2009 Service Learning Module

8/6/2019 2009 Service Learning Module

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MOORESTOWN TOWNSHIP PUBLIC SCHOOLSMOORESTOWN, NEW JERSEY

Moorestown High School Service Learning Experience

Service Learning ModuleGrades 9 - 12

Date :Prepared by: Lewis Lazarow, Rosalind Chadwick-Garrigle, and Timothy Knight Supervisor: Kathleen D’Ambra



MOORESTOWN TOWNSHIP PUBLIC SCHOOLS

Board of Education

Mr. Don Mishler Mrs.Linda Alexandroff

President Mr. Larry FriedmanMrs. Kathy A. GoldenbergMr. A. J. Kreimer

Mrs. Christina Zajac Dr. C. Kent McGuireVice President Mr. William Van Fossen III

Mr. David Weinstein

Administration

Mr. John BachSuperintendent of Schools

Mr. Robert J. Oldt, Jr. Ms. Kate Burke Napolitano

Assistant Superintendent Assistant Superintendent for Business/Board Secretary for Curriculum & Instruction

Mr. John Fraser

Director of Personnel

Principals

Mr. Andrew Seibel Ms. Carole Butler

Moorestown High School William W Allen III Middle School

Mrs. Kim B. Jackson

Upper Elementary School

Mr. David Tate Dr. Fred Johnson

George C. Baker School Mary E. Roberts School

Dr. Leisa KaranjiaSouth Valley School

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Table of Contents

Table of Contents ........................................................................................................................................................3Brief Course Description ..................................................................................................................................... .......4Introduction .................................................................................................................................................................5Content Standards Matrix ...........................................................................................................................................6Unit 1: Introduction to Service Learning (~3 Weeks) ...............................................................................................8Unit 2: Models of successful service (~3 Weeks +1 Week for presentations and reflections on presentations) .....8Unit 3: Project Planning (~ 6 Weeks) .........................................................................................................................8Unit 4: Your Future in Service (~7 Weeks) ...............................................................................................................8Technology Matrix ......................................................................................................................................................9Units .........................................................................................................................................................................10Unit 1: Intro. to Service Learning (~3 Weeks) ........................................................................................................10Unit 2: Models of successful service (~3 Weeks +1 Week for presentations and reflections on presentations) .. .10

Unit 3: Project Planning (~ 6 Weeks) ......................................................................................................................10Identifying needs in the community .........................................................................................................................10Unit 4: Your Future in Service (~7 Weeks) .............................................................................................................10Assessment ................................................................................................................................................................11

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Title of Page Page Number



Brief Course Description

This interdisciplinary course develops young men and women who actively andreflectively seek to make a difference in today’s culture. The focus of this program allowsstudents to meet educational objectives through real-world experiences, addressing real

community needs by planning and executing service projects.

By developing critical-thinking, problem solving, workforce and community leadershipskills, students will be able to identify needs, evaluate available resources, identify/delegateleadership responsibilities, design and implement projects, and evaluate results.

As an ultimate outcome, the course seeks to inspire a lifelong commitment tocommunity service, foster character development, and promote an awareness of social justiceand responsibility, citizenship, and civic engagement. It also seeks to recognize and empower students as resources to benefit school and community.

Students who successfully complete this introductory course are eligible to enroll in the

follow-up program courses, intended to focus on more specific areas (local, national, andinternational needs).

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Introduction

Service-learning combines meaningful service to the community with classroom studies in away that improves student learning and strengthens the community. Students work in

collaboration with community members, teachers, and classmates to meet real communityneeds, while learning more about other subjects, as well as civic responsibility and effectivecitizenship. One of the goals of service-learning is instilling an ethic of service in students.

Course Sequence ……………………………where appropriate

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Content Standards Matrix

STANDARD 9.1 (Career and Technical Education) All students will develop career awareness and planning,

employability skills, and foundational knowledge necessary for success in the workplace.

Strands and Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

9.1.12 A. Career Awareness/Preparation

1. Re-evaluate personal interests, abilities, and skills through various measures including self assessments.

2. Evaluate academic and career skills needed in various career clusters.

B. Employability Skills.

2. Communicate and comprehend written and verbal thoughts, ideas, directions, and information relative toeducational and occupational settings.

4. Evaluate the following academic and career skills as they relate to home, school, community, andemployment:

Communication

Punctuality

Time management

Organization

Decision making

Goal setting

Resources allocation

Fair and equitable competition

Safety

Employment application skills

Teamwork

5. Demonstrate teamwork and leadership skills that include student participation in real world applications of career and technical education skills.

All students electing further study in career and technical education will also:

1. Participate in a structured learning experience that demonstrates interpersonal communication,teamwork, and leadership skills.

2. Participate in simulated industry assessments, when and where appropriate.

3. Prepare industry-specific technical reports/projects that incorporate graphic aids, when and whereappropriate.

4. Demonstrate occupational health and safety skills related to industry-specific activities.

STANDARD 9.2 (Consumer, Family, and Life Skills) All students will demonstrate critical life skills in order to befunctional members of society.

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Strands and Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

A. Critical Thinking

1. Apply communications and data analysis to the problem-solving and decision making processes in avariety of life situations.

2. Describe and apply constructive responses to criticism.

4. Recognize bias, vested interest, stereotyping, and the manipulation and misuse of information whileformulating solutions to problems that interfere with attaining goals.

B. Self-Management

2. Apply project planning and management skills in academic and/or occupational settings.

3. Compare and contrast methods for maximizing personal productivity.

C. Interpersonal Communication

1. Model interpersonal and effective conflict resolution skills.

2. Communicate effectively in a variety of settings with a diverse group of people.

D. Character Development and Ethics

2. Identify and research privileges and duties of citizens in a democratic society.

4. Compare and contrast a professional code of ethics or code of conduct from various work fields anddiscuss similarities and differences.

5. Apply a professional code of ethics to a workplace problem or issue.

E. Consumer and Personal Finance

4. Prepare and use skills for budget preparation, making predictions about income and expenditures, incometax preparation, and adjusting spending or expectations based on analysis.

5. Use comparative shopping techniques for the acquisition of goods and services.

F. Safety

1. Engage in an informed discussion about rules and laws designed to promote safety and health.

2. Describe and demonstrate basic first aid and safety procedures.

5. Implement safety procedures in the classroom and workplace, where appropriate.

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Overall Unit or Topic Organization with Suggested Time Frame

Unit 1: Introduction to Service Learning (~3 Weeks)

Unit 2: Models of successful service (~3 Weeks +1 Week for presentations and reflections onpresentations)

Unit 3: Project Planning (~ 6 Weeks)

Unit 4: Your Future in Service (~7 Weeks)

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Technology Matrix

Technology

Student Teacher

Projector LCD x x

Video (stream, DVD, video tape) x xVideo Presentation x x

Library Database x x

Elmo x xSmart Board

Other Board x x

Handheld Device

IPOD x x

Smart Phone

Digital Recording x x

Software x x

Power Point x xSpreadsheet x x

Internet (web quest) x x

Adaptive Technology x x

Voice Technology

Interface Technology

MIDI

BLOGS x x

POD Cast x x

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Units

Unit 1: Intro. to Service Learning (~3 Weeks)

• Defining service beyond the traditional (fundraising,

donations). Service does not have to be on the grandscale but could take place in the hallway, cafeteria,neighborhood nursing home.

• Interests Survey• Who I am• Value of Reflection

Unit 2: Models of successful service (~3Weeks +1 Week for presentations and reflectionson presentations)

• Defining leadership• Qualities of a Leader •

Classroom interview of a service learning leader • Project 1 Due at end of Unit 2.

Unit 3: Project Planning (~ 6 Weeks)

Identifying needs in the community• Setting goals for what we want to change• Identifying barriers to success• Reflection and Evaluation of self, class and project• Project 2 coincides with Unit 3

Unit 4: Your Future in Service (~7 Weeks)

•Begins with assignment of Project 3

• Students reflect on what has been learned and what can be done with service in the future.

• Students will look at themselves as individuals and asmembers of a community and decide how and wherethey can implement and improve their civicengagement.

• Students will examine possibilities of engaging othersin future service beyond the classroom environment.

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Project 1: Individual Reflection Based Projects

• Students interview a community member of their choiceto reflect on a significant life experience. Studentssubmit an essay that examines their preconceptions andassumptions and demonstrates understanding andchanges in their knowledge, skills, and/or attitudes.Students then present their knowledge and reflection tothe class.

Project 2: Class Project• Coincides with Unit 3, Project Planning, and is designed

to implement what has been presented thus far. Eachsection researches its own appropriate or designatedtopic, delegates responsibilities, brings project tocompletion and then spending appropriate time

analyzing and reflecting on the project as a whole.

Project 3: Group Projects• Project 3 accomplished predominantly through

independent out of class work; this project incorporatesall aspects of learned material and will be presented inthe last section of the class.

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Assessment

Class/Group Discussions, Individual and Group Projects, occasional quizzes,classwork/homework, journal/blog entries.

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2009 Service Learning Module

Documents

Transcript of 2009 Service Learning Module