Service-Learning Project Simpson Sl2


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Students were engaged
Students were creative
Students learned a lot about themselves

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Service-Learning Project Simpson Sl2

  1. 1. Service-Learning Project Presented by Michelle Simpson Third Annual Mid-Atlantic Regional Conference 23 October 2009
  2. 2. The Project <ul><li>Proposal </li></ul><ul><li>Plan </li></ul><ul><li>Project </li></ul><ul><li>Presentation </li></ul><ul><li>Reflection </li></ul>
  3. 3. The Proposal <ul><li>Community or organization </li></ul><ul><li>Show need </li></ul><ul><li>Show how project fills need </li></ul>
  4. 4. The Plan <ul><li>Tasks and timeline </li></ul><ul><li>Who was responsible </li></ul>
  5. 5. The Presentation <ul><li>Description of project </li></ul><ul><li>How needs were met </li></ul><ul><li>Strengths and weaknesses </li></ul>
  6. 6. Pre-flection Activities <ul><li>Define service-learning </li></ul><ul><ul><li>The first thing that comes to mind when I think of service learning is an unpaid, internship type of deal. Service learning differs from community service because it pertains more to academics rather than to personal gratitude. Although I have never participated in a service learning project, I am looking forward to the experience because I think it will be a great opportunity for personal enrichment. </li></ul></ul>
  7. 7. Pre-flection Activities <ul><li>One-question interview activity </li></ul><ul><ul><li>Do you agree with the statement that “Helping other people helps me?” Why or why not </li></ul></ul><ul><ul><li>If you wanted to personally raise $100 to give to a particular charity or nonprofit, how would you do it? </li></ul></ul>Doyne, Shannon. “Help for the Helpers: Researching and Developing a Campaign to Aid a Local Charity. ” The New York Times Learning Network, Daily Lesson Plan . 26 Nov. 2008. 23 Jan. 2009 < >
  8. 8. Pre-flection Activities <ul><li>Disclose expectations </li></ul><ul><ul><li>I think the easy part will be putting the entire project together. My group and I already have a lot of plans so hopefully that will help things go smoothly. I think one of the more difficult things will be communicating with any elderly members who might have disabilities. I think it also might be difficult getting everyone interested in participating in activities. </li></ul></ul>
  9. 9. Pre-flection Activities <ul><li>Obstacles and Pathways </li></ul><ul><ul><li>More time </li></ul></ul>
  10. 10. Reflection Activities <ul><li>Develop “beautiful word clouds” </li></ul>
  11. 16. Reflection Activities <ul><li>Reflection paper </li></ul><ul><ul><li>On leadership: It was difficult to express my feelings and why I thought I had made the correct decisions, but [it was] even more difficult to see the good in others’ decisions. </li></ul></ul><ul><ul><li>I normally prefer to take orders and direction, not give them. This project showed me that I am capable of being in charge. </li></ul></ul>
  12. 17. Reflection Activities <ul><li>Reflection Paper </li></ul><ul><ul><li>I do not want to always be shy in unfamiliar situations, as I feel that can have a negative impact on jobs I may have in the future. </li></ul></ul><ul><ul><li>I had to constantly remind myself of the environment I was in at that time. I found myself engaging in conversations with them as if their mental capacity was stable and had to redirect the conversation </li></ul></ul>
  13. 18. Reflection Activities <ul><li>Reflection paper </li></ul><ul><ul><li>I learned how to better communicate with people in a group and remain patient… </li></ul></ul><ul><ul><li>After each visit [to Fenwick Landing], I left there feeling appreciated, grateful, and selfless…We served and learned. </li></ul></ul>
  14. 19. Strengths <ul><li>Met objectives </li></ul><ul><li>Students were engaged </li></ul><ul><li>Students were creative </li></ul><ul><li>Students learned a lot about themselves </li></ul>
  15. 20. Challenges <ul><li>Voting on projects to complete </li></ul><ul><li>Writing instructions </li></ul><ul><li>Grading </li></ul>
  16. 21. Future Service-Learning Projects <ul><li>Ask students to research service population </li></ul><ul><li>Be more specific in writing assignments </li></ul><ul><li>Limit number of projects to two </li></ul><ul><li>Make students more accountable for use of communication skills </li></ul>