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The Experience of Community Service. Experience of Community Service. Experience of Community Service. Should involve learning (as well as doing good things). Experience of Community Service. Should involve learning (as well as doing good things) Learning must be intentional.
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Experience of Community Service • Should involve learning (as well as doing good things)
Experience of Community Service • Should involve learning (as well as doing good things) • Learning must be intentional
Experience of Community Service • Should involve learning (as well as doing good things) • Learning must be intentional • What should we learn?
Altman’s (1996) Types of Knowledge • Foundational knowledge – includes the concepts, theories, and methods of a discipline
Altman’s (1996) Types of Knowledge • Foundational knowledge – includes the concepts, theories, and methods of a discipline • Professional knowledge – Practitioner skills and content
Altman’s (1996) Types of Knowledge • Foundational knowledge – includes the concepts, theories, and methods of a discipline • Professional knowledge – Practitioner skills and content • Socially responsive knowledge – links curriculum to community needs and engages students in social issues
Historical View of Experiential Learning • John Dewey – Philosopher
Historical View of Experiential Learning • John Dewey – Philosopher • Education reform advocate
Historical View of Experiential Learning • John Dewey – Philosopher • Education reform advocate • “Experience and Education” (1938)
Historical View of Experiential Learning • John Dewey – Philosopher • Education reform advocate • “Experience and Education” (1938) • learning through experience
Historical View of Experiential Learning • John Dewey – Philosopher • Education reform advocate • “Experience and Education” (1938) • learning through experience • freedom on student’s part; not external disc.
Historical View of Experiential Learning • John Dewey – Philosopher • Education reform advocate • “Experience and Education” (1938) • learning through experience • freedom on student’s part; not external disc. • outcomes make “vital appeal”; not isolated skills
Historical View of Experiential Learning • John Dewey – Philosopher • Education reform advocate • “Experience and Education” (1938) • learning through experience • freedom on student’s part; not external disc. • outcomes make “vital appeal”; not isolated skills • necessary to function in a changing world
Historical View of Experiential Learning • John Dewey – Philosopher
Historical View of Experiential Learning • John Dewey – Philosopher • Kurt Lewin – Social psychology
Historical View of Experiential Learning • John Dewey – Philosopher • Kurt Lewin – Social psychology • Integrate theory and practice!
Historical View of Experiential Learning • John Dewey – Philosopher • Kurt Lewin – Social psychology • Integrate theory and practice! • Nothing so practical as a good theory
Historical View of Experiential Learning • John Dewey – Philosopher • Kurt Lewin – Social psychology
Historical View of Experiential Learning • John Dewey – Philosopher • Kurt Lewin – Social psychology • Jean Piaget – Children’s cognitive dev.
Historical View of Experiential Learning • John Dewey – Philosopher • Kurt Lewin – Social psychology • Jean Piaget – Children’s cognitive dev. • Interaction of person and environment
Historical View of Experiential Learning • John Dewey – Philosopher • Kurt Lewin – Social psychology • Jean Piaget – Children’s cognitive dev. • Interaction of person and environment • Learn by trying (“little scientists”)
Kolb’s (1984) Model • interplay between experience (practice) and theory
Kolb’s (1984) Model • interplay between experience (practice) and theory • concept of feedback (from engineering) – take ideas/generalizations and test them through new concrete experiences
Concrete Experience Kolb’s (1984) Model
Concrete Experience Reflective Observation Kolb’s (1984) Model
Concrete Experience Reflective Observation Abstract Conceptualization Kolb’s (1984) Model
Concrete Experience Reflective Observation Active Experimentation Abstract Conceptualization Kolb’s (1984) Model
Concrete Experience Kolb’s (1984) Model
Concrete Experience • Requires an experience that is engaging & interesting
Concrete Experience • Requires an experience that is engaging & interesting • Types of community service:
Concrete Experience • Requires an experience that is engaging & interesting • Types of community service: • Providing direct services to individuals
Concrete Experience • Requires an experience that is engaging & interesting • Types of community service: • Providing direct services to individuals • Planning a project (e.g., fundraiser)
Concrete Experience • Requires an experience that is engaging & interesting • Types of community service: • Providing direct services to individuals • Planning a project (e.g., fundraiser) • Indirect service
Concrete Experience • Requires an experience that is engaging & interesting • Types of community service: • Providing direct services to individuals • Planning a project (e.g., fundraiser) • Indirect service • Supervise volunteers/manage program
Concrete Experience Kolb’s (1984) Model
Concrete Experience Reflective Observation Kolb’s (1984) Model
Reflective Observation • Necessary to develop a “theory”
Reflective Observation • Necessary to develop a “theory” • “the hyphen in Service-Learning”
Reflective Observation • Necessary to develop a “theory” • “the hyphen in Service-Learning” • Involves:
Reflective Observation • Necessary to develop a “theory” • “the hyphen in Service-Learning” • Involves: • observing/noticing things (esp. surprises; enjoyable/difficult/unenjoyable events)
Reflective Observation • Necessary to develop a “theory” • “the hyphen in Service-Learning” • Involves: • observing/noticing things (esp. surprises; enjoyable/difficult/unenjoyable events) • thinking, asking oneself questions