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Service Learning Presentation

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    Service Learning Presentation Service Learning Presentation Presentation Transcript

    • Integrating Service-Learning into the Civic Education Curriculum in Palestine Hussain Al-Fadhli, Ph.D. MCID Consultant
    • What is Service-Learning?
      • An innovative instructional strategy that actively involves youth in the curriculum through service to their community.
      • It is a teaching method whereby students learn and develop through active participation in organized service experiences that:
      • Are integrated into the academic curriculum
      • Meet the needs of a community
      • Provide structured time for reflection
      • Help foster civic responsibility
    • Why do Service Learning?
      • Research indicates that educators who provide opportunities for students to participate in high quality service-learning activities across schooling years can:
      • improve student achievement
      • build strong relationships between the school and community
      • promote the development of committed citizens.
    • Typology of Citizenship
        • Three conceptions of the “good citizen”:
          • personally responsible citizen follows the law, pays his/her taxes, volunteers, and contributes to charitable causes.
          • participatory citizen participates in the civic affairs and the social life of the community at all levels.
          • justice oriented citizen emphasizes need to analyze the root causes of social problems in order to identify and critique unjust social structures and bring about systemic change.
    • Conceptual Framework
      • Putnam (2000) argues that structural social change in terms of size of family, suburban sprawl, & electronic entertainment has lead to
      • Lack of Political and Civic Engagement.
      • Limited Informal Social Ties.
      • Low level of tolerance and trust.
      • Overall decline in social capital
    • Social Capital
      • Social capital is the:
      • Fabric that binds society together
      • Degree of social cohesion existing in community
      • Level of cooperation between people in community.
      • Level of ability and motivation of community to share responsibility for their collective wellbeing
    • Social Capital…
      • The main aspects of social capital are citizenship, neighborliness, trust and shared values, community involvement, volunteering, social networks and civic participation.
      • The stronger these networks and bonds, the more likely it is that members of a community will co-operate for mutual benefit.
      • Crime can be reduced, educational achievement enhanced and better health fostered through the strengthening of social Capital . (World Health Organization, WHO, 1998)
    • Strategies to Strengthen Social Capital
        • considering civic engagement as process that builds social capital (networks) which can be drawn upon to address social problems.
        • utilizing five elements of citizenship: Values, knowledge, skills, efficacy, and commitment
    • How is Service Learning Different from Community Service?
      • Service Learning uses community service as the vehicle for the attainment of students’ academic goals and objectives
      • Students perform a valuable, significant, and necessary service which has real and self-sustaining consequences to the community
      • The needs of the community dictate the service being provided
      • The goal of the service is to empower students and those being served
    • Example of Difference
      • Cleaning up a river bank is just service.
      • Looking at water samples under a microscope is just learning.
      • Science majors meeting government standards by taking samples from local streams, analyzing the samples and then presenting the information to a pollution control agency is service-learning.
    • Service-learning is NOT…
      • Community Service
      • Volunteering
      • These are “Service”
      • Experiential Learning
      • Hands-On Learning
      • Internships
      • These are “Learning”
    • Service-Learning & Experiential Learning Methods
      • Balance between service and learning
      • Emphasis on addressing community-identified concerns and problems
      • Integral involvement of community partners
      • Emphasis on reciprocal learning
      • Emphasis on reflective practice
      • Emphasis on developing citizenship skills and achieving social change
    • The Kolb Learning Cycle
    • I hear, I forget; I see, I remember; I do, I understand. Chinese proverb
    • Reflection Requirement
        • Reflection is a key component in experiential and service-learning pedagogy:
        • Creates a deeper understanding and better application of subject matter
        • Increases appreciation of problem and encourages solution analysis
    • Competencies gained from Service-learning pedagogy
        • Enriching student learning of course material and “brings books to life and life to books.”
        • Learning about people’s experiences and day-to-day management of social problems
        • Serving people by taking different roles
        • Increasing students’ self-confidence in working with people with challenging conditions
    • Competencies gained from Service-learning pedagogy (Contd.)
        • Enhancing the role of students as contributing individuals, civic-minded, and socially responsible citizens
        • Developing leadership abilities and role-modeling
        • Practicing the positive religious and cultural values of the society such as: altruism, cooperation, volunteerism, brotherhood, sisterhood, Faza’ah الفزعة , Nafeer النفير etc.
    • Win-Win Situation !
      • Who Benefits?
      • Community
      • Schools
      • Students
    • Need for Integrating Service-Learning into Civic Education in Palestine
      • Service-learning pedagogy needs to be enhanced in the curriculum -- ( Modeling TCC efforts)
      • Should be promoted within the civic education classes as well as other subjects and disciplines.
      • Meet a real community need.
      • Provide for structured group reflection time.
      • Engage students in group decision making and problem solving.
      • Find ways to match the skills and talents of students with the needs of the community.
      • Provide a wide variety of options for students.
      • Provide recognition for services rendered.
    • Questions & Dialogue