DESIGNING A SERVICE-LEARNING
          PROGRAM
     ‫تصًيى برنبيج تعهى ببنخذيت‬
         Planning and Preparation
        ...
Seven Best Practices for Service-Learning
              ‫أفضم سبع يًبرسبث نهتعهى ببنخذيت‬
•   Meet a recognized need in th...
Planning and Preparation
                 ‫انتخطيط وانتحضير‬
• Identify the community to serve
                           ...
Planning and Preparation (2)
           )2( ‫انتخطيط وانتحضير‬
• Identify academic, civic, and other learning
  goals
    ...
Questions Related to Planning Process
       ‫أسئهت يرتبطت بعًهيت انتخطيط‬
• What is the overall purpose of the project?
 ...
Questions Related to Planning Process
            ‫)2( أسئهت يرتبطت بعًهيت انتخطيط‬
• How will you use the criteria of rel...
Questions Related to Planning Process (3)
            )3( ‫أسئهت يرتبطت بعًهيت انتخطيط‬
• What other learning do you hope ...
Getting Started
                          !‫انبذء ببنعًم‬
• How will you help the student identify a community problem?
  ...
Establishing a Baseline
               ‫بنبء أسبس وخط انطالق نهعًم‬
• Baseline information documents the problem
         ...
Administrative Tasks
                          ‫يهبو إداريت‬
•   Scheduling the Service-Learning Experiences
             ...
Guiding Questions
                      ‫أسئهت يسبعذة‬
• What questions related to the project should students
  try to an...
Guiding Questions (2)
                 )2( ‫أسئهت يسبعذة‬
• How will you and the student decide on the type of
  service t...
Guiding Questions (3)
               )3( ‫أسئهت يسبعذة‬
• What other learning do you hope students will gain
  from the pr...
Conducting the Service Activity
• Students should be engaged, actively
  exploring, using inquiry and hands-on
  approache...
Possible Service-Learning Activities
• Tutoring/mentoring younger children
• Teaching elderly and other non-student
  popu...
Service-Learning Activities (2)
• Visits to the elderly and disabled to read to them,
  help them write letters or use ema...
Service-Learning Activities (3)
• Students should be trained so they know how
  to conduct the service they plan to perfor...
Service-Learning Activities (4)
• Students should engage in trouble-shooting
  conversations ahead of time, so they know
 ...
Service-Learning Activities (5)
• Parental permission forms should be obtained.
• Permission for photos and publications s...
Reflection
• All phases of service-learning should have a
  reflection component.
• Students should keep a reflective jour...
Reflection (2)
• Students should connect classroom learning
  with learning from service.
• Older students may reflect on ...
Guiding Questions
                ‫أسئهت يسبعذة‬
• What reflection activities could you use to
  support the academic, civ...
Demonstration/Celebration
• Students have a public forum to show how
  they impacted the community and how they
  themselv...
Possible Demonstration and Celebration Events
               ‫أوقبث يًكنت نهشرح واالحتفبل‬
•  Recognition at a school-wide...
Guiding Questions
                ‫أسئهت يسبعذة‬
• Who should plan the demonstration and
  celebration and what roles will...
Guiding Questions (2)
              )2( ‫أسئهت يسبعذة‬
• How could the demonstrations be used as
  summative assessment, a...
Assessment
                               ‫انتقييى‬
  (from Service-Learning: Student’s Guide and Journal) –
   student se...
Assessment (2)
                           )2( ‫انتقييى‬
My communication skills are improving
                            ...
Assessment (3)
                   )3( ‫انتقييى‬
I get along well with my parents
                         ‫أتفاهم مع والدي...
Assessment (4)
                                                 )4( ‫انتقييى‬
(from Louisiana State University Center for ...
Assessment (5)
                                                )5( ‫انتقييى‬
4. How helpful was the staff at your service ...
Assessment (6)
                             )6( ‫انتقييى‬
• In instructor assessment of student, determine what you will a...
Assessment (7)
                                   )7( ‫انتقييى‬
•    Assess content of student journals for description an...
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West Bank Service Learning Program Design July 16, 2009

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West Bank Service Learning Program Design July 16, 2009

  1. 1. DESIGNING A SERVICE-LEARNING PROGRAM ‫تصًيى برنبيج تعهى ببنخذيت‬ Planning and Preparation Service Activities Reflection Demonstration/Celebration Assessment ‫تخطٌط وتحضٌر‬ ‫أنشطة الخدمة‬ ‫مراجعة/شرح واحتفال /وتقٌٌم‬
  2. 2. Seven Best Practices for Service-Learning ‫أفضم سبع يًبرسبث نهتعهى ببنخذيت‬ • Meet a recognized need in the community ‫ثوتٌة ادثٌبج يوخ فً اهيجثيع‬ • • Achieve curricular objectives through service-learning ‫• ثدلٌق اهداف اهيٌهبج يً خالل اهثعوى تبهخدية‬ • Reflect through the service-learning experience ‫• اهفهى عً ظرٌق ثجبرة اهثعوى تبهخدية‬ • Develop student responsibility ‫• ثظوٌر يسؤوهٌة اهظبهة‬ • Establish community partnerships ‫• تٌبء شرانبت يجثيعٌة‬ • Plan ahead for service-learning ‫• اهثخظٌظ اهيستق هوثعوى تبهخدية‬ • Equip students with knowledge and skills needed for service (from State of Maryland’s “Seven Best Practices for Service-Learning.”) ‫• ثزوٌد اهظالة تبهيعرفة واهيهبرات اهالزية هوخدية‬ ‫(يً (أفطل ستع ييبرسبت هوثعوى تبهخدية) يً والٌة يٌرٌالٌد‬
  3. 3. Planning and Preparation ‫انتخطيط وانتحضير‬ • Identify the community to serve ‫• تحدٌد المجتمع الذي سنخدمه‬ • Assess community needs ‫• دراسة احتٌاجات المجتمع‬ • Teachers and students collaborate with community partners in planning and preparation ‫• ٌتعاون المعلمون والطالب مع شركائهم فً المجتمع فً التخطٌط والتحضٌر‬ • Select a community need for service-learning project (based on urgency, importance, student interest, etc.) ‫• اختٌار حاجة للمجتمع لمشروع التعلم بالخدمة (حسب الحاحها، اهمٌتها، اهتمام‬ )‫الطالب ...الخ‬
  4. 4. Planning and Preparation (2) )2( ‫انتخطيط وانتحضير‬ • Identify academic, civic, and other learning goals ‫• تحدٌد غاٌات اكادٌمٌة ومدنٌة وتعلٌمٌة اخرى‬ • Develop a plan to assess student learning ‫• تطوٌر خطة لتقٌٌم تعلم الطالب‬
  5. 5. Questions Related to Planning Process ‫أسئهت يرتبطت بعًهيت انتخطيط‬ • What is the overall purpose of the project? ‫ما هو الهدف الكلً للمشروع ؟‬ • • What impact do you hope it will have on students and the communities they serve? ‫ما األثر الذي ترجو أن ٌحققه المشروع على الطالب والمجتمعات التً ٌنفذ فٌها؟‬ • • How will you facilitate student choice of the community they want to serve? ‫كٌف ستساعد طالبك فً اختٌار التجمعات التً سٌخدمونها؟‬ • • What activities and resources will you provide to assist students in assessing community needs? ‫ما هً األنشطة والموارد التً ستوفرها لتساعد فٌها الطالب فً تقٌٌم احتٌاجات‬ • ‫مجتمعاتهم؟‬
  6. 6. Questions Related to Planning Process ‫)2( أسئهت يرتبطت بعًهيت انتخطيط‬ • How will you use the criteria of relevance to academic learning, urgency, importance, and interest value to help students select the problem for their project? ‫• كٌف ستستخدم المعاٌٌر المرتبط بمالئمة العمل للتعلٌم األكادٌمً، إلحاح‬ ‫القضٌة، األهمٌة، وقٌمة المصلحة لمساعدة الطالب فً اختٌار المشكلة‬ ‫التً سٌعالجونها فً مشروعهم؟‬ • What content standards and benchmarks will working on this problem allow students to meet? ‫• ما هً معاٌٌر المضمون والمحطات التً سٌقوم الطالب بتحقٌقها عند‬ ‫العمل علٌها فً حل هذه المشكلة؟‬ • What civic goals will the project address? ‫• ما هً الغاٌات المدنٌة التً ٌعالجها المشروع؟‬
  7. 7. Questions Related to Planning Process (3) )3( ‫أسئهت يرتبطت بعًهيت انتخطيط‬ • What other learning do you hope students will gain from the project? ‫ما هو التعلٌم اإلضافً الذي ترغب أن ٌكتسبه الطالب من هذا المشروع؟‬ • • How do you plan to diagnose students’ readiness for the project? ‫كٌف تخطط ان تشخص استعدادٌة الطالب للمشروع؟‬ • • How do you plan to assess student progress during the course of the project (formative evaluation)? ‫كٌف تخطط تقٌٌم تقدم الطالب خالل دورة المشروع (تقٌٌم لالثر)؟‬ • • How will the final (summative) evaluation be conducted? ‫كسٌف سٌتم اجراء التقٌٌم النهائً (الشمولً) للمشروع؟‬ •
  8. 8. Getting Started !‫انبذء ببنعًم‬ • How will you help the student identify a community problem? ‫• كٌف ستساعد الطالب فً تحدٌد مشكلة المجتمع؟‬ • How will you help students develop investigation or research skills? ‫• كٌف ستساعد الطالب فً تطوٌر مهارات االستقصاء والبحث؟‬ • How will you come to consensus on one or two community problems to address? ‫• كٌف ستصل إلى إجماع على مشكلة أو مشكلتٌن مجتمعتٌن سٌتم معالجتهما؟‬ • How will you ensure that the project has a link to curricular objectives, urgency and importance, student interest and engagement? ‫• كٌف ستضمن ان المشروع ٌرتبط مع أهداف المنهاج وإلحاحه وأهمٌته واهتمام الطالب‬ ‫ومشاركته؟‬
  9. 9. Establishing a Baseline ‫بنبء أسبس وخط انطالق نهعًم‬ • Baseline information documents the problem ‫معلومات لخط البدء فً المشروع توثق المشكلة‬ • • It should be quantifiable to assess impact of project (as it proceeds and as it ends) ‫ٌجب أن ٌكون هناك معلومات نوعٌة لتقٌٌم اثر المشروع (طٌلة فترة تنفٌذ‬ • )‫المشروع وعند نهاٌته‬ • Baseline statement should include sources of evidence ‫ٌجب أن تتضمن عبارة خط البدء للمشروع مصادر إثبات للمعلومات‬ • • Pre-testing students establishes a baseline for their progress in doing the project ‫الفحص القبلً للطالب ٌؤسس لخط البدء فً قٌاس تقدمهم فً تنفٌذ المشروع‬ •
  10. 10. Administrative Tasks ‫يهبو إداريت‬ • Scheduling the Service-Learning Experiences ‫ضع جدوال لتجارب التعلم بالخدمة‬ • • Obtaining parent permission and involvement ‫الحصول على موافقة األهل ومشاركتهم‬ • • Gaining administrator permission and support ‫الحصول على موافقة اإلداري ودعمه‬ • • Arranging for transportation ‫الترتٌب للمواصالت‬ • • Determining material and equipment needs ‫تحدٌد المواد واألدوات الالزمة‬ • • Managing potential risks ‫ادارة التهدٌدات الممكنة‬ • ‫ولكل مهمة قم بوضع قائمة بالتحدٌات، المصادر، واالستراتٌجٌات‬ • (For each task, make a list of challenges, resources, and strategies.)
  11. 11. Guiding Questions ‫أسئهت يسبعذة‬ • What questions related to the project should students try to answer through library and Internet research? ‫• ما هً األسئلة المتعلقة بالمشروع التً ٌحاول الطالب إجابتها من خالل‬ ‫الرجوع للمكتبة والبحث على االنترنت؟‬ • What service-learning activity will be undertaken. ‫• ما هً أنشطة التعلم بالخدمة التً سٌتم القٌام بها؟‬ • How does this activity address the areas of impact you hope it will have on the student and the community? ‫• كٌف تعالج هذه األنشطة مجاالت األثر الذي ترغب أن تصل إلٌه عند‬ ‫الطالب والمجتمع؟‬
  12. 12. Guiding Questions (2) )2( ‫أسئهت يسبعذة‬ • How will you and the student decide on the type of service to be provided and the division of labor needed to implement the project? ‫• كٌف ستقرر أنت والطالب نوع الخدمة التً ستوفره وتقسٌم العمل الالزم‬ ‫لتنفٌذ المشروع؟‬ • What content standards and benchmarks will be met as students plan and provide the service activities? • What civic goals will the project address? • What civic knowledge and skills will be acquired?
  13. 13. Guiding Questions (3) )3( ‫أسئهت يسبعذة‬ • What other learning do you hope students will gain from the project? • How can you ensure that the community partners are part of the vision, planning, and preparation phases? • How will you assess the students’ readiness for the project? • How will you weave reflection activities into the service-learning project? • What type of assessment will you use to determine progress toward meeting specific goals?
  14. 14. Conducting the Service Activity • Students should be engaged, actively exploring, using inquiry and hands-on approaches. • Students should be given opportunities to work with an adult other than a family member or a teacher. • Students should be given the opportunity to see that the service is genuinely meeting community needs.
  15. 15. Possible Service-Learning Activities • Tutoring/mentoring younger children • Teaching elderly and other non-student population to use the computer and Internet • Gardening (planting crops and flowers) • Cleaning up the environment (roads, parks, community facilities, etc.) • Painting and decorating in public facilities. • Recycling projects
  16. 16. Service-Learning Activities (2) • Visits to the elderly and disabled to read to them, help them write letters or use email, etc. • Oral history projects • Research projects on Palestinian history, heritage, and culture—including participation in neighborhood discussion groups • Food and clothing collections for the needy • Healthy living activities (proper diet; anti-drugs)
  17. 17. Service-Learning Activities (3) • Students should be trained so they know how to conduct the service they plan to perform, and know what is expected of them. • All students involved in the project should have meaningful roles to play. • Students should be given guidance on how to work well together in performing group tasks. • The community partner should understand and support all activities.
  18. 18. Service-Learning Activities (4) • Students should engage in trouble-shooting conversations ahead of time, so they know how to respond to specific types of problems. • Transportation should be arranged as needed. • Needed material and supplies should be secured. There should be sufficient adult supervisors • All safety and other risk protections should be in place.
  19. 19. Service-Learning Activities (5) • Parental permission forms should be obtained. • Permission for photos and publications should be obtained. • The media should be invited if appropriate. • Reflection activities to take place during the service project should be planned. • Explicit links to the curriculum should be made. • Administrators should be aware of and supportive of the activity.
  20. 20. Reflection • All phases of service-learning should have a reflection component. • Students should keep a reflective journal of their service-learning activities and use it for class discussion. • Students should create a storyboard to tell the story that is unfolding, reflecting on the planning and specific action steps and their results. • Students should identify what they liked, what they did not like, and what they would change.
  21. 21. Reflection (2) • Students should connect classroom learning with learning from service. • Older students may reflect on the causes and solution of social problems. • Reflection should improve student problem- solving skills. • Students should develop a deeper understanding of themselves and their responsibilities as citizens.
  22. 22. Guiding Questions ‫أسئهت يسبعذة‬ • What reflection activities could you use to support the academic, civic, social-emotional learning goals of the service-learning project before, during, and after completion? • What reflection prompts (questions) before, during, and at the end of the project would encourage your students to go beyond simply describing or reporting their experiences? • How could you make reflection more collaborative among your students?
  23. 23. Demonstration/Celebration • Students have a public forum to show how they impacted the community and how they themselves have changed as a result of their service-learning activities. • Demonstration and celebration events recognize and reward students and enhance their motivation to serve. • These events reinforce community members’ commitments to your program
  24. 24. Possible Demonstration and Celebration Events ‫أوقبث يًكنت نهشرح واالحتفبل‬ • Recognition at a school-wide ceremony, including a traditional ceremony like graduation ‫االعتراف بما تم عمله من خالل احتفال مدرسً واسع ممكن ان ٌكون حفل تخرٌج تقلٌدي‬ • • Awards ‫تقدٌم جوائز‬ • • Letters of recognition from community partners ‫رسائل امتنان من الشركاء المجتمعٌٌن‬ • • Service credits on student diplomas ‫عالمات الخدمة على شهادات الطالب‬ • • Development of products such as Power Points, oral presentations, websites, videos, booklets, testimonials by service recipients. ،‫، عروض شفوٌة، مواقع الكترونٌة، فٌدٌو، كتٌبات‬Power Point ‫تطوٌر منتجات مثل عروض‬ • ‫شهادات من متلقً الخدمة‬ • Sharing insights through issues forums. ‫المشاركة برؤى من خالل منتدٌات تناقش مواضٌع ذات صلة‬ •
  25. 25. Guiding Questions ‫أسئهت يسبعذة‬ • Who should plan the demonstration and celebration and what roles will each participant have? • What activities would be most meaningful for your students and community partners, and why? • How can the demonstration relate to the academic goals of the project?
  26. 26. Guiding Questions (2) )2( ‫أسئهت يسبعذة‬ • How could the demonstrations be used as summative assessment, and who would evaluate student performance and with what criteria? • Which options for planning would contribute most to your students’ civic and socio-emotional learning? • Which options would contribute most to the community? • How will you evaluate the success of the demonstration and celebration events and engage in continuous improvement?
  27. 27. Assessment ‫انتقييى‬ (from Service-Learning: Student’s Guide and Journal) – student self-reporting questionnaire “Charting My Progress” ‫(من مذكرات ودلٌل الطالب فً التعلم بالخدمة- استمارة تقٌٌم فردٌة للطالب‬ )‫(رسم بٌانً لتقدمً فً العمل‬ I am on target to successfully accomplish the service-learning project ‫أنا على هدفً فً تحقٌق مشروع التعلم بالخدمة بنجاح بنسبة‬ 0% 50% 100% My leadership skills are improving ‫مهاراتً فً القٌادة تتحسن بنسبة‬ 0% 50% 100%
  28. 28. Assessment (2) )2( ‫انتقييى‬ My communication skills are improving ‫مهارات االتصال الخاصة بً تحسنت‬ 0% 50% 100% I feel good about the direction my life is going ً‫اشعر برضا عن المنحى الذي تأخذه حٌات‬ 0% 50% 100% I find school to be meaningful ً‫أجد ان للمدرسة مغزى وأهمٌة بحٌات‬ 0% 50% 100% My grades are improving ‫عالماتً آخذة بالتحسن‬ 0% 50% 100%
  29. 29. Assessment (3) )3( ‫انتقييى‬ I get along well with my parents ‫أتفاهم مع والدي بشكل جٌد بنسبة‬ 0% 50% 100% I get along well with my friends ‫أتفاهم مع أصدقائً بشكل جٌد بنسبة‬ 0% 50% 100%
  30. 30. Assessment (4) )4( ‫انتقييى‬ (from Louisiana State University Center for Academic Success) – student self-reporting questionnaire) ‫من المركز الجامعً للنجاح األكادٌمً فً والٌة لوزٌانا – استبٌان ذاتً لتقٌٌم الطالب‬ Student Assessment of Service-Learning Form ‫نموذج تقٌٌم الطالب فً التعلم بالخدمة‬ ‫أ = ممتاز، ب =جٌد، ج = متوسط، د= ضعٌف‬ A=excellent, B=good, C=fair, D=poor 1. Overall, how would you rate your service-learning experience? ABCD Comments: The best part of my service experience was…. ‫أبج د‬ ‫1.بشكل إجمالً، كٌف تقٌم تجربتك فً التعلم بالخدمة؟‬ .............‫تعلٌقات: أفضل جزء من التعلم بالخدمة كان‬ 2. Were goals for the service-learning activities and grading procedures for those activities clearly defined by your instructor? ABCD ‫2. هل كانت غاٌات أنشطة التعلم بالخدمة وإجراءات وضع العالمات‬ ‫أبج د‬ ‫لهذه األنشطة واضحة بالنسبة لك من قبل معملك؟‬ 3. Were sufficient opportunities to apply practical service-learning to academic concepts provided through journals, reports, discussions or other assignments ABCD ‫3.هل تم تقدٌم فرص كافٌة لتطبٌق التعلم بالخدمة بشكل عملً حسب المفاهٌم األكادٌمٌة‬ ‫أبج د‬ ‫من خالل تطبٌق المذكرات، التقارٌر،النقاشات وغٌرها من المهام ؟‬ Comments: What types of assignments helped you to learning from your service experience? ‫تعلٌقات: ما هً أنواع المهام التً ساعدت ان تتعلم من تجربتك فً التعلم بالخدمة؟‬
  31. 31. Assessment (5) )5( ‫انتقييى‬ 4. How helpful was the staff at your service site in helping you fulfill Course goals? ABCD Comments: What could this agency do to improve the service experience for future students? ‫4.ما هو مدى تعاون ومساعدة العاملٌن فً موقع الخدمات‬ ‫أبج د‬ ‫الذي عملت فٌه فً مساعدتك فً تحقٌق غاٌات المساق؟‬ ‫تعلٌقات: ما الذي ٌمكن لهذه المؤسسة فعله لتحسٌن تجربة الخدمة للطالب فً المستقبل؟‬ 5. Did your agency provide adequate orientation or training and Supervision? Comments: ABCD ‫أبج د‬ _____:‫5. هل قامت مؤسستك بتقدٌم شرح كاف او تدرٌب او اشراف؟ تعلٌقات‬ 6. How meaningful were tasks you performed for the agency? ABCD Comments: What tasks did you perform most often? ‫أبج د‬ ‫6. هل كانت المهام التً قمت بتنفٌذها ذات معنى بالنسبة للمؤسسة؟‬ ‫تعلٌقات: ما هً المهام التً قمت بها فً غالبٌة الوقت؟‬ 7. Did you receive sufficient assistance in performing your service and preparing your project? ABCD Comments: What types of assistance are most needed? ‫أبج د‬ ‫7. هل تلقٌت دعما كافٌا عند تنفٌذك للخدمة والتحضٌر لمشروعك؟‬ ‫تعلٌقات: ما هو نوع المساعدة الذي تحتاجه بشكل كبٌر؟‬ 8. Do you think service-learning experiences should be required for all students? Comments: ABCD ‫أبج د‬ ‫8. هل تعتقد ان تجارب التعلم بالخدمة مطلوبة من كافة الطالب؟‬ :‫تعلٌقاتك‬
  32. 32. Assessment (6) )6( ‫انتقييى‬ • In instructor assessment of student, determine what you will assess and how you will assess it. ‫• فً تقٌٌم المعلم للطالب قم بتحدٌد ما الذي ستقوم بتقٌٌمه وكٌف ستقوم بذلك‬ • Considering developing pre-tests as a baseline for the project, and post-tests at the end of the project. ‫• فكر فً تطوٌر امتحانات قبلٌة كخط ابتدائً للعمل وامتحانات بعدٌة فً نهاٌة المشروع‬ • Do formative evaluations during the course of the project to determine how things are going and what adjustments need to be made. ‫• قم باجراء تقٌٌم لالثر الذي حققه المشروع لتحدد كٌف تسٌر االمور وما هً التغٌٌرات‬ ‫الواجب اجراؤها‬ • Do a summative evaluation to determine the degree of success in the project. ‫• قم بتقٌٌم شمولً لتحدٌد درجة النجاح فً المشروع‬
  33. 33. Assessment (7) )7( ‫انتقييى‬ • Assess content of student journals for description and reflection of service work. ‫كى‬ .‫تثلٌٌى يطيوً نثبتبت اهظالة هوعيل اهخديبثً اهوصفً واهثعويً اهذي كبيوا ته‬ • Evaluate quality of student demonstration (oral presentation, posters, storyboard) )‫• كى تثلٌٌى ٌوعٌة شرح اهظبهة (اهعرض اهشفوي، اهتوسثرات اهيسثخدية، هودة اهلصة‬ • Get evaluation of student work from community field supervisor (prepare questionnaire for evaluation) )‫• ادصل عوى ثلٌٌى هعيل اهظبهة يً يشرف يٌداًٌ يجثيعً (دطر اسثتٌبٌب ههذا اهثلٌٌى‬ • Do an interview with student to determine the depth of the student's understanding related to the work that has been undertaken ‫• كى تبجراء يلبتوة يع اهظبهة هثددٌد فهى اهظبهة هوعيل اهذي ثى اهلٌبى ته‬ • Have students do peer evaluations of one another ‫• دع اهظالة ٌلويوً تثلٌٌى عيل أكراٌهى‬ • If the student has been engaged in a problem-solving activity, do an evaluation of the student's thinking process and final product. ‫• اً شبرم اهظوة فً ٌشبظ هدل يشنوة كى تثلٌٌى هعيوٌة ثفنٌر اهظبهة واهٌثٌجة اهٌهبئٌة‬

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