Jewish Service Learning!Lesson 3 Included in GLTI Combined Training ResourcesLength: 80 minutes • Repair the World’s “Interim Standards of Practice for Immersive Jewish Service- Learning Programs” • “Not Only for Ourselves,” editorial from The Forward • Core Components of Service-Learning • Additional Core Components for Jewish Service-LearningMaterials Prepare before Session• Chart Paper • Create Heart, Head, Hands poster• Tape • Create Core Components of Service-Learning poster• Markers • Create Jewish additions to Service-Learning Core Components poster• Manuals • Create Repair the World Standards Presentation outline posterEstablished Outcomes• GLs will connect participants’ experiences to a larger context so they can continue to be involved in Jewish service-learning at home.• GLs will facilitate conversations with participants about costs and benefits of service learning so they can be honorable in their intentions and relationships in service and minimize negative impacts of their actions/presence in the communities in which they serve.• GLs will feel confident and share their confidence in the ethics of Jewish service-learning.• GLs will act to support the standards of ethical Jewish service-learning (as outlined by Repair the World) in their preparation and facilitation of their service programs.• GLs will implement the Core Components of Jewish service-learning in their teaching and facilitation.Flow1. Introduction2. Head, Heart, Hands Drawing, Part 13. Core Components of Jewish Service Learning4. Head, Heart, Hands Drawing, Part 25. Repair the World’s Immersive Jewish Service-Learning Standards6. Presentations on Repair the World’s Standards7. ClosingThis material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO PanimInstitute with support from Repair the World.
Jewish Service Learning!Lesson/Activity Plan Time/Materials Content Introduction 1. Welcome the group. 12 min. 2. Say: “In this session we are going to examine: a. What is unique about learning in this context? Head, Heart, Hands b. What is special about Jewish service-learning? poster c. How do we balance our learning goals with our service goals? d. What standards do we want to hold ourselves to in order to be ethical and effective in service and effective in learning?” 3. Tell participants: “Our three goals of our service-learning program: a. Our first goal on our programs is safety, which is a necessary condition so that our other goals can be fulfilled. b. Our second goal is to serve the community we are visiting and make a positive impact. c. Our third goal is for participants to reflect on and learn from their experiences so they leave the program more aware and more engaged as global citizens and agents of social justice/action.” 4. Say: “First, let’s look at our participant learning goals through a new frame.” 5. Introduce Head, Heart, Hands poster, designed to help participants think about learning styles and learning outcomes. 6. Explain: “Service learning is intended to engage the whole person.” That is: a. Head (cognitive)—What do you want your participants to know coming out of the program? What knowledge and information do you want them to gain? What materials, lessons and experiences stimulate them intellectually and help them remember new information and apply new concepts broadly? b. Heart (affective)—What do you want your participants to feel during, after and about their experience (think about motivations, sensitivities and assumptions)? How are you engaging, supporting and challenging them emotionally? How do interactions within the group and with the community affect their learning? When is less more effective in this case? c. Hands (behavioral)—What have the participants done through this experience? How have they engaged in all activities, service, group living, travel, etc., throughout the program? How can we leverage participants’ service experience to motivate a lifelong commitment to service, activism and advocacy for social change?” What parts of leadership can you eventually share with them? d. Everything in the service-learning participant experience can fit into one of these categories (i.e., head, heart, hands).This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO PanimInstitute with support from Repair the World.
Jewish Service Learning! Head, Heart, 1. Split GLs into groups of three. Hands Drawing, 2. Keeping the heart, head, hands model in mind, ask GLs to discuss and outline ideas they believe their program Part 1 will allow participants to learn/take-away. (Ask GLs to keep in mind the principle of “We meet them where they are at.”) 10 min. 3. Ask each group to draw a generic participant on a piece of chart paper, emphasizing his/her head, heart and hands. Chart paper, markers 4. Say: “By the head, write or draw what knowledge or thinking you want them to take away from your program that will last months afterwards” 5. Say: “By the heart, write or draw feelings you hope they will experience and remember months afterwards.” 6. Say: “By the hands, write or draw what new physical experiences or skills you would like them to take away from the program.” 7. Challenge GLs to limit their ideas to three items per category. 8. Ask a few groups to share their posters and ideas. Core 1. Introduce “Core Components of Jewish Service-Learning.” Refer GLs to the poster.Components of Jewish 2. Introduce “Additional Core Components for Jewish Service-Learning.” Service 3. Ask GLs: “What would be the impact on a program if all components were present except one? What does Learning looking at our programs with this lens challenge us to consider as educators?”Answers should include: 10 min. a. Our outcomes for learning and change are long-term. b. Our programs are brief compared to the amount of information and the intensity of experience they must Core process.Components Poster, c. Our learning context is so different from what most of us and our participants are used to. Jewish d. Unless actively engaged as resources and opportunities, many of these Core Components could beAdditions to sources of learning conflict (social, cross-cultural, individual needs/styles/input).Core PosterHead, Heart, 1. Instruct GLs to remain in their small groups. Tell them to use their Head, Heart, Hands posters and brainstorm Hand ways that they can apply core components to achieve these outcomes. Record these ideas by outcome. Drawing, Part 2 2. Large group debrief. Ask: a. “Were there any outcomes for which it was particularly challenging to apply the Core Components?” Share 7 min. and discuss with the group. Paper, b. “Did anyone hear an idea they hadn’t thought of when they wrote their outcome?” Share and discuss with the Markers group. Repair the 1. (optional) Read The Forward editorial, “Not Only for Ourselves” Seder-style from the manual (approx. 1 ½ pages).This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO PanimInstitute with support from Repair the World.
Jewish Service Learning! World’s 2. Say: “In the context of our work, we are not focused only on the learning of our students but also on the service Immersive they are there to do and the impacts on the partnering community. Another resource for understanding and Jewish improving our work is the Immersive Jewish Learning Standards of Practice developed by Repair the World, an Learning organization that aims to make service a defining part of American Jewish life.”Standards of Practice 3. Break into small groups. 4. Assign each group two of the standards. Ask each group to brainstorm: 15 min. a. The value of this standard to improving learning and service on programs. Manuals b. Practical methods for implementing these standards on programs. c. Connections between these standards and Head, Heart, Hands and Core Components.Presentations 1. Tell each group to prepare a poster and presentation to explain their standards. on RTWs Standards 2. Each group presents their standards to all GLs (e.g., one person presents the value, one person presents the practices, one person presents the connection to the Core Components). Allow time for questions/suggestions 25 min. from the other groups. (Note: Add at the end of each presentation anything you feel is unclear or essential that the group did not mention.) Poster, markers Closing 1. Say: “Our hope is that this session illuminated what is evolving as best practices and a best approach for Jewish service-learning so that you have a clearer vision for: 1 min. a. How we plan and prepare; b. How you will work in the field; c. What outcomes we hope to achieve with these programs; and, d. That all these parts are synchronized with a unified ethical and educational philosophy. 2. Say: “We don’t think of you as “trip leaders.” We think of you as educators and we hope you will think of your work with similar intention. This consistency supports you, your participants, our community partners, the sponsoring organizations, and the field of service-learning in the Jewish community.”This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO PanimInstitute with support from Repair the World.
UbD, Lesson 3: Jewish Service Learning Stage 1 – Desired Results Established Outcomes • GLs will connect participants’ experiences to a larger context so they can continue to be involved in Jewish service-learning at home. • GLs will facilitate conversations with participants about costs and benefits of service learning so they can be honorable in their intentions and relationships in service and minimize negative impacts of their actions/presence in the communities in which they serve. • GLs will feel confident and share their confidence in the ethics of Jewish service-learning • GLs will act to support the standards of ethical Jewish service-learning (as outlined by Repair the World) in their preparation and facilitation of their service programs. • GLs will implement the core components of Jewish service-learning in their teaching and facilitation. Concepts to be Covered During the Session Key Questions to Ask Learners Big ideas presented: 1. How are the teaching methods and learning 1. How do standards improve programs and strategies involved in educational approaches leadership? different from immersive service-learning 2. Head, Heart, Hands programs? 3. The balance between service for others and 2. How does these teaching methods and learning learning for self strategies connect to the Three Principles of Specific facts to learn/remember: Group Leading? 1. Core Components of JSLPs 3. What is Jewish about our service-learning 2. Repair the World’s IJSL Standards programs? Why is this significant? Predictable misunderstandings: 4. What do you want your participants to take away 1. The main thing that is Jewish about our from their experience? programs is the identity of the participants or the 5. How would you apply immersive Jewish service- sponsoring organization. learning standards to your work? 2. Service is solely about the people/community 6. How do these immersive Jewish service-learning being served. standards impact your program? 3. Service is solely about the volunteer. 7. How can we prepare participants to become 4. The “learning” part of “service-learning” is a effective advocates for social change when they waste of time/distraction from the real service go home? work. 8. How are we engaging, supporting and challenging participants emotionally? Stage 2 – Assessment How Will We Check for Understanding at GLTI Field Work/Performance Assessment Methods Demonstrate: 1. GL Post-program report 1. Translate two immersive Jewish service-learning 2. Program debrief with supervisor standards into effective practices for your 3. GL log book or in-field tracking program. 4. Co-leader debrief 2. Translate theory of Head, Heart, Hands to 5. Cohen Center report practical outcomes for participants 6. Participant survey Discuss: 1. See Key Questions (above) Stage 3 – Lesson Plan Checklist • Materials and pre-session prep list. • Use 2-3 different modalities (not just • Each part of lesson has an assigned time limit. talk/listen/discuss; reflection/writing, small group presentations/poster making, theater games, • The presentation is significantly different from partners/smaller groups, art). past versions in order to maintain returning GLs’ interest. • Check for understanding (e.g., ask direct questions, use group discussion to gauge, have • Taps into learners’ previous learners practice/demonstrate).This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership forJustice and BBYO Panim Institute with support from Repair the World.!
UbD, Lesson 3: Jewish Service Learning knowledge/experience. • Provides new content/information.This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership forJustice and BBYO Panim Institute with support from Repair the World.!