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Moving from Service to Service-Learning: Putting Your Leadership into Action!

Moving from Service to Service-Learning: Putting Your Leadership into Action!. Objectives. Understand the differences between community service, experiential learning and service-learning Recognize the key elements of a service-learning project

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Moving from Service to Service-Learning: Putting Your Leadership into Action!

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  1. Moving from Service to Service-Learning:Putting Your Leadership into Action!

  2. Objectives • Understand the differences between community service, experiential learning and service-learning • Recognize the key elements of a service-learning project • Learn the benefits of utilizing service-learning in agriculture programs • Understand the steps to developing and implementing a service-learning project

  3. What is it? Individually or with a neighbor, decide if the scenarios are community service, experiential learning or service-learning. You will have 5 minutes.

  4. Similarities & Differences

  5. Service-Learning Key Elements • Meaningful Service • Link to Curriculum • Reflection • Diversity • Youth Voice • Partnerships • Progress Monitoring • Duration and Intensity

  6. Revisit Scenarios Now you will have 4 minutes to reflect how you could turn one of the scenarios into service-learning. Be prepared to report out to the whole group.

  7. Benefits of Service-Learning

  8. Benefits of Utilizing SL in Ag Classrooms • Involves ALL students • Students utilize their skills to plan and carryout service projects and to meet unmet community needs • Another avenue to practice skills • Creates CDE & SAE opportunities • Students learn more about their community and become more engaged

  9. Additional Benefits to Students National studies suggest that students in effective service-learning programs: • improve academic grades • increase attendance in school • develop personal and social responsibility

  10. Benefits of SL Beyond the Student • Increases visibility of Ag programs within the school and community • Allows Ag teachers to create cross curricular partnerships • Opportunities for financial support

  11. Ag. Ed. & Service-Learning Service-Learning

  12. Service-Learning… … should not be an add on, but a strategy that helps you meet the needs of your curriculum.

  13. Service-Learning I-P-A-R-D Model 5 Steps - Investigation Preparation & Planning Action Reflection Demonstration

  14. Service-Learning I-P-A-R-D Model Investigation

  15. Investigation • Identify the “community” to serve (world, nation, state, or local) • Assess community needs (e.g., based on media reports, interviews, expert presentations, etc.) • Select a community need using criteria (e.g. relevance to learning, urgency, importance, student interest, and efficacy) • Engage in reflection activities • Start to develop a plan to assess learning

  16. Types of Needs Assessments • Community Mapping • Walk About • Classroom Brainstorming • Informal Research like reading the newspaper or internet search • Community partner presents a need

  17. Investigation - Activity In groups of 3, scan the newspapers that we passed out. Identify an issue or need highlighted in an article that you could address with your class? You will have 10 minutes. Be ready to report out.

  18. Service-Learning I-P-A-R-D Model Preparation and Planning

  19. Preparation & Planning • Determine the nature of the service to be provided • Identify academic, civic, and other learning goals • Develop an action plan, timeline, and budget • Engage in reflection • Develop and conduct assessment

  20. Preparation & Planning • What do you need to track to be successful? • Assignments & Grades • Service hours • Student engagement • Behavior issues • Community partners

  21. Preparation & Planning - Activity Working in your groups of 3 again, use the need you decided on in the last activity to brainstorm some of the important components to implementing a service-learning project.

  22. Preparation & Planning - Activity Step 1 – Measurable Outcomes - begin with the end in mind • Yellow worksheet • 8-10 minutes • Write 2 measurable outcomes (Gray) • Be prepared to report out to group

  23. Preparation & Planning - Activity Step 2 – Community Partners • Light Green worksheet • 5 minutes • 4 partners, each from a different group (Gray) • Be prepared to report out to group

  24. Preparation & Planning - Activity Step 3 – Readiness • Gray Worksheet • 5 minutes • 3-5 skills needed for students • Be prepared to report out to group

  25. Preparation & Planning - Activity Step 4 – Resources • Gray Worksheet • 5 minutes • 3-5 resources needed • Be prepared to report out to group

  26. Preparation & Planning - Activity Step 5 – Timeline & Activities • Gray Worksheet • 10 minutes • 8-10 time-bound activities • Be prepared to report out to group

  27. Preparation & Planning - Activity Step 6 – Curricular Connections • Light Blue Worksheet • 10 minutes • 12 activities tied to ag class • Be prepared to report out to group

  28. Service-Learning I-P-A-R-D Model Action

  29. Action • The “heart” of the project: engaging in a meaningful service experience that will help your students develop important knowledge, skills, and attitudes, and will benefit the community.The action occurs both in the classroom and in the field.

  30. FFA SL Projects in Action! • Waldo County FFA (ME) • Technical Center • Partnered with local college agriculture students to help fight hunger • Sidney FFA (MT) • Partnered with other CTE classes to develop, implement, and maintain a city-wide recycling program • West Central FFA (SD) • Developed a website and all program handouts (flyers, brochures, etc.) as part of their Ag. Comm. Class/CDE

  31. Service-Learning I-P-A-R-D Model Reflection

  32. Reflection Activities that help students understand the service-learning experience and to think about its meaning and connection to them, their society, and what they have learned in school. Reflection also serves as a form of evaluation.

  33. Reflection Reflection is On-Going • Pre Reflection: prepares participants for the project • Active Reflection: occurs in the field and requires critical thinking • Post Reflection: is used as an evaluation tool

  34. Reflection - Activity

  35. Service-Learning I-P-A-R-D Model Demonstration

  36. Demonstration • Participants publicly demonstrate their knowledge gained and accomplishments achieved through the service-learning project.

  37. Q & A Resources: www.ffa.org/livingtoserve www.servicelearning.org Contact: Stefonie Sebastian – ssebastian@ffa.org Michele Sullivan– msullivan@ffa.org

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