MediaKit Contents:
Syllabus:
Week 1: Who are we?
Learning Objectives:
·to
be introduced to the overarching essential question
·to
construct personal definitions of community and identify the communities
that students belong to.
·to
form online community through sharing of information
·to
experience the importance of student voice and input
·to
create personal Profiles and include at least one story of the service
they have been involved with or that they are personally aware of
Activities:
Ø The
overarching essential question will be introduced and each student will
post one reaction or idea to the essential question
Ø In
response to a quote on community, students will define community in their
own words and then describe each of the communities that they
belong to in
CR Discussion
Ø Students
will post one response to another student’s Community CR Discussion
Ø Students
will complete their personal Profiles, including a service story and a
photo or graphic.
Assessment:
q Students
will receive credit for one reaction or idea as response to the overarching
essential question.
q Students
will be assessed on their CR Discussion responding to the quote on community
and will receive credit if they both define community as
well as give descriptions of the communities to which
they belong.
q Students’
responses to each other will be assessed for completion as well as for
relevance to the other students’ discussion.
q Students
will be assessed for full completion of the Profiles, including a service
story and a photo or graphic.
Week 2: What kind of community
are we forming?
Learning Objectives:
· to
build relationships and community through a Profiles activity.
· to
share the reasons that prompted taking this course in Service-Learning.
· to
respond to each other’s reasons for taking the Service-Learning course.
· to
construct definitions of service-learning through initial ideas and personal
experiences
· to
visit the Media Center and explore Service-Learning and Community Service-Learning
websites in search of Service-Learning and CSL
definitions.
· to
choose Service-Learning definitions and then cite those definitions
· To
reflect and write about at least one idea for a Service-Learning project,
a "bright idea" for the major SL project of the course.
Activity
Ø Students
will visit each other’s Profiles and then introduce themselves to two
different course mates: one who lives far from the student and the
other
whose service story is most interesting. Making sure the every student
receives at least one message will be recommended.
Ø Students
will post reasons for taking this course in Service-Learning. After reading
through classmates’ comments, each student will choose one
classmate and respond with a personal introduction
and a response to the classmate.
Ø Students
will construct personal definitions of Service-Learning at this point in
the course. One paragraph of five complete sentences is the
minimum.
Ø Students
will broaden their exposure to Service-Learning through a search on the
web for S-L or CSL definitions. Students will find at least two
definitions of Service-Learning or Community
Service-Learning that make sense to them. They will cite the websites
and then quote the definitions that
they discover.
Ø Students
will describe in writing at least one idea for a SL project or "bright
idea" for the SL major project to share with the rest of the class.
Assessment
q Students
will be assessed on posting two different messages to two different course
members-one who lives far and one whose service story is of
interest.
q Students
will be assessed on personal reasons for taking this course plus personal
introduction and one thoughtful comment in response to a fellow
student's reasons.
q Students
will be assessed on the personal definitions of Service-Learning that they
construct at this time in the course
q Students
will be assessed on visits to the suggested websites demonstrated by posting
two definitions and citing the web sources.
q Students
will be assessed on their writing of one Service-Learning "Bright
Idea" or topic idea for the major SL course project in a paragraph
of at least 5 sentences.
Week 3: Where is service
happening?
Learning Objectives
· To
reflect on quotes on service and interpret those quotes in writing
· To
inventory the various service examples that already exist in students’
schools, communities and world
· To
give the opportunity to interview three community members about service
· to
connect personal definitions of service with other student's service experiences
· to
establish connections between students and strengthen online community
· to
read “New Benchmarks in Volunteer Service Report”
· to
apply findings from “New Benchmarks in Volunteer Service” to service
that was identified by students as existing in schools, communities and
world
· to
read for comprehension and answer questions in a quiz on the chapter on
“Service” pp. 63-78 in Wade, Rahima. Community Service-Learning (SUNY,
1997).
Activities:
Ø Students
will read and interpret quotes on service.
Ø Students
will write personal definitions of service.
Ø Students
will. think about all the service experiences that already exist in schools
and communities and record those service experiences and
opportunities
Ø Students
will add to their list by interviewing three people, adults as well as
students, to find out more about the service examples that are
happening. These
interviews will follow a given format.
Ø Students
will read other students' Profiles and find one service story which fits
with the student’s personal definition of service.
Ø Students
will respond to that other student and explain why that student's service
story fits with the personal definition of service
Ø Students
will read “New Benchmarks in Volunteer Service Report” and apply findings
from “New Benchmarks in Volunteer Service” to service
that was identified by students as existing in schools,
communities and world.
Ø Students
will read the chapter on “Service” by Rahima Wade and demonstrate their
comprehension through a quiz on the chapter.
Assessment:
q Students
will be assessed for response to the service quote and for a personal definition
of service.
q Students
will be assessed for listing and posting the results of their service search
around school, community and world.
q Students
will be assessed for interviewing three members of the community and finding
out more details regarding the service that is already
happening and following the format required.
q Students
will be assessed for revisiting fellow students Profiles and then connecting
one service to story to their personal definition of service
q Students
will be assessed on their reading of the chapter on “Service” by successfully
completing a quiz on the chapter
Week 4: What are steps or stages
involved in SL/CSL?
· to
locate steps or stages of Service-Learning by visiting SL Websites
· to
work in pairs to decide on and produce lists of Service-Learning steps
· to
read and respond to the main ideas in the booklet Students in Service
to America through an online quiz
· to
demonstrate understanding of Students in Service to America through
feedback on the booklet and CD-ROM
· to
allow opportunity for collaboration in pairs
· to
generate three new ideas for the major Service-Learning project
· to
reflect in writing as a journal entry on the Essential Question of how
student learning can serve society
Activities
Ø Students
will visit SL websites to find the steps or stages of Service-Learning.
Ø Students
will work in pairs and collaborate and post their findings.
Ø Students
will read Students in Service to America and take a self assessment
quiz to measure their comprehension of the main ideas
Ø Students
will explore the resources that are contained in the CD-Rom that is a companion
to Students in Service to America and share feedback
in a threaded
discussion
Ø Students
will brainstorm ideas for Service-Learning project through a free write
activity of at least 200 words
Ø Students
will use their brainstorming to generate three new ideas for the major
Service-Learning project and include those ideas in a WorkRoom
document
Ø Students
will reflect and discuss in a threaded discussion the Essential Question:
How can student learning serve society?
Assessment
q Students
will be assessed for visiting websites and working in pairs in collaboration
on the steps or stages of Service-Learning and in posting their
collaborative
list.
q Students
will be assessed by a self assessment quiz involving the main ideas of
Students in Service to America
q Students
will be assessed on their exploring of Students in Service to America CD-Rom
and feedback they share in a threaded discussion
q Students
will be assessed on their brainstorming to generate ideas for their S-L
project in a 200 word document.
q Students
will be assessed by their use of their brainstorming to generate three
new ideas for the major Service-Learning project and including those
ideas
in a WorkRoom document.
q Students
will be assessed on their reflection on the Essential Question which they
share with their classmates in a threaded discussion.
Week 5: What’s so important
about reflection anyway?
Learning Objectives
- To
establish the steps or stages involved in Service-Learning and to recognize
the necessity of reflection in the process.
·
To
articulate student’s personal definitions and prior experiences with reflection
· to
conduct a Website search for information on reflection in Service-Learning
· to
understand that reflection is crucial throughout the SL project and not
just at the end
· to
read in Wade, Chapter 6, “Reflection” pp.94-112.
· To
complete a self assessment quiz on Chapter 6 “Reflection” that covers
the main points
· To
read the full report by the National Commission on Service-Learning, The
Power of Service Learning for America’s Schools
· To
view the video that accompanies the National Commission on Service-Learning
report
· To
begin students’ reflective journals and write reflectively on one of their
Service-Learning project ideas and connecting their idea to learning they
gained
from The Power of Service-Learning for America’s Schools
and the video too.
Activities
Ø Students
will read and react to the steps or stages involved in Service-Learning
and recognize the necessity of reflection in the process.
Ø Students
will think about, construct and share their personal definitions and prior
experiences regarding reflection in a threaded discussion. Clarity
of expression
will be emphasized.
Ø Students
will return to the Service-Learning web resources to find information on
reflection to share with the class.
Ø Students
will begin to understand the importance of reflection in Service-Learning
through reading Chapter 6 “Reflection” in Rahima Wade’s book
on CSL.
Ø Students
will complete a quiz that covers the main points in Chapter 6 “Reflection.”
Ø Students
will read the full report and watch the video, The Power of Service-Learning
for America’s Schools by the National Commission on Service-Learning.
· Students
will begin their Service-Learning Reflection Journals and write
reflectively on one of their Service-Learning project ideas. Students will
connect
their idea to learning they gained from The Power of Service-Learning
for America’s Schools and the video too.
Assessment
q Students
will be assessed for constructing their personal definitions and prior
experiences regarding service with clarity.
q Students
will be assessed on the results of their SL website search for information
on reflection which they share with the class.
q Students
will be assessed on their reading of Chapter 6 “Reflection” through on
online quiz.
q Students
will be assessed for reading the full report and watching the video on
The Power of Service-Learning or America’s Schools and for
writing reflectively in their Service Learning
Reflective Journal on one of their Service-Learning ideas as well as
connecting their idea to The
Power
of Service-Learning for American’s Schools and the video too.
Week 6: What is your Service-Learning
Project?
Learning Objectives
· To
understand the major course assignment of designing and carrying out a
Service-Learning project which is shared in a PowerPoint or other such
presentation
with the whole online class and also shared as a presentation to an audience
in real time in the student’s school or community
· To
decide on the major Service-Learning project for the course and to describe
the major SL project for the course, its mission, its goal(s), its
learning component, its service component,
the community partner or partners, the action steps, the culminating experience
or celebration and the
audience for presentation and to share their projects
with the whole class in a threaded discussion.
· To
read and reflect in Reflective Journals on Chapter 14 “Student” in Community
Service-Learning by Wade, pp.225-237 (200 words)
· To
search the web sources for similar SL/CSL projects
· To
learn the types of CSL including civic activism; environmental; intergenerational;
human needs; public safety; student mentoring
· To
read the American Dream Quilt project, pp.135-146 in Community
Lessons
· To
evaluate the American Dream Quilt using The Service-Learning
Dipsticks
Activities
Ø Students
will be introduced to the requirements of the major course student generated
SL project which will be shared with the online class as well
as shared in
real time with an appropriate audience in the student’s school or community.
Ø Students
will describe their individual Service-Learning project in a written document
which contains the mission, goal, learning objectives, service
component, community
partner, action steps, the culminating experience or celebration and the
audience for presentation. Students will share their
projects with the whole
class in a threaded discussion.
Ø Students
will read and reflect in their Reflective Journals on Chapter 14 “Student”
in Community Service-Learning by Rahima Wade. (200 words)
Ø Students
will search the SL web sources for similar SL projects
Ø Students
will learn the types of SL and take a quiz on that information
Ø Students
will read the project American Dream Quilt in Community Lessons
and evaluate that project using The Service-Learning Dipsticks
Week 7: How can we evaluate
Service-Learning?
Learning Objectives
· To
learn about the laws regarding copyrights
· To
learn and to secure permission for the use of web resources
· To
recognize how community service can develop into Service-Learning
· To
complete an online test on Service-Learning knowledge
· To
use the Service Learning Dipsticks: A Project Assessment Tool
· to
read the Service-Learning project, The Zoo Project in Community
Lessons.
· to
evaluate The Zoo Project in Community Lessons by Julie Bartsch
pp.97-111
· To
read and respond to the Education Commission of the States, Issue Paper
“Youth Voice in Service-Learning” and the question of “Why is
Student Voice Important in Service-Learning?
Courseroom Assignment of 200 words.
Activities
· Students
will read two documents regarding the law on copyrights.
· Students
will search on the web for a graphic that symbolizes SL
Ø Students
will continue to work in the same small groups and discuss ways that community
service can develop into Service-Learning. Four ideas
from the group
will be generated.
Ø Students
will assess their learning and understanding of Service-Learning though
an online quiz
Ø Students
will be introduced to the Service Learning Dipsticks, Project Assessment
Tool.
Ø Students
will read the Zoo Project in Community Lessons and then use one of the
three assessment tools to evaluate the project which they will
post at a Work Assignment.
Ø Students
will read the EDS Issue Paper “Youth Voice in Service-Learning” and
Respond in at least 200 words to
the question, “Why is Student Voice Important in Service-Learning?” in
a Courseroom Work document.
Assessment
· Students
will be assessed for finding the graphic that symbolizes Service-Learning,
sending an email to secure permission to use it and posting the
graphic
as well as the emails involved.
q Students
will be assessed for their contributions to their online group in discussing
the difference between SL and CS.
q Students
will be assessed on the four ideas that their group generated as ways that
CS can become SL.
q Students
will be assessed on their learning and understanding of SL through an online
test
q Students
will be assessed on their use of the evaluative tools in assessing the
SL project, The Zoo Project in a complete Work Assignment.
q Students
will be assessed on their entry in their Service-Learning Reflective Journal
of at least 200 words of reflection after reading the EDS Issue
Paper,
“Youth Voice in Service-Learning.”
Week 8: What is the vote on
SL/CSL projects in civic/political activism?
Learning Objectives
Ø To
submit the required components of the individual SL project and to describe
in detail the mission, goals, and learning component
· To
read one SL project on civic/political activism, “Responsibilities of
Citizenship,” in Community Lessons.
· To
assess the “Responsibilities of Citizenship” project using the Service-Learning
Dipsticks template
· To
find at least one example SL projects in civic-political activism through
a search of SL web sources
· to
vote as a class on the most comprehensive SL civic-political activism projects
found or suggested by classmates
· to
reflect in Service-Learning Reflective Journals on how SL civic-political
activism projects answer the Essential Question: How can student
learning serve society
Activities
Ø Students
will submit the required components of the individual SL project and describe
in detail the mission, goals and the learning component in a
work assignment.
Ø Students
will read the civic-political activism project “Responsibilities of Citizenship”
in Community Lessons.
Ø Students
will assess the “Responsibilities of Citizenship” using the template
of the Service-Learning Dipsticks.
Ø Students
will find at least one examples of a SL project in civic-political activism
through a search of SL web sources
Ø Each
student will vote and the class vote will determine the most comprehensive
SL civic-political activism project found or suggested by
classmates
Ø Students
will reflect in the Service-Learning Journals on how SL civic-political
activism projects can answer the Essential Question: How can
student learning serve society?
Assessment
q Students
will be assessed on the completed description of the required components
of the individual SL project and on a detailed description of the
mission,
goals and learning component in a work assignment.
q Students
will be assessed on their assessment of “Responsibilities of Citizenship”
as evidenced in completion of the SL Dipsticks template.
q Students
will be assessed on their finding at least one example of a SL project
in civic-political activism through a search of SL web sources.
q Students
will be assessed by their participation in the voting process in voting
for the most comprehensive SL civic-political activism projects.
q Students
will be assessed on their thoughtful completion of an entry in their Service-Learning
Reflective Journals on how SL civic-political activism
projects can answer
the Essential question: How can student learning serve society
Week 9: What is the vote on
SL/CSL projects in environmental issues?
Learning Objectives
· To
describe the service component, action steps and reflection components
of the individual Service-Learning project
· To
read three SL project on environmental issues, “ Vernal Pools;” “ Community
Garden:” and “ Nature Trail” in Community Lessons.
· To
assess one project using the Service-Learning Dipsticks
·
To find one example of a SL project in environmental issues through a search
of SL web sources
· To
vote as a class on the most comprehensive SL environmental issues projects
found or suggested by classmates
· To
reflect in Service-Learning Reflective Journals on how SL environmental
issues projects answer the Essential Question: How can student
learning serve society?
Activities
Ø Students
will submit the required components of the individual SL project and describe
in detail the service component, action steps and reflection
components of
the individual SL project.
Ø Students
will read three SL project on environmental issues, “ Vernal Pools;”
“ Community Garden:” and “ Nature Trail” in Community Lessons.
Ø Students
will choose one project to assess using the Service-Learning Dipsticks
Ø Students
will find one example of a SL project in environmental issues through a
search of SL web sources
Ø Students
will vote as a class on the most comprehensive SL environmental issues
projects found or suggested by classmates
Ø Students
will reflect in Service-Learning Reflective Journals on how SL environmental
issues projects answer the Essential Question: How can
student learning serve society (200 words)
Assessment
q Students
will be assessed on the completion of the required components of the individual
SL project and the detailed description of the service
component, action steps and reflection components of the
individual SL project.
q Students
will be assessed on their completion of the Service-Learning Dipstick template
on one of three SL project on environmental issues, “
Vernal Pools;” “ Community Garden:” and “ Nature Trail”
in Community Lessons.
q Students
will be assessed on their finding one example of a SL project in environmental
issues through a search of SL web sources
q Students
will be assessed on their participation in the vote as a class on the most
comprehensive SL environmental issues projects found or
suggested by classmates
q Students
will be assessed for their reflection in Service-Learning Reflective Journals
on how SL environmental issues projects answer the Essential
Question: How
can student learning serve society (at least 200 words.)
Week 10: What is the vote on
SL/CSL projects in intergenerational issues?
Learning Objectives
· To
submit the plans for the culminating experience, or celebration of the
SL project and the plan to present the project to one community audience
· To
read one SL project on intergenerational issues, “Let Their Voices Be
Heard,” and “Senior-Senior Prom” in Community Lessons.
· To
assess one project using the Service-Learning Dip Sticks template
· To
find one example of a SL project in intergenerational issues through a
search of SL web sources
· To
vote as a class on the most comprehensive SL intergenerational issues projects
found or suggested by classmates
· to
reflect in Service-Learning Reflective Journals on how SL intergenerational
issues projects answer the Essential Question: How can student
learning serve society?
Activities
Ø Students
will submit the plans for the culminating experience, or celebration of
the SL project and the plan to present the project to one community
audience
Ø Students
will choose and read one SL project on intergenerational issues, “Let
Their Voices Be Heard,” and “Senior-Senior Prom” in Community
Lessons.
Ø Students
will assess one project using the Service-Learning Dip Sticks template
Ø Students
will find one example of a SL project in intergenerational issues through
a search of SL web sources
Ø Students
will vote as a class on the most comprehensive SL intergenerational issues
projects found or suggested by classmates
Ø Students
will reflect in Service-Learning Reflective Journals on how SL intergenerational
issues projects answer the Essential Question: How can
student learning serve
society? (200 words)
Assessment
o Students
will be assessed on their submitted plans for the culminating experience,
or celebration of the SL project and the plan to present the
project to one community audience
o Students
will be assessed on their evaluation of one project using the Service-Learning
Dip Sticks template
o Students
will be assessed on their finding one example of a SL project in intergenerational
issues through a search of SL web sources
o Students
will be assessed on their participation in the vote as a class on the most
comprehensive SL intergenerational issues projects found or
suggested by classmates
o Students
will be assessed on their reflection in their Service-Learning Reflective
Journals on how SL intergenerational issues projects answer the
Essential
Question: How can student learning serve society? (200 words)
Week 11: What is the vote on
SL/CSL projects in human needs issues?
Learning Objectives
· To
submit a progress report on the action steps taken in their SL project
· To
read three SL projects on human needs, “Emergency Room,” “Ordinary Heroes”
and “Veterans” in Community Lessons.
· To
assess one project using the Service-Learning Dip Sticks
· To
find one example of a SL project in human needs issues through a search
of SL web sources
· To
vote as a class on the most comprehensive SL public human needs projects
found or suggested by classmates
· To
reflect in Service-Learning Reflective Journals on how SL human needs projects
answer the Essential Question: How can student learning serve
society? (200
words.)
Week 12: What is the vote on
SL/CSL projects in public safety issues?
Learning Objectives
Ø To
bring one or more problems or difficulties with projects for small group
problem-solving
· To
read one SL project on public safety, “Safety on the Bus” in Community
Lessons.
· To
assess one project using one of the Service-Learning evaluation tools
·
To find one example of a CSL project in public safety issues through a
search of SL web sources
· To
vote as a class on the most comprehensive SL public safety projects found
or suggested by classmates
q To
reflect in Service-Learning Reflective Journals on how SL public safety
projects answer the Essential Question: How can student learning serve
society?
Activities
Ø Students
will bring one or more problems or difficulties with projects to a designated
small group for problem-solving
Ø Students
will read one SL project on public safety, “Safety on the Bus” in Community
Lessons.
Ø Students
will assess one project using the Service-Learning Dip Sticks template
Ø Students
will find one exemplar CSL project in public safety issues through a search
of SL web sources
Ø Students
will vote as a class on the most comprehensive SL public safety projects
found or suggested by classmates
Ø Students
will reflect in Service-Learning Reflective Journals on how SL public safety
projects answer the Essential Question: How can student
learning serve society?
Assessment
q
Students will be assessed by their participation in the small problem-solving
groups in posing a problem and in offering suggestions for other’s
problems
q Students
will be assessed on their completion of the Service-Learning Dip Sticks
on the SL project on public safety, “Safety on the Bus” in
Community Lessons.
q Students
will be assessed on their finding one CSL project in public safety issues
through a search of SL web sources
q Students
will be assessed on their participation in the vote as a class on the most
comprehensive SL public safety projects found or suggested by
classmates
q Students
will be assessed for their reflection in Service-Learning Reflective Journals
on how SL public safety projects answer the Essential
Question: How can student learning serve society? (200 words)
Week 13: What is the vote
on SL/CSL projects in student mentoring projects?
Learning Objectives
· To
share an update with the class on the service component of the Service-Learning
project
· To
read two student mentoring SL projects “Cool New Kid Handbook” and “Literacy
Leaders” in Community Lessons by Julie Bartsch
· To
assess one project using one of the Service-Learning evaluation tools
· To
identify exemplar CSL projects in student mentoring projects by finding
one project on a search through the SL web sources
· To
vote on the most comprehensive SL student mentoring projects found or suggested
by classmates
· To
finalize plans for real time presentation of individual project for appropriate
audience in the school of community
· to
reflect in Service-Learning Reflective Journals on how SL student mentoring
projects answer the Essential Question: How can student learning
serve
society?
Activities
Ø Students
will share an update with the class on the service component of the Service-Learning
project in a threaded discussion
Ø Students
will read two student mentoring SL projects “Cool New Kid Handbook” and
“Literacy Leaders” in Community Lessons by Julie Bartsch
Ø Students
will assess one project using the Service-Learning Dip Sticks template
Ø Students
will identify exemplar CSL projects in student mentoring projects by finding
at least one project on a search through the SL web sources
Ø Students
will vote on the most comprehensive SL student mentoring projects found
or suggested by classmates
Ø Students
will finalize plans for real time presentation of individual project for
appropriate audience in the school of community in a Work
Assignment document.
Ø Students
will reflect in Service-Learning Reflective Journals on how SL student
mentoring projects answer the Essential Question: How can student
learning
serve society?
Assessment
q Students
will be assessed on their sharing an update with the class on the service
component of the Service-Learning project
q Students
will be assessed on their completion of the Service-Learning Dipsticks
in regard to either SL projects “Cool New Kid Handbook” or
“Literacy Leaders” in Community Lessons by
Julie Bartsch
q Students
will be assessed on their finding at least one example of a CSL projects
in student mentoring projects through the SL web sources
q Students
will be assessed on their participation in the vote on the most comprehensive
SL student mentoring projects found or suggested by
classmates
q Students
will be assessed on their finalized plans for real time presentation of
individual project for appropriate audience in the school of community.
q Students
will be assessed for completing a reflection in Service-Learning Reflective
Journals on how SL student mentoring projects answer the
Essential Question: How can student learning serve
society?
Week 14: How great do
our Service-Learning Projects look?
Learning Objectives
· To
complete and post individual SL/ CSL final SL projects in PowerPoint
· To
construct a gallery display of projects for group comments
· To
visit each display and to make thoughtful comments for each project
· To
reflect in the Service-Learning Reflective Journals on the process of completing
the SL project for this course.
Activities
Ø Students
will complete and post individual SL/ CSL final SL projects in PowerPoint
Ø Students
in groups will construct a gallery display of projects for class comments
Ø Students
will visit each display and to make thoughtful comments for each project
Ø Students
will reflect in the Service-Learning Reflective Journals on the process
of completing the SL project for this course.
Assessment
q Students
will be assessed on their completed and posted individual SL/ CSL final
SL projects in PowerPoint
q Students
will be assessed on their group work in constructing part of a gallery
display of projects for group comments
q Students
will be assessed on their visits to each display as seen in their thoughtful
comments for each project
q Students
will reflect in the Service-Learning Reflective Journals on the process
and feelings associated with completing the SL project for this
course.
Week 15: What does our Service-Learning
Future Look Like?
Learning Objectives
· To
report on student Service-Learning projects presented to an appropriate
audience in the student’s school or community
· To
self assess student Service-Learning projects Service-Learning Dipsticks
· to
work in groups to identify future Service-Learning projects for this course
· to
identify college and state resources for Service-Learning and Americorps
· to
reflect on the Service-Learning course in a comprehensive way and to post
one final response to the Essential Question; How can student
learning serve society?
Activities
Ø Students
will report on student their Service-Learning projects presented to an
appropriate audience in the student’s school or community
Ø Students
will self assess their own student Service-Learning projects using the
Service-Learning Dipsticks
Ø Students
will work in groups to identify three future Service-Learning projects
for this course
Ø Students
will identify college and state resources for Service-Learning and Aerators
Ø Students
will reflect on the Service-Learning course in a comprehensive way and
to post one final response to the Essential Question;" How can
student
learning serve society?"(500 words.)
Assessment
q Students
will be assessed on their report on their student Service-Learning projects
presented to an appropriate audience in the student’s school or
community
q Students
will be assessed on their self assessment of their own student Service-Learning
projects using the Service-Learning Dipsticks
q To
work in groups to identify future Service-Learning projects for this course
q Students
will be assessed on their identification of college and state resources
for Service-Learning and Americorps
q Students
will be assess on their final reflect on the Service-Learning course in
a comprehensive way and to posting of one final response to the
Essential Question; How can student learning
serve society (500 words.)
Course Objectives:
Students will form an online Service-Learning community and work together through online discussions, pairs and groups on SL questions and projects.
Students will become familiar with the meaning, types and methods of Service-Learning.
Students will explore the concepts and examples of community and service through identification of the communities they belong to and description of the service they have given or observed.
Students will make connections between learning and serving in theory and in practice in their communities, their schools and in their own lives.
Students will identify and utilize the definitions and resources on Service-Learning and they will be introduced to research on Service-Learning.
Students will thoughtfully consider the importance of reflection and will practice reflective journaling.
Students will locate Service-Learning resources in their own state including the colleges that offer Service-Learning courses, projects or College Compact activities. Students will construct a map of SL resources as a class.
Students will search, locate and present Service-Learning examples and then vote as a class on projects that exemplify Service-Learning standards.
Students will generate their own Service-Learning connections, design and carry-out a SL project either tied to one of their academic subjects or as an after school SL project.
Students will understand the civic dimension of Service-Learning.
Students will be able to discuss and offer ideas to answer the Essential Question: How can student learning serve society?
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