Service learning—integrating community service with the academic programme

8/10/2012

Service Learning‐ Integrating Community Service with the Academic Programme Saturday July 13, 15:45‐17:00 Lorne Young, Director of CAS, Upper Canada College, Toronto, Ontario, Canada lyoung@ucc.on.ca

Tony Wagner

This presentation • Define and describe Service Learning • Expand on Tony Wagner’s ideas this morning • Explore/share examples, best practice, strategies and resources to put this theory into practice

Buckminster Fuller

7 competencies • Critical thinking‐ ability to ask the right questions • Collaboration across networks, different cultures, language • Lead peers by influence • Agility an d adaptability • Initiative • Effective oral and written communication, write with voice, perspective • Accessing and analyze information, understand biases • Curiosity and imagination To be an Innovator: • Accountable Team work • • • • •

Problem based learning‐ integration, transdisciplinary, Synergy, Whole Systems Thinking Risk‐ fail early and fail often Iteration, reflect and try again Active learning‐experiential, creative, solve a real problem Intrinsically motivated, Play, passion, purpose

Balance between knowing stuff and application needs to shift to application • Intrinsic motivation • Play time 20% Google, 3 M • Role model to the students

Christian Island Aboriginal Literacy Camp

Nepal Service Trip

1

8/10/2012

10 Barlonyo orphans at Hillside Annex School ‐parents killed in Barlonyo Massacre by LRA February 21, 2004

GLOBAL WATER CYLINDER *more of the internal systems are included in the 2-D diagram.

Support Legs

HOME

Preliminary Mesh Gravity Filter

Solar Panels Holding Tank

Residue Tray

Tap

Community service

Service?

Service Learning?

If students remove trash from a streambed: they are providing a service to the community as volunteers

12

2

8/10/2012

becomes Service‐Learning

What is your SL vision for your school?

• When students remove trash from a streambed, • analyze what they found, • share the results and offer suggestions for the neighborhood to reduce pollution, • Connect this learning to the curriculum, to specific learning objectives, to content standards • reflect on their experience • Assessed on their learning That is service‐learning!

• Every student receives at least 1 SL program during their schooling • Every student receives at least 1 SL program every year during their schooling • Every student receives at least 1 SL program in every subject area every year during their schooling • Every student receives at least 1 SL program in every subject area in every course every year during their schooling 13

What is your SL vision for your school?

• Where are you now?

• Where do you want to be?

Why are more schools not integrating SL with the Academics?

• What is holding you back from getting to where you say you want to be?

• What do you need to get started, to grow and expand what you have, to make this a successful programme?

A Strategy for Creating a SL Program 1. Understand the K‐12 SL Standards 2. Decide on the Point of entry 3. Curricular Connections: Backward Design 4. SL Action: IPARD

3

8/10/2012

K‐12 Service‐Learning Standards for Quality Practice • • • • • • • •

Different Points of Entry 1. Start with standards your class must meet.

2. Start with your existing units of study 3. Start with student questions, issues, and concerns 4. Start with the needs of a community partner or a Service project that you are already doing

Meaningful Service Link to Curriculum Reflection Diversity Youth Voice Partnerships Progress monitoring Duration and Intensity

Models for Planning Service‐Learning http://www.nylc.org/

IPARD/C – Investigation – Planning and preparation – Action – Reflection – Demonstration/Celebration

Consider 2 Possible General Strategies Interchange Step 1 and 2 1. Begin with content standards and curriculum goals of the course ie Identify Academic Goals 2. Begin with the Service Project ie Identify Genuine Needs

4

8/10/2012

SL, CAS and the Academics • Students identify 1 Community Service activity that they find meaningful and significant • Identifies the subject, then topic and teacher to integrate the service into Service Learning • Work their way through the 7 SL Stages • Speak to the teacher to obtain approval for this SL project • Complete the stages and self‐evaluation • Present project to the teacher and class

The 8 CAS Learning Outcomes • As a risk‐taker I am suggesting that we add a 9th Learning Outcome Service Learning‐Students will: 1. choose one of their significant Service Activities (local, national, international, CAS Project?)

2. Identify the subject and topic, TOK or EE, to integrate this service with, get approval from the teacher 3. Follow the 8 Stages of the SL Process 4. Present your SL Project to your class and teacher

7 Stages of SL Process 1. Curriculum Connections 2. Areas of Integration and Connections, gain approval from teacher of the subject 3. Where I am, Where I want to be, How do I get there?

4. The Service Plan 5. The Service Learning Strategy 6. The Service Learning Plan Summary 7. Presentation to the class and Teacher 8. Student Self‐evaluation and Assessment on Learning, Service, Process

5

8/10/2012

6

8/10/2012

SL and the PYP Grade

Teachers

Course

Unit- Description and Assessment

Action

SK

PIP, LAH, KEO

Art (Vow of Silence link)

Form (creating shape) and colour mixing

Art Sale - Money to go to Right to Play for Ugandan Soccer Team

1

JAH

Let’s Be Friends (POI)

Communication oral and written Ways to be kind to one another

Daily Public Service Announcements

2

LAF KEO

Healthy Me (POI)

Clay work and painting; promoting central idea with use of Learning Garden

Create clay bowls in art and prepared homemade soup from the Learning Garden. Parents bought a bowl of soup and took bowl home for a donation to Out of the Cold.

3

CAC KLM

Adapt to Survive (POI)

Wrote a reflection about what they did.

Children did chores for money at home. Funds were pooled and donated to WWF.

SL and the PYP Grade

Teachers

Course

Unit- Description and Assessment

Action

4

PJF RKR

Do You Know What I Mean?

(POI)

Wrote a reflection in their portfolio.

Environmental Issue - brainstorm and then pick a group of people within the UCC community to whom they will convey a message about this issue (e.g. carpooling to parents).

LKC MF MSB

- Hungry Planet (POI) - PYP Exhibition

- Wrote a reflection in their portfolio - Persuasive essay

- Building planters and garden boxes for the Learning Garden

Science

Eco-Systems Environmental Assessment @Norval

5

6

DWG DJM MRP

SL and the MYP Gr ad e

Teache rs

Course

Unit- Description and Assessment

Action

7

DNF JPC JPG

H &G

Current Events-/Oral Communication 2 Mini lessons on Issue Organizing and RefutationUse Portlands articles as the issue to connect with Colour House debating contest.

Participation and Oral Communication skills assessed with debating rubric

Summarize key points from class debates and submit to Portlands Consultation Team Colour House debate is judged by city councillor, Toronto Waterfront designer and Toronto Star reporter.

Art in Action- All grade 7s will use their art skills to support an initiative of a Service Organization the Prep has supported in the past

Student work will be sent to organizations to use as promotional materials or PSA.

- Write and send a persuasive essay to an organization related to one’s Exhibition topic.

Groups do field work and prepare an environmental assessment report.

Submit to local officials and developers and envir. groups.

CVR

SL and the MYP 8

Science

Sustainable Trail Building at Norval with IMBA (Internationa l Mountain Biking Association)

Connect trail building experience with Sustainability Unit in Biology. Relate their work to building of trails in the Don Valley and chose an action. Could be getting involved to writing to Toronto City government, Contribute to development of IMBA community trail building program or another action chosen by the student.

Form Advisers (their subject area)

Eva’s Phoenix Walk for the Homeless.

Students will research the issue of homeless people in Toronto. On the walk they will look for connections between what they have learned and the walk. On their return they will write collaborative possible actions and write a reflection.

Civics (pilot - 1 section)

Research and investigation of microfinancing in Northern Uganda

Students will read One Hen (story of a young boy who asks for a loan to buy a hen, grows his business of producing eggs and eventually the whole community benefits). The lesson will involve a simulation with students acting as community members making decisions about what /how to invest their loans. Class then collectively decides (after researching options for donating on Kiva.org and Children of Hope Uganda) where to donate nominal funds.

Students will design and decorate Muskoka chairs for UCC Gala Auction - funds going toward financial assistance.

SL and the DP Foundat ion, IB1, IB2

L Y

Variety of different courses ranging from Environmental Systems, Biology, Chemistry, English, Theatre, Spanish

International Service Trips to China, Peru, Ecuador, India, Thailand, Cuba

Students brainstormed a variety of different possible connections between their international service trip and the courses they are taking. They then identified the one connection and the one course and teacher that they wanted to do their Service Learning project on. They discussed their ideas with their teacher of that course, planned their project following curriculum documents provided to them and will write reflections and self-evaluations and present their project to their class after completion of the trip.

7

8/10/2012

Examples of Service/Service‐Learning at UCC Service

Service‐Learning

Local: Horizons program integrated with English and Math Green School ESS, Biology Any local service activity as identified by A wide variety of academic subjects student National: Aboriginal Summer Literacy Program: Christian Island International: Lewa Conservancy Kenya, Ntugi OLPC

language, history, math, human rights

Computers, ITGS, math, language, world cultures

Dignitas International: Race for DIgnity

Biology, History,

Children of Hope Uganda: Microfinance

Economics, Geography, Civics, , world cultures

Operation Wallacea: Peru Amazon

Biology, EE, ESS, language, world cultures

UN Millennium Development Goals

Biology, Chemistry, Physics, ESS (G4P)

School building: Me to We: China Nepal Service Trip

Economics, History, language, , world cultures Biology Computers Physics World Religions

Making a Difference

CHILDREN OF HOPE UGANDA (COHU)

CGW4U

Canadian and World Issues

MICROFINANCE PORTFOLIO The Idea: As part of a service learning initiative, a group of RSGC students will learn about and raise awareness and funds for the Children of Hope Uganda microfinance project. The organization has four income‐generating activities: a fish farm, ox, pigs, and poultry farming.

As part of this initiative, students will produce a portfolio of four activities and responses throughout the year. The portfolio items will be assessed for learning when submitted, then edited by the students and evaluated for marks near the end of the school year.

Your Task: 1) Four times this term, you will submit a short response on a topic related to our course ‐ see the list below 2) I will return your work to you with comments ‐ but no mark 3) You’ll have a chance to improve the work and submit it as a final portfolio near the end of term. This final portfolio submission will be worth 10% of your final grade. It represents your thoughtful, year‐long exploration of microfinance as a means of addressing global poverty and suffering.

Each response should be about 2 pages in length, double spaced; it should also follow standard English rules of grammar, paragraphing, and punctuation.

In addition to the quality of your writing, you will be evaluated on the extent to which: 1) Your response is accurate, relevant, and thoughtful 2) You provide relevant and specific evidence 3) You connect your response to our course work and the broader discipline (consider consulting relevant sections of your textbook, binder and ‐ in some cases ‐ doing research before drafting your response)

•School fees for 165 children •New vocational school for 220 children •University scholarships for 7 girls •8 Income Generating Activities for caregivers

Topics Might Include: ‐ Proposal for awareness‐building and/ or fundraising ideas ‐ A map of the region (perhaps thematic) ‐ A short research paper on the history of regional conflicts ‐ Video presentations to the school ‐ Explaining microfinance as a concept ‐ Exploring other microfinance initiatives (case studies) ‐ Debating the pros and cons of different types of foreign aid ‐ Reflections on the experience of being part of this initiative (this would necessarily be done late in the year) ‐ Other student generated ideas Related Website: http://childrenofhopeuganda.org/

8

8/10/2012

All 165 children are still in school with school fees and scholastic materials from Children of Hope Uganda

10 Barlonyo orphans at Hillside Annex School ‐parents killed in Barlonyo Massacre by LRA February 21, 2004

Goat rearing ‐77

31 different schools grades 4 to 11 school fees ‐$118 for primary day ‐$485 for secondary boarding

8 Income Generating activities to help the caregivers pay school fees • Chicken raising ‐320

Pig raising ‐ 70

9

8/10/2012

Oxen Ploughing ‐ 2

Bee Keeping – 30 hives

• Thank you to Ugandan Orphans Fund

Tailoring and Weaving – 15 sewing machines

Paper bead jewelry making ‐30 beaders

A little gossip while we work!

Orange tree seedlings – Sept 25, 2010

10

8/10/2012

The new Barlonyo Vocational School opened July 26,2010

A grateful village‐ Barlonyo says Thank‐you

11

8/10/2012

Nepal Service Trip

12

8/10/2012

Christian Island Aboriginal Literacy Camp

13

8/10/2012

A Service‐Learning Project Integrating IB Group 4 Sciences and CAS The UN Millennium Development Goals (http://www.un.org/millenniumgoals/ ) 1. Poverty and Hunger 2. Global Health: HIV AIDS, malaria and others 3. Universal access to Safe Drinking Water 4. Sustainable Energy

GLOBAL WATER CYLINDER *more of the internal systems are included in the 2-D diagram.

Support Legs

HOME

BACK

Preliminary Mesh

• The primary mesh filter is a strong mesh over the water input of the GWC. • It prevents rocks, twigs and larger objects from entering the GWC, which means the machine cannot be clogged and cannot be damaged by large, heavy objects.

• Since the main mesh is so strong and secure, it will not be damaged by these objects.

Gravity Filter

Solar Panels Holding Tank

Residue Tray

SUPPORT LEGS • When pouring in water, it is very likely that the GWC may become side and top heavy.

• To prevent any damage to the structure and people using it, the legs keep the GWC supported and sturdy, even while processing large quantities of water.

PRELIMINARY MESH

Tap

BACK

GRAVITY FILTER RINGS

BACK

• Composed of 5 gravity mesh filters, the gravity filter has meshes that get progressively finer.

• The essentially stop all visible matter from entering the fuel cells, thus protecting them from damage and prolonging their life.

14

8/10/2012

PRELIMINARY MESH

BACK

SOLAR PANELS

• The primary mesh filter is a strong mesh over the water input of the GWC. • It prevents rocks, twigs and larger objects from entering the GWC, which means the machine cannot be clogged and cannot be damaged by large, heavy objects.

• Since the main mesh is so strong and secure, it will not be damaged by these objects.

RESIDUE TRAY

BACK

BACK

• The residue tray is where everything that is not hydrogen or oxygen falls down into from the first fuel cell.

• It allows for people to quickly and easily clean the residue left by the dirty water that was not captured by the gravity filter.

• The minimal amount of residue will be so small that the tray will not need to be cleaned very often (but for hygiene reasons, should be cleaned often anyway).

• The brand new nanotechnology used in these solar panels allows for very cost-effective production and a very durable product.

• They are very strong and have a long lifespan.

They power the first fuel cell, which breaks water into its component parts: hydrogen and oxygen.

HOME

THE PLAN 1. Research into the most effective construction of the GWC 2. Affirmation of its usefulness and reliability.

3. Testing 4. Construction 5. Deployment

HOME

THE RESOURCES NEEDED • • • • • •

Affordable, durable solar panels Fuel cells The circuitry Gravity filter Sterile holding tank / Chassis MONEY

HOME

THE COST For a single unit: • Affordable, durable solar panels → $10 • Fuel cells → $80 • The circuitry → $10 $ • Gravity filter → $20 • Sterile holding tank → 180$ * Approximate cost = $300 $

$

$

15

8/10/2012

HOME

CARRYING IT OUT In order to make this plan a reality, we can: • Rent or build a factory and begin the production process - this is rather costly • Pitch the idea to major companies – ask for funding and/or donations.

• Set up a charity to gather more money, advertisements • Possibly invest in the project

Using a CAS activity or project as the basis of the TOK presentation • Take a real life situation • Extract knowledge issues • Analyze the knowledge issues from your perspective, other’s perspectives, using ideas and concepts from TOK • While analyzing, other KI will arise that can be analyzed and reflected upon.

• The skill of reflection is used in both TOK and CAS and can complement each other • The results form the reflections can be applied back to the RLS or new situations

TOK Presentation Planner

Resources • • • • • • • • •

http://www.nylc.org/ http://gsn.nylc.org/ http://www.communityservicelearning.ca/en/ http://www.servicelearning.org/slice http://www.servicelearning.org/ Waterplanetchallenge.org antibottle@randomkid.com Inourvillage.org http://www.researchslce.org/ (International Association for Research on Service‐learning and Community Engagement (IARSLCE). )

16

8/10/2012

17