Designing meaningful learning environments with service-learning
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The document is a workshop presentation by Dr. Patrick Blessinger from St. John's University on designing meaningful learning environments through service-learning. It details the structure of the workshop, covering the principles of service-learning, its benefits in educational contexts, and provides a planning strategy for implementing service-learning projects. Participants will engage in group activities to apply foundational knowledge towards developing service-learning activities tailored for specific educational settings.
Designing meaningful learning environments with service-learning
- 1. Dr. Patrick Blessinger St. John’s University HETL Association NewYork, NewYork Workshop Presentation: Designing Meaningful Learning Environments with Service-Learning ICIEConference PrairieView,Texas, USA July 16-19, 2019
- 2. Overview • Introduction (about 5 minutes) • Overview of service-learning (about 40 minutes) • Workshop activity (about 60 minutes) • This workshop will cover the basic steps and design principles to design, develop, and implement a service learning project or program within a basic education or higher education setting. • This workshop will begin with a brief overview of most salient current research, characteristics, and benefits of service learning. • Guided by the workshop facilitator, the participants will then have the opportunity to apply this foundation knowledge by working in small groups to step through the initial steps of the planning process for designing a service learning project or project. 2 7/17/2019 Add a footer
- 3. Overview • Service-learning is an academically rigorous and structured educational approach that promotes active learning by integrating classroom learning with experiential learning through pragmatic community service and civic engagement. • Service-learning is a community-based learning activity that meets the needs of both students and society. • Service-learning allows students to directly apply course content (knowledge and skills) in an authentic setting and, in the process, allows students to develop a sense of personal values and civic responsibility. • As such, service-learning is an educational philosophy, a pedagogical strategy, a learning activity, and a community development program all in one. • Service-learning has an extensive theoretical and research knowledge base to support its use as a teaching and learning strategy to promote increasing student retention and graduation rates. 3 7/17/2019 Add a footer
- 4. Introduction • Dr. Blessinger is an adjunct associate professor of education at St. John's University, a math and science teacher with the NewYork State Education Department, and chief research scientist of the International Higher EducationTeaching and Learning Association (in consultative status with the United Nations). • Dr. Blessinger is the editor and author of many books and articles and he is an educational policy analyst and contributing writer with UNESCO's Inclusive Policy Lab, University World News,The Hechinger Report, and Higher EducationTomorrow, among others. • Dr. Blessinger teaches courses in education, leadership, and research methods and he serves on doctoral dissertation committees. • Dr. Blessinger has received several educational awards, including: Fulbright Senior Scholar to Denmark (Department of State, USA), Governor’s Teaching Fellow (Institute of Higher Education, University of Georgia, USA), and National Geographic Educator. 4 7/17/2019 Add a footer
- 5. Introduction 5 7/17/2019 Add a footer https://www.universityworldnews.com/post.php?story=20190526153905418
- 6. Introduction 6 7/17/2019 Add a footer
- 7. Connect with me on LinkedIn 7 7/17/2019 Add a footer https://www.linkedin.com/in/drblessinger/
- 8. Overview of Service-Learning (SL) • This presentation will discuss why and how service-learning can be effective in: • Achieving institutional mission, teaching aims, and learning objectives. • Improving academic engagement, retention, and graduation rates.. • Service-learning is an academically rigorous and structured educational approach that promotes active learning by integrating classroom learning with experiential learning through pragmatic community service and civic engagement. • Service-learning is a community-based learning activity that meets the needs of both students and society. • Service-learning allows students to directly apply course content (knowledge and skills) in an authentic setting and, in the process, allows students to develop a sense of personal values and civic responsibility. • As such, service-learning is an educational philosophy, a pedagogical strategy, a learning activity, and a community development program all in one. • Service-learning has an extensive theoretical and research knowledge base to support its use as a teaching and learning strategy to promote increasing student retention and graduation rates. 8 7/17/2019 Add a footer
- 9. Service-LearningTheory, Principles, and Concepts • This workshop will discuss why and how field-based learning can be effective in: • Achieving teaching aims and learning objectives. • Integrating FBL into the curriculum to create a more dynamic and engaged learning environment. • SL is: • An active, experiential, inquiry-based teaching and learning strategy. • A teaching and learning strategy that extends teaching and learning beyond the classroom/laboratory walls. • An authentic learning approach where students are exposed to real-world settings in the broader community through community service. • A teaching and learning strategy where students learn by hands-on application of course content and though direct interaction with the environment to complement textbooks, lectures, guided instruction, classwork, homework, videos, virtual/augmented reality, labs, etc.. • SL is appropriate for basic or higher education levels. • Context is important: grade level, subject matter, learning objectives, etc. • SL is academically rigorous and structured educational approach that promotes active learning by integrating classroom learning with experimental learning through community service and civic engagement (Carver, 1997). 9 7/17/2019 Add a footer Carver, R.L. (1997).TheoreticalUnderpinnings of Service Learning. Service Learning, General. Paper 40( Lonergan, N. & Andresen, L.W (1988) Field-based education: some theoretical considerations. Higher Education Research & Development, 7 (1) 63-77.)
- 10. SLStrategies and Practices Benefits of SL include: • Yue and Hart (2017) concluded from a longitudinal study that service-learning is a high-impact teaching and learning practice that can increase student graduation rates. Provides students to role paly and to practice skills, techniques, etc that cannot be carried out in any other way. • According to Ludeman et al (2002, 2009), service-learning programs in higher education institutions are designed collaboratively with community partners. • Stimulates higher understanding and reinforcement of previously learned classroom material (operate towards the top of Bloom’s taxonomy of educational goals). • Stimulates an appreciation for the complexities of real-world environments. 10 7/17/2019 Add a footer Lonergan, N. & Andresen, L.W (1988) Field-based education: some theoretical considerations. Higher Education Research & Development, 7 (1) 63-77. Ludeman, R.B, Osfield, K.J., Hidalgo, E.I., Oste, D., andWang, H.S. (Eds.). (2009). Student affairs and services in higher education: Global foundations, issues and best practices. Yue, H. and Hart, S.M. (2017). Service-learning and graduation: Evidence from event history analysis. Michigan Journal of Community Service Learning. 23(2), 22-41.
- 11. SL Planning Strategies and Practices • Pre service-learning (What foundational knowledge is necessary for students before they begin their service-learning and how will you prepare students – professional, legal, ethical issues – for the service-learning activity/project?) • Service-learning (What specific learning activities will students engage in to enhance the learning objectives of the course and build on the knowledge learned in the course; how will they apply the course content to the service- learning project?) • Post service-learning (How will you assess and grade the effectiveness of the service-learning project? (e.g. a write-up – presentation, reflection paper, academic essay, or research paper; portfolio or video of activities completed, or something else)? 11 7/17/2019 Add a footer
- 12. SL Basics • Service learning achieves these goals because it is a credit-bearing, curricula- based approach to teaching and learning that requires students to apply knowledge they are learning in the classroom to real-world experiences through community-based projects. (Steinberg, Bringle, &Williams, 2010). • Requires students to apply knowledge to real-life problem solving. • May go by other names or be part of broader academic programs like internships (structured work placements), field-based learning, practicums (practical application of studied theory), and experiential learning (direct encounter with what’s being studied), problem-based learning, or inquiry-based learning. • According to Ludeman et al (2009), service-learning programs in higher education institutions are designed collaboratively with community partners. 12 7/17/2019 Add a footer Ludeman, R.B, Osfield, K.J., Hidalgo, E.I., Oste, D., and Wang, H.S. (Eds.). (2009). Student affairs and services in higher education: Global foundations, issues and best practices.
- 13. SL Basics 13 7/17/2019 Add a footer SL Basics • SL is place-based teaching and learning in the local community.. • SL is learning by doing from direct experience in their field of study. • SL experiences should be interdisciplinary and integrated. • Some institutions have service-learning centers. • Main service-learning functions include: • establishing and maintaining relationships and agreements with community partners, • trains instructors and partners in service-learning basics, • defines the roles and responsibilities for all parties, and • provides all parties with the basic resources they need to enable successful service- learning projects. • Within this scope, instructors integrate applicable service-learning projects into their course(s) and define the learning objectives that students need to meet by engaging in a service-learning project with the community partner.
- 14. Service-learning Exemplars • K-12 Education Exemplars • https://www.youtube.com/watch?v=7t30ZMX8uGw • https://www.youtube.com/watch?v=T7WsgThpfw0 • Higher Education Exemplars • https://www.youtube.com/watch?v=KK5y-nRfseA • https://www.youtube.com/watch?v=v3NTAuFgFWc • https://www.youtube.com/watch?v=p9398PnhsU4 • https://www.youtube.com/watch?v=f4NENsemwJA • https://www.youtube.com/watch?v=sg2xLUtWQU4 14 7/17/2019 Add a footer
- 15. Service-learning Exemplar – University of Wisconsin • https://www.uwec.edu/service-learning/students/example-projects/ • Work on a Habitat for Humanity project constructing housing for families with low incomes • Organize/assist with voter registration • Work with a neighborhood association • Work with a public interest organization • Work with a political campaign • Assist with community events and projects such as museum activities, cultural awareness programs, fairs and festivals,Adopt-a-Highway, neighborhood clean-up/beautification days • Serve as a mentor for a young person through Big Brothers Big Sisters, Scouting, 4-H or other youth organizations • Help senior citizens with a variety of activities that enhance their quality of life • Conduct a conservation project at a park, lakeshore or nature center • Tutor elementary or secondary students in a variety of subjects, work with Literacy Volunteers of America, or serve as a "Reading Partner" to encourage youngsters to develop good reading habits 15 7/17/2019 Add a footer
- 17. Service-Learning Case 1: Nat Geo Ed Certification Designing a SL Activity. Basic Education • PHASE 1: Certification Workshop • The Phase 1 workshop is rooted in National Geographic’s Learning Framework.The Learning Framework is built around attitudes, skills, and knowledge sets that encourage students to think like explorers. • PHASE 2: Classroom Activities • In Phase 2, you should complete two classroom activities that draw upon your knowledge of the National Geographic Learning Framework (introduced in Phase 1). • PHASE 3: Capstone Project • Your capstone project should tell the story of your students’ learning in a visual and creative way.We want to know how your chosen activities reflects the attitudes, skills, and knowledge of the National Geographic Learning Framework—and how it fits in with your personal identity, values, or philosophy as a teacher. 17 7/17/2019 Add a footer See https://www.nationalgeographic.org/education/programs/educator-certification
- 18. Service-Learning Case 1: Nat Geo Ed Certification Designing a SL Activity. Basic Education • National Geographic Learning Framework • ATTITUDES: • CURIOUS, RESPONSIBLE, AND EMPOWERED • SKILLS: • OBSERVE,COMMUNICATE, COLLABORATE, PROBLEM-SOLVING • KNOWLEDGE: • THE HUMAN PLANET, OUR CHANGING PLANET,WILDLIFE • CREATE A JOURNALTO KEEPTRACK OF ALL PROGRESS AND ACTIVITIES 18 7/17/2019 Add a footer (See https://www.nationalgeographic.org/education/learningframework/ ) https://docs.google.com/document/d/1RN5zhx8Zm-fqlFp5YyLXrmOndgZSkgrT_Nwt6AA5EsA/edit
- 19. Service-Learning Case 1: Nat Geo Ed Certification National Geographic Capstone Project Rubric 19 7/17/2019 Add a footer
- 20. Service-LearningCase 1: Nat Geo Ed Certification National Geographic Capstone Project Rubric 20 7/17/2019 Add a footer
- 21. Service-LearningCase 1: Nat Geo Ed Certification National Geographic Capstone Project: Lesson Plan 21 7/17/2019 Add a footer
- 22. Service-LearningCase 1: Nat Geo Ed Certification National Geographic Capstone Project 22 7/17/2019 Add a footer
- 23. Workshop Activity: Overview • Step 1 (about 5 minutes): Form groups by discipline and by grade level (the subject areas) • Step 2 (about 20 minutes): Decide on the basic requirements of SL activity (the context) • Step 3 (about 20 minutes): Design the SL activity (the actual activities) • Step 4 (about 30 minutes): Share what you have created 23 7/17/2019 Add a footer
- 24. Workshop Activity: decide on the basic requirements 20 minutes- complete page 1 of handout • Form groups of 3 or 4 individuals • Preferable to form groups by discipline / subject area so you can leverage off of each other’s expertise and by grade level so that you know the same level of content. • Within your group, decide on the basic requirements of the SL activity: • What major content area, program, course, and grade level will the service- learning activity be part of? • What is the main purpose of the service-learning activity (i.e., why do you want to engage in a service-learning activity)? • What the learning objectives do you want students to achieve through the service-learning activity? • How will the service-learning project be integrated into the course? And how many hours will the students be expected to devote to the service-learning project for the course? • What community organization (partner) will the students work with for their service-learning project? 24 7/17/2019 Add a footer
- 25. Workshop Activity: design the SL activity 20 minutes - complete page 2 of handout After your group has decided upon the basic requirements of the SL activity, now design it: • Pre service-learning (What foundational knowledge is necessary for students before they begin their service-learning and how will you prepare students – professional, legal, ethical issues – for the service-learning activity/project?) • Service-learning (What specific learning activities will students engage in to enhance the learning objectives of the course and build on the knowledge learned in the course; how will they apply the course content to the service- learning project?) • Post service-learning (How will you assess and grade the effectiveness of the service-learning project? (e.g. a write-up – presentation, reflection paper, academic essay, or research paper; portfolio or video of activities completed, or something else)? 25 7/17/2019 Add a footer
- 26. Workshop Activity: share what you have created 30 minutes • Each group will take a few minutes to share their project • The name and position (professor, teacher, administrator, etc) of each group member • What it an easy task to design a SL activity? • Anything that surprised you about the group activity? • Describe the basic elements of your field based activity? • What major content area, program, course, and grade level will it be part of? • What is the purpose of the field activity (i.e., why do you want to engage in a field activity)? • What are the learning objectives you want students to achieve? • What specific learning activities will they do (i.e., wow will students be engaged in the field )? • What type of SL activity did you choose? • Describe the main PreTrip,Trip, and PostTrip activities? 26 7/17/2019 Add a footer
- 27. 27 7/17/2019 Add a footer Resources for Service-Learning Articles and Books Jacoby, B. and Associates. (Eds.) (2003). Building partnerships for service-learning. San Francisco, CA: Jossey-Bass. Ludeman, R.B. (Ed.). (2002). The role of student affairs and services in higher education: A Practical manual for developing, implementing, and assessing student affairs programmes and services. UNESCO. Paris. http://unesdoc.unesco.org/images/0012/001281/128118e.pdf Ludeman, R.B, Osfield, K.J., Hidalgo, E.I., Oste, D., and Wang, H.S. (Eds.). (2009). Student affairs and services in higher education: Global foundations, issues and best practices. UNESCO. Paris. http://unesdoc.unesco.org/images/0018/001832/183221e.pdf Steinberg, K.S., Bringle, R.G., and Williams, M. J. (2010). Service-learning research primer. ScottsValley, CA: National Service- Learning Clearinghouse. http://servicelearning.gov/filemanager/download/Service-Learning_Research_Primer.pdf Yue, H. and Hart, S.M. (2017). Service-learning and graduation: Evidence from event history analysis. Michigan Journal of Community Service Learning. 23(2), 22-41. https://quod.lib.umich.edu/cgi/t/text/text- idx?cc=mjcsloa;c=mjcsl;c=mjcsloa;idno=3239521.0023.202;g=mjcslg;rgn=main;view=text;xc=1 Websites https://serc.carleton.edu/introgeo/service/principles.html https://serc.carleton.edu/introgeo/service/flexible.html https://serc.carleton.edu/sp/library/service/examples.html