2. A Blueprint for Building Effective Service-Learning Programming Dr. Alice W. Terry Kennesaw State University aterry@kennesaw.edu 770-499-3389

4. “I ask you to seek a common good beyond your comfort…to serve your nation, beginning with your neighbor. I ask you to be citizens, not spectators; citizens, not subjects; responsible citizens, building communities of service and a nation of character.” President George W. Bush

6. 1) Preparation 2) Action 3) Reflection 4) Celebration

7. Preparation  What will you do?  Who will you need to help you?  How will you make contacts?  How will you begin?  How will you incorporate this experiential design into your content curriculum?  How will you incorporate this experiential design into your classroom?

8. Action JUST DO IT!!

9. ß…the process of gaining meaning and understanding from experience ß…helps students identify their own values, access personal skills, develop empathy for others, and compare their assumptions to real world experience ß…thoughtfully planned reflection is the key to successful experienced-based programs

10. Students are challenged to answer: Students are challenged to answer:  What happened to me?  What difference did I make?  What does this experience mean to me?  What does it mean for my community?  What have I learned?

11. Celebration... Multiple methods designed to acknowledge, recognize and further validate student’s service work (Toole, Conrad & Nelson, 1998)

12. The K-12 Developmental Service Learning Typology The K-12 Developmental Service Learning Typology …addresses the differences in service learning activities based on the level of student learning and service.

15. Community Service level…  If your students are doing volunteer work, limit their options to needs specific to your curriculum (i.e. cleaning up a streambed or riverbank for a unit on water pollution) and then extend their learning through reflective activities

16. Reflection is informal students observe without giving insights into the reasons behind the observation Task is one dimensional reflections are conventional or repetitions of what students have heard from others Bradley’s Bradley’sObservation Bradley’s Level 1 corresponds to Community Service Community Service :

17. Community Service Best-Practice Model

19. Community Exploration level… Students investigate the types and causes of water pollution in their city investigate the types and causes of water pollution in their city learn how to test the water quality learn how to test the water quality visit a local water treatment facility or invite an expert in the field to talk to the class visit a local water treatment facility or invite an expert in the field to talk to the class write a report write a report reflect on their findings reflect on their findings

20. Reflections are more thorough But do not allude to broader system in which the aspect is embedded Students demonstrate a beginning ability to interpret evidence Bradley’s Bradley’sAnalysis Bradley’s Level 2 corresponds to Community Exploration Community Exploration :

21. Community Exploration Best-Practice Model

25. Community Action level…  Students test the local waterways for the presence of pollutants test the local waterways for the presence of pollutants publish their results in the newspaper publish their results in the newspaper devise and implement a plan of action designed to reduce the water pollution devise and implement a plan of action designed to reduce the water pollution

26. Students view things from multiple perspectives make appropriate judgments based on reasoning and evidence perceive conflicting goals within the situation recognize that the differences can be assessed Bradley’s Bradley’sSynthesis Bradley’s Level 3 corresponds to Community Action Community Action :

28. Identify Areas of Concern in the Community Conduct Extensive Research Generate Challenges and Select Underlying Challenge Select Underlying Challenge Generate Generate and Evaluate and Evaluate Action Ideas Action Ideas Fly Fly ! * Create and * Create and Implement Implement Plan of Action Plan of Action

29. The K-12 Developmental Service Learning Typology The K-12 Developmental Service Learning Typology …addresses the differences in service learning activities based on the level of student learning and service.

32. Students take positive hands-on action to make a difference in the community through needed projects identified, organized, and implemented by the students Students take positive hands-on action to make a difference in the community through needed projects identified, organized, and implemented by the students Students engage in social action and advocacy designed to impact decision-making on public issues by raising awareness, getting bills passed, etc. Students assist and support an existing, established effort such as the Cancer Society, Kidney Foundation, MADD, Meals-on-Wheels, Save the Rain Forest, etc.

33. Direct Value of Service to the Community Youth enrolled in projects which focus on making a difference in the community, in fact, do positively affect the community (Kraft, 1996; Terry, 2000)

34. Direct Value of Service to the Community The value of direct service is that problems are addressed and solutions are implemented thus bringing about change in a community The value of direct service is that problems are addressed and solutions are implemented thus bringing about change in a community

35. Indirect Value of Service to the Community Indirect value is a value that may not be evident in the short term but is important in the long term

36. Indirect Value of Service to the Community Includes:  Students furthering their education  Students becoming resources rather than responsibilities or problems in society

37. Indirect Value of Service to the Community  Students evolving into responsible, participatory citizens  Students becoming conservationists ßThere is also the important value of meeting the unique needs of adolescents

38. Perhaps the old African proverb, Perhaps the old African proverb, “It takes a village to raise a child,” will coexist with a new American proverb, “It takes a child to raise up a village.” (Terry, 2000)