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<br />Planning and Preparation<br />Service Activities<br />Reflection<br />Demonstration/Celebration<br />Assessment<br />
  2. 2. Seven Best Practices for Service-Learning<br />Meet a recognized need in the community<br />Achieve curricular objectives through service-learning<br />Reflect through the service-learning experience<br />Develop student responsibility<br />Establish community partnerships<br />Plan ahead for service-learning<br />Equip students with knowledge and skills needed for service<br />(from State of Maryland’s “Seven Best Practices for Service-Learning.”)<br />
  3. 3. Planning and Preparation<br />Identify the community to serve<br />Assess community needs<br />Teachers and students collaborate with community partners in planning and preparation<br />Select a community need for service-learning project (based on urgency, importance, student interest, etc.)<br />
  4. 4. Planning and Preparation (2)<br />Identify academic, civic, and other learning goals<br />Develop a plan to assess student learning<br />
  5. 5. Questions Related to Planning Process<br />What is the overall purpose of the project?<br />What impact do you hope it will have on students and the communities they serve?<br />How will you facilitate student choice of the community they want to serve?<br />What activities and resources will you provide to assist students in assessing community needs?<br />
  6. 6. Questions Related to Planning Process (2)<br />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?<br />What content standards and benchmarks will working on this problem allow students to meet?<br />What civic goals will the project address? <br />
  7. 7. Questions Related to Planning Process (3)<br />What other learning do you hope students will gain from the project?<br />How do you plan to diagnose students’ readiness for the project?<br />How do you plan to assess student progress during the course of the project (formative evaluation)?<br />How will the final (summative) evaluation be conducted?<br />
  8. 8. Getting Started<br />How will you help the student identify a community problem?<br />How will you help students develop investigation or research skills?<br />How will you come to consensus on one or two community problems to address?<br />How will you ensure that the project has<br /> a link to curricular objectives, urgency and importance, student interest and engagement?<br />
  9. 9. Establishing a Baseline<br />Baseline information documents the problem<br />It should be quantifiable to assess impact of project (as it proceeds and as it ends)<br />Baseline statement should include sources of evidence<br />Pre-testing students establishes a baseline for their progress in doing the project <br />
  10. 10. Administrative Tasks<br />Scheduling the Service-Learning Experiences<br />Obtaining parent permission and involvement<br />Gaining administrator permission and support<br />Arranging for transportation<br />Determining material and equipment needs<br />Managing potential risks<br />(For each task, make a list of challenges, resources, and strategies.)<br />
  11. 11. Guiding Questions<br />What questions related to the project should students try to answer through library and Internet research?<br />What service-learning activity will be undertaken.<br />How does this activity address the areas of impact you hope it will have on the student and the community?<br />
  12. 12. Guiding Questions (2)<br />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?<br />What content standards and benchmarks will be met as students plan and provide the service activities?<br />What civic goals will the project address?<br />What civic knowledge and skills will be acquired?<br />
  13. 13. Guiding Questions (3)<br />What other learning do you hope students will gain from the project?<br />How can you ensure that the community partners are part of the vision, planning, and preparation phases?<br />How will you assess the students’ readiness for the project?<br />How will you weave reflection activities into the service-learning project?<br />What type of assessment will you use to determine progress toward meeting specific goals?<br />
  14. 14. Conducting the Service Activity<br />Students should be engaged, actively exploring, using inquiry and hands-on approaches.<br />Students should be given opportunities to work with an adult other than a family member or a teacher.<br />Students should be given the opportunity to see that the service is genuinely meeting community needs.<br />
  15. 15. Possible Service-Learning Activities<br />Tutoring/mentoring younger children<br />Teaching elderly and other non-student population to use the computer and Internet<br />Gardening (planting crops and flowers)<br />Cleaning up the environment (roads, parks, community facilities, etc.)<br />Painting and decorating in public facilities.<br />Recycling projects <br />
  16. 16. Service-Learning Activities (2)<br />Visits to the elderly and disabled to read to them, help them write letters or use email, etc.<br />Oral history projects<br />Research projects on Palestinian history, heritage, and culture—including participation in neighborhood discussion groups<br />Food and clothing collections for the needy<br />Healthy living activities (proper diet; anti-drugs)<br />
  17. 17. Service-Learning Activities (3)<br />Students should be trained so they know how to conduct the service they plan to perform, and know what is expected of them.<br />All students involved in the project should have meaningful roles to play.<br />Students should be given guidance on how to work well together in performing group tasks.<br />The community partner should understand and support all activities.<br />
  18. 18. Service-Learning Activities (4)<br />Students should engage in trouble-shooting conversations ahead of time, so they know how to respond to specific types of problems.<br />Transportation should be arranged as needed.<br />Needed material and supplies should be secured. There should be sufficient adult supervisors<br />All safety and other risk protections should be in place.<br />
  19. 19. Service-Learning Activities (5)<br />Parental permission forms should be obtained.<br />Permission for photos and publications should be obtained.<br />The media should be invited if appropriate.<br />Reflection activities to take place during the service project should be planned.<br />Explicit links to the curriculum should be made.<br />Administrators should be aware of and supportive of the activity.<br />
  20. 20. Reflection<br />All phases of service-learning should have a reflection component.<br />Students should keep a reflective journal of their service-learning activities and use it for class discussion.<br />Students should create a storyboard to tell the story that is unfolding, reflecting on the planning and specific action steps and their results.<br />Students should identify what they liked, what they did not like, and what they would change.<br />
  21. 21. Reflection (2)<br />Students should connect classroom learning with learning from service.<br />Older students may reflect on the causes and solution of social problems.<br />Reflection should improve student problem-solving skills.<br />Students should develop a deeper understanding of themselves and their responsibilities as citizens.<br />
  22. 22. Guiding Questions<br />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?<br />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?<br />How could you make reflection more collaborative among your students?<br />
  23. 23. Demonstration/Celebration<br />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. <br />Demonstration and celebration events recognize and reward students and enhance their motivation to serve.<br />These events reinforce community members’ commitments to your program<br />
  24. 24. Possible Demonstration and Celebration Events<br />Recognition at a school-wide ceremony, including a traditional ceremony like graduation<br />Awards<br />Letters of recognition from community partners<br />Service credits on student diplomas<br />Development of products such as Power Points, oral presentations, websites, videos, booklets, testimonials by service recipients.<br />Sharing insights through issues forums.<br />
  25. 25. Guiding Questions<br />Who should plan the demonstration and celebration and what roles will each participant have?<br />What activities would be most meaningful for your students and community partners, and why?<br />How can the demonstration relate to the academic goals of the project?<br />
  26. 26. Guiding Questions (2)<br />How could the demonstrations be used as summative assessment, and who would evaluate student performance and with what criteria?<br />Which options for planning would contribute most to your students’ civic and socio-emotional learning?<br />Which options would contribute most to the community?<br />How will you evaluate the success of the demonstration and celebration events and engage in continuous improvement?<br />
  27. 27. Assessment<br /> (from Service-Learning: Student’s Guide and Journal) – student self-reporting questionnaire<br />“Charting My Progress”<br />I am on target to successfully accomplish the service-learning project<br />0% 50% 100%<br />My leadership skills are improving<br />0% 50% 100%<br />
  28. 28. Assessment (2)<br />My communication skills are improving<br />0% 50% 100%<br />I feel good about the direction my life is going<br />0% 50% 100%<br />I find school to be meaningful<br />0% 50% 100%<br />My grades are improving<br />0% 50% 100%<br />
  29. 29. Assessment (3)<br />I get along well with my parents<br />0% 50% 100%<br />I get along well with my friends<br />0% 50% 100%<br />
  30. 30. Assessment (4)<br />(from Louisiana State University Center for Academic Success) – student self-reporting questionnaire)<br />Student Assessment of Service-Learning Form<br />A=excellent, B=good, C=fair, D=poor<br />1. Overall, how would you rate your service-learning experience? ABCD<br />Comments: The best part of my service experience was….<br />2. Were goals for the service-learning activities and grading procedures <br /> for those activities clearly defined by your instructor? ABCD<br />3. Were sufficient opportunities to apply practical service-learning <br /> to academic concepts provided through journals, reports, discussions<br /> or other assignments ABCD Comments: What types of assignments helped you to learning from<br /> your service experience?<br />
  31. 31. Assessment (5)<br />4. How helpful was the staff at your service site in helping you fulfill<br /> Course goals? ABCD <br />Comments: What could this agency do to improve the service<br />experience for future students?<br />5. Did your agency provide adequate orientation or training and <br /> Supervision? Comments: ABCD <br />6. How meaningful were tasks you performed for the agency? ABCD<br />Comments: What tasks did you perform most often?<br />7. Did you receive sufficient assistance in performing your service <br /> and preparing your project? ABCD <br />Comments: What types of assistance are most needed?<br />8. Do you think service-learning experiences should be required for all<br /> students? Comments: ABCD <br /> <br /> <br />
  32. 32. Assessment (6)<br />In instructor assessment of student, determine what you will assess and how you will assess it. <br />Considering developing pre-tests as a baseline for the project, and post-tests at the end of the project.<br />Do formative evaluations during the course of the project to determine how things are going and what adjustments need to be made.<br />Do a summative evaluation to determine the degree of success in the project. <br />
  33. 33. Assessment (7)<br /> Assess content of student journals for description and reflection of service work.<br />Evaluate quality of student demonstration (oral presentation, posters, storyboard)<br />Get evaluation of student work from community field supervisor (prepare questionnaire for evaluation)<br />Do an interview with student to determine the depth of the student&apos;s understanding related to the work that has been undertaken<br />Have students do peer evaluations of one another<br />If the student has been engaged in a problem-solving activity, do an evaluation of the student&apos;s thinking process and final product. <br /> <br />