Service Learning

1. “Good character is not formed in a week or a month. It is
created little by little, day by day. Protracted and patient
effort is needed to develop good character.”
Heraclitus of Ephesus

2. Developing the Whole Child

3. Goal of Character Development
Critical thinkers
Instill confidence
Sense of civic responsibility
Leadership
Change agents
Problem solvers
Force for good in the world

4. Recipe for Success

5. Content

6. Methods

7. McNeel Conference
Nancye Blair Black
3 Commitments
 Authentic problem solving –
make a difference in the world
 Authentic audience,
i.e., history fair, film festival, Skype, Poetry Reading, class
websites
 Authentic respect
Treat students with dignity
How we see and treat ourselves and our colleagues

8. Authentic Learning Experiences
 Supported by Neuroscience
 Experiential learning that stimulates multiple senses is
not only the most engaging, but also the most likely to
be stored in long-term memory.
 Strong memory circuits are built when information is nd
interacted with and applied.
 Information is more likely to be retained when it has
personal meaning.
 Constructivist Theory
 Phoenix online

9. Service Learning
is neither an add-on nor a diversion from the curriculum. It is a
powerful approach to teaching that provides kids with authentic
learning experiences in which they learn academic content in a
real-life, real-world context.
 In a nutshell, a good service learning project should:
- satisfy specific curriculum objectives
 Project should include reading, writing, research, use of technology,
presentations, math problem solving, graphing and statistics.
 - be selected by the students (with appropriate teacher guidance)
- involve the students in preparation, implementation (action), and
reflection
- be documented
 role of the teacher is more supportive and supervisory than directive.

10. Why Service Learning?
• The kids love doing it. It’s engaging, inspiring, and motivates them to learn.
• It develops the students’ communication skills by requiring them to read, write,
listen, and speak.
• In addition to academic content, students learn a range of valuable practical
skills including: problem solving, organizing, collaborating, project
management, research, dealing with obstacles and setbacks, etc.
• It develops character virtues and interpersonal habits such as respect,
responsibility, empathy, cooperation, citizenship, initiative, and persistence.
• It empowers the kids with the realization that they can make a difference.
• It makes a positive contribution to the community.
• All kids can actively participate and make a meaningful contribution employing
their individual talents.
• It uses the “whole brain”!

11. Attributes of Service Learning
 • genuine community need
 • community partnerships
 • preparation
 • structured reflection
 • clear connection to the curriculum
 • student voice
 Three Stages to a successful service learning
project.
 1. Preparation
 2. Action
 3. Reflection

12. Preparation
 Preparation begins with planting the seed, cultivating your
students’ interest in a problem or a need, stimulating the kids to
want to do something about it.
 a) What needs or opportunities exist?
 b) What are some solutions?
 c) What resources are available?
 d) Decide on the project.
Engaging the students in this kind of a process helps them learn how to
analyze and creatively solve problems and enhances their decision-
making skills. It also makes them stakeholders in the eventual
outcome.

13. Action
 Plan It
Develop a work plan. This is good training in planning, collaborating, and taking responsibility.
 Form ties with people or organizations in the community.
 Identify possible problems or obstacles,
 Define the roles of each student and group of students. Allow the students to share the leadership
of the project.
 Do It
This usually involves a good deal of collaboration and sharing of responsibilities. During the
project, students should reflect on their experiences and document their activities. It gives the
students practice in describing and summarizing various aspects of the project, and in thinking
critically about what and how they are doing. They might keep journals, write articles, make a
video or digital photo report, or connect their "in the field" learning to readings and other in-class
activities.
 It’s important to hold discussions during this "action" phase of the project in order to get feedback
from the students and to discuss and solve problems.. This process gives students experience in
active listening, questioning, and problem solving which will expand their thinking while
maintaining their focus on what they need to accomplish together.

14.  Much of what we learn in life comes from
reflecting on our experiences. Here is where we
find probably the biggest difference between service
learning and community service. Service learning
requires that we provide structured time for students
to think, talk, and write about what they did and
observed during the service activity. Without
reflection, we lose a great opportunity to maximize
student learning.
Reflection

15.  Doing
Present a Service Fair.
Make a video or slide show.
Draw a picture.
Paint a mural.
Create a collage.
Make a scrapbook.
Perform a skit or play.
 Writing
Write a personal journal.
Write a group journal.
Write a news article for a local newspaper or the school newsletter.
Write thank you notes to all who were involved in the project.
Write a paper about the community need that was addressed through the project.
 Telling
Have informal discussions
Invite community partners and agencies to hear about the service completed
Make an aural presentation to the PTO
 Reading
Read stories or books about service and relate them to the service work
Activities for Reflection

16. Some Friendly Advice
 Experienced service-learning organizers suggest
the following:
• Start small
• Let the students be the leaders
• Be flexible
• Closely tie the project to your curriculum

17. What Kinds of Service?
There are many different kinds of service learning projects for all age
levels:
 Community needs related to health, poverty, social issues, or the
environment.
 Students documenting local history or culture through interviews,
archival research, and photography. Projects like these connect the
students more deeply to their communities and help the community
at large to maintain a sense of history and identity.
 Other good service learning activities involve students helping other
students through student mentoring and peer or cross-age tutoring.

18. Some Suggestions for Projects
 Adopt a senior
 Biographies,
 V Channel - Videos
 Manners Project
 Conservation
 Wildlife preservation – Sea Turtles
 Disability Awareness
 Acceptance/Diversity
 Interviews to get another perspective
 Food Pantry/Nutrition
 Character Lessons by Students to Students
 Pay it Forward
 Happiness Project

19. More Suggestions
 Organizing events
 Designing cards
 Student Grant Writing
 Communicating with Government officials on issues
 Gathering information on candidates
 Where do our taxes go?
 Pen Pals with Children in other countries
 Public Service Messages: drugs, alcohol, discourage dropouts
 Veterans
 Supplies, inspirational messages

20. Jack Andraka
 http://www.youtube.com/watch?v=RSVjqtOj4oM

21. Kid President
 http://www.youtube.com/watch?v=l-gQLqv9f4o

22. “Imagine”
a better world
and teach your students
that they have the power
to make it happen!