service learning kay roberson adrian hayes. our inquiry question how do we create high-quality,...
TRANSCRIPT
Our inquiry questionHow 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.
Additional considerations How will we develop leadership skills through the service based
learning experience? How does service based learning respond to gifted student needs? Who are possible partners in the community for the establishment
and sustainability of a service based learning program? How do students feel about the service based learning
experiences they have had in the past (focusing on the tool for attaining benchmarks and the SBL standards)?
How can we be sure to address benchmarks and SBL standards that were overlooked in previous projects?
Who are possible partners and collaborators in the building who might assist with the service based learning project? What is the benefit for these collaborators?
Phase One: Research Inquiry question refined and posted by
November 14th Reading, research, and discussion (via
wiki discussion boards) November-December; two articles a
week with posts
Phase Two: Planning and Implementation Project planning January-February Implement project February-April Project steps:
Investigation Preparation Action Reflection Demonstration/Celebration
Phase Three: Reflection May-June Reflect upon work completed and
degree to which goals were met Develop plan for sharing work with
colleagues
InvestigationWater Protection and Conservation
Identify a Problem in the community
Explore the question: What can be done to convince others to practice better stewardship of the environment?
InvestigationPollution of our oceans and waterways
Identify a Problem in the community
Explore the question: What is our responsibility to the natural world?
How does the environmental landscape shape individual perspective and world view?
InvestigationCounting SUV’s in the student parking lot
Identify a Problem in the community
An average of 50% of cars on the road are considered SUV’s and get less than 15 miles to the gallon contributing to CO2 emission
Explore questions such as: What is the motivation for consumers to use environment damaging goods? What is a shared value?
Preparation
Planning ToolsEssential Components
Leadership skills Time management Project Planning
guide Contacting
community service organizations with common values
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 ResultsMeaningful: “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.”
Appealed to Learning Profile?:
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 often
Youth Voice Intensity duration
Celebration/Presentation Exposition and Table Discussion on
Sustainability April 5 Presentation to Environmental Club and
AP Environmental Science students June Middle School Visits to share
experiences from service learning
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.
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