Service LearningService LearningComponents of Components of

K-12 Service-LearningK-12 Service-Learning

Service-Learning Service-Learning OverviewOverview

What are theWhat are the componentscomponents of best of best service-learning service-learning practicespractices? ?

S-L S-L ComponentsComponents

IInvestigationnvestigation

PPlanning - lanning - PPreparationreparation

AActionction

RReflectioneflection

DDemonstrationemonstration

CCelebrationelebration

S-L: more cyclical than linear. S-L: more cyclical than linear. CONTEXTCONTEXT: At the start, : At the start, teachers identify standards teachers identify standards and instructional content and instructional content that will be delivered. that will be delivered.

Each part of S-L planning Each part of S-L planning is filtered through the is filtered through the instructional lens teachers instructional lens teachers set in place. set in place.

The Instructional Plan is The Instructional Plan is the outline for skill the outline for skill development and development and instructional context for instructional context for the academic s-l the academic s-l experience.experience.

After the context is set, the sequence along the arrow shows

the IPARDC process, which comprises the five core elements

in a quality service-learning experience.

Teachers revisit plansTeachers revisit plans -- as they -- as they incorporate student ideas & assess incorporate student ideas & assess

progress.progress.

Teachers mesh Teachers mesh student issues student issues with with instructional instructional goals and goals and identify identify opportunities for opportunities for instruction to instruction to meaningfully meaningfully support and support and facilitate student facilitate student work.work.

Start from where you areStart from where you are – Find your comfort Find your comfort zone & find ways to incorporate s-l into your instructional practicezone & find ways to incorporate s-l into your instructional practice.

Think Big, Start smallThink Big, Start small – Give yourself permission Give yourself permission to start as a novice practitioner.to start as a novice practitioner.

Seek continuous improvementSeek continuous improvement – Gather Gather evidence on the quality of your s-l practice & continue to grow skills evidence on the quality of your s-l practice & continue to grow skills over time.over time.

HQ s-l is an outgrowth of curriculum -- s-s-l is designed as a civic outcome stemming from intentional extended l is designed as a civic outcome stemming from intentional extended application of knowledge gained through instruction as a way to application of knowledge gained through instruction as a way to further student mastery of content.further student mastery of content.

IInvestigation: nvestigation: Teachers & Teachers & students investigate the community students investigate the community

problems - using mapping or problems - using mapping or research. research.

Community mappingCommunity mapping:: students may walk students may walk through parts of the community using a set of through parts of the community using a set of questions and tools to guide their investigation. questions and tools to guide their investigation.

School mapping School mapping (especially with younger (especially with younger grades) .grades) .

Another common activity is Another common activity is review the newspaperreview the newspaper . Collect documents for a week or two in advance . Collect documents for a week or two in advance of the activity – or research in other ways. This of the activity – or research in other ways. This approach lead to projects more global in nature.approach lead to projects more global in nature.

Another starter activity can be Another starter activity can be brainstorming brainstorming activityactivity..

IInvestigationnvestigation

Investigation -- #2 – Investigation -- #2 –

– Add a research componentAdd a research component Investigation -- #3 – Investigation -- #3 –

– Facilitate student consensus Facilitate student consensus on the project they’ll doon the project they’ll do

IInvestigationnvestigation Criteria to help students decide:Criteria to help students decide:1.1. Relevance to Academic Learning Relevance to Academic Learning – tie in – tie in

to standards/ objectivesto standards/ objectives

2.2. Urgency & Importance Urgency & Importance of project of project options options

3.3. Student interest/engagement in the Student interest/engagement in the project project and and efficacyefficacy – will what students do – will what students do actually make a difference?actually make a difference?

4.4. Youth Voice Youth Voice - - Ensure student voice is in the Ensure student voice is in the decision-making & they can plan something decision-making & they can plan something meaningful to them & the communitymeaningful to them & the community..

PPlanning & lanning & PPreparationreparation

Teachers, students, and community Teachers, students, and community members plan the learning and service members plan the learning and service activities, & address the administrative activities, & address the administrative issues needed for a successful project.issues needed for a successful project.– Determine the kind of service to provideDetermine the kind of service to provide– Identify Learning GoalsIdentify Learning Goals– Develop Action PlanDevelop Action Plan– Engage in Reflection & do AssessmentEngage in Reflection & do Assessment

PPlanning & lanning & PPreparationreparation

Admin IssueAdmin Issue ChallengesChallenges ResourcesResources StrategiesStrategies

Service Schedule

Admin. Permission & Support

Parent Permission & Support

Transportation

Materials & Equip.

Risk Management

AAction - ction - IImplementingmplementing

Ensure studentsEnsure students: : • • Engage Engage in active exploration, use inquiry in active exploration, use inquiry

and hands-on approaches and hands-on approaches

• • Have opportunities to Have opportunities to work with an adult work with an adult other than a family member or teacher other than a family member or teacher

• • Engage in perspective taking Engage in perspective taking

• • Given opportunities to see & Given opportunities to see & assess if assess if service is genuinely meeting community service is genuinely meeting community needs needs

Training & OrientationTraining & Orientation: : ChecklistChecklist

Training may be needed before Action Training may be needed before Action starts.starts.

Students are trained & know how to conduct the service and Students are trained & know how to conduct the service and what is expected of them. what is expected of them.

All students have meaningful roles to play. All students have meaningful roles to play.

Community partner understands & is on board with all activities. Community partner understands & is on board with all activities.

Students have done troubleshooting talks (what to do if….) Students have done troubleshooting talks (what to do if….)

Needed materials and supplies have been secured. Needed materials and supplies have been secured.

All safety and other risk protections are in place. All safety and other risk protections are in place.

There are enough adult supervisors. There are enough adult supervisors.

Permission for pictures & publications have been obtained. Permission for pictures & publications have been obtained.

The media have been invited (as appropriate). The media have been invited (as appropriate).

Clear curriculum links are made. Clear curriculum links are made.

Administrators are aware of and supportive of the activity. Administrators are aware of and supportive of the activity.

Questions to help Questions to help AAction ction

How can you implement service-learning so How can you implement service-learning so that teachers and other adults also find the that teachers and other adults also find the service to be fulfilling? service to be fulfilling?

How can you make sure community partners How can you make sure community partners play a significant, positive role in student play a significant, positive role in student lives? lives?

How can you maximize the potential for the How can you maximize the potential for the partners to serve as role models? partners to serve as role models?

How can you keep students engaged in the How can you keep students engaged in the service over time? service over time?

RReflectioneflection

Activities that help students Activities that help students understand the service-learning understand the service-learning experience and to think about its experience and to think about its meaning and connection to them, meaning and connection to them, their society, and what they have their society, and what they have learned in school; learned in school;

RReflection – eflection – After After ServiceService

Students -- Name & Solidify their Learning. Students -- Name & Solidify their Learning. Connect classroom & service learning, giving Connect classroom & service learning, giving

both greater meaning; both greater meaning; Explore assumptions about causes and Explore assumptions about causes and

solutions of social problems and about those solutions of social problems and about those different from themselves; different from themselves;

Improve their problem solving skills; Improve their problem solving skills; Develop a deeper understanding of Develop a deeper understanding of

themselves and their responsibilities as themselves and their responsibilities as citizens of a democratic society. citizens of a democratic society.

RReflection Optionseflection Options

DDemonstration/emonstration/

CCelebrationelebration The final experience when The final experience when

students, community participants students, community participants and others publicly share what and others publicly share what they have learned, celebrate the they have learned, celebrate the results of the service project, and results of the service project, and look ahead to the future. look ahead to the future.

DDemo-emo-CCelebration elebration OptionsOptions

Demo Demo Community Community ImpactImpact

Demo Demo Self ImpactSelf Impact Celebrate Celebrate AccomplishmentsAccomplishments

• Measurement on a neighborhood quality index • Poster exhibition • Showcase • Portfolio fair • Development of products:

Power Points, oral presentations, websites, videos, booklets, pre/post pictures

• Testimonials by service recipients

• Self portraits • Autobiographies • Story Boards • Pre/post measures of knowledge, skills, or behaviors

• Evaluation of student work by experts, community partners, recipients of service, or panels of judges

• Sharing insights through issues forums

• Recognition at school-wide ceremony • Awards • Service site tour to observe progress • Recognition letters from community partners, elected officials, etc. • Service credits on the students’ transcripts • Creation of a fund to support future service around the issue • Recognition at traditional ceremony such as graduation

Pete ReadyEducation Specialist Office of Educational Improvement & InnovationOregon Department of Education255 Capitol Street NESalem, OR 97310503.947-5785 pete.ready@state.or.us

program web pages:www.ode.state.or.us/go/servicelearningwww.ode.state.or.us/go/21cclc