally Relevant Service and innovative
approaches are increasingly
relevant at ALL levels. Appropriately
Rigorous: Depending on the
implementation this
can be the most rigorous
application of skills students
engage in. Recommended by the CDE for Higher DOK Students work with
authentic audiences
and
authentic problems/data 3."The writers of one article reported on the findings and outcomes of 70 studies evaluating the impacts of service learning. Most of the studies that they reported on were quasi-experimental studies where classrooms that were conducting high-functioning service learning projects were compared to classrooms that were not (matching ses, minority status, academic achievement, class size, etc. all the same between the classrooms). Obviously, while those factors are matched, you cannot match the same teacher and perhaps there is something about the inherent style of teaching in a teacher that would include service learning as part of the curriculum."
a.“Reviews of K-12 service learning research include close to 70 studies, most of which have found positive impacts on participating students’ academic, civic, personal, social, ethical, and vocational development.”
b.Academic Development—A study of classrooms that offered service learning and comparable classrooms that did not revealed findings with “significant differences between the two groups, with service learning students in the reading and language arts portions of the California Test of Basic Skills. In addition, the students engaged in service learning reported that they had learned more in their service learning classes than in non-service learning classes.”
c.Student Engagement—A study “found that most of the academic performance gains noted among service learning students had disappeared one year later. However, student engagement in learning remained significantly higher for service learning students than for students who did not participate in service learning” Requirements in many colleges (and increasing requirements are likely) Part of the ICAP These are held up as great examples of service learning schools. Colorado Opportunities: It's complex. It requires a commitment: To training. To reflection. To growth. To thinking differently. 4. year four- full year Capstone class (perhaps broken down by career interest?) We like the idea of a team of teachers for the capstone class. 3. Mentorship provided outside of curriculum
1. School focused projects
2. Local focused projects
3. State focused projects
4. Nation focused projects
5. Global focused projects Possibilities for Implementation: 1. Year one- project though English We think a 3-4 week project
time frame for the first 3 years
would be great. 2. Year two- project through social studies 3. year three - project through science and math 2. Our Preference:
Embedded in the Curriculum 3. Monetary investment
a. Training/PD costs.
b. Limited in many cases but there are many grant opportunities that we could look into
c. Students/school can build partnerships with business 4. FTE
a. Perhaps a service learning coordinator
b. Funding might be needed for additional FTE for capstone.
c. Depending on the implementation of the idea this could be within current operating parameters or could require additional FTE. 5.Social/Political considerations
a.Can build partnerships and include extra opportunities for students to engage with “real world” audiences.
b.Reaching out into the community can lead to heightened publicity and additional scrutiny
c. Unintended Consequences 1.Assessment
a. First, we would need to define the learning components to the projects and then discuss the ways that assessment would work here.
2. Impact of component (accountability mechanism) 6.Framework?
a. There are many frameworks
that have already been created 7.Non-negotiables
a.Assessment to a standard measure
b.College admissions requirements 8.Big Questions
a.Schedule (school year, minutes)
b.Credit courses, grad requirements
c. CAS requirement? If the content we teach is like the fabric of a quilt, service learning is like the backing of the quilt
that gives it form and cohesion. Science Mathematics Art World
Languages History English Art: Create art from the ashes and debris from the fire and sell it for the benefit of a charity. Photograph the recovery efforts over the course of a year. English: Interview those who lost their homes in the fire and write for a variety of purposes based on what needs are identified by the community members. Digital Media Studies: Create a video campaign that explains what people could do to clean the areas around their homes to prevent further disasters like these. Social Studies: Study the response to the fire from the local/state government and specifically how that applied to the population of our district and suggest ways to improve communication in case of future disasters. Research the economic impact of the fire on Manitou and organize an event to stimulate the economy. Mathematics: Study the effects of rain water on hills and calculate for retaining walls. Then, implement the retaining walls and study their effectiveness. Physical Education: Study the effects of wildfire smoke inhalation vs combustible materials in housing construction. Raise awareness of the requirements for safe cleanup. Science: Study the effects of ash on the water basin for Colorado Springs and work with the city to collect/analyze samples and make recommendations on cleaning/filtering the water. Foreign Language: Research the ways that wildfires are controlled in foreign countries and discuss (in the language being studied) how students are brought into the relief efforts. Then report out to the community any relevant information. P.E. How does Service Learning match up with the IB learner profile? Capstone
Full transcript