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Kent Intermediate School District

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Project Based Service Learning. Kent Intermediate School District. Icebreaker. Making Connections. Citizenship Activity. What Makes a Good Citizen?. Project Based Service Learning. Kent Intermediate School District. Carla Stone Stoneshores Consulting www.stoneshores.net. - PowerPoint PPT Presentation
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  • Kent Intermediate School District

    Project Based Service Learning

  • Icebreaker Making Connections

  • What Makes a Good Citizen?Citizenship Activity

  • Kent Intermediate School DistrictCarla StoneStoneshores Consultingwww.stoneshores.net

    Project Based Service Learning

  • Attributes of Project Based Learning?Recognize students inherent drive to learnProject work is central rather than peripheralHighlight provocative issues that lead to in-depth explorationRequire the use of essential tools and skillsUse performance-based assessmentsEncourage collaboration

  • Why The Shift to Project Based Learning? The World Has Changed!!!Children need both knowledge and skills to succeed.Workforce demands high-performance employees who can plan, collaborate and communicate with civic responsibility and be good global citizens

    ?

  • What is Service Learning? Service Learning is a teaching method that combines meaningful service to the community with classroom learning. ?

  • Why Service Learning?Research-based teaching methodologyOvercome perceptions that place-based activities are merely field tripsMeets community needsCurriculum-based activitiesBenefits all parties involved

    ?

  • Service Learning benefitsStudents

    Teachers

    Community

  • Service Learning Benefits to StudentsIncreases academic and cognitive developmentEnriches curriculumReinforces learning through practical and meaningful applicationsPuts character education into action

  • Service Learning Benefits to StudentsIncreases career awareness and job skills identificationImproves sense of teamwork, mutual achievement and leadership skillsEnhances social developmentFosters personal growthImproves civic-mindedness

  • Service Learning Benefits to TeachersEngages students in their learning processCreates a motivated, involved studentReduces behavioral disruptionsProvides collaboration and research opportunitiesCan increase classroom resources

  • Service Learning Benefits to CommunityGives direct aid to community organizationsHelps students become invested in their communityHelps community members value youth as contributors

  • Whats The Difference?Service Learning

    Community Service

    Community Based Learning

  • Whats The Difference?Service LearningA method of teaching and learning that challenges students to identify, research, propose, and implement solutions to real needs in their school or community as part of their curriculum.Discovering that a local stream is degraded, students and teachers work with an environmental group to design a project relevant to the class curriculum. They conduct water quality tests and research possible contamination sources. Students then analyze data and present their findings to local officials. The environmental group uses the data for their watershed program.KIDS Consortium, 2009, www.kidsconsortium.org

  • Whats The Difference?Community Based LearningAn approach that enhances the curriculum by using community members and places as resources for learning.A teacher decides to center a unit of ecology on a stream near the school. Students visit the site frequently, collecting water samples and identifying plants and animals.KIDS Consortium, 2009, www.kidsconsortium.org

  • Whats The Difference?KIDS Consortium, 2009, www.kidsconsortium.orgCommunityServiceCommunityBased LearningService Learning

  • Whats The Difference?KIDS Consortium, 2009, www.kidsconsortium.orgCommunityServiceCommunityBased LearningService LearningDuring the month of December, students collected COATS FOR KIDS at school. They dropped the coats off at a local dry cleaner. The business donated their cleaning services for this project. The students then brought the coats to a drop off point at the local school. Over 100 coats were collected, cleaned, and handed out to children.

  • Whats The Difference?KIDS Consortium, 2009, www.kidsconsortium.orgCommunityServiceCommunityBased LearningService LearningDuring the month of December, students collected COATS FOR KIDS at school. They dropped the coats off at a local dry cleaner. The business donated their cleaning services for this project. The students then brought the coats to a drop off point at the local school. Over 100 coats were collected, cleaned, and handed out to children.

  • Whats The Difference?KIDS Consortium, 2009, www.kidsconsortium.orgCommunityServiceCommunityBased LearningService LearningMiddle school students wanted to help in some way after the tragedy of September 11, 2001. They held a bake sale at their school and a car wash at their local fire station on the weekend. They raised $600.00 and decided to donate all the proceeds to the American Red Cross.

  • Whats The Difference?KIDS Consortium, 2009, www.kidsconsortium.orgCommunityServiceCommunityBased LearningService LearningMiddle school students wanted to help in some way after the tragedy of September 11, 2001. They held a bake sale at their school and a car wash at their local fire station on the weekend. They raised $600.00 and decided to donate all the proceeds to the American Red Cross.

  • Whats The Difference?KIDS Consortium, 2009, www.kidsconsortium.orgCommunityServiceCommunityBased LearningService LearningStudents in a science class were concerned about the impact on the air quality while buses idled in front of their school. They worked with the Department of Environmental Protection to monitor the air and collect data. They found that the air quality was polluted due to the idling buses. Students presented their findings to the school board and the district changed the policy.

  • Whats The Difference?KIDS Consortium, 2009, www.kidsconsortium.orgCommunityServiceCommunityBased LearningService LearningStudents in a science class were concerned about the impact on the air quality while buses idled in front of their school. They worked with the Department of Environmental Protection to monitor the air and collect data. They found that the air quality was polluted due to the idling buses. Students presented their findings to the school board and the district changed the policy.

  • Whats The Difference?KIDS Consortium, 2009, www.kidsconsortium.orgCommunityServiceCommunityBased LearningService LearningElementary students were learning about plants and trees. They were collecting leaves and making a leaf book. The class went to their local Audubon center and participated in a scavenger hunt to learn more about plants and trees. They later went in the woods behind their school and identified plants and trees with a local forester.

  • Whats The Difference?KIDS Consortium, 2009, www.kidsconsortium.orgCommunityServiceCommunityBased LearningService LearningElementary students were learning about plants and trees. They were collecting leaves and making a leaf book. The class went to their local Audubon center and participated in a scavenger hunt to learn more about plants and trees. They later went in the woods behind their school and identified plants and trees with a local forester.

  • Whats The Difference?KIDS Consortium, 2009, www.kidsconsortium.orgCommunityServiceCommunityBased LearningService LearningWhen 3rd grade students learned that a local community group called Cultivating Community needed help growing food for people, the students decided to build an urban garden. They learned about plants, soils, gardening, and about hunger in America. They donated the food to an agency to be distributed to those in need.

  • Whats The Difference?KIDS Consortium, 2009, www.kidsconsortium.orgCommunityServiceCommunityBased LearningService LearningWhen 3rd grade students learned that a local community group called Cultivating Community needed help growing food for people, the students decided to build an urban garden. They learned about plants, soils, gardening, and about hunger in America. They donated the food to an agency to be distributed to those in need.

  • Whats The Difference?KIDS Consortium, 2009, www.kidsconsortium.orgCommunityServiceCommunityBased LearningService LearningStudents organized a weeklong food drive at their school to benefit the local food bank. They put up posters around the school to advertise the drive. They read announcements over the school intercom every morning to remind students about the drive. At the end of the week, several students brought the collected items to the food bank.

  • Whats The Difference?KIDS Consortium, 2009, www.kidsconsortium.orgCommunityServiceCommunityBased LearningService LearningStudents organized a weeklong food drive at their school to benefit the local food bank. They put up posters around the school to advertise the drive. They read announcements over the school intercom every morning to remind students about the drive. At the end of the week, several students brought the collected items to the food bank.

  • What are the Different Types of Service?DirectIndirect Advocacy

  • Direct Service

  • Indirect Service

  • Advocacy

  • Research Has DemonstratedHigher performance on state testsBetter attendanceBetter engagement in school (Affective)Follow the rules better (Behavioral)Increased interested in the subject matter (Cognitive)

  • Enhancing OutcomesLink to standardsUse instructional strategies with the greatest effect sizesHigh quality practice

  • Enhancing OutcomesLink to standardsUse instructional strategies with the greatest effect sizesHigh quality practice

  • The K-12 Service-Learning Standards for Quality PracticeReleased nationally at National Service-Learning Convention by NYLC April 2008

    Based on scientifically-based research within service-learning and in the education and youth development fields

    Established using a traditional standards setting process

    Shelly H. Billig, RMC Research and Wokie Weah, NYLC

  • The K-12 Service-Learning Standards for Quality PracticeMeaningful ServiceCurriculum IntegrationDurationYouth VoiceReflectionReciprocal PartnershipsDiversityProcess Monitoring

  • Standards for Quality PracticeMeaningful ServiceService-learning actively engages participants in meaningful and personally relevant service activities

    Service-learning encourages participants to understand their service experiences in the context of the underlying societal issues being addressed. Service-learning leads to attainable and visible outcomes that are valued by those being served.

    Shelly H. Billig, RMC Research and Wokie Weah, NYLC

  • Community Needs Assessment

    What are the NEEDS in your community?Hunger

    Neighborhood Clean-up

    After School ActivitiesNeeds

  • Standards for Quality PracticeLink to CurriculumService-learning is intentionally used as an instructional strategy to meet learning goals and/or content standards

    Service-learning is aligned with the academic and/or programmatic curriculum.Service-learning helps participants learn how to transfer knowledge and skills from one setting to another.Service-learning that takes place in schools is formally recognized in school board policies and student records.Shelly H. Billig, RMC Research and Wokie Weah, NYLC

  • Curriculum IntegrationCharacter EducationLanguagesFine Arts TechnologyMathematicsEnglish Language ArtsScienceSocial StudiesPhysical EducationCareer PathwaysIssue

  • Standards for Quality PracticePartnershipsService-learning partnerships are collaborative, mutually beneficial, and address community needs

    Service-learning involves a variety of partners including youth, educators, families, community members, community-based organizations and/or businesses.Service-learning partnerships are characterized by frequent and regular communication to keep all partners well-informed about activities and progress.Service-learning partners collaborate to establish a shared vision and set common goals to address community needs.Shelly H. Billig, RMC Research and Wokie Weah, NYLC

  • Business Executive Visits School

  • Your CommunityWho are potential partners in your community?BusinessCBOsGovernmentFaith-Based

  • Lunch and Partner Displays

  • Standards for Quality PracticeYouth VoiceService-learning provides youth with a strong voice in planning, implementing, and evaluating service-learning experiences with guidance from adults

    Service-learning engages youth in generating ideas during the planning, implementation, and evaluation processes.Service-learning involves youth in the decision-making process throughout the service-learning experiences.Service-learning involves youth and adults in creating an environment that supports trust and open expression of ideas.Service-learning promotes acquisition of knowledge and skills to enhance youth leadership and decision-making.Shelly H. Billig, RMC Research and Wokie Weah, NYLC

  • Example of ExcellenceGretchen VinnedgeGrand Rapids Community Media Center

  • Example of ExcellenceDonna CasmereKelloggsville High School

    The Spirit of Our Community

  • Example of ExcellenceMarcia CislerKelloggsville Middle School

    The DockDiverse Cuisine for Diverse Cultures

  • BRING LEARNING TO LIFE!

  • Standards for Quality PracticeReflectionService-learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and ones relationship to society

    Service-learning reflection includes a variety of verbal, written, artistic, and nonverbal activities to demonstrate understanding and changes in participants knowledge, skills, and/or attitudes.Service-learning reflection occurs before, during, and after the service experience.Service-learning reflection prompts participants to think deeply about complex community problems and alternative solutions.

  • ReflectionConnect curriculum to service experience.Understand relevant community issues, problems and solutions.Personal growth and self-awareness.

  • ReflectionWhat are your take-aways today?

  • Kent Intermediate School District

    Project Based Service Learning

  • ReflectionBringing Out The Best In Your Students

  • ReflectionCarla Stone123 Service DriveAnywhere, MI 49301

  • ReflectionBringing Out The Best In Your StudentsLet them reflect THEIR way!

  • Standards for Quality Practice

  • Standards for Quality PracticeDiversityService-learning promotes understanding of diversity and mutual respect among all participants

    Service-learning helps participants identify and analyze different points of view to gain understanding of multiple perspectives.Service-learning helps participants develop interpersonal skills in conflict resolution and group decision-making.Service-learning helps participants actively seek to understand and value the diverse backgrounds and perspectives of those offering and receiving service.Service-learning encourages participants to recognize and overcome stereotypes.

  • What is Diversity?

    Diversity is a form of individualism, unique characteristics, beliefs and values.

    Diversity: the art of thinking independently together. - Malcolm Stevenson Forbes

  • Exploring Stereotypes First Thoughts

  • Types of DiversityCulturesEthnic groupsLanguagesGenerational diversityPhysical featuresSocio-economic backgroundsOpinionsReligious BeliefsSexualityGender IdentityNeurologyEffective Practice: Diversity

  • How Does SL Promote Diversity?Effective Practice: Diversity Reflecting Common Cultural Values Emphasizing Each Students Capacities Building Capacity for Action Enlarging Perspectives Reinforcing Positive Identity Promoting Humane Values Engaging Learners Performing Valuable Service

  • Standards for Quality PracticeDuration and IntensityService-learning has sufficient duration and intensity to address community needs and meet specified outcomes

    Service-learning experiences include the processes of Investigation of community needs, Preparation for service, Action, Reflection, Demonstration of learning and Evaluation. (IPARDE)Service-learning is conducted during concentrated blocks of time across a period of several weeks or months.Service-learning provides enough time to address identified community needs and achieve learning outcomes.Shelly H. Billig, RMC Research and Wokie Weah, NYLC

  • Standards for Quality PracticeDuration and IntensityIPARDE with The Elderly (study of the aging process)

    InvestigationPreparationActionReflectionDemonstrationEvaluation

  • Standards for Quality PracticeProgress 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

    Service-learning participants communicate evidence of progress toward goals and outcomes with the broader community, including policy-makers and education leaders, to deepen service-learning understanding and ensure that high quality practices are sustained.

    Shelly H. Billig, RMC Research and Wokie Weah, NYLC

  • Standards for Quality PracticeProgress 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

    Service-learning participants collect evidence of progress toward meeting specific service goals and learning outcomes from multiple sources throughout the service-learning experience.

    Service-learning participants collect evidence of the quality of service-learning implementation from multiple sources throughout the service-learning experience.

    Service-learning participants use evidence to improve service-learning experiences.

  • Progress MonitoringWhy should you monitor the progress?AccountabilityWorthwhile academic/social outcomesCapacity buildingHigh qualityGuide improvement process

  • Progress MonitoringWhat should you be monitoring?Overall service learning programSustainabilityFundingImpact

  • Progress MonitoringWhat should you be monitoring?Overall service learning programCommunity partnershipsMake sure partnership is mutually beneficialDirect aid to community organizations Enhances curriculumStudent investment in communityYouth as valuable contributorsReal world applications

  • Progress MonitoringWhat should you be monitoring?Overall service learning programCommunity partnershipsStudent progressMake sure learning is occurring at the desired level Classroom observations or anecdotal records Portfolios of student work Teacher-made tests and rubrics Grades Criterion-referenced measures Performance assessments

  • Progress MonitoringWhat should you be monitoring?Overall service learning programCommunity partnershipsStudent progress/Academic acquisition Classroom observations or anecdotal records Portfolios of student work Teacher-made tests and rubrics Grades Criterion-referenced measures Performance assessments

  • Progress MonitoringWhat should you be monitoring?Overall service learning programCommunity partnershipsStudent progress/Academic acquisitionImpact of servicePersonal growth Improved skills Reinforced learning Civic responsibility

  • Example of ExcellenceJanet SallCrossroads High SchoolKentwood Public Schools

    Literacy for Life

  • Example of ExcellenceRenne WymanSparta High School

    Dances for People with Disabilities

  • Example of ExcellenceMeggan JohnsonWittenbach/Wege Agriscience and Environmental Education CenterLowell Area Schools

  • Lunch and Partner Displays

  • Putting It All Together

    Developing a Service Learning Project

    Activity

  • Developing a Project

    YEZ!

    Project Planning Map

    Activities: Investigation, Preparation,

    Action, Reflection, Demonstration

    _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

    ________________

    Youth Voice

    ____________________________________________________________________________________________________________________________________________________________________________________________________

    Curriculum Links

    __________________________________________________________________________________________________________________________________________________

    Diversity

    _____________________________________________________________________________________________________________________________________________________________

    Possible Partners

    ____________________________________________________________________________________________________________________________________________________________

    Educational Goals

    ____________________________________________________________________________________________________________________________________________

    Community Need

    ________________________________________________________________________________________________________________________________________________________________________

    Assessment Methods

    ________________________________________________________________________________________________________________________________________________

    StoneShores 2010

    Area of Sustainability Addressed

    ________________________________________________________________________________________________________________________________________________

  • ReflectionMirror: Self-awareness, personal growth

    Window: Community issues, needs, solutions

    Book: Curriculum Connections

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    *Review additional tools.*.*.***Review additional tools.******Show Bring Learning To Life DVD. (8 min)******. ***********************. ***

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