Developing the Whole Student: Contributions of Service Learning

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Developing the Whole Student: Contributions of Service Learning. William Huitt Christine Ratzke de Figueiredo. Topic Outline. Necessity for framework for holistic development Overview of 9 domains included in Brilliant Star framework Applications in service learning and CAS projects - PowerPoint PPT Presentation

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  • Developing the Whole Student: Contributions of Service LearningWilliam HuittChristine Ratzke de Figueiredo

  • Topic OutlineNecessity for framework for holistic developmentOverview of 9 domains included in Brilliant Star frameworkApplications in service learning and CAS projectsNext steps

  • Framework NeededTo assist in curriculum articulation and analysisTwo primary alternativesTraditionalSpecific academic knowledgeCritical thinkingHolisticConceptual, integrated academic knowledgeProcesses of thinkingEmotional and Social DevelopmentMoral Character

  • Becoming a Brilliant StarDefined domains of capacities and virtues/strengthsStarted with Gardners work on Multiple IntelligencesInvestigated what others had labeled as intelligences

  • The Nine DomainsSelf and Conscious Construction of Self-ViewsSelfTemperament/Personality Personal interestsSelf-viewsSelf-conceptSelf-esteemSelf-efficacyWell-being

  • The Nine DomainsCognitive/Thinking IntelligenceOften equated to IQ and academic achievementThink like a(n) Artist Craftsman Historian Philosopher Mathematician Scientist Writer/Story Teller Integral

  • The Nine DomainsCognitive/Thinking IntelligenceOften equated to IQ and academic achievementCognitive Processes Association Conservation Analysis Implication Correlation & Causation Synthesis Evaluation Closure

  • The Nine DomainsEmotional/Affective IntelligenceCapacity to deal with ones feelings and emotionsCapacities/CompetenciesAwareness of ones own emotions and emotions of othersConnecting empathically with othersExpression Differentiate subjective feelings and external expressional expressionSelf-management and self-regulation Hype up or dampen down

  • The Nine DomainsConative/Volitional IntelligenceAddresses issue of personal agencyCapacities/CompetenciesIntentionalitythe ability to originate a purposeful actionForethoughtthe ability to think about the future and to make plansSelf-reactivenessthe ability to monitor ones actions and make corrections to achieve ones goalsSelf-reflectionthe ability to evaluate ones purpose, values, and goals with respect to ones plans and actions

  • The Nine DomainsPhysical/Kinesthetic IntelligenceAbility to be aware of ones body in space and motionDimensionsGross vs fine motorBasic vs advancedBasic physical competenceCardiovascular enduranceMuscular strengthMuscular enduranceFlexibility

  • The Nine DomainsSocial/Interpersonal IntelligenceAbility to deal with other people and relationshipsSocial Awareness Primal empathyAttunementEmpathetic accuracySocial cognitionSocial Facility SynchronySelf-preservationInfluenceConcern

  • The Nine DomainsSpiritual/Transpersonal Intelligencethe ability to generate meaning and purpose for ones life ability to create deep, personal relationships with ones self, with others, with nature, and universal unknownsKesslerYearning for Deep ConnectionLonging for Silence & SolitudeSearch for Meaning & PurposeHunger for Joy & DelightCreative DriveUrge of TranscendenceNeed for Initiation

  • The Nine DomainsMoral/Character IntelligenceAbility to develop habits and patterns of thought, emotions, intentions, and behavior associated with issues of right and wrong, especially in a social context Narvaez and associatesEthical sensitivityEthical judgmentEthical motivationEthical action

  • The Nine DomainsLocal-Global-Cosmic CitizenshipIdentity with and loyalty to a sociocultural organization

    CapacitiesSociocultural AwarenessValue social structureAdult rolesActive involvementNationRegionPlanetCosmosFamilyTribeCity stateEmpire

  • Comparison of Framework Domains and Virtues, Strengths, & HabitsFramework of capacitiesExamples of virtuesIBIPCExamples of specific capacitiesHabits of MindIntegrated Ethics EducationSearch Institutes Internal Assets Partnership for 21st Century Skills

  • Curriculum IntegrationSelf/Self-viewsBALANCEDREFLECTIVE

    Cognition/ThinkingKNOWLEDGABLETHINKERS

    Emotion/AffectCARING

    Conation/VolitionINQUIRERSRISK-TAKERS

    Physical/ Kinesthetic

    Spirituality/Purpose

    Social/InterpersonalCOMMUNICATORS

    Moral CharacterPRINCIPLED

    CitizenshipOPEN-MINDED

    IB LEARNER PROFILE

  • Curriculum IntegrationSelf/Self-viewsBALANCEDREFLECTIVEEngagement & Flow

    Cognition/ThinkingKNOWLEDGABLETHINKERS

    Emotion/AffectEmotionally developedDevelops optimismDevelops gratitudeCARING

    Conation/VolitionINQUIRERSRISK-TAKERSResilient

    Physical/ KinestheticHealthy lifestyleKinesthetic competence

    Spirituality/PurposeMeaning & PurposeDeep, personal relationships

    Social/InterpersonalCOMMUNICATORSInterpersonally skilled

    Moral CharacterEthical sensitivityEthical judgmentEthical motivationEthical action

    CitizenshipSociocultural awareness (OPEN-MINDED)Value social structuresAdult rolesActively involved

    IB LEARNER PROFILEAdjusted

  • Virtues, Strengths, HabitsPatterns of actualized capacitiesThinkers and/or ThoughtfulnessHabits of MindGather data through the sensesThink and communicate with clarity and precisionStrive for accuracyThinking flexiblyCreate, imagine, innovateQuestion and pose problems

  • Service Learning & CASElementaryMiddle SchoolUpper School

  • Curriculum Mapping and AssessmentNeed to Specifically place holistic objectives in curriculum mapping and assessment activitiesCode service learning and CAS projectsAnalyze projectsMake adjustments

  • ReferencesCosta, A. L., & Kallick, B. (2000). Habits of mind: A developmental series. Alexandria, VA: Association for Supervision and Curriculum Development. Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books. Huitt, W. (2011, July). A holistic view of education and schooling: Guiding students to develop capacities, acquire virtues, and provide service. Revision of paper presented at the 12th Annual International Conference sponsored by the Athens Institute for Education and Research (ATINER), May 24-27, Athens, Greece. Retrieved from http://www.edpsycinteractive.org/papers/holistic-view-of-schooling-rev.pdfInternational Baccalaruate Organization. (2006). IB learner profile booklet. Cardiff, Wales, UK: Author. Retrieved from http://www.ibo.org/programmes/documents/learner_profile_en.pdfNarvaez, D. (2006). Integrative ethical education. In M. Killen & J. Smetana (Eds.), Handbook of moral development (pp. 703-733). Mahwah, NJ: Erlbaum. Retrieved from http://www.nd.edu/~dnarvaez/Narvaez%20HMD%2009.14.pdfPartnership for 21st Century Skills. (2009). P21 framework definitions. Washington, DC: Author. Retrieved from http://www.p21.org/documents/P21_Framework_Definitions.pdfSearch Institute. (2011). Developmental assets lists. Minneapolis, MN: Author. Retrieved from http://www.search-institute.org/developmental-assets/lists

  • http://www.edpsycinteractive.org/brilstar/ecis-2011.html http://brilliantstar.rubiconatlas.org/c/pi/v.php/Atlas/Authentication/View/Login?lrr=2&

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