THE FIVE STAGES OF SERVICE LEARNING what they are and why they work You must be the change you wish to see in the world. Mahatma Gandhi Cathryn Berger Kaye, M.A. CBK Associates
All materials in this packet unless otherwise noted have been developed by Cathryn Berger Kaye, M.A., CBK Associates All Rights Reserved Select pages excerpted from: The Complete Guide to Service Learning by Cathryn Berger Kaye, M.A. 2010 Used with permission from Free Spirit Publishing, Inc., Minneapolis, MN; 1-800-703-7322; www.freespirit.com All Rights Reserved Documents also excerpted from st Strategies for Success with 21 Century Skills: A Learning Curriculum that Serves by Cathryn Berger Kaye, M.A. 2012 www.abcdbooks.org All Rights Reserved To duplicate all or select pages of these materials, please contact: Cathryn Berger Kaye, M.A. cathy@cbkassociates.com Los Angeles, California 310/397-0070 Visit www.cbkassociates.com and www.abcdbooks.org for additional resources
The Five Stages of Service Learning: A Dynamic Process Reflection Investigation Reflection Reflection Curriculum Action Preparation Reflection Demonstration In this design, service learning is seen as an engaging dynamic building on the core curriculum. Investigation: Includes both the inventory of student interest, skills, and talents, and the social analysis of the issue being addressed. This analysis requires gathering information about the identified need through action research that includes use of varied approaches: media, interviews of experts, survey of varied populations, and direct observation/personal experiences. Preparation: Includes the continued acquisition of knowledge that addresses any resultant questions from investigation along with academic content, identification of groups already working towards solutions, organization of a plan with clarification of roles, responsibilities and time lines, and ongoing development of any skills needed to successfully carry the plan to fruition. Action: Includes the implementation of the plan that usually takes the form of direct service, indirect service, advocacy, or research. Reflection: In this presentation, reflection is seen as the connector between each stage of service and as summative addressing any overarching essential question or inquiry that is a driving force of the total experience. Reflection includes cognitive and affective aspects, informs how the process develops, increases self-awareness, assists in developing future plans, and employs varied multiple intelligences. Demonstration: As seen in this visual, student demonstration captures or contains the totality of the experience including what has been learned (metacognition) and the service or contribution accomplished. Beginning with investigation, students document all parts of the process, resulting in a complete and comprehensive ability to tell the story of what took place during each stage that includes key informative reflection. Students draw upon their skills and talents in the manner of demonstration often integrating technology. Strategies for Success with 21st Century Skills Cathryn Berger Kaye, M.A. 2012 ABCD Books www.abcdbooks.org All rights reserved
The Five Stages of Service Learning Meet 21st Century Skills REFLECTION Investigation Investigation Reflection Reflection Action Action Reflection Preparation Preparation DEMONSTRATION Strategies for Success with 21st Century Skills Cathryn Berger Kaye, M.A. 2012 ABCD Books, Los Angeles, CA; www.abcdbooks.org All rights reserved. 4
Getting Ready for Personal Inventory Every student brings skills, talents, and interests to the class. What are they? Your task is to find out. The process? Personal Inventory. You will be interviewing another student to reveal abilities and interests that will ultimately be helpful for the group. Active Listening List three indicators of good listening: 1. 2. 3. List three behaviors to avoid when listening: 1. 2. 3. Form groups of three. One person speaks about a subject for two minutes, one person listens, and one observes the listener and notes the following: Great listening: Ideas for improvement: Rotate roles so each person gets a turn as speaker, listener, and observer. Tips for Note Taking Be on the lookout for KEY WORDS! Write legibly so you can read your writing later. Complete sentences? Not necessary! Notes are meant to be a short phrase or summary, words that capture key ideas. Add a Tip of your own: Strategies for Success with 21st Century Skills Cathryn Berger Kaye, M.A. 2012 ABCD Books www.abcdbooks.org All rights reserved
Getting Ready for Personal Inventory continued Two Kinds of Questions Questions for Getting Information Look at the Personal Inventory Form. What will you ask to find out the person s interests? If the person says, I don t know, be ready with a response like: 1. Everyone has interests, for example I m interested in. So what about you? (Come up with two more responses:) 2. 3. Questions for Probing If the person says, I am interested in music, what would you ask next? A probing question goes deeper. Hint: A person could listen to music or play a musical instrument. And there are many kinds of music. Write two sample probing questions. Coming to Terms What s the difference? Interest: Skill: Talent: Following the Personal Inventory, contribute your interests, skills, and talents to a class list. This Class Inventory will come in handy on your journey in learning and service. Strategies for Success with 21st Century Skills Cathryn Berger Kaye, M.A. 2012 ABCD Books www.abcdbooks.org All rights reserved
Asking Questions Every day we ask questions. Every day other people ask us questions. Asking questions helps us know other people and helps us learn. By asking questions, we can discover how the community needs our help. Here is a question for you. Did you know there are three kinds of questions? You are about to interview a partner to find out their interests, skills, and talents. Knowing these three types of questions will help you with your interview. Work with a buddy to improve your question asking skills by completing each section. Questions for Getting Information These questions are good for finding out. What do you want to find out? Finish these questions. 1. Have you ever? 2. Do you know about? Questions for Encouraging These questions show you care about others. Fill in the blanks to be encouraging. 1. Everyone has interests; I am interested in. What about you? 2. You seem really good at. Could you show me how? Questions for Probing These questions help you find out more and dig deeper. If a person says, "I like music," what could you say to find out more? Write your questions. 1. If a person says, "I like music," you could ask "? 2. If a person says, "I don't like littering," you could ask "?" 70 SG 5 Strategies for Success with 21st Century Skills and Literacy Cathryn Berger Kaye, M.A. 2013 ABCD Books www.abcdbooks.org All rights reserved
Personal Inventory Interests, skills, and talents we all have them. What are they? Interests are what you think about and what you would like to know more about for example, outer space, popular music, or an historical event. Are you interested in animals, the movies, mysteries, or visiting faraway places? Do you collect anything? Skills and talents have to do with things that you like to do or that you do easily or well. Is there an activity you especially like? Do you have a favorite subject in school? Do you sing, play the saxophone, or study ballet? Do you know more than one language? Can you cook? Do you have a garden? Do you prefer to paint pictures or play soccer? Do you have any special computer abilities? Work with a partner and take turns interviewing each other to identify your interests, skills, and talents and to find out how you have helped and been helped by others. Interests: I like to learn and think about... Skills and talents: I can... Being helpful: Describe a time when you helped someone. Receiving help: Describe a time when someone helped you. Strategies for Success with 21st Century Skills Cathryn Berger Kaye, M.A. 2012 ABCD Books www.abcdbooks.org All rights reserved 5
Finding Your Cause Top Three Interests Three Local Concerns Top Three Skills Three Global Concerns Top Three Talents Three General Concerns I care about this topic because... I want to know more about this topic because... Strategies for Success with 21st Century Skills Cathryn Berger Kaye, M.A. 2012 ABCD Books, Los Angeles, CA; www.abcdbooks.org All rights reserved.
ACTION RESEARCH Gathering Information about a Community Need What does your community need? Use the questions in the following four categories as guides for finding out. As a class, you might agree to explore one topic, for example, how kids get along at school, or hunger and poverty, or an environmental concern. Or you might decide to learn about general needs at school or in the surrounding area. Form smaller groups, with each group focusing on one category and gathering information in a different way. Finding out about Media What media (newspapers including school newspapers, TV stations, radio) in your community might have helpful information? List ways you can work with different media to learn about issues and needs in your community. Interviews Think of a person who is knowledgeable about this topic in your area perhaps someone at school, in a local organization, or government office. Write four questions you would ask this person in an interview. An interview with. Questions: Strategies for Success with 21st Century Skills Cathryn Berger Kaye, M.A. 2012 ABCD Books www.abcdbooks.org All rights reserved 7
ACTION RESEARCH Gathering Information about a Community Need continued Survey A survey can help you find out what people know or think about a topic and get ideas for helping. Who could you survey students, family members, neighbors? How many surveys would you want to have completed? Write sample survey questions. Who to survey: Questions for the survey: 1. 2. 3. How many surveys? Observation and Experience How can you gather information through your own observation and experience? Where would you go? What would you do there? How would you keep track of what you find out? Next Steps Share your ideas. Make a plan for gathering information using the four categories. If you are working in small groups, each group may want to involve people in other groups. For example, everyone could help conduct the survey and collect the results. Add the information you learn to Our Community Needs. I never perfected an invention that I did not think about in terms of the service it might give others... I find out what the world needs, then I proceed to invent. Thomas A. Edison, inventor Strategies for Success with 21st Century Skills Cathryn Berger Kaye, M.A. 2012 ABCD Books www.abcdbooks.org All rights reserved 8
ACTION RESEARCH Media in Action: Helping Our Community Strategies for Success with 21st Century Skills and Literacy Cathryn Berger Kaye, M.A. 2013 ABCD Books www.abcdbooks.org All rights reserved SG 101 271
ACTION RESEARCH Interview in Action: Helping Our Community Who we can ask What we can ask What we found out Who we can ask What we can ask What we found out 272 SG 102 Strategies for Success with 21st Century Skills and Literacy Cathryn Berger Kaye, M.A. 2013 ABCD Books www.abcdbooks.org All rights reserved
ACTION RESEARCH Survey in Action: Helping Our Community What we are asking Who we can ask Yes No Other Responses 1. 2. 3. Strategies for Success with 21st Century Skills and Literacy Cathryn Berger Kaye, M.A. 2013 ABCD Books www.abcdbooks.org All rights reserved SG 103 273
ACTION RESEARCH Observation in Action: Helping Our Community What we did to observe What we saw 274 SG 104 Strategies for Success with 21st Century Skills and Literacy Cathryn Berger Kaye, M.A. 2013 ABCD Books www.abcdbooks.org All rights reserved
What Government and Community Groups are Doing About Identify a Group that is: Key Issue Web Sites/Other Contact Info What They Are Doing How Youth Can Help Local Regional National International The United Nations http://cyberschoolbus.un.org Strategies for Success with Literacy Growing Community Cathryn Berger Kaye, M.A. 2009 All rights reserved.
FOUR KINDS OF ACTION DIRECT INDIRECT ADVOCACY RESEARCH
Proposal for Action Student names: Teacher: School: Address: Phone: Fax: Email: Our idea: Need: Why this plan is needed. Purpose: How this plan will help. Participation: Who will be involved and what they will do. Students: Teachers: Other adults: Organizations or groups: Outcomes: What we expect to happen as the result of our work. How we will check progress and outcomes: What evidence we will collect and how we will use it. Resources : What we need to get the job done, such as supplies. Signatures: Strategies for Success with 21st Century Skills Cathryn Berger Kaye, M.A. 2012 ABCD Books www.abcdbooks.org All rights reserved
Our Service Plan The name of our Plan is: Our idea: This helps others by: My Job My Job My Job Done! Done! Done! We are aiming for these results: Strategies for Success with 21st Century Skills and Literacy Cathryn Berger Kaye, M.A. 2013 ABCD Books www.abcdbooks.org All rights reserved 327
Progress Monitoring To monitor our progress we will: Observe Ask Questions Do a Survey Take Photos Draw Pictures Date Step One: What is the need? Date Step Two: What has changed? Date Step Three: What else has changed? Date Step Four: What are the results? Strategies for Success with 21st Centruy Skills Cathryn Berger Kaye, M.A. 2012 ABCD Books www.abcdbooks.org All rights reserved
Progress Monitoring This is where we started This is what we did This is what happened 328 Strategies for Success with 21st Century Skills and Literacy Cathryn Berger Kaye, M.A. 2013 ABCD Books www.abcdbooks.org All rights reserved
Four Square Reflection Tool What happened? How do I feel? Ideas? Questions? Strategies for Success with 21st Century Skills Cathryn Berger Kaye, M.A. 2012 ABCD Books www.abcdbooks.org All rights reserved
SERVICE LEARNING NEWS Reporters: Strategies for Success with 21st Centruy Skills Cathryn Berger Kaye, M.A. 2012 ABCD Books www.abcdbooks.org All rights reserved