Humble ISD Service Learning Overview and 1st Steps

8/6/2019 Humble ISD Service Learning Overview and 1st Steps

1/46

Dont take the Highway...


2/46

Take the Service road...

And enjoy

the scenery!


3/46

Exiting the Highway can be ascary thing...


4/46

But the service road will be one of the most powerful

educational experiences imaginable.

It can take your class places theyve only dreamed of.

Service-Learning will broaden your students senseof community and allow them to think nationally

and even globally!

*Service-Learning is a Nationallyrecognized instructional strategy for

engaging youth to make a difference in

their world!


5/46

So what isService-Learning?

Lets take at look at Service-Learning

through a comparison definition...


6/46


7/46

Community Service

Students Community

Students are helping their communityin a meaningful way.


8/46

Community Service Profiles:

Canned Food Drive or Toy Drives

Trash Pick-up around the community

These are wonderful projects and great

support for the community, but they arenot curriculum based.


9/46

Service-LearningStudents Curriculum

Community

Students are helping their community in a meaningful wayTHROUGH the use of the curriculum taught

in your classroom! The TEKS become the focal point for hands-on,

real-world learning!


10/46

Secondary Service-Learning Projects

Examples from Humble ISD:

Art - The Memory

Project

ROTC - Wildcat Salute to

Veterans

Communications

Applications - The Resume

Project

Cross Curricular -

Childrens Book Projects

District Cross Curricular -

H2JoJo

Social Action H2HopeClean Water for Haiti

To see more about these examples look in the Humble ISD Service-Learning Profile!

Latin - Learning

Garden

FFA Meet the AnimalsCross Curricular - WWI

Monument Restoration


11/46

Authentic Service-LearningProfiles

Wildcat Salute to Veterans

FFA Meet the Animals


12/46

Meet the AnimalsPigs, lambs, goats, cows, turkeys,chickens and rabbits! Kingwood ParkHS Agriculture students present theirannual "Meet the Animals"videoconference. Over 700 studentsparticipate in the ten interactivesessions, and many more watch thesessionsviaLiveStream.Thisyear,theteam connected with 30 elementary

classesinHumbleISDandnineclassesfrom Michigan, Pennsylvania, NewYork, Laredo TX, and Canada.

FFA students send learning kits toeach participating school in advanceincluding student made worksheets

and interactive activities.Participating classes get an upcloselook at several breeds of animals andlearnwhat ittakestoraisethemfromthe KPHS students. The interactivesession then allows the elementarystudentstoaskquestions.


13/46

Latin Learning Garden

Latin IIIHonorsandLatin IVAPclassstudentsdevelopathemed gardenHortusRomanus plot in the Lone Star Community College Learning Garden. The

studentsresearchandstudytheherbs,vegetables,andflowering plantsenjoyedby the Romans during the first century A.D. They plant, tend, and harvest fromtheir plot and also develop and document recipes and other medicinal uses fortheirplants,eachoneresultinginapaperonthespecifiedplant,uses,andrecipesifappropriate.Producewillbedonatedto localgroups. Theyalsoextendedthisproject to includeMOSAIC students who willbe transitioning into theLone Star

College

program.


14/46

Panthers Lend a Paw to the Local

Animal Shelter9th Grade Advisory students planned a class

servicelearningprojectwithVAPthelocalnokill animal shelter to hold an adoptiondayatKPHS.

Representatives from each advisory organizedpower points, media releases,communicated with local partners, andcreated awareness to the community

abouttheneedsoftheshelter.Not only did VAP receive a lot of publicity

which will help with more adoptions andvolunteers inthe future,theeventhelpedeight dogs be placed in homes that day.Anotherbenefittothedaywasthatitwas

awonderfuloutingforthedogssincetheyare normally confined to cages at theshelter;manyofthestudentsvolunteeredby running and playing with the dogsthroughouttheday.


15/46

Childrens BooksDesktopPublishingclassespublishedoriginalchildrensbooksandreadthemtoelementarystudents. Booksaredonatedtotheclassroomsandschoollibraries.


16/46

Sheldon State Park Wetland and

Prairie Restoration Project

Students worked with volunteers to

plant and re-establish aprairie/wetland habitat in order tobring it back to the way the landoriginally was before it was drained

for agricultural purposes duringWWII. Students also separatedcertain species of plants that weregrowing in the greenhouse, in order

for them to be planted into thewetland at a later date. They had tolearn to identify which species tokeep and which ones to discard.


17/46

Students gave back to theenvironment in a lasting way,and in turn, have a better

understanding of the structureof wetlands and prairies, thetype of plants found there,

and the living conditionsrequired to keep themestablished. This (hopefully)increases their appreciation ofthese habitats.


18/46

Students learned the history of the Sheldon Park area, interms of how the land has changed as a result of

human manipulation and physically replanted over afootball field sized area of plants, helping to re-

establish native species to this area. They learnedabout invasive species, how they negatively impact

wetlands, and the importance, functions, and negative

impacts of wetlands.


19/46

H2Hope

Clean Water for Haiti

A group of four students at AHS

responded to the crisis in Haiti by

raising funds to purchase a water

purifier that could purify up to

50,000 gallons of water a day

utilizing simple plumbing parts, a

car battery, and a few handfuls of

table salt for a group of more than

2,500 displaced persons. This unit

was purchased, shipped and

installed by our partner, New Life

International. The students built

awareness through curricular ties in

science and social studies classes,

and trained their fellow students to

become advocates not only for those

devastated by the earthquake in

Haiti, but for the water crisis

worldwide.


20/46

One of the four students even traveled to Mozamique andOne of the four students even traveled to Mozamique andMalawi, Africa to continue installing purifiers and trainingMalawi, Africa to continue installing purifiers and training

locals to manage their own water improvement resource.locals to manage their own water improvement resource.


21/46

H2JoJo

Clean Water for South Africa

In December of 2010, the H2JoJoservice learning team from Humble ISD

traveled to South Africa to provide andinstall JoJo cans on five primary schoolcampuses. This was the firstinternational service learning projectsupported, not sponsored, by our district

where students and teachers actuallytraveled to and completed the projectwith the help of local partners in the USand South Africa. The team was madeup of 5 teachers and 7 students from

across the district spearheaded by TaraBain, ESL teacher at Atascocita Highschool. Truly dedicated, participantsgave up Christmas and New Years withtheir families to complete this project.


22/46

Fundraising and awareness activities included a cell phonerecycling drive with T mobile, a carwash, bracelet sales, jeans

weeks, a charity dinner and silent auction, the sale of the vaporanti-bottle, dances, a walkathon, a garage sale, t-shirt sales andrequests for private donations. Organizations and classes fromacross the district participated in the fundraising and

awareness events creating a sense of family throughout thedistrict. Every event brought donations AND awareness aboutthe lack of access to clean water for vulnerable populations inSouth Africa and the dire consequences it has on thosepopulations.


23/46

Through this project we directly affected the lives of at leastThrough this project we directly affected the lives of at least threethree

thousand South African children and the Humble ISD students andthousand South African children and the Humble ISD students and

teachers. We have impacted the families of all of those childrenteachers. We have impacted the families of all of those children by takingby takingaway one obstacle to their success in the future. We have impacaway one obstacle to their success in the future. We have impacted all ofted all of

the Humble ISD family and community who helped bring the projectthe Humble ISD family and community who helped bring the project toto

fruition. Currently, participants are presenting at the schoolsfruition. Currently, participants are presenting at the schools in ourin our

district whose students were a part of the project, part of funddistrict whose students were a part of the project, part of fundraising,raising,

and/ or part of awareness. It started with one idea and one perand/ or part of awareness. It started with one idea and one person andson and

became an international success story!became an international success story!


24/46

Spanish Storybook ProjectEach year, the Spanish II HonorsEach year, the Spanish II Honorsstudents improve their writing skills bystudents improve their writing skills bywriting, designing and producingwriting, designing and producingchildren's story books in Spanish.children's story books in Spanish. TheThe

project started as a creative way toproject started as a creative way toincrease their writing proficiency, butincrease their writing proficiency, butwith the need for strong role models forwith the need for strong role models foryounger students, we decided to shareyounger students, we decided to share

the books with younger children in ourthe books with younger children in ourcommunity.community. This also allows them theThis also allows them theopportunity to practice their speakingopportunity to practice their speakingabilities.abilities. Though the process wasThough the process wasdevised to help guide them, all storiesdevised to help guide them, all stories

and products are designed entirely by theand products are designed entirely by thestudents.students. We read the stories to bothWe read the stories to bothSpanishSpanish--speaking and nonspeaking and non--SpanishSpanishspeaking students, and it provides aspeaking students, and it provides alearning experience for all involvedlearning experience for all involved.


25/46

The books allow students to meet four of the five C's offoreign language learning: Communication, Culture,Connections, and Community. It also allows them to scaffoldtheir learning, compiling all of their knowledge about grammarand often adding to their vocabulary.


26/46

The involved students, bothhigh school and elementary,

have a wonderful time with thisexperience. The older studentsfeel knowledgeable and have achance to practice their speakingand show off their learning as

they get to be positive rolemodels. They lose some of theirfear of using Spanish as theyoften interact with native andheritage Spanish speakers.

The teachers at the elementary schools also talk about what apositive experience this is for their students and how it reinforceswhat they are teaching at their schools, from writing to sharinglearning, etc. One of the favorite impacts deals with the bilingualstudents; not only do they feel validated because these 'big kids'

are speaking their language, but the teachers have also askedthat some of the books be donated to their libraries.


27/46

Description/Purpose

Action Plan/Timeline/Calendar

Research/Community

Partners/Guest Speakers

Rubric for evaluating

products & trackingprogress

Reflection/Celebration

Activities

TEKS/Benchmarks

The Guiding Elements and Principles ofService-Learning


28/46

How do you get started?

There are a number of ways to

transform your classroom by usingService-Learning pedagogy.

Service-Learning is not aproject, but rather a hands-on,real-world experience with theTEKS/curriculum.

Its a teaching strategy thatengages youth with both thecurriculum and with their world.


29/46

Points of Entry for Service-Learning

Identify an existing program or activity totransform into authentic service-learning.

Example: Canned Food Drive

Use it to study:Childhood Nutrition (Health/PE)

Study of Poverty (Government/Econ)

World Hunger Issues (Social Studies)


30/46

Points of Entry (cont)

Start with the curriculum, content, and skills and

then find a natural extension into service.

Example: Resume Project Comm. Apps./Speech

Students take the curriculum skills taught on how toprepare resumes and apply it to a real-world situation

They do this by preparing resumes for people living in

homeless shelters trying to find employment.


31/46


Attach Service-Learning to a Theme or Unitof study by identifying content and skillsconnections.

Example: WWI MonumentStudents studying WWI become involved withadvocacy for the restoration of the National WWImonument.

They work to raise both money and awareness ofmonument and the heroes of WWI.


32/46


Start with a Student-Identified need. Example: Collecting clothes for a family in

need or providing tutoring to students in

lower grade levels.Students see a need in their

community, bring it to the class,

and link it to the curriculum.


33/46


Start with a Community-Identified Need

Example: Childrens Books

Budget cuts have reduced the amount of money

school libraries have to purchase books for readingin the classrooms.

Students create books that can be used in the

classroom during reading time, and then, they can begiven to younger students to take home for summer

reading.


34/46

No matter where youstart

With a little planning and creativity

plus a true heart forlearning and service

Service-Learning can be as easy as A-B-C


35/46

Have students create books according to a guided rubric -

specifically designed for your curriculum content. Incorporate

your TEKS into the learning and your imagination into the service!

ooks for service: Create a link to someone in your

community

-Partner with an elementary school for a story time or a local day care-Donate books to a reading recovery teacher.

-Host a story time in your school library.

Example: Childrens Books

elebrate your service project and Reflect onlearning and the experience!

Reflection can be verbal, written, or just about anything that

allows kids to share their experiences!

A

B

C

Service Learning can be as easy as A B C

ttach an idea to the curriculum-


36/46

Use a standard BasicLesson Plan format toget started.

It will help you thinkthrough the who,what, when, where,why and how.

This is also a greatway to share what youdoing with others!

So why


37/46

So why

Service-Learning?

Lets take at look at what Service-Learning

can do for your students...


38/46


39/46

The Portrait of a High School Grad. Effective Communicator

Proficient Problem-solver

Self-directed Worker and Thinker

Culturally Aware in a Global World

Knowledgeable of Worldwide Issues

Cooperative Team Member

Efficient Technology-user Responsible Citizen


40/46

Humble ISDis a recipient of the Learn and Serve

Grant and were proud to mentorService-Learning

Efforts

Learn to serve something greater than yourself!

In 2004-05 the Humble ISD Vision was


41/46

changed and service-learning was

presented as a part of the district visionduring all in-service training:

It remains today one of the principle strategies

for learning in our schools.Learning in all its forms is all that really

matters!

Humble ISD Vision

Dr. SconzoSuperintendent

Academic andAffective Learning

Professional LearningCommunity

Service-Learning Leadership Learning


42/46

Structural change that is notsupported by cultural change will

eventually be overwhelmed bythe culture, for it is in the culture

that any organization findsmeaning and stability.

Phil Schlechty


43/46

Service-Learning creates a culture

where Learners are:

Conscience about their own learning and engaged

in their classroom

Aware of their world and the part they play in it

Caring about others and their community

And in the endthey become better

students and better citizens; ready forcollege and life beyond!


44/46

So when all is

said and done

Take your time and take the road


45/46

y

less traveled

The Service-Learning road will takeyou and your students places you

never dreamed possible!


46/46

Humble ISD

Service-Learning Contacts

AHS [email protected]

HHS [email protected]

KHS [email protected]

KPHS [email protected]

Quest ECHS

[email protected]

SCHS [email protected]

Date post:	07-Apr-2018
Category:	Documents
Upload:	rusty-odom
View:	219 times
Download:	0 times

Humble ISD Service Learning Overview and 1st Steps

Documents