Transcript High Quality Service Learning STEM Service Learning Summer Institute August 5, 2009

STEM Service Learning Summer Institute
High Quality Service Learning
August 5, 2009
Sacramento State
Region 3 Service Learning Network
Deb Bruns & John Durand
What Knowledge, Skills, and
Attitudes do we hope students
will have when they graduate
from our K-12 system?
What is Service Learning?
Service learning is a powerful
teaching and learning strategy that
engages students in youth-led
community service projects
integrated with academic learning
Knowing the Terms
• Volunteerism
• Community Service
• Service Learning
The Difference between
Service-Learning and Community Service
Community Service
Example
Service-Learning
Example
Students remove trash
from a streambed,
providing a service to the
community.
Students in a science class
identify trash in their
community streambed as a
problem, decide to remove the
trash, analyze what they found
and how pollution impacts the
environment, share results and
recommendations for the
community to reduce pollution,
and then reflect on their
experience.
Service Learning Statues
• Create a dramatic picture using yourselves as
statues to communicate one of the K-12
Service-Learning Standards for Quality
Practice
• HINT: pictures don’t move.
Think like a statue. Be the statue.
• Interpret your element creatively!
K-12 Service-Learning Standards for
Quality Practice (plus one)
Meaningful Service
Service-learning actively engages participants in meaningful and personally relevant service
activities.
Link to Curriculum
Service-learning is intentionally used as an instructional strategy to meet learning goals
and/or content standards.
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.
Diversity
Service-learning promotes understanding of diversity and mutual respect among all
participants.
Youth Voice
Service-learning provides youth with a strong voice in planning, implementing, and evaluating
service-learning experiences with guidance from adults.
K-12 Service-Learning Standards for
Quality Practice (plus one)
Partnerships
Service-learning partnerships are collaborative, mutually beneficial, and address community
needs.
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.
Duration and Intensity
Service-learning has sufficient duration and intensity to address community needs and meet
specified outcomes.
Civic Responsibility
Service-learning fosters civic responsibility and improves the quality of life in the community.
K-12 Service-Learning Standards for
Quality Practice (plus one)
“Hey, I’m already doing those!”
• In your small groups, each person shares one
standard that you feel you have done well in your
classroom or program. Please give specific
examples.
• Record these current practices on a flip chart
EXAMPLE: Youth voice—students do a community
photo-mapping project to identify environmental issues
to study
A Reason to Learn
Learn and Serve America
www.learnandserve.org
Calvine High School
Elk Grove Unified School District
http://www.sdcoe.net/edoptions/service_learning.asp
Service-Learning Quadrant
High Service
II
I
Unrelated Learning
Related
Learning
III
IV
Low Service
Service-Learning
Quadrant Activity
Read the case studies
Identify “service” and “link to
curriculum”
Determine into which quadrant
the project falls
Your group will be assigned a
case study to report on
Service-Learning
Quadrant Activity
High Quality
Service-learning
High Service
II
I
Unrelated Learning
Related
Learning
III
IV
Low Service
Youth Voice Meter
Chavez American Government S L Project
Review the project description and answer the questions
on page 3
A Place For Us
Community Based Projects
• Classroom or School community
• Local neighborhood or city
• National or global community
Points of Entry
•
•
•
•
Existing program or service
Curriculum content or skill
Theme or unit of study
Student-identified need (photo mapping,
schoolyard review, student interests/talents)
• Community-identified need (newspaper
articles, partner agency)
Getting Started: Preparation
• Identify an issue
see “Points of Entry”
• Investigate and analyze
field trips, guest speakers, interviews, survey, research
• Identify partners
• Develop an action plan
Getting Started: Small Group
Discussion and Planning
• Points of entry: Each group member should come
up with a potential “point of entry” to share
• Choose one of the ideas for the group to begin
exploring and developing
• Address key elements
–
–
–
–
Link to curriculum
Meaningful service
Youth voice
Partnerships
• Create a poster to share that includes the key
elements above and shows how you would get
Service Learning Resources
Youth Service California
www.yscal.org
California Department of Education
www.cde.ca.gov/ci/cr/sl
Governor’s Office/California Volunteers
www.californiavolunteers.org
Learn and Serve America
www.learnandserve.org
National Dropout Prevention Center
www.dropoutprevention.org
Questions?
• John Durand, Cosumnes River Preserve &
Galt Service Learning,
[email protected]
• Deb Bruns, Service Learning Network &
CREEC Network,
[email protected]