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West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
West Bank Service Learning Program Design   July 16, 2009
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West Bank Service Learning Program Design July 16, 2009

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  • 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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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