Post on 13-Jan-2016
High Quality Service Learning
August 5, 2009Sacramento State
Region 3 Service Learning Network
Deb Bruns & John Durand
STEM Service Learning Summer Institute
What Knowledge, Skills, and Attitudes do we hope students will have when they graduate
from our K-12 system?
Service learning is a powerful teaching and learning strategy that engages students in youth-led community service projects integrated with academic learning
What is Service Learning?
Knowing the Terms
• Volunteerism
• Community Service
• Service Learning
Community ServiceCommunity ServiceExampleExample
Students remove trash Students remove trash from a streambed, from a streambed, providing a service to the providing a service to the community.community.
Service-Learning Service-Learning ExampleExample
Students in a science class Students in a science class identifyidentify trash in their trash in their community streambed as a community streambed as a problem, problem, decidedecide to remove the to remove the trash, trash, analyzeanalyze what they found what they found and how pollution impacts the and how pollution impacts the environment, environment, share results share results andand recommendationsrecommendations for the for the community to reduce pollution, community to reduce pollution, and then and then reflectreflect on their on their experience.experience.
The Difference betweenThe Difference betweenService-Learning and Community ServiceService-Learning and Community Service
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 ServiceService-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.
DiversityService-learning promotes understanding of diversity and mutual respect among all participants.
Youth VoiceService-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)
PartnershipsService-learning partnerships are collaborative, mutually beneficial, and address community needs.
Progress MonitoringService-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 IntensityService-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.
“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
K-12 Service-Learning Standards for Quality Practice (plus one)
Learn and Serve America
www.learnandserve.org
A Reason to Learn
Elk Grove Unified School District
http://www.sdcoe.net/edoptions/service_learning.asp
Calvine High School
Service-Learning QuadrantService-Learning Quadrant
High ServiceHigh Service
Low ServiceLow Service
Unrelated LearningUnrelated Learning Related Related LearningLearning
IVIII
III
Service-Learning Service-Learning
Quadrant ActivityQuadrant Activity
Read the case studiesRead the case studiesIdentify “service” and “link to Identify “service” and “link to curriculum”curriculum”Determine into which quadrant Determine into which quadrant the project fallsthe project fallsYour group will be assigned a Your group will be assigned a case study to report oncase study to report on
Service-LearningService-Learning
Quadrant ActivityQuadrant Activity
High ServiceHigh Service
Low ServiceLow Service
Unrelated LearningUnrelated Learning Related Related LearningLearning
IVIII
III
High Quality High Quality Service-learningService-learning
Chavez American Government S L Project
Review the project description and answer the questions on page 3
A Place For Us
Youth Voice Meter
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 analyzefield 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 started.
Service Learning ResourcesYouth Service California
www.yscal.org
California Department of Educationwww.cde.ca.gov/ci/cr/sl
Governor’s Office/California Volunteerswww.californiavolunteers.org
Learn and Serve Americawww.learnandserve.org
National Dropout Prevention Centerwww.dropoutprevention.org
Questions?
• John Durand, Cosumnes River Preserve & Galt Service Learning, jdurand@galt.k12.ca.us
• Deb Bruns, Service Learning Network & CREEC Network, bruns@ycoe.org