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![Page 1: Maximizing the Impact of Service-Learning Shelley H. Billig RMC Research Corporation Teri Dary WI Dept of Public Instruction 2008.](https://reader035.fdocuments.us/reader035/viewer/2022062717/56649e525503460f94b48097/html5/thumbnails/1.jpg)
Maximizing the Impact of Service-
Learning
Shelley H. BilligRMC Research Corporation
Teri DaryWI Dept of Public Instruction
2008
![Page 2: Maximizing the Impact of Service-Learning Shelley H. Billig RMC Research Corporation Teri Dary WI Dept of Public Instruction 2008.](https://reader035.fdocuments.us/reader035/viewer/2022062717/56649e525503460f94b48097/html5/thumbnails/2.jpg)
Agenda Why Standards? The K-12 Standards and Indicators for High
Quality Practice How to IPARDC - activities woven into the
presentation of standards Q and A
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Common Impacts of High Quality Service-Learning on Students/Youth Increase in academic engagement including
affective, behavioral, and cognitive; Increase in valuing school; Increase in academic achievement; Increase in social-emotional outcomes such as
resilience, managing conflict, respect for diversity and character development (caring, bonding, social responsibility);
Increase in civic outcomes including knowledge, skills, and dispositions.
![Page 4: Maximizing the Impact of Service-Learning Shelley H. Billig RMC Research Corporation Teri Dary WI Dept of Public Instruction 2008.](https://reader035.fdocuments.us/reader035/viewer/2022062717/56649e525503460f94b48097/html5/thumbnails/4.jpg)
But outcomes are provisional…
Research showed repeatedly that without high quality, there was limited student benefit.
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What is Quality? Research studies within service-learning
identified key variables by testing Essential Elements and other hypotheses;
Variables were compared to those in the greater body of research on what works in education;
Expert practitioners tuned the variables into statements of standards and indicators;
Results were compared back to the literature to ensure they were supported, measurable, and actionable.
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Why Standards? Important part of improving practice Critical for field building Common language in schools Other reasons?
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Service-Learning Components Investigating a Community Issue Through
Research and Community Needs Assessments Planning the Ways Students Will Address the
Issue Action – Performing the Service Activity Reflection – Thinking About Impact on Others
and Self, What Worked and What Did Not, Relationship of Oneself to the World
Demonstration – Showing Impact on Others and Self
Celebration of Impact
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New Standards for High Quality Service-Learning Practice Duration and intensity; Link to curriculum; Mutually beneficial partnerships; Meaningful service; Youth voice; Diversity; Reflection; Progress monitoring.
www.nylc.org/standards
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In this session… We will cover a few of the standards and
indicators, then stop for some activities so you can apply what you have learned.
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Duration and IntensityStandard: Service-learning has sufficient
duration and intensity to address community needs and meet specified outcomes.
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Duration and Intensity Indicators Service-learning experiences include the
processes of investigation of community needs, preparation for service, action, reflection, demonstration of learning and impacts, and celebration.
Service-learning is conducted during concentrated blocks of time across a period of several weeks or months.
Service-learning provides enough time to address identified community needs and achieve learning outcomes.
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Investigation Ideas Community mapping School walk Community walk Community survey Newspaper activity Million dollar brainstorm
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Planning and Preparation Be strategic: Traffic jam activity Planning template
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Link to CurriculumStandard: Service-learning is intentionally used
as an instructional strategy to meet learning goals and/or content standards.
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Link to Curriculum Indicators Service-learning has clearly articulated learning
goals.
Service-learning is aligned with the academic and/or programmatic curriculum.
Service-learning helps participants learn how to transfer knowledge and skills from one setting to another.
Service-learning that takes place in schools is formally recognized in school board policies and student records.
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Lots of Linking Guides and Examples Available E.g., National Service-Learning
Clearinghouse Planning Guides that include link to standards
or curriculum SLICE
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PartnershipStandard: Service-learning partnerships are
collaborative, mutually beneficial, and address community needs.
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Partnership Indicators Service-learning involves a variety of partners,
including youth, educators, families, community members, community-based organizations, and/or businesses.
Service-learning partnerships are characterized by frequent and regular communication to keep all partners well-informed about activities and progress.
Service-learning partners collaborate to establish a shared vision and set common goals to address community needs.
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Partnership Indicators (continued) Service-learning partners collaboratively
develop and implement action plans to meet specified goals.
Service-learning partners share knowledge and understanding of school and community assets and needs, and view each other as valued resources.
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Partnership Scenarios What could be done better?
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Meaningful ServiceStandard: Service-learning actively engages
participants in meaningful and personally relevant service activities.
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Meaningful Service Indicators Service-learning experiences are appropriate to
participant ages and developmental abilities.
Service-learning addresses issues that are personally relevant to the participants.
Service-learning provides participants with interesting and engaging service activities.
Service-learning encourages participants to understand their service experiences in the context of the underlying societal issues being addressed.
Service-learning leads to attainable and visible outcomes that are valued by those being served.
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Youth VoiceStandard: Service-learning provides youth with
a strong voice in planning, implementing, and evaluating service-learning experiences with guidance from adults.
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Youth Voice Indicators Service-learning engages youth in generating ideas during
the planning, implementation, and evaluation processes. Service-learning involves youth in the decision-making
process throughout the service-learning experiences.
Service-learning involves youth and adults in creating an environment that supports trust and open expression of ideas.
Service-learning promotes acquisition of knowledge and skills to enhance youth leadership and decision-making.
Service-learning involves youth in evaluating the quality and effectiveness of the service-learning experience.
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DiversityStandard: Service-learning promotes
understanding of diversity and mutual respect among all participants.
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Diversity Indicators Service-learning helps participants identify and analyze
different points of view to gain understanding of multiple perspectives.
Service-learning helps participants develop interpersonal skills in conflict resolution and group decision-making.
Service-learning helps participants actively seek to understand and value the diverse backgrounds and perspectives of those offering and receiving service.
Service-learning encourages participants to recognize and overcome stereotypes.
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ReflectionStandard: Service-learning incorporates
multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society.
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Reflection Indicators Service-learning reflection includes a variety of
verbal, written, artistic, and nonverbal activities to demonstrate understanding and changes in participants’ knowledge, skills, and/or attitudes.
Service-learning reflection occurs before, during, and after the service experience.
Service-learning reflection prompts participants to think deeply about complex community problems and alternative solutions.
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Reflection Indicators (continued) Service-learning reflection encourages
participants to examine their preconceptions and assumptions in order to explore and understand their roles and responsibilities as citizens.
Service-learning reflection encourages participants to examine a variety of social and civic issues related to their service-learning experience so that participants understand connections to public policy and civic life.
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Reflection Ideas Casting director Storyboard summaries and perspectives Taxonomy dice Paseo wheel Connecting Thinking and Action:
www.rmcdenver.com; www.servicelearning.org
Other ideas?
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Progress MonitoringStandard: Service-learning engages participants
in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability.
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Progress Monitoring Indicators Collect evidence of progress toward meeting
specific service goals and learning outcomes from multiple sources throughout the service-learning experience.
Collect evidence of the quality of service-learning implementation from multiple sources throughout the service-learning experience.
Use evidence to improve service-learning experiences.
Communicate evidence of progress toward goals and outcomes with the broader community, including policy-makers and education leaders, to deepen service-learning understanding and ensure that high quality practices are sustained.
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Measuring Impact On self
Reflection tools Surveys Storytelling/anecdotes Portraiture
On neighborhood/community Direct measures from baselines Civic health indices Neighborhood health indices Many others…
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Resources Research papers and standards:
www.nylc.org/standards Research summaries, lesson bank,
standards: National Service-Learning Clearinghouse:
www.servicelearning.org