Service LearningKay RobersonAdrian Hayes

Our inquiry questionHow do we create high-quality, meaningful service learning experiences for gifted students?

Goal: to develop a service learning project that includes a strong connection to curriculum objectives, so that

students reach deep understandings of complex concepts by practically applying their knowledge.

an authentic problem, where students interact with real-world professionals as they complete their tasks.

an embedded leadership curriculum, so that gifted students can further develop their skills in leading, communicating, and collaborating.

alignment with gifted program benchmarks and the National Service Learning Clearinghouse standards.

Additional considerations How will we develop leadership skills through the service based

learning experience? How does service based learning respond to gifted student needs? Who are possible partners in the community for the establishment

and sustainability of a service based learning program? How do students feel about the service based learning experiences

they have had in the past (focusing on the tool for attaining benchmarks and the SBL standards)?

How can we be sure to address benchmarks and SBL standards that were overlooked in previous projects?

Who are possible partners and collaborators in the building who might assist with the service based learning project? What is the benefit for these collaborators?

Our CLC StrategyOctober-May

Phase One: Research Inquiry question refined and posted by

November 14th Reading, research, and discussion (via

wiki discussion boards) November-December; two articles a

week with posts

Phase Two: Planning and Implementation Project planning January-February Implement project February-April Project steps:

Investigation Preparation Action Reflection Demonstration/Celebration

Phase Three: Reflection May-June Reflect upon work completed and

degree to which goals were met Develop plan for sharing work with

colleagues

Kay’s WorkService Learning at Cox HS

InvestigationWater Protection and Conservation

Identify a Problem in the community

Explore the question: What can be done to convince others to practice better stewardship of the environment?

InvestigationPollution of our oceans and waterways

Identify a Problem in the community

Explore the question: What is our responsibility to the natural world?

How does the environmental landscape shape individual perspective and world view?

InvestigationCounting SUV’s in the student parking lot

Identify a Problem in the community

An average of 50% of cars on the road are considered SUV’s and get less than 15 miles to the gallon contributing to CO2 emission

Explore questions such as: What is the motivation for consumers to use environment damaging goods? What is a shared value?

PreparationPlanning Tools Essential Components

Leadership skills Time management Project Planning

guide Contacting

community service organizations with common values

Preparation- Community Organizations with common goals

ActionBeach Clean-up Winter 2012

Partnership“It Starts with Me”

ActionPlant a Butterfly Garden Spring 2012 Partnership

Hampton Roads Butterfly Society

ActionOrganic Vegetable Learning Garden Spring 2012 Partnership

Lynnhaven River Now

ActionClean the Bay Day June 2012 Partnerships

Chesapeake Bay Foundation

Reflection “My goal is to show people what they can do to help and inform

them on what is going on.” Kait B. “I might be able to sway people who are on the fence about getting

an SUV.” Philippe G. “I think that many people are oblivious to this, and they need to

know.” Jill H. “After doing all this research I found that something could be done,

but only through people volunteering their time and effort.” Paul G. “I was surprised to find that in the amount of time that we were

there, we didn't even make it one block down the beach. There were four of us and hundreds of pieces of trash. It was an eye-opening experience to see just how poorly parts of our community are treated. Knowledge needs to be spread about the numerous harmful results of littering on the beach, or anywhere for that matter.” Rachel B.

Student Survey ResultsMeaningful: “I was able to learn and

develop valuable techniques in both acrylic painting and silk painting. I also created pieces that focused on my concentration of "walking a mile in someone else's shoes" and expressed the impact of hunger and war.”

“ I learned how to go about taking care of an issue that needed help”

Appealed to Learning Profile: “I was able to explore

interpersonal issues and emotions and convey them in a visual and spatial way”

“I relate what I learned to the real world around us and how it can help me”

Student Survey ResultsGifted Benchmarks Achieved: Assesses individual

strengths to develop a personal plan of action

Seeks meaningful resources and knowledge to foster and develop understanding of a cause or issue.

Gifted students will recognize, empathize, and make connections between the systems of issues and problems occurring in the external world.

Demonstrates developed/sophisticated understanding of the relationship between self and the real world.

Essential Components Progress monitoring-

leadership skills to make students more involved in accountability

Curriculum connection- stress content or conceptual connections and refer to it often include in EU’s and EQ’s often

Youth Voice-allow student choice in the selection of the problem as well as the planning of the solution

Intensity duration-plan for long term community partnerships

Celebration/Presentation Exposition and Table Discussion on

Sustainability April 5 Presentation to Environmental Club and

AP Environmental Science students June Middle School Visits to share

experiences from service learning

Adrian’s Workgetting focused by giving back

Getting started Encountered logistical difficulty in

planning/ implementing a curriculum-based project, chronicled on Service Learning wiki page

Making progress After deciding to work with my focus

group of gifted underachievers, we set about on the Service Learning five-step process

Our efforts were documented on a wiki I created and the students maintained.

ReflectionWhat did we learn?

Lessons learned Make research phone calls

to potential partner organizations to minimize rejection

Plan mini-lessons on leadership skill building, such as project management and team building

Structure journal/reflective component with more probing questions that challenge students to go deeper into the content/concept and service project connection

Plan early in the fall to implement

Plan for consistent access to students – where you have control of class and students are motivated/obligated to participate

Allow student voice/choice, but set parameters and deadlines for students reluctant to commit to one group or event