1. C ommitted to empowering learners of all ages to take an active role in improving their communities © Copyright IGESL – All rights reserved Teaching Others About the IPARD/C Service Learning Process Facilitated by: Ryan Lennon & Joan Liptrot

2. © Copyright IGESL – All rights reserved

3. By the Numbers

4. © Copyright IGESL – All rights reserved It was the best of times, It was the worst of times … What Makes A Great Training?

5. © Copyright IGESL – All rights reserved Three factors that influence the attention a person gives to learning: Increase intrinsic motivation Hook attention for 10-90 minutes Increase apathy and resentment Hook attention for 10 minutes or less ChoicesVs.Required Provide choices: content, timing, work partners, projects, process, environment, or resources Directed 100%, no participant input, resources restricted – for example, working alone RelevantVs.Irrelevant Make it personal: relate to family, neighborhood, city, life stages, love, health, and so on Impersonal, useless, out of context, and done only to pass a test or meet requirement EngagingVs.Passive Make it emotional, energetic, make it physical, use learner imposed deadlines and peer influence Disconnected from the real world, low interaction, lecture, seatwork, or video

6. © Copyright IGESL – All rights reserved C-R-E Review the items on your list. As a group decide if each item promotes choice, relevance, or engagement. Mark each item with a C-R-E or a combination of them. What do you notice about things that make good workshop/training?

7. © Copyright IGESL – All rights reserved The 4 C’s of Good Training Connections Content Concrete Practice Closure

8. © Copyright IGESL – All rights reserved IPARD The steps of the service learning process include: Investigation Planning and preparation Action Reflection Demonstration/Celebration of results

9. © Copyright IGESL – All rights reserved 2 X 2 2 people – 2 minutes Discuss how what you’ve learned about “good training” can be used to teach others about the IPARD?C process of service learning.

10. © Copyright IGESL – All rights reserved Investigation Each One Teach One

11. © Copyright IGESL – All rights reserved Each One Teach One Use the information from your slip to answer After you have completed the definition for your activity, find others in the room that can help you identify all 8 Investigation activities Investigation ActivityDefinition/description

12. © Copyright IGESL – All rights reserved Preparation & Planning Step 1 Match the service cards with the learning cards to identify potential service learning projects

13. © Copyright IGESL – All rights reserved Preparation & Planning Step 2 Choose 1 service learning project and plan the skills & knowledge students would need to successfully complete that project

14. © Copyright IGESL – All rights reserved Action Sort It Out Direct Service Indirect Service Research & Advocacy

15. © Copyright IGESL – All rights reserved Reflection Mirror Microscope Binoculars

16. © Copyright IGESL – All rights reserved Decide which activities would be best for each level – mirror, microscope, binoculars Decide when they could be used – before, during, after the service

17. © Copyright IGESL – All rights reserved Demonstration/Celebration

18. © Copyright IGESL – All rights reserved Blackout Bingo!

19. © Copyright IGESL – All rights reserved Institute for Global Education & Service Learning www.igesl.org