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Aligning PURPOSE with PRACTICE:�Service Learning

A Conversation with Cathryn Berger Kaye

@cbkaye

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Words

Inspire
Enliven
Envision
Inform
Transform
Predict
Dream

Take Us Places
Surprise
Mystify
Provide Dilemmas
Ideas
Examples
Hope

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Words matter – they move us in one direction or another.� Deena Metzger, author�

ACTION

WORDS

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Red Flag Question

What do you want me to do?

Resourceful

THINK

Curiosity

Under-direct

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QUOTES

BRE SAMBUCHINO

LOVELAND HIGH SCHOOL

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BRE SAMBUCHINO

LOVELAND HIGH SCHOOL

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A Little Math . . . And Quotes

John Dewey says:

E ≠ P

E = L

Helen Keller says:

L = DA

E = DA

EDUCATION= A DARING ADVENTURE

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“Adventure” . . . A way to embrace the world� Milos Kundera

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Key Terms

Community Service

Philanthropy/Charity

Projects

Service Learning!

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INVESTIGATION

PREPARATION

ACTION

REFLECTION

DEMONSTRATION

Curriculum

Reflection

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��SERVICE��LEARNING

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Service Learning Always has

Academic Relevance, Rigor, & Application

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Topics

AIDS Awareness & Understanding
Animals in Danger
Elders
Emergency Readiness
Environment
Gardening
Immigrants

Healthy Lives, Healthy Choices
Hunger, Homelessness, Poverty
Literacy�Safe and Strong Communities
Social Change: Issues and Action
Special Needs & Disabilities

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Check this out! A teacher using this same framework to have students develop curricular pathways!

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�LEARNING EXPERIENCES

Challenging

Significant

Real

Engaging

Purposeful

Non-judgmental

A d v e n t u r e

Lesson Plans and Activities

I suggest -- not through “lesson plans.”

Stop with the lesson plans, listen to the children.

Recently, I connected my aversion to my Texas roots – “I’m going to teach you a lesson!” not often favorable.

I propose changing the language – Language Defines Culture. So this shift can have ramifications from small to large.

Replace Lesson Plans with:

Challenging – Growing up is figuring out Who Am I? in this rocky tumbling world. In part we find this out by coming up against challenges – even as adults – that helps us see our mettle, our me-ness (if I can make up a word) our identity.

Significant – Something matters with this. This is one place the SDGs can be “significant” – to see the connections

Real – even more than relevant . . .

Engaging – learning is not a passive sport – and lately I have been looking at this concept of engagement and reflecting on my own practice and I see that for a long time I have set the bar for myself pretty high – to achieve 100% engagement 100% of the time. And it’s possible.

[Aside here: engagement is not always the same for every person – that daydreaming is a part of the engagement, and doodling (very good for the brain)]

Purposeful – How many of you looked out the window when you were in school and wondered – why am I learning this? Now, how many of you wonder why am I teaching this? We all need ‘the purpose.”

Non-Judgmental – My most recent add. And it comes with a question – is this attainable in the place we call school? At any given moment, do your students feel judged? Nd by whom? And the question I am exploring now is – how does feeling judged alter our ability to learn? Can we learn as well when we feel judged? Can you? We will return to this idea again, so stay tuned.

Adventure – ariel

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PURPOSE

Knowing the WHY

FUELED by CURIOSITY

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Be on the lookout . . .

What problem is being solved or addressed? Is there a verifiable need?

What type of impact is being made: Temporary? Sustainable?

Is the reason or purpose for the action clear to all involved?

Did they start small? Did they dream big?

Was curiosity ignited?

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Our Community – Taking Action that Matters

IDEA: Animals need homes
Investigate: Interview an animal rescuer with Animal Welfare Coalition; Observation
AUTHENTICATE NEED: Adoption and prevent pet abandonment; inform families about benefits/responsibilities of adopting a pet
PREPARATION: Brooklyn Cat Café, to socialize kittens, and learn more about adopting and caring for a pet
ACTION: Design a pamphlet for young people about animal adoption and distribute it to families interested in adopting a pet
Ongoing REFLECTION: Animals and people have similar needs
DEMONSTRATION: Performance and display to bring the Cat Café alive for their peers

15 Life on Land

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International School of Prague

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Cater Prague

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American International School of Chennai

GRADE 2 – MATH AND SOCIAL STUDIES

Teachers at AISC and an orphanage in their neighborhood, Seva Samajam, identify common units of study taught in both schools.

The students visit each other at their schools – learn and teach traditional games from respective cultures, learn math and music together, paint and make crafts sold at the Grade 2 Craft Event to buy desks and other items for the orphanage.

RECIPROCITY – AN EXCHANGE – LEARNING FROM AND WITH EACH OTHER

Grade 2

Grade 2 students have a year-long interaction with elementary students of Seva Samajam, an orphanage in the neighborhood, as part of their social studies and math units. AISC teachers and Seva Samajam teachers together plan the project after the identifying common units that are taught in both schools.

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AISC students visit Seva Samajam twice or more during the academic year and vice versa. During these interactions, the students learn and teach traditional games from their respective cultures, learn math together, draw, paint and learn music together. Sometimes they make craft items that are sold during the annual Grade 2 Crafts Mela end of the year. The proceeds of the Mela go towards buying desks and other necessary items at the orphanage.

Grade 3

Grade 3 students visit the Pallikaranai Marsh, a protected but endangered wetland close to AISC that hosts many exotic migratory bird species. Every year thousands of birds migrate to the marsh during winter, but the marsh has been shrinking in size due to construction of buildings and other encroachments. The students, as part of their unit 'Ecosystems', learn about the importance of marshlands, the different birds, insects and animals that inhabit the marsh and its importance to Chennai.

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The students interact with marshland officials and ask them how they can help. They create PSAs to educate others about the marsh and its importance. They also create guide books and donate it to marsh officials who in turn use it to educate other local school children.

They also write letters to the government or conduct telephonic interviews with the government officials. AISC students also take children from Seva Samajam on a field trip where they act as guides and share their knowledge of what they have learnt about the marsh.

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American International School of Chennai

Grade 3 -- ECOSYSTEMS

Students visit a protected, endangered wetland near school that hosts migratory birds – thousands every winter.

OH NO! The marsh is shrinking due to …. WHAT?

“HOW CAN WE HELP?”

PSAs . . . Guide books . . . All to educate local school children.

MORE: Write and call government officials.

AND act as GUIDE to Seva Samajam youth on field trips.

SO MUCH LEARNING!!

and te. Grade 3

Grade 3 students visit the Pallikaranai Marsh, a protected but endangered wetland close to AISC that hosts many exotic migratory bird species. Every year thousands of birds migrate to the marsh during winter, but the marsh has been shrinking in size due to construction of buildings and other encroachments. The students, as part of their unit 'Ecosystems', learn about the importance of marshlands, the different birds, insects and animals that inhabit the marsh and its importance to Chennai.

�

The students interact with marshland officials and ask them how they can help. They create PSAs to educate others about the marsh and its importance. They also create guide books and donate it to marsh officials who in turn use it to educate other local school children.

They also write letters to the government or conduct telephonic interviews with the government officials. AISC students also take children from Seva Samajam on a field trip where they act as guides and share their knowledge of what they have learnt about the marsh.

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Hong Kong Academy�grade 7 & 8 Science

annual amount of school bus diesel fuel

annual amount of coal burned by HKA

volume of water used by the entire school

mass of lunch waste generated by MS/HS

amount of copy paper used by the school

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Pechersk School International, Kyiv, Ukraine�Design & Technology Unit GR 10

Students mind mapping problems of people who are disadvantaged
Visiting an Orphanage for the Visually Impaired, and interviewing those children
The director of the orphanage responded, ‘Once you begin, you must finish’
It was more than a design project; it was a shared learning experience for both parties. The project was about connection and community coming together through design
Arsenal Museum in Kyiv, Ukraine was holding an exhibit on toys and technologies
Testing their ideas with grade K and 1 students . . . And consulting with DP Design Technology students

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Board Games for Children who are Visually Impaired,

Pre-school and grade 1

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International School of Prague: �Lobkowicz Collections �Museums as Partners

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International School of Estonia�IB Diploma, 20th Century World History Class

World War One and World War Two in History

All Quiet on the Western Front in English

Bring the “delicate and emotional subject of war closer to their learning community”

Interviewed a group of war veterans and current soldiers

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Published Memoirs of a Soldier�

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�

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www.INOURVILLAGE.org

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Welcome to In Our Global Village

To learn more, at www.inourvillage.org, click on the box In Our Global Village

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www.inourvillage.org

See In Our Global Village

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�A “Defining” Moment

What is

Service Learning?

Activity: Defining Service Learning

Option A -- Large Group Activity (5 minutes) Ask, if you were creating a definition of service learning, what words would you want to be in this definition? Scribe their responses, adding comments as needed.

Note: If responses are not forthcoming, have them turn to a partner and allow one-minute to come up with 2-3 words or a short phrase that would be essential in a definition. Scribe their responses.

Option B – Small Group Activity (10-12 minutes) Form small groups; each composes a definition of service learning in 10 words or less – images also permitted. Allow 4-5 minutes. Give each poster paper and marker to write their definition so it can be read aloud and displayed. Debrief by allowing each small group to present what they have prepared.

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��SERVICE��LEARNING

My response to this huge how, again, is service learning.

Service is the heart – the affective - emotional connect – the caring

Learning is the cognitive connection.

This is the not-so-secret ability of service learning to truly educate the whole child!

Does this matter? If young people don’t care, how much harder do you work? And if they do care, how much more are they eager to learn?

[Service learning has been my response to the blank space question. Those of us who use this in our classrooms know how when done well this requires a pause a space to ask purposeful questions. To seek answers that help us connect the dots of our learning. That creates moments of discovery that call us to reflection. When students have significant moments refelction is no longer needs to be required – reflection is inspired.]

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Educating the without educating the

is no education at all.

Aristotle

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INVESTIGATION

PREPARATION

ACTION

REFLECTION

DEMONSTRATION

Curriculum

Reflection

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Intrinsic

Extrinsic

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What is an “Expert” Student?

Analytical

Creative

Practical

Ethical

With a nod to Robert J Sternberg's article: What Is an "Expert” Student?

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Robert Sternberg, psychologist

“Wisdom, the opposite of foolishness,

is the use of successful intelligence and experience toward the attainment of

a common good.”

Advisory is meant to be develop transferable knowledge, skills, and dispositions/perspectives that benefit the student, their school and community.

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Engage and Inspire

Control and Manage

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Strengthens �Cognition and�Retention

INVESTIGATION

PREPARATION

ACTION

REFLECTION

DEMONSTRATION

Curriculum

Reflection

Identify an ISSUE

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What do we INVESTIGATE?

BEGIN with a PERSONAL INVENTORY

Interests

Skills & Talents

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BOUNCE

THEORY

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Incremental Development . . .� . . . reinforced through

LEARNING LOOPS

revisit … reapply … integrate

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Action Research: Community Assets & Need

RESEARCH GOOGLE

INVESTIGATION

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Authentic ACTION RESEARCH

MEDIA

SURVEYS

INTERVIEWS

OBSERVATION and EXPERIENCE

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The travelling swallows

The Service
Build clay nests and installed at key points of the town for nesting swallows. The swallows returned!

The Learning
Knowledge about birds. Conduct an analysis of their disappearance (MISO). Search for solutions – teamwork. Plan: modeling clay.

A Challenge:	Making the swallows return

MEDIA: Articles, watched videos

INTERVIEW: Town manager, Scientist, Residents

SURVEY: Memories, Ideas

OBSERVATION: What interrupted the migration, Nesting patterns

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What approach do you take to learn about others?

DEFICIT
MODEL

ASSET MODEL

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Preparation

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RESPONSIBILITY

RESPONSE-ABILITY

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Four Kinds of Action

DIRECT

INDIRECT

ADVOCACY

RESEARCH

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Types of Action

Direct Action

Indirect Action

Advocacy

Research

Kind

Helpful

Compassionate

Disruptive

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DEMONSTRATION

CAPTURE THE STORY!

What did I learn?
How did I learn?
What did I accomplish?

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Service Learning

Improves HOW we Convey and Exchange Information

Knowledge Curiosity about the

Skills ??? Discerning Problem-Solvers

Dispositions Respect for Self and Others

Youth as Co-Collaborators!

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Engage and Inspire

Control and Manage

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RESPONSIBILITY

RESPONSE-ABILITY

DISRUPTIVE

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Words matter – they move us in one direction or another.� Deena Metzger, author�

ACTION

WORDS

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R E F L E C T I O N

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INVESTIGATION

PREPARATION

ACTION

REFLECTION

DEMONSTRATION

Curriculum

Reflection

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Reflexio�to lean back or look backwards

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REFLEXIO

How do YOU reflect?

And the most common practice?

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In Meaningful Reflection the author states:

Experiences of meaningful reflection encourage students to want to reflect again and to choose to integrate the habit of thoughtful, reflective behavior.

And

The purpose of reflection is not to reflect

but to become reflective.

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Margaret Fairless Barber, author

To look backward for a while is to refresh the eye, to restore it, and to render it the more fit for its prime function of looking forward.

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�From The Mixed-Up Files of Mrs. Basil E. Frankweiler �by E. L. Konigsburg�

“I don’t agree with that. I think you should learn, of course, and some days you must learn a great deal. But you should also have days when you allow what is already in you to swell up inside of you until it touches everything. And you can feel it inside you. If you never take time out to let that happen, then you just accumulate facts, and they begin to rattle around inside you. You can make noise with them, but never really feel anything with them. It’s hollow.”

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Should we stop to consider our options?

Why bother? Everything’s going fine!

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..

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R E F L E C T I O N

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When collaborating with others

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The language we use

REQUIREMENT EXPECTATION

GOALS PURPOSE

???

SIGNIFICANT MOMENTS
WHAT SURPRISED YOU

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Reflection can be . . .

Formal and Informal

INFORMATIVE

GENERATIVE

TRANSFORMATIVE

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BECAUSE THEY CAN

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THE PURPOSE OF LIFE�

IS A LIFE

OF PURPOSE

Thank you!