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Service Learning

Service Learning. Components of K-12 Service-Learning. Service-Learning Overview. What are the components of best service-learning practices ?. S-L Components. I nvestigation P lanning - P reparation A ction R eflection D emonstration C elebration. S-L: more cyclical than linear.

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Service Learning

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  1. Service Learning Components of K-12 Service-Learning

  2. Service-Learning Overview • What are thecomponentsof best service-learning practices?

  3. S-L Components • Investigation • Planning - Preparation • Action • Reflection • Demonstration • Celebration

  4. S-L: more cyclical than linear. CONTEXT: At the start, teachers identify standards and instructional content that will be delivered. Each part of S-L planning is filtered through the instructional lens teachers set in place. The Instructional Plan is the outline for skill development and instructional context for the academic s-l experience. After the context is set, the sequence along the arrow shows the IPARDC process, which comprises the five core elements in a quality service-learning experience.

  5. Teachers revisit plans -- as they incorporate student ideas & assess progress. • Teachers mesh student issues with instructional goals and identify opportunities for instruction to meaningfully support and facilitate student work.

  6. Start from where you are– Find your comfort zone & find ways to incorporate s-l into your instructional practice. • Think Big, Start small– Give yourself permission to start as a novice practitioner. • Seek continuous improvement– Gather evidence on the quality of your s-l practice & continue to grow skills over time. • HQ s-l is an outgrowth of curriculum-- s-l is designed as a civic outcome stemming from intentional extended application of knowledge gained through instruction as a way to further student mastery of content.

  7. Investigation: Teachers & students investigate the community problems - using mapping or research. • Community mapping:students may walk through parts of the community using a set of questions and tools to guide their investigation. • School mapping (especially with younger grades) . • Another common activity is review the newspaper. Collect documents for a week or two in advance of the activity – or research in other ways. This approach lead to projects more global in nature. • Another starter activity can be brainstorming activity.

  8. Investigation • Investigation -- #2 – • Add a research component • Investigation -- #3 – • Facilitate student consensus on the project they’ll do

  9. Investigation • Criteria to help students decide: • Relevance to Academic Learning – tie in to standards/ objectives • Urgency & Importance of project options • Student interest/engagement in the project and efficacy – will what students do actually make a difference? • Youth Voice - Ensure student voice is in the decision-making & they can plan something meaningful to them & the community.

  10. Planning & Preparation • Teachers, students, and community members plan the learning and service activities, & address the administrative issues needed for a successful project. • Determine the kind of service to provide • Identify Learning Goals • Develop Action Plan • Engage in Reflection & do Assessment

  11. Planning & Preparation

  12. Action - Implementing • Ensure students: • Engage in active exploration, use inquiry and hands-on approaches • Have opportunities to work with an adult other than a family member or teacher • Engage in perspective taking • Given opportunities to see & assess if service is genuinely meeting community needs

  13. Training & Orientation: ChecklistTraining may be needed before Action starts.

  14. Questions to help Action • How can you implement service-learning so that teachers and other adults also find the service to be fulfilling? • How can you make sure community partners play a significant, positive role in student lives? • How can you maximize the potential for the partners to serve as role models? • How can you keep students engaged in the service over time?

  15. 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;

  16. Reflection – After Service • Students -- Name & Solidify their Learning. • Connect classroom & service learning, giving both greater meaning; • Explore assumptions about causes and solutions of social problems and about those different from themselves; • Improve their problem solving skills; • Develop a deeper understanding of themselves and their responsibilities as citizens of a democratic society.

  17. Reflection Options

  18. Demonstration/Celebration • The final experience when students, community participants and others publicly share what they have learned, celebrate the results of the service project, and look ahead to the future.

  19. Demo-Celebration Options

  20. Pete ReadyEducation Specialist Office of Educational Improvement & InnovationOregon Department of Education255 Capitol Street NESalem, OR 97310503.947-5785pete.ready@state.or.us program web pages: www.ode.state.or.us/go/servicelearning www.ode.state.or.us/go/21cclc

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