Day 3 SARAH Matthews

8/9/2019 Day 3 SARAH Matthews

1/19

Service Learning

Making Connections Within and

Across Borders

Sarah Mathews, Clemson

University


2/19

Acknowledgement

I would like to thank the following members of theClemson University 2010 ILEP Service LearningDevelopment Team for their hardwork and their

contribution to this workshop:

Abdoulaye Guisse (Senegal)

Daniel Jabulani Tshuma(South Africa)

Maura Ely Victor (Brazil)

Rochelle Papasin (Phillippines)Valeria Lopes (Brazil)

Yusran Bakri (Indonesia)


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Introduction

I have provided each individual with a piece

of paper.

Please fold that paper into halves to form a

table tent.


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Introduction

On one side of that sheet, I want you to writewhat you think the term Service Learningmeans.

On the other side I want you to indicatewhether you are a Beginner, Apprentice, orExpert on this topic. [Write that term]

Beginner: I do not know much about the topic.

Apprentice: I have been introduced to the topicbut still need to learn more about it.

Expert: I feel that I could teach a workshop onthe topic.


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Outline

Definitions of Service Learning

Service Learning vs Community Service

Stages of Service Learning

Case Studies of Service Learning

Brainstorming Ideas

Q & A


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Defining Service Learning

I have provided each group with a series ofdefinitions of service-learning.

As a group,Iwant you to read these definitions andpull out key words from each definition.

Have one person in your group create a list of theseterms.

When I call on your group, I want you to give me Oneterm/phrase on that list.


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Service Learning

There are multiple definitions of Service Learning.

Service Learning Must Include:

Students actively participating

Reciprocal collaboration with the community A connection between learning goals or objectives and

the service

Space for reflection

Wade, R. C. (2007) Community action rooted in history:

NCSS Bulletin 106. Silver Spring, MD: NCSS.


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In other words

Service-learning engages students in a

three-part process: classroom preparation

through explanation and analysis of theories

and ideas; service activity that emergesfrom and informs classroom context; and

structured reflection tying service

experience back to specific learning goals.

Retrieved from:

http://writing.colostate.edu/guides/teaching/

service_learning/definition.cfm


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Service Learning versus Community

Service

Community Service =

Volunteering or giving service

Service Learning =

Education is at the core

Curricular integration

Students actively participate in a process of

understanding, integrating, and applyingknowledge from various subject areas. (Kaye,

2010, p. 9)


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Where Would You Place the

Following Examples?

Low Service High Service

Low Levels of

Learning

I II

High Levels of

Learning

III IV


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Example One

A middle age group organizes parties to get

money to buy medicine for people with

cancer.


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Example Two

A teacher asked his students to interview people (out ofthe class) concerning their job. First, he brought inexamples of interviews and discussed the types of

questions that were asked as well as offeringadditional questions that would be interesting to ask.

Then, he explained who the interview candidateswere and their major responsibilities. The objectivesof this activity were gaining experience in interactingwith people, developing a sense of self-confidence,

and practicing writing and communication skills. After

this part was finished, the teacher helped hisstudents come up with ten useful tips for beingsuccessful in the workplace. Finally these ten usefultips were printed out and students distributed them to

people who were looking for jobs.


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Example Three

Students in secondary school in South Africa identified a pollutedland next to a shopping complex which was full of plastics, cans,

bottles, etc. These conditions are the breeding grounds formosquitoes and other related species. Students created a list ofquestions and interviewed experts. In light of the responses, thescale of the project mushroomed. Students and teachers createda sediment pond to detain pollutants that flowed into the area viathe road. The land was excavated to allow the sediment pond toflow into a wetland area, through a burn, into a wildlife pond and

wetland area, and finally through a rock spillway. In order toimplement this plan, students had to first present it to the village

board and receive permission to use the village-owned land, aprocess that provided insight into local government and anopportunity to strengthen their presentation skills. In preparing forthat meeting, students designed visuals to illustrate the proposal

and flyers to notify the community of the presentation.


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Example Four

Some friends, attending the same school, at

different levels, took it upon themselves to cut

the tree branches through which the electric

wires pass. They wanted to prevent any riskof electrocution or accident in this windy part

of the country. The students did so only after

successfully gaining permission from the

school headmaster.


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Stages of Service Learning

1. Inventory and Investigation

2. Planning and Preparation

3. Action

4. Reflection

5. Demonstration


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Kaye (2010) Outlines a Blue-Print for

Service Learning

Step One: Points of entry

Step Two: Review the K-12 standards

Step Three: Map out your plans Step Four: Clarify partnerships

Step Five: Review plans and gather resources

Step Six: Begin the process of service learning

Step Seven:Assess the service learning experience


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Now You Try

Each group will receive a example to use as

a case study

Try to brainstorm each section on this outline

My experts will walk around to help

Each group will share their example and

solution


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How can you use Service Learning in

your Class?

Try to answer the following questions using

the standards/curriculum for your class. [Write

this on the opposite side of the paper you are

using as a tent] Where do you see service learning addressing

aspects of your curriculum?

How can you engage your students in service

learning projects?

What questions do you still have about the

concept Service Learning?


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My Contact Information

Feel free to contact me if you had additional

questions about this topic at:

Sarah Mathews

409-G Tillman Hall

Clemson, SC, 29634

USA

[email protected]

Day 3 SARAH Matthews

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