ADRIAN HAYESLISA KILCZEWSKI

KAY ROBERSON

Service Learning

Our inquiry question

How do we create high-quality, meaningful service learning experiences for gifted students?

Goal: to develop a service learning project that includes

a strong connection to curriculum objectives, so that students reach deep understandings of complex concepts by practically applying their knowledge.

an authentic problem, where students interact with real-world professionals as they complete their tasks.

an embedded leadership curriculum, so that gifted students can further develop their skills in leading, communicating, and collaborating.

alignment with gifted program benchmarks and the National Service Learning Clearinghouse standards.

multi-disciplinary, community-based, and on-going components

1) ID ENTIFY CURRICULUM TH AT WOUL D ACCOMMOD ATE A S ERVICE L EARNING

COMPONENT2) FOCUS ON OUR CL C GOAL S

3) ENACT A S ERVICE L EARNING PROJ ECT4) REFL ECT ON TH E PROJ ECT EFFECTIVENESS

IN ACH IEVING TARGETS

Our CLC Strategy

Planning and Implementation

Project steps: Investigation Preparation Action Reflection Demonstration/Celebration

SERVICE LEARNING AT COX HS

Kay’s Work

1. THINK TANK- UNIT NAVIGATING THE NATURAL WORLD

2. UNDERACHIEVING STUDY BLOCK3. SPARKS -UNIT SOCIAL MEDIA AND TEEN

IDENTITY

Identify curriculum that would accommodate Service-based

Learning

• THINK TANK- RUN-OFF AWARENESS CAMPAIGN

• UNDERACHEIVERS - GROWING WETLANDS IN THE CLASSROOM

• SPARKS -CYBER-BULLYING AWARENESS CAMPAIGN

Enact project

• A S T R O N G C O N N E C T I O N T O C U R R I C U LU M O B J E C T I V E S, S O T H AT S T U D E N T S R E A C H D E E P U N D E R S TA N D I N G S O F C O M P L E X C O N C E P T S BY P R A C T I C A L LY A P P LY I N G T H E I R K N O W L E D G E .

• A N A U T H E N T I C P R O B L E M , W H E R E S T U D E N T S I N T E R A C T W I T H R E A L -W O R L D P R O F E SS I O N A L S A S T H E Y C O M P L E T E T H E I R TA S K S.

• A N E M B E D D E D L E A D E R S H I P C U R R I C U LU M , S O T H AT G I F T E D S T U D E N T S C A N F U R T H E R D E V E L O P T H E I R S K I L L S I N L E A D I N G, C O M M U N I C AT I N G, A N D C O L L A B O R AT I N G.

• A L I G N M E N T W I T H G I F T E D P R O G R A M B E N C H M A R K S A N D T H E N AT I O N A L S E RV I C E L E A R N I N G C L E A R I N G H O U S E S TA N D A R D S.

• M U LT I - D I S C I P L I N A RY, C O M M U N I T Y- B A S E D, A N D O N - G O I N G C O M P O N E N T S

Focus on our CLC goals

Gifted students were responsible for planting, maintaining and transferring wetland plants to help restore the natural shoreline at Mt. Trashmore.

Click icon to add pictureDeep understandings of complex concepts by practically applying their knowledge.

Think Tank students compare their data from a campus clean-up collection with other run-off statistics.

Click icon to add pictureDeep understandings of complex concepts by practically applying their knowledge.

SPARKS students apply their research of cyber-bullying and persuasion skills to enlist support for the Pause Before You Post campaign

Click icon to add pictureDeep understandings of complex concepts by practically applying their knowledge

Think tank- Lynnhaven River Now, TFC Recycling & HRSD are long-term partners with students to help raise awareness about run-off and non-point pollution

Who are possible partners in the community for the establishment and sustainability of a service based learning program?

How can we set up a project that will be sustained over several years?

How can we expand and redesign existing opportunities in the building as part of a Service Learning project?

Gifted students involved in the Wetlands in the Classroom project were instrumental in earning the Pearl Award for the 5th year in a row.

Click icon to add picture•How can we set up a project that will be sustained over several years?

Who are possible partners in the community for the establishment and sustainability of a service based learning program?

SPARKs students collaborated with partners in and outside of the building including the Guidance Department, Lynnhaven Middle and Jostens.

Multi-disciplinary, community-based, and on-going components

Who are possible partners in the community for the establishment and sustainability of a service based learning program?

•How can we set up a project that will be sustained over several years?

• U N D E R A C H I E V E R S : S E L F I N T E RV I E W S F R O M T H E B O O K L E A D O N - W E R E C O N D U C T E D I N D I V I D UA L LY A N D U T I L I Z E D T O I D E N T I F Y S T R E N G T H S A N D W E A K N E SS E S

• T H I N K TA N K- L E A D E R S H I P S K I L L S I N V E N T O RY W E R E A D M I N I S T E R E D A N D R E V I S I T E D T H R O U G H O U T T H E C O U R S E ; C H A L L E N G E W O R K S C A M E T O C O N D U C T A W O R K S H O P O N S I T E T O FA C I L I TAT E O F C O M M U N I C AT I O N, P R O B L E M S O LV I N G A N D C O L L A B O R AT I O N S K I L L S

• S PA R K S - L E A D E R S H I P S K I L L S I N V E N T O RY W E R E A D M I N I S T E R E D A N D R E V I S I T E D T H R O U G H O U T T H E C O U R S E ; , D U R I N G, A N D P O S T, C OX L E A D E R S H I P W O R K S H O P S T R AT E G I E S - S U C H A S : K E E P / S C R AT C H F O R B R A I N S T O R M I N G.

•How will we develop leadership skills through the service-based learning

experience?

• SPARKS -REFLECTION ACTIVIT IES SUCH AS JOURNALS AND I -SEARCH TARGET SELF ASSESSMENT OF AUTONOMY, RESPONSIBILITY AND GROWTH

• THINK TANK -REFLECTION ACTIVIT IES SUCH AS JOURNALS AND I -SEARCH TARGET SELF ASSESSMENT OF AUTONOMY, RESPONSIBILITY AND GROWTH

• UNDERACHIEVEMENT - COMPLETED MOTIVATION INVENTORY AND UTILIZED THIS TO INFORMTHEIR GOAL-SETTING AND DECISION-MAKING SKILL DEVELOPMENT

•How can we utilize Service Learning to develop greater student autonomy, responsibility, and

personal growth?

GIFTED BENCHMARKS :• UNDERSTAND RELATIONSHIPS BETWEEN

SELF AND THE REAL WORLD • SUBMIT EXAMPLES OF STUDENT WORK

TO EXPERTS IN THE FIELD FOR FEEDBACK

• APPLY UNDERSTANDING OF CONCEPTS FROM MULTIPLE PERSPECTIVES TO GENERATE SOLUTIONS

Alignment with gifted program benchmarks and the National Service Learning Clearinghouse standards.

Student Reflections

SURVEY RESULTSSKILL INVENTORY RESULTSBENCHMARK INDICATORS

GRT reflections

• W & M - L E A D E R S H I P C U R R I C U LU M VA N TA SS E L• F R A N C E S S P I E L H A G E N - L O N G I T U D I N A L

S T U D Y O F L O N G -T E R M E F F E C T S O F S E RV I C E L E A R N I N G E X P E R I E N C E S F O R G I F T E D S T U D E N T S

• L E A D O N BY B E RT H A G E M A N N & D R . C L A U D I A N E W M A N

• U P F R O M U N D E R A C H I E V E M E N T BY D I A N E H E A C OX

• Y O U T H L E A D E R S H I P BY J O S E P H I N E A . VA N L I N D E N A N D C A R L I . F E RT M A N

• S O C I A L - E M O T I O N A L C U R R I C U LU M W I T H G I F T E D A N D TA L E N T E D S T U D E N T S BY VA N TA SS E L - B A S KA , C R O SS, A N D O L E N C H A K .

Resources

Preparation- Community Organizations with common goals

Reflection

“My goal is to show people what they can do to help and inform them on what is going on.” Kait B.

“I might be able to sway people who are on the fence about getting an SUV.” Philippe G.

“I think that many people are oblivious to this, and they need to know.” Jill H.

“After doing all this research I found that something could be done, but only through people volunteering their time and effort.” Paul G.

“I was surprised to find that in the amount of time that we were there, we didn't even make it one block down the beach. There were four of us and hundreds of pieces of trash. It was an eye-opening experience to see just how poorly parts of our community are treated. Knowledge needs to be spread about the numerous harmful results of littering on the beach, or anywhere for that matter.” Rachel B.

Student Survey Results

Meaningful: “I was able to learn and

develop valuable techniques in both acrylic painting and silk painting. I also created pieces that focused on my concentration of "walking a mile in someone else's shoes" and expressed the impact of hunger and war.”

“ I learned how to go about taking care of an issue that needed help”

Appealed to Learning Profile: “I was able to explore

interpersonal issues and emotions and convey them in a visual and spatial way”

“I relate what I learned to the real world around us and how it can help me”

Student Survey Results

Gifted Benchmarks Achieved:Assesses individual

strengths to develop a personal plan of action

Seeks meaningful resources and knowledge to foster and develop understanding of a cause or issue.

Gifted students will recognize, empathize, and make connections between the systems of issues and problems occurring in the external world.

Demonstrates developed/sophisticated understanding of the relationship between self and the real world.

Essential Components

Progress monitoring- leadership skills to make students more involved in accountability

Curriculum connection- stress content or conceptual connections and refer to it often. Include in EU’s and EQ’s

Youth Voice-allow student choice in the selection of the problem as well as the planning of the solution

Intensity duration-plan for long term community partnerships

Celebration/Presentation

Exposition and Table Discussion on Sustainability April 11

GETTING FOCUSED BY GIVING BACK

Adrian’s Work

Getting started

Encountered logistical difficulty in planning/ implementing a curriculum-based project, chronicled on Service Learning wiki page

Making progress

After deciding to work with my focus group of gifted underachievers, we set about on the Service Learning five-step process

Our efforts were documented on a wiki I created and the students maintained.

WHAT DID WE LEARN?

Reflection

Lessons learned Make research phone calls

to potential partner organizations to minimize rejection

Plan mini-lessons on leadership skill building, such as project management and team building

Structure journal/reflective component with more probing questions that challenge students to go deeper into the content/concept and service project connection

Plan early in the fall to implement

Plan for consistent access to students – where you have control of class and students are motivated/obligated to participate

Allow student voice/choice, but set parameters and deadlines for students reluctant to commit to one group or event