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NLCS - Community & Service in the MYP

What is service learning and howdoes it benefit students?

Teresa Tung, MYP Community & Service Coordinator

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By the end of this session, you will:

What is service learning?

Why do we engage students in servicelearning?

What is NISTs vision for service learning? What defines a good service action?

What knowledge/skills/attitudes will my childdevelop by participating in service learning?

How and when does my child get involved inservice learning?

How can I, as a parent, support servicelearning for my child?

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What is service learning?How does it benefit your child?

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Activities for which students are paid

Activities for which students receivesubstantial benefit

Religious devotion

Patriotic duty

Family duty

Work experience

Travel time relating to a service activity

Counting hours

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Rooted in deep understanding of aglobal issue

Both in and out of the formal school

curriculum Develops students knowledge, skills,

and attitudes

Intrinsically motivated Action-oriented, in different forms

Based on learning outcomes

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Why do we do service learning?

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Different types of service

Charity

Fundraising andgiving to acause that helps

somebody.

Often lacksdeepunderstanding of

underlyingcauses andsolutions

Volunteerism

Giving time,energy, or talentsto an individual

or group forwhich you arenot paid.

May or may not

involvedunderstanding ofcommunity orglobalimportance.

Advocacy

Examples: letterwriting,organizing

petitions,awareness-raising postersand displays.

Connectsstudents to issuesor community orglobalimportance.

Direct Service

Opportunitiesfor students toconnect

directly withissues ofcommunity orglobalimportance.

Connectionswith localcommunity,involves goingoff campus.

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What defines good serviceaction?

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Case Study #1: Poo for Pandas

The friends decided to run a Poo for Pandasevent at school, based on something one of themsaw at her previous school. Panda Power gotpermission to use the school field (out in the openwith real grass) and got permission from one of the

group members fathers to borrow his cow. PandaPower then advertised for their fundraiser: theycreated a map of the field and marked it off into agrid. People could buy a square of the grid for100baht a piece (there were 500 squares to be

auctioned off the grid). If the cow pooped in thesquare that the person bought, the lucky buyerwould win 2000baht. The remaining money wouldbe donated to a charity to help pandas.

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Case Study #1: Poo for Pandas

The event was a huge success. Every single square wassold, raising a whopping total of 48,000baht in one day.Panda Power also invited their friends in another group,Cookies for Cancer to bake cookies to sell at the eventand had some of the school bands playing by the field.300 people came out during the day to watch the cowpoo.

When the event was finished, Panda Power collected themoney and asked their parents of a good organization todonate the money. Their parents suggested the World

Wildlife Fund (WWF), an organization theyd all seen on TV.Panda Power agreed and donated 48,000THB to WWF.Younger students said they may want to try running Poofor Pandas next year.

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Case Study #2: Growing Hope

The group of 12 returned to school and brainstormed many different ways tohelp. One of the students had the idea to help Hope House plant a garden inthe plot of land next to them and have the people living in the house planteasy-to-grow vegetables and herbs, like morning glory and basil. Over thecourse of the next few weeks, the group of 12, dubbed Growing Hope visitedHope House weekly in order to make a plan for the garden. They interviewed

the staff and former beggars about what the garden should be like, what typesof food they should grow, and came up with a plan.

They then returned to school and asked for help from the biology teacher,whom they knew liked gardening, and the design tech teacher to help themwith their project. To raise money to buy the initial seeds and tools forgardening, Growing Hope ran a seed drive at school, putting together a videoof the people at Hope House describing what they wanted out of the gardenand urging their school community to donate seeds, tools, and money. They setup a display at the front of school where people could donate seeds, tools, andmoney. Also at the display, they showed photographs and stories of each of thepeople living at Hope House.

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Case Study #2: Growing Hope

In total, they were able to get enough donations of toolsand seeds to begin the garden, and a total of 5,000bahtin donations. They were able to use the donation to hireskilled laborers to help them plant the garden, and oneafternoon, went out to plant it together with Hope House.

Since then, the Hope House garden generates enoughincome to pay for all of the food for the people staying atHope House. Growing Hope visits weekly to oversee theprogress of the garden and brings the food back to theirschool for a weekly farmers market. Growing Hope has

increased to 20 members, with more joining every week.They are planning on doing more projects in the future,such as opening an arts & crafts center at Hope Houseand raising money to send the children to school.

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KNOWLEDGEYear Level Knowledge

Year 7Looking after

our NIST Community

What defines a community?

How does a community get built?Year 8ChangChange

Animal endangerment

Cultural significance of elephants

Habitat destruction Impact of consumer choices (i.e.,

responsibilities of tourists)

Year 9ChangingCities

Cities have grown incredibly over the lastfew decades

Necessity drives many to come and live incities

The systems in place in our cities are often

inadequate leading to a huge number ofproblems.

Quality of life can differ greatly for ainhabitants of cities from country tocountry

Planning sustainable cities is necessary for

present and future generations

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SKILLS

SELF-MANAGEMENT Organization Affective skillsmanaging emotions

SOCIAL SKILLS

Collaboration

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ATTITUDES

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