kent intermediate school district
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Project Based Service Learning. Kent Intermediate School District. Icebreaker. Making Connections. Citizenship Activity. What Makes a Good Citizen?. Project Based Service Learning. Kent Intermediate School District. Carla Stone Stoneshores Consulting www.stoneshores.net. - PowerPoint PPT PresentationTRANSCRIPT
Kent Intermediate School District
Project Based Service Learning
Icebreaker
Making Connections
What Makes aGood Citizen?
Citizenship Activity
Kent Intermediate School District
Carla StoneStoneshores Consulting
www.stoneshores.net
Project Based Service Learning
Attributes of Project Based Learning?
Recognize students’ inherent drive to learn
Project work is central rather than peripheral
Highlight provocative issues that lead to in-depth exploration
Require the use of essential tools and skills
Use performance-based assessments Encourage collaboration
Why The Shift to Project Based Learning?
The World Has Changed!!! Children need both
knowledge and skills to succeed.
Workforce demands high-performance employees who can plan, collaborate and communicate with civic responsibility and be good global citizens
??
What is Service Learning?
Service Learning is a teaching method that combines meaningful service to the community with classroom learning. ??
Why Service Learning? Research-based teaching
methodology Overcome perceptions that
place-based activities are merely “field trips”
Meets community needs Curriculum-based activities Benefits all parties involved??
Service Learning benefits…
Students
Teachers
Community
Service Learning Benefits to Students
Increases academic and cognitive development
Enriches curriculum Reinforces learning through
practical and meaningful applications
Puts character education into action
Service Learning Benefits to Students
Increases career awareness and job skills identification
Improves sense of teamwork, mutual achievement and leadership skills
Enhances social development Fosters personal growth Improves civic-mindedness
Service Learning
Benefits to Teachers Engages students in their
learning process Creates a motivated,
involved student Reduces behavioral
disruptions Provides collaboration and
research opportunities Can increase classroom
resources
Service Learning
Benefits to Community Gives direct aid to
community organizations Helps students become
invested in their community
Helps community members value youth as contributors
What’s The Difference?
Service Learning
Community Service
Community Based Learning
What’s The Difference?
Service LearningA method of teaching and learning that challenges students to identify, research, propose, and implement solutions to real needs in their school or community as part of their curriculum.Discovering that a local stream is degraded, students and teachers work with an environmental group to design a project relevant to the class curriculum. They conduct water quality tests and research possible contamination sources. Students then analyze data and present their findings to local officials. The environmental group uses the data for their watershed program.
KIDS Consortium, 2009, www.kidsconsortium.org
What’s The Difference?
Community Based LearningAn approach that enhances the curriculum by using community members and places as resources for learning.A teacher decides to center a unit of ecology on a stream near the school. Students visit the site frequently, collecting water samples and identifying plants and animals.
KIDS Consortium, 2009, www.kidsconsortium.org
What’s The Difference?
KIDS Consortium, 2009, www.kidsconsortium.org
CommunityService
CommunityBased Learning
Service Learning
What’s The Difference?
KIDS Consortium, 2009, www.kidsconsortium.org
CommunityService
CommunityBased Learning
Service Learning
During the month of December, students collected COATS FOR KIDS at school. They dropped the coats off at a local dry cleaner. The business donated their cleaning services for this project. The students then brought the coats to a “drop off” point at the local school. Over 100 coats were collected, cleaned, and handed out to children.
What’s The Difference?
KIDS Consortium, 2009, www.kidsconsortium.org
CommunityService
CommunityBased Learning
Service Learning
During the month of December, students collected COATS FOR KIDS at school. They dropped the coats off at a local dry cleaner. The business donated their cleaning services for this project. The students then brought the coats to a “drop off” point at the local school. Over 100 coats were collected, cleaned, and handed out to children.
What’s The Difference?
KIDS Consortium, 2009, www.kidsconsortium.org
CommunityService
CommunityBased Learning
Service Learning
Middle school students wanted to help in some way after the tragedy of September 11, 2001. They held a bake sale at their school and a car wash at their local fire station on the weekend. They raised $600.00 and decided to donate all the proceeds to the American Red Cross.
What’s The Difference?
KIDS Consortium, 2009, www.kidsconsortium.org
CommunityService
CommunityBased Learning
Service Learning
Middle school students wanted to help in some way after the tragedy of September 11, 2001. They held a bake sale at their school and a car wash at their local fire station on the weekend. They raised $600.00 and decided to donate all the proceeds to the American Red Cross.
What’s The Difference?
KIDS Consortium, 2009, www.kidsconsortium.org
CommunityService
CommunityBased Learning
Service Learning
Students in a science class were concerned about the impact on the air quality while buses idled in front of their school. They worked with the Department of Environmental Protection to monitor the air and collect data. They found that the air quality was polluted due to the idling buses. Students presented their findings to the school board and the district changed the policy.
What’s The Difference?
KIDS Consortium, 2009, www.kidsconsortium.org
CommunityService
CommunityBased Learning
Service Learning
Students in a science class were concerned about the impact on the air quality while buses idled in front of their school. They worked with the Department of Environmental Protection to monitor the air and collect data. They found that the air quality was polluted due to the idling buses. Students presented their findings to the school board and the district changed the policy.
What’s The Difference?
KIDS Consortium, 2009, www.kidsconsortium.org
CommunityService
CommunityBased Learning
Service Learning
Elementary students were learning about plants and trees. They were collecting leaves and making a leaf book. The class went to their local Audubon center and participated in a scavenger hunt to learn more about plants and trees. They later went in the woods behind their school and identified plants and trees with a local forester.
What’s The Difference?
KIDS Consortium, 2009, www.kidsconsortium.org
CommunityService
CommunityBased Learning
Service Learning
Elementary students were learning about plants and trees. They were collecting leaves and making a leaf book. The class went to their local Audubon center and participated in a scavenger hunt to learn more about plants and trees. They later went in the woods behind their school and identified plants and trees with a local forester.
What’s The Difference?
KIDS Consortium, 2009, www.kidsconsortium.org
CommunityService
CommunityBased Learning
Service Learning
When 3rd grade students learned that a local community group called “Cultivating Community needed help growing food for people, the students decided to build an urban garden. They learned about plants, soils, gardening, and about hunger in America. They donated the food to an agency to be distributed to those in need.
What’s The Difference?
KIDS Consortium, 2009, www.kidsconsortium.org
CommunityService
CommunityBased Learning
Service Learning
When 3rd grade students learned that a local community group called “Cultivating Community needed help growing food for people, the students decided to build an urban garden. They learned about plants, soils, gardening, and about hunger in America. They donated the food to an agency to be distributed to those in need.
What’s The Difference?
KIDS Consortium, 2009, www.kidsconsortium.org
CommunityService
CommunityBased Learning
Service Learning
Students organized a weeklong food drive at their school to benefit the local food bank. They put up posters around the school to advertise the drive. They read announcements over the school intercom every morning to remind students about the drive. At the end of the week, several students brought the collected items to the food bank.
What’s The Difference?
KIDS Consortium, 2009, www.kidsconsortium.org
CommunityService
CommunityBased Learning
Service Learning
Students organized a weeklong food drive at their school to benefit the local food bank. They put up posters around the school to advertise the drive. They read announcements over the school intercom every morning to remind students about the drive. At the end of the week, several students brought the collected items to the food bank.
What are the Different Types of Service?
DirectIndirect Advocacy
Direct Service
Indirect Service
Advocacy
Research Has Demonstrated
• Higher performance on state tests• Better attendance• Better engagement in school (Affective)• Follow the rules better (Behavioral)• Increased interested in the subject matter
(Cognitive)
Enhancing Outcomes
• Link to standards• Use instructional strategies with the
greatest effect sizes• High quality practice
Enhancing Outcomes
• Link to standards• Use instructional strategies with the
greatest effect sizes• High quality practice
The K-12 Service-Learning Standards for Quality Practice
Released nationally at National Service-Learning Convention by NYLC April 2008
Based on scientifically-based research within service-learning and in the education and youth development fields
Established using a traditional standards setting process
Shelly H. Billig, RMC Research and Wokie Weah, NYLC
The K-12 Service-Learning Standards for Quality Practice
• Meaningful Service• Curriculum
Integration• Duration• Youth Voice• Reflection• Reciprocal
Partnerships• Diversity• Process Monitoring
Standards for Quality Practice
Meaningful Service
Service-learning actively engages participants in meaningful and personally relevant service activities
Service-learning encourages participants to understand their service experiences in the context of the underlying societal issues being addressed.
Service-learning leads to attainable and visible outcomes that are valued by those being served.
Shelly H. Billig, RMC Research and Wokie Weah, NYLC
Community Needs Assessment
What are the NEEDS in your community?
Hunger
Neighborhood Clean-up
After School Activities
Needs
Standards for Quality Practice
Link to Curriculum
Service-learning is intentionally used as an instructional strategy to meet learning goals and/or content standards
Service-learning is aligned with the academic and/or programmatic curriculum.
Service-learning helps participants learn how to transfer knowledge and skills from one setting to another.
Service-learning that takes place in schools is formally recognized in school board policies and student records.
Shelly H. Billig, RMC Research and Wokie Weah, NYLC
Curriculum Integration
Character EducationCharacter Education
LanguagesLanguages
Fine ArtsFine Arts
Technology Technology
MathematicsMathematics
English Language ArtsEnglish Language Arts
ScienceScience
Social StudiesSocial Studies
Physical EducationPhysical Education
Career PathwaysCareer Pathways
IssueIssue
Standards for Quality Practice
Partnerships
Service-learning partnerships are collaborative, mutually beneficial, and address community needs
Service-learning involves a variety of partners including youth, educators, families, community members, community-based organizations and/or businesses.
Service-learning partnerships are characterized by frequent and regular communication to keep all partners well-informed about activities and progress.
Service-learning partners collaborate to establish a shared vision and set common goals to address community needs.
Shelly H. Billig, RMC Research and Wokie Weah, NYLC
Business Executive Visits School
Your Community
Who are potential partners in your community?
Business
CBOs
Government
Faith-Based
Lunch and Partner Displays
Standards for Quality Practice
Youth Voice
Service-learning provides youth with a strong voice in planning, implementing, and evaluating service-learning experiences with guidance from adults
Service-learning engages youth in generating ideas during the planning, implementation, and evaluation processes.
Service-learning involves youth in the decision-making process throughout the service-learning experiences.
Service-learning involves youth and adults in creating an environment that supports trust and open expression of ideas.
Service-learning promotes acquisition of knowledge and skills to enhance youth leadership and decision-making.
Shelly H. Billig, RMC Research and Wokie Weah, NYLC
Example of Excellence
Gretchen VinnedgeGrand Rapids Community
Media Center
Example of Excellence
Donna CasmereKelloggsville High School
“The Spirit of Our Community”
Example of Excellence
Marcia CislerKelloggsville Middle School
“The Dock”“Diverse Cuisine for Diverse Cultures”
BRING
LEARNING
TO LIFE!
Standards for Quality Practice
Reflection
Service-learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society
Service-learning reflection includes a variety of verbal, written, artistic, and nonverbal activities to demonstrate understanding and changes in participants’ knowledge, skills, and/or attitudes.
Service-learning reflection occurs before, during, and after the service experience.
Service-learning reflection prompts participants to think deeply about complex community problems and alternative solutions.
Reflection
Connect curriculum to service experience.
Understand relevant community issues, problems and solutions.
Personal growth and self-awareness.
Reflection
What are your “take-aways”
today?
Kent Intermediate School District
Project Based Service Learning
Reflection
Bringing Out The Best In Your Students
Reflection
Carla Stone123 Service Drive
Anywhere, MI 49301
Reflection
Bringing Out The Best In Your Students
Let them reflect THEIR way!
Standards for Quality Practice
Standards for Quality Practice
Diversity
Service-learning promotes understanding of diversity and mutual respect among all participants
Service-learning helps participants identify and analyze different points of view to gain understanding of multiple perspectives.
Service-learning helps participants develop interpersonal skills in conflict resolution and group decision-making.
Service-learning helps participants actively seek to understand and value the diverse backgrounds and perspectives of those offering and receiving service.
Service-learning encourages participants to recognize and overcome stereotypes.
What is Diversity?
Diversity is a form of individualism, unique characteristics, beliefs and values.
“Diversity: the art of thinking independently together.” - Malcolm Stevenson Forbes
Exploring Stereotypes First Thoughts
Types of Diversity Cultures
Ethnic groups Languages Generational diversity Physical features Socio-economic backgrounds Opinions Religious Beliefs Sexuality Gender Identity Neurology
Effective Practice: Diversity
How Does SL Promote Diversity?
Effective Practice: Diversity
Reflecting Common Cultural Values Emphasizing Each Students Capacities Building Capacity for Action Enlarging Perspectives Reinforcing Positive Identity Promoting Humane Values Engaging Learners Performing Valuable Service
Standards for Quality Practice
Duration and Intensity
Service-learning has sufficient duration and intensity to address community needs and meet specified outcomes
Service-learning experiences include the processes of Investigation of community needs, Preparation for service, Action, Reflection, Demonstration of learning and Evaluation. (IPARDE)
Service-learning is conducted during concentrated blocks of time across a period of several weeks or months.
Service-learning provides enough time to address identified community needs and achieve learning outcomes.
Shelly H. Billig, RMC Research and Wokie Weah, NYLC
Standards for Quality Practice
Duration and Intensity
IPARDE with The Elderly (study of the aging process)
Investigation
Preparation
Action
Reflection
Demonstration
Evaluation
Standards for Quality Practice
Progress Monitoring
Service-learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability
Service-learning participants communicate evidence of progress toward goals and outcomes with the broader community, including policy-makers and education leaders, to deepen service-learning understanding and ensure that high quality practices are sustained.
Shelly H. Billig, RMC Research and Wokie Weah, NYLC
Standards for Quality Practice
Progress Monitoring
Service-learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability
Service-learning participants collect evidence of progress toward meeting specific service goals and learning outcomes from multiple sources throughout the service-learning experience.
Service-learning participants collect evidence of the quality of service-learning implementation from multiple sources throughout the service-learning experience.
Service-learning participants use evidence to improve service-learning experiences.
Progress Monitoring
Why should you monitor the progress?
Accountability
Worthwhile academic/social outcomes
Capacity building
High quality
Guide improvement process
Progress Monitoring
What should you be monitoring?
Overall service learning programSustainabilityFundingImpact
Progress Monitoring
What should you be monitoring?
Overall service learning program
Community partnershipsMake sure partnership is mutually beneficialDirect aid to community organizations Enhances curriculumStudent investment in communityYouth as valuable contributorsReal world applications
Progress Monitoring
What should you be monitoring?
Overall service learning program
Community partnerships
Student progress
Make sure learning is occurring at the desired level
• Classroom observations or anecdotal records• Portfolios of student work• Teacher-made tests and rubrics• Grades• Criterion-referenced measures• Performance assessments
Progress Monitoring
What should you be monitoring?
Overall service learning program
Community partnerships
Student progress/Academic acquisition
Classroom observations or anecdotal records Portfolios of student work Teacher-made tests and rubrics Grades Criterion-referenced measures Performance assessments
Progress Monitoring
What should you be monitoring?
Overall service learning program
Community partnerships
Student progress/Academic acquisition
Impact of service Personal growth Improved skills Reinforced learning Civic responsibility
Example of Excellence
Janet SallCrossroads High SchoolKentwood Public Schools
“Literacy for Life”
Example of Excellence
Renne WymanSparta High School
“Dances for People with Disabilities”
Example of Excellence
Meggan JohnsonWittenbach/Wege Agriscience and Environmental Education Center
Lowell Area Schools
Lunch and Partner Displays
Putting It All Together
Developing a Service Learning Project
Activity
Developing a Project
Curriculum Links
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Area of Sustainability Addressed
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Educational Goals
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Community Need
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Youth Voice
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Possible Partners __________________________
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Diversity
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Activities: Investigation, Preparation,
Action, Reflection, Demonstration
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YEZ! Project Planning Map
Assessment Methods
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______ StoneShores 2010
Reflection
Mirror: Self-awareness, personal growth
Window: Community issues, needs, solutions
Book: Curriculum Connections