M3U4A2 (Tasneem's Service Learning Project)
- 1. Service-Learning Project Tasneem Damji TEACH-NOW | Cohort 3 | M3U4A2
- 2. Project Overview Students in Grade 9 will engage in a service-learning project The project will be integrated into the Writing I and Study Skills classes
- 3. Unit Objectives Writing I unit objective: The student will draft and revise a reflective essay Study Skills unit objective: The student will be able to think critically about a specific problem using Bloom’s Taxonomy
- 4. Service Learning* Project Based Learning** Promote civic engagement Make real world connections Work in teams Includes structured collaboration Enrich students’ lives Student-driven Engage in meaningful hands-on service Engages students in deeper learning Address real life needs in community Investigate and respond to complex question, problem or challenge Facilitates students’ growth in academics, social creativity, critical thinking, communication, collaboration, and leadership skills Build 21st century skills: critical thinking, collaboration, communication, creativity, and innovation, global awareness Students present accomplishments and demonstrate they have fulfilled class objectives Students present work to others beyond classmates and teacherReferences *Schoenfeld, R. n.d. Service Learning Bringing Together Students, Parents, and Community to Create a Better World. Retrieved March 20, 2015 from www.education.jhu.edu/PD/newhorizons/strategies/ topics/service-learning/bringing-together/ **Buck Institute for Education. Retrieved March 16, 2015 from www.bie.org Service Learning & PBL
- 5. Driving Questions How can you help people in your community? What are the areas of need in your community and what resources can be used to address these needs?
- 6. Description • Students will • Identify a problem in their community • Research the problem and determine ways to address it • Including surveys, interviews, focus group discussions • Work with a community organization to connect their research with work that is already being done in the community • Write a proposal for the community issue they would like to address • Present their proposal to key stakeholders in the community • Implement project in community • Journal the process • Reflect on progress and ways to improve in future
- 7. Student-Centered Learning • Work in groups • each student has role in group • Employ learner contracts • students create own goals they want to achieve in project & highlight appropriate ways to work in group • Brainstorm community needs • Collaboratively plan how to address needs • Research & choose the project they will plan & implement • Reflect on project – what went well? what to do differently next time? • Teacher is guide on the side
- 8. Assessment • Diverse methods of assessment • Formative • Small check-ins throughout the project • Mini presentations with expectation guidelines • Summative • Using rubric (content & skills) created with students at beginning of project • Final presentation beyond classroom • Combination of peer, self, and teacher assessment • Individual & group Reference Buck Institute for Education. 2014 April 2. Assessment in PBL. Retrieved March 20, 2015 from www.youtube.com/watch?v=uYRNWumyy4w
- 9. Deeper Learning Collaboration Communication Critical thinking Creativity Problem-solving Reflective action Global awareness Reference Schwartz, K. 2014 October 3. Report Finds. ‘Deeper Learning’ Model Improves Outcomes for All Students. Retrieved March 21, 2015 from http://blogs.kqed.org/mindshift/2014/10/report-finds- deeper-learning-model-improves-outcomes-for-all-students/