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View Mini-Course: Student Driven Community Service
Intent of Project
The intent of this course is to show educators how to incorporate student driven community service projects into the curriculum.
Throughout the course, learners will develop an understanding of student driven community service and will generate a plan for implementing a project in their own classroom.
Needs Analysis
Problem
Research has shown that involving students in community service projects has many benefits. Studies have correlated service learning with higher scores on state assessments (RMC Research Council, 2002). In addition, civic engagement activities have been correlated with better attitudes toward school and higher graduation rates (RMC Research Council, 2002). When students are allowed to select their own community projects, they are more likely to be engaged and interested, and therefore will gain more from the experience. The students will feel a sense of ownership over the project. Students also develop their skills in leadership, public speaking, and responsibility (Justinianno & Scherer, 2001). However, students are often not given opportunities to participate in student driven civic engagement projects. Likely obstacles include lack of time to fit these projects in to the school day and having trouble fitting these projects in to the curriculum and established standards. In addition, teachers may not know how to structure such a project so that students will be successful.
Initial Intent
With this course, teachers will see evidence that supports using student driven civic engagement projects within the classroom setting. Teachers will also see examples and be provided with practical resources to implement such projects in their own classrooms. In addition, the course will show how such projects can link to National Common Core Standards, so that teachers can build these projects in to the required curriculum.
What is Already Known
Research has shown many benefits of youth voice in service learning. Youth voice has been shown to lead to increased self-esteem, higher academic achievement, fewer risky behaviors, and improved social skills and communication with family and peers (Justinianno & Scherer, 2001)(RMC Research Council, 2002). There are many different models of youth voice in organizations, but they all share a common theme of valuing the "ideas, opinions, involvement, and initiatives" of young people (Justinianno & Scherer, 2001, pg 12). These models have been researched and shown to be beneficial to the youth and the organizations involved. The research also shows how to best implement these models, and when each is appropriate. This information will become valuable later as teachers work to see which models will fit best in to their own curriculum and classes.
How Information Was Gathered
Background information was gathered from various research studies. In addition, a survey was designed and administered to teachers. Teachers responded from across the country (New York, Louisiana, North Carolina, Virginia, and Maryland) and from a variety of grade levels (early elementary through college level). The teachers also represented a variety of subject areas. This survey was used to gauge teacher background, practices, attitudes toward community service, and identified obstacles. The survey was created as a form through Google Drive. The questions asked were:
1. How old are you?
2. How many years have you been teaching?
3. What level/grade do you currently teach?
4. What subject/class do you teach?
5. When learning new teaching strategies, what do you find most beneficial?
6. Do you think community service is valuable for students? Why or why not?
7. Do you provide community service opportunities for your students within your class? If yes, how often?
8. Do you REQUIRE community service of your students? If yes, how much?
9. Do you think community service is more valuable if students are able to design their own projects to address community issues they identified? Why or why not?
10. Do you think student created community service projects can fit in to your classroom curriculum? Why or why not?
11. Do you think student created community service projects can align with the required standards? Why or why not?
12. What do you think are the biggest obstacles to implementing student created community service projects?
The Learners
The intended learners are practicing and preservice teachers. Some learners have been teaching for many years, others are just beginning, and still more have not yet had their own classrooms. The course will be beneficial to teachers of any subject area as well as in any grade level. In addition, it will be valuable to teachers in any community or cultural setting. Non-teaching childcare providers (e.g. daycare workers, afterschool program coordinators) would also be included in the target learning group.
Based on survey results, the majority of the learners prefer to learn new teaching techniques by either watching models demonstrate these techniques (either live or in a video) or by discussing the new techniques with others. Far fewer of the learners identified simply reading about a new strategy as the most effective way for them to learn.
Based on the survey results, all but one teacher identified that they saw value in community service for students, and that one teacher acknowledged there would be positive benefits for some of the students. This result indicates that the learners have a positive attitude toward service learning. In addition, every teacher who responded indicated that they believed the project would be more valuable if it was student driven. It was clear that teachers were able to state the benefits of such projects. However, in reality, only about half of them were providing these opportunities for their students and only two indicated that the school (but not the individual class) required it for all students.
As teachers, I assume that my learners have the prerequisite knowledge of knowing and understanding the developmental level and corresponding capabilities of the students they teach. They should also be familiar with both the National Common Core Standards and the curriculum that they currently teach. In addition, as college graduates, they are expected to enter this course able to write a persuasive paragraph, citing evidence that supports the argument.
The Instructional Context
Physical Factors
This course will be delivered online, so access to a computer and high-speed internet is required for all learners. The instructional lifespan of the content is long. While relevant community projects might change, the process of engaging the students in the civic engagement process will remain constant and the resources provided will as well.
As an online class, this course can be distributed across the world to anywhere with internet access. It can be accessed at any time of day or year, as it is not dependent on any seasonal changes. The only extra support that may be needed is a computer support personal to ensure all the correct plug-ins and programs needed are installed and functioning appropriately on the computer accessing the course.
Use Factors
This course is a self-directed, one time use course. Therefore the schedule is flexible. Learners will also be able to refer back to specific sections and resources as needed to implement the project in their own teaching. The course is designed for individual learning but does incorporate group discussions. The administrator of the course is a Science educator who has incorporated student driven civic engagement projects in to the curriculum for three years.
Summary of Information Gathered
- Almost all of the survey responders acknowledged that they saw value in community service projects, particularly student driven projects. They listed benefits for students such as increased senses of citizenship, compassion, empowerment, and ownership.
- Only four of the responders provided community service opportunities, and none required it for their class. Of those who provided opportunities, it was only at a few isolated points throughout the year.
- Many teachers felt that student driven community service projects could be made to fit in with the current standards and curriculums they taught, but not every teacher was sure how to make that fit.
- The biggest obstacles identified by teachers were the time required, money for resources or transportation, and district and administrative pressures.
To see the original spreadsheet of results, click here: Youth Voice Needs Assessment Survey Results
Revised Intent
In this course, learners will discover several models for incorporating student driven community service projects in to classrooms. They will compare each model as well as learn when each model is appropriate, finishing by combining the existing models to adopt or adapt one model that will fit their needs best. They will also be provided with resources designed to alleviate the planning time for implementing such a program. Lastly, teachers will be provided with assistance in identifying how these project can align with the National Common Core standards in order to help convince administration, parents, and other stakeholders of the important value of these projects.
Performance Objectives
- Learners will choose to include student driven community service projects, as evidenced by incorporating them in their own classrooms.
- Learners will classify projects as examples or non-examples of student driven community service projects using a self-generated list of criteria by labeling them.
- Learners will state in typed writing how student driven community service projects fit in to the Common Core Standards by citing specific standard connections.
- In their own classrooms, learners will demonstrate knowledge of a model for student driven civic engagement by incorporating it in to the classroom.
Task Analysis
Essential Prerequisite Skills
The learner can state the benefits of student driven community service.
The learner can define their curriculum.
The learner can find the National Common Core Standards that apply to their teaching position online.
The learner demonstrates the ability to write a persuasive paragraph, citing specific examples as evidence.
Supportive Prerequisite Skills
A positive attitude toward the National Common Core Standards.
The learner demonstrates the ability to search within an online document.
The learner executes typing skills.
Instructional Curriculum Map
The link below shows the curriculum map for the mini-course. It highlights the overarching objective of the course as well as the prerequisites for this objective in different domains of learning. It also shows the essential and supportive prerequisites for entry in to the course.
File:Instructional Curriculum Map Student Driven Community Service.pdf
Course Outline
End Product
Throughout the course, learners will be working on an Implementation Plan that they will be able to use in their own classroom. Many individual lesson assignments will be added to this Implementation Plan. Learners will download the template as a Word document at the beginning of the course add to it as they progress through the material.
Learners will also be keeping notes and reflections in a Learning Journal. This Learning Journal can be in a paper notebook or a computer Word document, at the discretion of the learner.
Outline of Units
Click the link below for an outline of the five units of this course and the objectives and learning activities that will be included in each unit.
References for Portfolio
Justinianno, J., & Scherer, C. (2001). Youth Voice: A Guide for Engaging Youth in Leadership and Decision-Making in Service-Learning Programs. Points of Light Foundation.
RMC Research Council. (2002, December). Fact Sheets: Impacts of Service Learning on Participating K-12 Students. Retrieved October 3, 2012, from National Service Learning Clearinghouse: http://www.servicelearning.org/instant_info/fact_sheets/k-12_facts/impacts/
Comprehensive Reference List
Earth Force Inc. (2011, July 7). Staples Urban Environment Challenge Winner - Go Green Group. Retrieved November 13, 2012, from YouTube: http://www.youtube.com/watch?v=UPgRzzxcCEU&feature=plcp
Earth Force Introduction. (2011, March 10). Retrieved November 4, 2012, from Teacher Tube:http://teachertube.com/viewVideo.php?video_id=224947&title=Earth_Force_Introduction&vpkey=c84cc6d55f
Education Commission of the States. (2001). Integrating Youth Voice in Service Learning. Retrieved November 14, 2012, from Education Commission of the States:http://www.ecs.org/clearinghouse/23/67/2367.htm
Evaluating Students' Work. (n.d.). Retrieved November 27, 2012, from Ripon College Office of Community Engagement: http://www.ripon.edu/offices_resources/oce/untitled.htm
Evers, Tony. (2010). High Quality Instruction that Transforms: A Guide to Implementing Quality Academic Service-Learning. Retrieved November 14, 2012, from Wisconsin Department of Public Instruction: http://sl.dpi.wi.gov/files/sl/pdf/high_quality_learning_web.pdf
Glossary of Education: Community Service. (2012). Retrieved November 10, 2012, from Education.com: http://www.education.com/definition/community-service/
Justinianno, J., & Scherer, C. (2001). Youth Voice: A Guide for Engaging Youth in Leadership and Decision-Making in Service-Learning Programs. Points of Light Foundation.
National Governors Association Center for Best Practices, Council of Cheif State School Officers. (2010). Common Core State Standards. Washington, DC: National Governors Association Center for Best Practices, Council of Chief State School Officers.
Ontario Ministry of Training, Colleges, and Universities. (2011, March). How to Use the 'Checklist for Evaluating Learning Materials'. Retrieved November 27, 2012, from Ministry of Training, Colleges, and Universities:http://www.tcu.gov.on.ca/eng/eopg/publications/OALCF_How_to_Evaluate_Learning_Materials_Mar_11.pdf
RMC Research Corporation. (2003). Connecting Thinking and Action: Ideas for Service-Learning Reflection. Retrieved November 4, 2012, from National Service-Learning Clearinghouse: http://www.servicelearning.org/filemanager/download/132/Reflection%20Guide%20Internet1.pdf RMC Research Corporation. (2009). K-12 Service-Learning Project Planning Toolkit. Retrieved November 28, 2012, from National Service Learning Clearinghouse:http://www.servicelearning.org/filemanager/download/8542_K-12_SL_Toolkit_UPDATED.pdf
RMC Research Council. (2002, December). Fact Sheets: Impacts of Service Learning on Participating K-12 Students. Retrieved October 3, 2012, from National Service Learning Clearinghouse:http://www.servicelearning.org/instant_info/fact_sheets/k-12_facts/impacts/
Service-Learning Project Ideas. Retrieved November 27, 2012, from Ripon College Office of Community Engagement:http://www.ripon.edu/offices_resources/oce/ServiceLearningProjectIdeas.htm
Service-Learning Strategies: Idaho's Practical Guide to Service-Learning. (n.d.). Retrieved November 14, 2012, from Idaho State Department of Education: http://www.sde.idaho.gov/site/learn_serve/docs/Service-learning%20strategies.pdf University of Missouri. (n.d.). A Definition of Community Service. Retrieved November 10, 2012, from University of Missouri: http://web.missouri.edu/~wrkstudy/comserv2.html
Youth Service America. (2012). Semester of Service Strategy Guide. Retrieved November 28, 2012, from Youth Service America: http://tools.ysa.org/downloads/grants/YSA-2013-Semester-of-Service-Strategy-Guide.pdf