Regional Service-Learning Workshops · Regional Service-Learning Workshops Designed to Help 21st...
Transcript of Regional Service-Learning Workshops · Regional Service-Learning Workshops Designed to Help 21st...
Regional Service-Learning WorkshopsDesigned to Help 21st CCLCs Expand Their Use of Service-Learning
Ohio 21st Century Community Learning Centers
Presented by the Ohio Department of Education, Office of Family and Community Support and Facilitated by the
Legacy Group of Partnerships Make A Difference
February/March 2013
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What? Why? How?“Essential Questions” to Guide
Our Time Together . . .
Why is service-learning worth doing? What opportunities and out-
comes do we want for kids, and how can high quality service-learning
help us provide/accomplish these?
What should “high quality service-learning” look like? What are its key
elements?
How can we effectively use service-learning to help achieve 21st CCLC
performance objectives?
t
t
t
icking up trash on a riverbank is service. Studying water
samples under a microscope is learning. When science
students collect and analyze trash and/or water samples,
document their results, and present findings to a local
pollution control agency—that is service-learning.
P
NYLC (National Youth Leadership Council)
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Focus on Common Vision, Community-Building, and Initial Skill-Building
Welcome/Introductions/Expectations
Team-building/Community-building Legacy: A Memorable “Teacher” Best Days What Do We Want for Kids?
What Success Looks Like: Service-Learning Video Clips/Debriefing
Service-Learning Basics Definition/Key Elements/Themes Planning/Implementation Cycle Connections with Project-Based Learning Connections with 21st CCLC Priorities Connections with Common Core
Multiple Intelligences Inventory and Flower Activity (Investigation re: Gifts)
Dreamtown (Investigation re: Community Needs)
Insights/Examples from Practitioners: Tri-Fold Gallery Walk
“Making the Connections” Activity (Curriculum Mapping)
Service-Learning Project Stipend Application
End-of-Day Reflection
Concluding Video and Assignment of Readings for Day 2
Workshop ScheduleDay 1
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ever doubt that a small group of thoughtful,
committed citizens can change the world. In
fact, it’s the only thing that ever has.
Margaret Mead
N
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Creating A LegacyThink for a moment about someone you admire. This person may still be living or may have died. He or she may be someone famous or someone very close to you. But in some way, this person is leaving, or has left, his or her “mark on the world.”
Who is/was this individual? What qualities oraccomplishments do you remember and admire about him or her?
Thetraits and actions
that you’ve just identified are part of this person’s
LEGACYWe use this word to describe things that a person or group leaves behind for future generations -- not just material things like money and possessions, but lessons and traditions that survive for years to come. These lessons and traditions continue to instill a sense of pride, hope and inspiration.
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don’t know what your destiny will be, but one thing I know: the only ones among you who will be really happy are those who will have sought and found how to serve.
Building a positive legacy is all about making a difference in the lives of others and leaving your mark on the world. You, too, will leave a legacy. Your legacy doesn’t have to involve doing things that help you grab headlines or awards, but it will be a reflection of who you are and what you value. It’s something you will shape day by day through your actions, as you demonstrate significant aspects of your character and talents. It will reveal the ways in which you choose to live your life with a
Use the space provided to record especially significant items from the list of character traits and accomplishments which your class creates.
sense of passion and purpose.
I
Dr. Albert Schweitzer
What did others say about their role models?
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“Best Days”
• Myexample...
• Myreasons...
• Patternsinthegroup...
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What do we want for kids?
• Iwanttohelpstudentslearn/know/understand...
• Iwanttohelpstudentsbeableto...
• Iwanttohelpstudentsbelieve/become...
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1. Meaningful Service: Service-learning actively engages participants in meaning ful and personally relevant service.2. Link to Curriculum: Service-learning is intentionally used as an instructional strategy to meet learning goals and/or content standards.3. Reflection: Service-learning incorporates multiple challenging reflection activi- ties that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society.4. Diversity: Service-learning promotes understanding of diversity and mutual respect among all participants.5. Youth Voice: Service-learning provides youth with a strong voice in planning, implementing and evaluating service-learning experiences with guidance from adults.6. Partnerships: Service-learning partnerships are collaborative, mutually benefi- cial, and address community needs.7. Progress Monitoring: 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.8. Duration and Intensity: Service-learning has sufficient duration and intensity to address community needs and meet specified outcomes.
K-12 Service-Learning Standards for Quality Practice
Source: National Youth Leadership Council (www.nylc.org)
Definition of High Quality Service-LearningSource: Corporation for National and Community Service
Service-learning is a method of teaching and learning that connects classroom lessons with meaningful service to the community. Integrated into the academic curriculum, service-learning helps students and schools meet academic goals. Service-learning enables young people to apply their knowledge in support of their neighbors and community, even as they gain knowledge and skills from meeting real community needs. Students build character and become active citizens as they work with others in their school or community to create service projects in areas like education, public safety, and the environment.
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What Should High Quality Service-Learning Look Like?
Key Elements . . . • Outreach with deeper understanding, insight and commitment
• Strong connections with school curriculum and mission
• Proactive responses to significant needs and issues: taking action that matters
• Engaging and relevant learning experiences: compelling for kids
• Meaningful preparation and reflection
• Sense of community, collaboration and partnership: making a personal
connection
• Appreciation of diverse strengths, backgrounds and perspectives
• Kids using their “best stuff” to make a difference/create positive legacies
-- Sense of passion and purpose
-- Gifts and interests
-- Multiple intelligences
-- Positive character traits
-- Curriculum-based knowledge and expertise
-- 21st Century Skills
-- “Youth Voice”
• Authentic opportunities to impact the present
(tangible results) and envision/shape the future
(important, attainable possibilities)
• “Call to Action” -- Using our collective knowledge, skills
and passions to “move the world forward” in pursuit of effective solutions and
positive change
• “Capturing the Magic” -- Documenting, assessing and celebrating our efforts
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A typical service-learning project includes five components: 1. Investigation: Teachers and students investigate the community problems that they might potentially address. Investigation typically involves some sort of research and map- ping activity. 2. Planning and Preparation: Teachers, students, and community members plan the learn- ing and service activities, and address the administrative issues needed for a successful project. 3. Action (Implementing the Service Activity): The “heart” of the project: engaging in the meaningful service experience that will help your students develop important knowledge, skills, and attitudes, and will benefit the community. 4. Reflection: Activities that help students understand the service-learning experience and to think about its meaning and connection to them, their society, and what they have learned in school; and 5. Demonstration/Celebration: The final experience when students, community partici- pants and others publicly share what they have learned, celebrate the results of the ser- vice project, and look ahead to the future.Assessment is part of all activities to ensure that you can measure the learning and development that occur through service-learning, and to help you diagnose student needs, provide feedback, and improve instruction. These components are the building blocks of any service-learning project.
K-12 Service-Learning Project Planning Toolkit. Created by RMC Research Corporation 8 for Learn and Serve America’s National Service-Learning Clearinghouse
K-12 Service-Learning Project Planning ToolkitService-learning: An Overview
4) Reflection
1) Investigation
3) Implementing theService Activity
2) Planning andPreparation
5) Demonstration/Celebration
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COMMON THEMES/STRATEGIES ACROSS OUR K-12 PROGRAMS . . . WE HELP YOUNG PEOPLE:
Understand the concept of a “legacy”
• Identify and demonstrate gifts, fascinations and positive character traits • Identify role models • Become role models
• Understand and become part of a community
Take action in something that matters
Engage in reflection: What difference did it make??? • Personally • To those served • To the curriculum
• Envision the future • Know that they can change their lives and lives of others • Experience hope and resiliency • Continuously create their legacies
Mission of Partnerships Make A Difference programs . . . To help young people develop a sense of passion and purpose through the integration of service-learning, character education and career development within the school curriculum.
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21st Century Student OutcomesSource: Partnership for 21st Century Skills (www.21stcenturyskills.org)
21stCenturyOutcomesaretheknowledge,skillsandexpertisestudentsshouldmastertosucceedinworkandlifeinthe21stcentury.
21st Century Interdisciplinary Themes:
Global AwarenessFinancial, Economic, Business and Entrepreneurial Literacy
Civic LiteracyHealth Literacy
21st Century Skills (Categories):
Creativity and InnovationCritical Thinking and Problem Solving
Communication and CollaborationInformation Literacy
Media LiteracyICT (Information, Communications and Technology) Literacy
Flexibility and AdaptabilityInitiative and Self-Direction
Social and Cross-Cultural SkillsProductivity and AccountabilityLeadership and Responsibility
How can we use service-learning as a strategy to help students develop these skills and use them in endeavors that matter?
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Examples of Research-based Support for Service-Learning as an Effective Instructional Strategy:
• Studentswhoengagedinhighqualitycurriculum-basedservice-learningprograms: - Receivedhigherscoresonstatetestsofbasicskills(Anderson,Kinsley,Negroni,andPrice,1991;corroboratedby severallaterresearchstudies,Billig,2004); - Gothighergrades(Shumer,1994); - Improvedtheirproblem-solvingskillsandshowedincreasedinterestinacademics(Stephens,1995); - Cametoclassmoreoften,completedmoreclassroomtasks,andtooktheinitiativetoaskquestionsmoreoften (Loesch-Griffin,Petrides,andPratt,1995); - Improvedtheirgradesinreading,schoolattendanceandperformance,commitmenttoclasswork,andworking forgoodgrades(SearchInstitute,2000); - Increasedtheirgradepointaveragesandtestscoresinreading/languageartsandmath,andwerelesslikelyto dropoutofschool(Supik,1996); - Developedmoresophisticatedunderstandingsofsocio-historicalcontexts,weremorelikelytothinkabout politicsandmoralityinsociety,andweremorelikelytoconsiderhowtoeffectsocialchange(Yatesand Youniss,1996;1998); - Showedgreatercognitivecomplexitythanstudentsincomparisongroups(Courneya,1994); - Showedgreateracceptanceofculturaldiversity(Berkas,1997;Melchior,1999),increasedovertimeintheir awarenessofculturaldifferencesandattitudestowardshelpingothers(Shaffer,1993;Stephens,1995), andenjoyedhelpingotherswithprojects,becamemoredependable,andfeltmorecomfortablecommunicating withethnicallydiversegroups(Loesch-Griffin,Petrides,andPratt,1995).• Inastudyof“bestpractices,”theCoalitionofEssentialSchoolsfoundthat: - studentsdonotlearntoreasonintheabstractwithoutconcretelinkstoexperience; - real-worldchallengeslendmeaningandintellectualfocusandrigor; - nowheredostudentsactmoreasworkersthanwhentheymustproducesomethingrealwithgenuineoutcomes dependingontheirefforts; - issuesofdecencyandresponsibilitytakeonnewmeaningswhenstudentsfindthemselvesinaworldofadults withanewsetofnorms. Service-learning supports each of the authentic learning conditions identified above.• Asmanyashalfofallstudentsfindtheirclassesboring,andsubstantialmajoritiesseenoreasontogetgoodgrades orrefrainfromcheatingontests.Disengagementalsoextendstocivicresponsibilitiessuchasvotingandkeeping upwithcurrentevents.However,service-learninghasproventobeapowerfulantidotetostudentdisengagement, aswellasapositiveinfluenceuponstandards-basedschoolreform(NationalCommissiononService-Learning,2002).• LearningPyramid--Weremember75%to90%ofwhatwelearnwhenwearegivenopportunitiestopractice/apply itinreal-worldsettingsorhavetoteachothershowtodoit,suchastutoringandmentoring(MarylandStudentSer viceAlliance,1992).• Service-learningbuildscohesivenessinaschool,createspositivepeerrelationsamongstudentsandamongteachers, aswellasbetweenstudentsandteachers(Weiler,LaGoy,Crane,andRovner,1998).• Inadditiontoincreasingacademicengagementandachievement,successfulservice-learningprogramsbenefit youthinavarietyofothersignificantways.Researchdatareflectthatparticipants: - Feelneededanduseful - Learntheimportanceofgivingbacktotheircommunities - Gainasenseofbelonging - Increasecommunityparticipationthroughvolunteerism,careerexploration,anddemocraticactivity - Advancesocialskillsandimprovecommunity-youthrelationships - Buildownershipandprideinthecommunity - Decreasenegativebehavior - Gainleadership,organizational,andpersonaldevelopmentskills - Gaincommunitydevelopmentskillsandlearnfunddevelopment - Enhanceskillsinconflictresolution,teambuilding,andcommunication - Recognizetheirowntalentsandabilities,thusincreasingself-esteem (W.K.KelloggFoundation,2001)
For more complete reviews of service-learning research, see Root (1997), Billig (2000 and 2004), Search Institute (2003), National Commission on Service-Learning (2004) and Corporation for National Service (2006).
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PBL/SERVICE-LEARNING PLANNING PRIMER
Where do ideas come from???Starting Points…
4 Standards
4 Community needs/issues
4 What people do in the world of work
4 Students’ interests
4 Previous projects (see list of helpful websites)
What’s this all about??? Why are we doing this???Characteristics of an Effective Driving Question (DQ)
4 “Snapshot” of the project
4 Interesting, intriguing
4 Open-ended and/or complex—no simple yes/no answer
4 Compelling—creates a need to know/learn significant content and skills
4 Authentic—focuses on a real issue, problem or challenge whenever possible (local context
may add further value/appeal)
Types of DQs
Abstract/Conceptual (answered by conceptual analysis and logical argument): Why is there hunger? Who should have
access to fresh produce?
More Concrete (answered mainly by the analysis of empirical evidence): Is our water safe to drink? Why do some people
not have access to safe drinking water?
Problem-Solving (answered by offering a reasonable solution): How can we identify and remove invasive species/plants
from our local park? How can we improve traffic flow around our school and make it safer for our younger students?
Design Challenge (answered by creating—and often executing—a design that effectively meets requirements): How
can we create a work of art/piece of media to express our thoughts about hunger in our community/world? How can we
design a marketing campaign that educates others about the needs of our local foodbank?
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Why should I care???“The Hook”… Examples of Entry Events
4 Real or fictitious correspondence: letter, memo, email presenting a need/challenge
4 Discussion of specific issue or event (current or historical)
4 Website review/research
4 Guest speaker
4 Video/film clip
4 Field trip
4 Simulation or reenactment
4 Demonstration or activity
4 Provocative/motivating literature selection
4 Startling statistics
4 Photographs, songs, works of art
What can we do???Types of Authentic Products
Written Products: research report, narrative, letter, poster, brief, proposal, poem, outline, brochure, biography, autobiog-
raphy, essay, book review, news story, short story, editorial, script
Presentation Products: speech, debate, play, song/lyric, musical piece, dance, oral report, panel discussion, dramatic
reenactment, newscast, discussion, data display (e.g., chart, graph, statistical representation), exhibition of products
Technological Products: computer database, computer graphic, computer program, website, graphic presentation, flow
chart
Media Products: audio recording, slide show, video, drawing, painting, collage, sculpture, map, scrapbook, oral history,
photo essay or album
Construction Products: physical model, consumer product, system, machine, scientific instrument, finished structure
(e.g., greenhouse, playground equipment), museum exhibit
Planning Products: proposal, estimate, bid, blueprint, flow chart, timeline
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How can I make this work???Tips for Planning and Managing Your Project
4 Keep it real! The more authentic, the better. Think about how your students can “make a difference” through the
work they do, the products they create, and the “audience” and/or clients they reach.
4 Plan with the end in mind. (“Backwards Design”, Wiggins and McTigue)
1) Identify the desired results
2) Determine acceptable evidence
3) Plan learning experiences and instruction
4 Build/nurture a culture of inquiry, research, critical thinking/problem solving, individual responsibility,
collaboration/teamwork, revision and reflection, constructive critique, effective communication/presentation,
and innovation/creativity.
Your students may need help in these areas. How can you provide practice and support?
4 What will your students need to know and be able to do in order to successfully fulfill their roles in this
project? How can you provide appropriate resources, scaffolding, and support? How will their learning process
be connected to specific curriculum standards?
4 Choose curriculum standards that require more in-depth understanding and/or authentic application—for
example, those that require them to analyze, compare, apply, plan, conduct, persuade, reflect, evaluate, read/
write/speak for a purpose.
4 Think about various ways to help students build their knowledge and skills. Remember, we are working on
in-depth inquiry, critical thinking/problem-solving, collaboration, and communication skills, and we are trying
to provide authentic experiences. So how can students learn both independently and together? How might you
utilize outside experts and community members?
4 Plan carefully for celebration/demonstration, and let students assume significant ownership/leadership for
this process. Will your students need to practice their presentation skills, and if so, how will you ensure that this
happens?
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So . . . What should success look like in PBL/Service-Learning?
Authentic!
Rigor, relevance and relationships
21st Century Skills in action
Standards met or exceeded
“Truer, deeper learning”
Thinking grows over time.
Students do the work of real people.
They learn important content and skills.
They learn more about themselves.
They become “experts.”
They’re passionate and engaged.
They assume ownership/leadership.
They feel proud and successful.
They collaborate and communicate effectively.
They “make a difference” in some way.
Their work and products matter to an “authentic audience.”
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The Common Core State Standards Initiative:A state-led effort to create shared high standards to make sure all American students are ready for college and work.
Today, we have different standards in every state and we need a common core of state standards to ensure all students, no matter where they live, are prepared for success in college and work. Building on the excellent foundation of standards states have laid, these standards are the first step in provid-ing our young people with a high quality education. It should be clear to every student, parent, and teacher what the standards of success are in every school.
Teachers, parents and community leaders have all weighed in to create the common core state standards. The draft K12 Common Core State Standards are a breakthrough in focus and coherence. They allow students to understand what is expected of them and to become progressively more proficient in understanding and using English and Language Arts and Mathematics. At the same time, teachers will be better equipped to know exactly what they need to help students learn and establish individualized benchmarks for them. The common core draft standards focus on core con-ceptual understandings and procedures starting in the early grades, thus enabling teachers to take the time needed to teach core concepts and procedures well and to give students the opportunity to really master them. With students, parents and teachers all on the same page and working together for shared goals, we can ensure that students make progress each year and graduate from school prepared to succeed and build a strong future for themselves and the country.
Key Takeaways from the Draft K–12 Common Core State Standards in English Language Arts
Reading• The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college and career level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from what ever they read.• Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain in sights, explore possibilities, and broaden their perspective. Because the standards are build- ing blocks for successful classrooms, but recognize that teachers, school districts and states need to decide on appropriate curriculum, they intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect at the beginning of the year.
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• The standards mandate certain critical types of content for all students, including classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare. The standards appropriately defer the many remain ing decisions about what and how to teach to states, districts, and schools.
Writing• The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades.• Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research —is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical.• Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments, informational/explanatory texts, and narratives in the various grades.
Speaking and Listening• The standards require that students gain, evaluate, and present increasingly complex informa tion, ideas, and evidence through listening and speaking as well as through media.• An important focus of the speaking and listening standards is academic discussion in one-on- one, small-group, and whole-class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.
Language• The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, ap preciate the nuances of words, and steadily expand their repertoire of words and phrases.• The standards help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writ ing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.• Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening.
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Media and technology• Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.
Key Takeaways from the Draft K-12 Common Core State Standards Initiative in Mathematics
• The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals—which help young students build the foundation to successfully apply more demanding math concepts and procedures, and move into applications.• In kindergarten, the standards follow successful international models and recommendations from the National Research Council’s Early Math Panel report, by focusing kindergarten work on the number core: learning how numbers correspond to quantities, and learning how to put numbers together and take them apart (the beginnings of addition and subtraction).• The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions, negative numbers, and geometry, and do so by maintaining a continuous progression from grade to grade.• The standards stress not only procedural skill but also conceptual understanding, to make sure students are learning and absorbing the critical information they need to succeed at higher levels rather than the current practices by which many students learn enough to get by on the next test, but forget it shortly thereafter, only to review again the following year.• Having built a strong foundation K-5, students can do hands on learning in geometry, algebra and probability and statistics. Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8.• The middle school standards are robust and provide a coherent and rich preparation for high school mathematics.• The high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically.• The high school standards set a rigorous definition of college and career readiness, by helping students develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly do.• The high school standards emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions. For example, the draft standards state: “Modeling links classroom mathematics and statistics to everyday life, work, and decision-making. It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Quantities and their relationships in physical, economic, public policy, social
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and everyday situations can be modeled using mathematical and statistical methods. When making mathematical models, technology is valuable for varying assumptions, exploring consequences, and comparing predictions with data.”
Common Core State Standards Initiative: Preparing America’s Students for College & Career. www.corestandards.org/resources.
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How Are You Smart ?Multiple Intelligences
“Flower” Activity
Adapted from Creating A LegacyHigh School Level of Everyday People Make A Difference
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E veryone has a special purpose, a special talent or gift to give to others, and it is your duty to discover what it is.
Deepak Chopra
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Multiple IntelligencesDr.HowardGardnerbeganhisresearchonintelligencewhenherealizedthat
traditionalI.Q.testswerenotalwaysadequateoraccurate.Hedevelopedhis
TheoryofMultipleIntelligencestoidentifyandexplainthevarietyofwaysin
whichpeopleare“smart.”
Theoriginalmethodofmeasuringintelligencewasdevisedin1905.Educa-
torsinParisaskedpsychologistAlfredBinettofindawayofdetemining
whichchildrenwerelikelytoexcelinschool,andwhichonesmightneedtutors.He
designedwhatwenowknowastheStanford-BinetIntelligenceQuotient,atestthatis
stillinusetoday.
TheSATandACTareothercommonIQ-relatedtests.Collegesusethemtopredictfuturesuccessbasedmainlyon
astudent’sverbalandmathematicalabilities.
Butinhisbook,Frames of Mind,writtenin1983,HowardGardnerdefinedintelligencemuchmorebroadlythan
mathandverbalskills.Hesaiditistheabilitytosolveproblems,expressourcreativityandinteractwiththeworld
inavarietyofways.
Gardner’sworkhasdemonstratedthatmany different gifts have been needed to “move the world forward.”
Intelligenceisn’talwaysaboutbeingabletoreadwellorsolvelogicproblems.Somepeopleare“smart”at
fixingcars,growingflowersorcreatingworksofart.
Gardnerbelievesthatpeoplepossessatleasteight(nine,ifwechoosetoinclude“existentialist”)differentintel-
ligences,thoughasindividualseachofusisstrongerincertainareas.Hisextensiveresearchhasshownthateach
typeofintelligenceisconnectedwithbraindevelopmentinaspecificway.
So . . . How do you suppose your brain might be developing?? Let’s find out.
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How Are You Smart?A Multiple Intelligences Preference List
Aswesaidbefore,HowardGardner’sworkonMultipleIntelligencesgivesusinsighton
howpeoplelearn,processinformation,expresscreativityandinteractwiththeworld.
Usethisintrospectiveactivitytodiscoveryourareasofstrength.Mark“T”forTrueifthe
statementisgenerallytrueofyou.Mark“F”forFalseifthestatementisgenerallyfalse.
Ifthestatementissometimestrueandsometimesfalse,leaveitblank.
1. I’dratherdrawamapthangivesomeoneverbaldirections.
2. IfIamangryorhappy,Iusuallyknowexactlywhy.
3. Icantellwhenamusicalnoteisoff-key.
4. It’seasyformetosaywhatIthinkinanargumentordebate.
5. Icanaddormultiplyquicklyinmyhead.
6. Ienjoyspendingtimeinnature.
7. It’susuallyeasyformetogetstartedonanewtaskorproject.
8. Iliketoworkwithcalculatorsandcomputers.
9. Ipickupnewdancestepsquickly.
10. IfIhearamusicalselectiononceortwice,Iamusuallyabletosingitbackfairly
accurately.
11. I’mgoodatwordgameslikeScrabbleorcrosswordpuzzles.
12. WhenIgosomewherenew,Icaneasilyfindmywaybackhome.
13. WhenIhaveaproblem,Iwouldratherseekoutanotherpersonforhelpthan
workitoutonmyown.
14. Icanidentifyvarioustypesofflowersandtrees.
15. Icaneasilykeeptimetoapieceofmusic.(Ihaveagoodsenseofrhythm.)
16. Iusuallyunderstandthedrawingsthatcomewithnewgadgetsorappliances.
17. Ioftencount,spellorputitemsinsequentialorderinmyhead.
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18. Learningtorideabikeorrollerbladewaseasy.
19. Englishandhistoryareeasierformeinschoolthanmathandscience.
20. Icangetotherpeopletofollowmyplans.
21. Mysenseofbalanceisgood.
22. Ioftenseepatternsandrelationshipsbetweennumbersfasterandmoreeasily
thanothersdo.
23. Ienjoywoodworking,buildingmodelsorsculpting.
24. Icanseeandunderstandtheinter-relatednessofdifferentpartsofnature.
25. I’mgoodatunderstandingtheprecisemeaningsofwords.
26. Icanlookatanobjectonewayandimagineitturnedsidewaysorbackward
justaseasily.
27. Iknowthetunestomanydifferentsongsormusicalpieces.
28. Iliketosetuplittle“whatif”experiments.(Forexample,“WhatifItakea
differentroutetoschool--willIgettherefaster?”)
29. Ioftensitquietlyandreflectonmyfeelings.
30. IcanrememberexactlyhowabuildingthatIsawlastweeklooked,including
itssize,colorsanddetails.
31. Iplay(orwouldliketoplay)amusicalinstrument.
32. Iwoulddescribemyselfaswell-coordinated.
33. Ienjoylearningabouthowanimalsliveintheworld.
34. Ienjoyreadingduringsomeofmysparetime.
35. I’musuallyawareofmybodylanguageandtheexpressiononmyface.
36. Ienjoythechallengeofteachinganotherperson.
37. Ikeepapersonaldiaryorjournal.
38. Iusuallyhaveanaccuratesenseofwhatanotherpersonisfeeling.
39. Iamusuallycomfortableinalargegroupofpeople.
40. Ipreferspendingtimeoutdoorsratherthanindoors.
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Verbal/Linguistic
Visual/Spatial
Interpersonal
Bodily-Kinesthetic
Musical
4 11
1925
34
12
1626
30
1320
3638
39
918
2123
32
310
1527
31
Your Brain inBloom 1
The Legacy Group, Partnerships Make A Difference 29
Logical/Mathematical
Intrapersonal
Naturalist
Directions: Choose a color. UsingyourcompletedMultipleIntelligencesPreferenceList,colorinthepetalsoftheitemsyoumarked“true”withyourcolor.Leavethepetalsoftheitemsyoumarked“false”blank.Forthe“sometimes”itemsyouleftblankonthepreferencelist,colorafewstripesonthecorrespondingpetals.
True
False
What do your flowers show about your areas of intelligence?
Do the results of your flower design surprise you? Why? Why not?
Are your areas of personal interest reflected in your Multiple Intelligences?
58
1722
282
7
2935
376
14
3340
24
Sometimes
30 The Legacy Group, Partnerships Make A Difference
Verb ListDirections:Quicklyreadovertheverbsfoundonthislist.Putacheckmarknexttoeachverb
thatyouliketodo.ThengobackovertheonesyoucheckedandcircleyourfiveFAVORITE
verbs.
Adapted from work by Daniel Porot, Mary Lynne Musgrove
Achieved
Acted
Amused
Assembled
Budgeted
Built
Calculated
Classified
Coached
Collected
Communicated
Conducted
Constructed
Counseled
Created
Danced
Decided
Delivered
Designed
Directed
Discovered
Displayed
Dissected
Donated
Dramatized
Drew
Drove
Dug
Edited
Entertained
Established
Explained
Experimented
Financed
Fixed
Found
Gave
Guided
Hadresponsibilityfor
Helped
Hiked
Imagined
Improved
Influenced
Inspired
Interviewed
Invented
Investigated
Journaled
Judged
Kept
Lectured
Led
Learned
Lifted
Listened
Made
Managed
Mediated
Memorized
Mentored
Met
Modeled
Motivated
Observed
Operated
Ordered
Organized
Painted
Performed
Persuaded
Photographed
Planned
Played
Prepared
Presented
Printed
Problem-solved
Produced
Programmed
Proof-read
Protected
Publicized
Purchased
Questioned
Raised
Read
Recorded
Recruited
Rehabilitated
Remembered
Repaired
Reported
Represented
Researched
Risked
Sang
Scheduled
Sculpted
Served
Setup
Sewed
Shared
Showed
Sketched
Sold
Solved
Spoke
Started
Studied
Supervised
Talked
Taught
Tested&proved
Trained
Translated
Traveled
Tutored
Typed
Umpired
Understood
Won
Worked
Wrote
The Legacy Group, Partnerships Make A Difference 31
More about Multiple Intelligences . . .
A person who possesses this
intelligence usually . . .
Verbal/LinguisticHasagoodmemoryfornames,places,datesortrivia
Enjoysreadingbooksandwritingstories
Likestotelljokesandstories
Spellsaccuratelyandeasily
Likeswordgames
Likestoread,writeandlisten
Hasawell-developedvocabulary
Isarticulate—can“findtherightwords”whenspeaking
Logical/MathematicalEnjoysplayingstrategygamessuchaschess
Doeswellinmath
Experimentstotestthingsnoteasilyunderstood
Hasfunwithbrain-teasers
Classifiesandordersdata:analyzes,interpretsandpredicts
Enjoysmathandusingcomputers
Iscuriousaboutscience
Visual/SpatialThinksinimagesandpictures
Daydreams
Canseeclearvisualimageswhenthinkingorreading
Readsmaps,chartsanddiagramseasily
Drawspeopleandthingsaccurately
Likesvideogames
Enjoyspuzzlesandmazes
32 The Legacy Group, Partnerships Make A Difference
MusicalPreferstohavemusiconwhenstudyingorworking
CollectsCDs
Issensitivetoavarietyofsounds
Knowswhenmusicalnotesareoff-key
Keepstimerhythmically
Enjoyssinging
Knowsthewordstomanysongs
Playsamusicalinstrument
Intrapersonal -- Self-AwarenessHasadeepsenseofself-confidence
Hasawarenessofinnerfeelings,strengthsandweaknesses
Motivatesself
Likestobealonetostudyandcreate
Reactsstrongly,especiallyregardingcontroversialtopics
Issometimesdifferentfromothersindressandappearance
Isintuitive
Interpersonal -- Awareness of OthersRespondstomoodsandfeelingsofothers
Servesasamediator
Enjoysgroupactivities
Organizes
Communicateseffectively
Hasmanyfriends,isverysocial
Enjoysbeingaroundpeople
NaturalistEnjoysspendingtimeinnature
Hearsandseeslinksinnature
Cannametypesofflowersandtrees
Enjoyslearningabouthowanimalslive
Appreciatesthenaturalenvironment
Enjoysrocks,plantsandanimals
Likestoorganizeandclassifyitemsingroupsorcategories
The Legacy Group, Partnerships Make A Difference 33
Bodily/KinestheticLearnsthroughtouchandmovement
Enjoyssportsandphysicalactivity
Displaysakeensenseofdirection
Fullofenergyandaproactivelearner
Enjoysmanipulatives
Likesrole-playingandsimulationactivities
Buildsorconstructsmodels
ExistentialHasclearrulesbywhichhe/shelivesdailylife
Considersreligion/philosophyanimportantpartoflife
Hasaphilosophyoflifethathelpsmakedecisions/choices
Thinksoftenabouttruth,justiceandgoodness
Spendstimefrequentlyinreflection,meditationand/orprayer
Reflectsonthenatureoftheuniverseand“mysteriesoflife”
Reflectsonthe“grandplan”thathumanbeingsarepartof
Thinksaboutwhatisbeyondthe“hereandnow”oflife
Spendstimereading,discussingand/orthinkingaboutphilosophyand/orreligion
Caresdeeplyaboutthe“stateoftheworld/universe”
All of us have gifts; oddly, though, many of us have a difficult time identifying them. Ironically, the things we are best at are those which are most difficult for us to see. Most people can quite readily identify their weaknesses. Far fewer of us can say with assurance what our strengths are.
Richard J. Leider and David A. Shapiro, authorsWhistle While You Work
34 The Legacy Group, Partnerships Make A Difference
Multiple lntelligences and Reflective Activities
Type of Intelligence Focuses On Possible Reflective Activities
Verbal-Linguistic Capacity to use words effectively, Journal
to express what is on your mind Public speech
and to communicate with other Poetry
people. Press release
Logical-Mathematical Capacity to reason well, the way Analysis of statistics
scientist or logician does; or to Field-based research
manipulate numbers the way a Timeline of events
mathematician does. Charts or graphs
Visual-Spatial Ability to represent the spatial Photo, slide, or video essay
world visually in your mind, the Sculpture
way a pilot does in the large Scrapbook
spatial world or the way a chess Drawing, collage, painting
player does in a more Map of service site
circumscribed world.
Bodily-Kinesthetic Expertise in using one’s whole Construction project
body to express ideas and feelings. Dance performance
The most evident examples are Skit or scene from the
people in athletics or the project
performing arts, particularly dance Theater production
and acting.
Musical Capacity to perceive, discriminate, Songs which focus on the
transform and express musical project
forms. Music that reflects theme
and feelings
Re-creation of sounds of
project
Interpersonal Ability to perceive and make Pair or small group sharing
distinctions in the moods, Conference presentation
intentions, motivations and Service training for others
feelings of others.
The Legacy Group, Partnerships Make A Difference 35
lntrapersonal Ability to understand yourself, Journal
to know who you are, what you Self-assessment
can do, what you want to do, how Progress chart
you react to things, which things Learning log
you avoid, and which things you Poetry
gravitate toward.
Naturalist Capacity to classify and Reflection session outdoors
discriminate among List of ways your project
living things (plants, animals), as improved the planet
well as sensitivity to other Comparison of project to
features of the natural world. a part of nature
Classification of project
outcomes, challenges,
etc.
Existential Ability to ponder the “big questions” Journal
and engage others in this quest; Philosophical essay, poetry,
a strong sense of caring for/ artwork or music
concern about the world in a Motivational speech or
global sense. sermon
Adapted from the work of Howard Gardner, Ph.D., Thomas Armstrong, Ph.D.
and L. Richard Bradley, Ph.D.
36 The Legacy Group, Partnerships Make A Difference
AN ASSET BUILDER ’S GUIDE TO SERVICE LEARNING
40 WAYS TO REFLECT
This page may be reproduced for educational, noncommercial uses only. From An Asset Builder’s Guide to Service-Learning. Copyright 2000 by Search Institute, 700 South Third Street, Suite 210, Minneapolis, MN 55415; 800-888-7828; www.search-institute.org.
Reflection on service can happen in many different ways. Select methods that fit your particular learning and development objectives, the age and skills of your group, and the available time and resources.
1. Complete guided worksheets on the project.
2. Create a bulletin board display.
3. Create a fund-raising campaign to provide
financial support that builds on the service.
4. Create a journal.
5. Create a scrapbook.
6. Create a video or slide show.
7. Creat a Web site on the topic.
8. Create an individual or group portfolio.
9. Create briefing papers for policy makers.
10. Create collages representing the experience or
the issue.
11. Create drawings, paintings, or sculptures.
12. Develop and present a drama, puppet show,
dance, or music concert.
13. Do a conference or workshop presentation.
14. Do public speaking about the project.
15. Role-play.
16. Draw editorial cartoons or comic strips.
17. Give oral reports to the class or group.
18. Have a “talk show” about the service project or
the social issues inolved.
19. Hold class or group discussions.
20. Host discussions with community members or
experts.
21. Lead a school assembly.
22. Lead a worship service (for congregation-based
groups).
23. Participate in a group simulation experience.
24. Plan a training session for other youth.
25. Plan the next activity the group or class will do
together on the same topic.
26. Prepare booklets on related topics to be used to
teach others.
27. Read and discuss children’s books on the service
topic or social issue.
28. Read articles or chapters on the social,
religious, ethical, historical, or political issues
at stake in the project.
29. Research social issues related to the project.
30. Study sacred writings, literature, or historical
material related to the project.
31. Teach material to younger children.
32. Testify before a decision-making or policy-
setting group.
33. Write a group letter to families suggesting how
they can get involved together.
34. Write a letter to a parent or friend about the
experience.
35. Write a letter to the editor of a newspaper.
36. Write about a specific topic.
37. Write an essay or report about the needs.
38. Write and illustrate storybooks to read to
younger children.
39. Write articles for a local or organizational
newsletter or newspaper.
40. Write poetry about the experience.
FIGURE 18
The Legacy Group, Partnerships Make A Difference 37
“Making the Connections”Moving from Service to Service-Learning
Read the assigned example of service, learning, and service-learning. What problem is the example trying to solve? What curricular areas are reflected in the example? Can you envision any specific con-nections to math and/or reading standards? Is there an authentic product? An authentic audience?
• Planting flowers at a local park is service. • Studying the causes and effects of erosion is learning. • Researching native grasses and working with master gardeners to control erosion at a local park is service-learning.
• Convening a community forum is service. • Researching local employment issues is learning. • Organizing a MayoralForum, designing and distributing various types of informational material to community members, and analyzing community participation in the Forum is service-learning.
• Raising money to fund baseline brain scans for student athletes is service. • Studying the effects of concussions on the brain is learning. • Researching the causes and effects of sports-related traumatic brain injuries, interviewing community experts about prevention strategies, and creating and distributing brochures with the findings to parents of student athletes is service-learning.
• Organizing a car-free Sunday is service. • Studying traffic congestion and its contributions to pollution is learning. • Evaluating local traffic patterns, developing a proposal to improve safety, and presenting it to the city council is service-learning.
1
2
3
4
38 The Legacy Group, Partnerships Make A Difference
• Visiting with WWII veterans at a local nursing home is service. • Studying WWII history is learning. • Documenting WWII veterans’ stories and producing a multi-media presentation to be shown locally and then archived at the state historical society or school library is service-learning.
• Planning and holding a community run fundraiser is service. • Measuring body mass index is learning. • Calculating the average BMI of a school, setting up a website to gather statistics, then organizing a “Walk Across Ohio” to help reduce obesity is service-learning.
• Singing at a nursing home is service. • Researching historical musical styles is learning. • Interviewing nursing home residents about their favorite music, jointly writing a song incorporating styles from both generations, and performing it together for the community is service-learning.
• Organizing a get-out-the-vote drive is service. • Participating in a mock presidential election is learning. • Informing young voters how to register and participate in an election, creating public service announcements, and partnering with the local media to encourage 18-year-olds to vote is service-learning.
7
6
8
5
The Legacy Group, Partnerships Make A Difference 39
Now, complete this idea for a potential service-learning project. How would you connect a “food drive” to your curriculum?
• Service: Holding a canned food drive.
• Learning:
•Service-Learning:
What problem is the example trying to solve?
What curricular areas are/could be reflected in the example?
Can you envision any specific connections to math and/or reading standards?
What could be the authentic product(s)? Who could be the authentic audience(s)?
40 The Legacy Group, Partnerships Make A Difference
DreamtownDirections for today: Using the materials provided, design your group’s “Dreamtown.” Your map/concept drawing should include:
• Places that address critical issues/needs • Places that enhance wellness • A place designated by each group member -- “just because” -- non-negotiable
Please consider the overall layout of your community.
• What’s at the center?
• How do you ensure accessibility of various features?
• What makes your “Dreamtown” special or distinctive?
This activity contains the following steps (time can be lengthened based on your situation):
Time Activity
2-3 minutes • Introduction3-4 minutes • Individual jotting re: places/buildings/features to include7-10 minutes • Small group “quick share” to generate master list of possibilities (individuals rapidly share one-two items at a time until all “new” entries are recorded)20-25 minutes • Discussion of potential layout/placement ideas -- what could/should go where? • Sketching on smaller sheet (optional) • Drawing/coloring on larger sheet(s)7-8 minutes (optional) • Sharing with adjacent group(s)10-15 minutes * Large-group de-briefing re: implications and possible “next steps”
The Legacy Group, Partnerships Make A Difference 41
Guided Reading Questions
For tonight, please read the model project handouts. As you read, please consider the following and be ready to share your thoughts in small groups tomorrow.
What impresses you about the students’ learning and action?
How did the teacher connect the curriculum to the service?
What stands out as unique?
How you can see yourself using your gifts and talents to help with a project like this?
The Legacy Group, Partnerships Make A Difference 1 .
This publication was created by
the Legacy Group, Partnerships
Make A Difference for Learn and
Serve Ohio. Funds for this proj-
ect came from the Corporation
for National and Community
Service.
The Big Idea
“
Kids have a magical power…to make adults stop and
listen. I don’t know what it is, Mrs. Dalin, but it
works every time.–- Abby, 3rd grader at Emerson Magnet School
“
Emerson’s Children’s Safe
Drinking Water Project
Written by Beth Dalin and Mary Taylor, Emerson World Languages and Cul-
tures Elementary Magnet School, Westerville City Schools — Westerville,
Ohio
HEALTH & WELLNESS
GLOBAL
What?A few fast facts . . .w Students and teachers
wanted to help chil-
dren around the world
have safe drinking
water.w 250 students in grades
1-5w Teachers: Beth Dalin, Mary Taylor
and Christina Goldnerw Curriculum Area(s):
Language Arts, Social
Studies, Math, Science,
Fine Arts, Interdisci-
plinaryw Community Partners:
The Greater Cincinnati
Foundation, Procter &
Gamble
The students at Emerson World Languages and Cultures Magnet
School, learned about the need for safe drinking water around
the world and realized that a small group of committed children
can make a big difference.
InvestigationAfter reading an article about a
partnership between Procter &
Gamble and Scholastic InSchool, two
reputable companies, we decided
to join their efforts. Our students
addressed the need for safe
drinking water in countries when
they learned how many children’s
deaths were caused by drinking
contaminated water. PreparationWe began our Children’s Safe Drinking Water project during International
Education Week with speakers from the local water company (DelCo Water),
as well as the Franklin Soil and Water Conservation District and SWIFT (Soil and
Water Information For Teachers). We learned that access to clean water in
the United States is rarely a problem because we have water and sewage
treatment plants. We have tax-supported municipal infrastructures that
support distribution of clean water and collection and treatment of dirty
water. w
42 The Legacy Group, Partnerships Make A Difference
The Legacy Group, Partnerships Make A Difference 43
Reflection Guide-Day 1• What have I learned today?
• What has moved me/resonated with me?
T he only service a friend can really render is to keep up your courage by holding up to you a mirror in which you can see a noble image of yourself.
George Bernard Shaw
44 The Legacy Group, Partnerships Make A Difference
Workshop Facilitators
Ellen Erlanger was a teacher and administrator for the Upper Arlington City Schools, Upper Arlington, Ohio, for 27 years and was involved in service-learning, career development, character education, vocational education, guidance, staff development and community education throughout that time. In addition to fulfill-ing her local program responsibilities, she provided consultation, training and technical assistance to other public and private schools on a regional, statewide and national basis. Ellen retired from the Upper Arlington City Schools in December 2002 after 30 years in the field and is now Vice President of Legacy Consulting Group and a consultant with the Legacy Group of Partnerships Make A Difference, a non-profit corporation providing training and educational materials development. Ellen has authored a variety of instructional materials and education-related articles as well as other books, works of poetry, and newspaper and magazine articles. She is also active in relevant education or-ganizations at the state and national levels. During her leadership, the Upper Arlington City School District achieved the rare distinction of having all three of their secondary schools selected by the Corporation for National Service as “National Service-Learning Leader Schools.” Ellen holds a B.A. and M.A. from the University of Michigan. Kathy Meyer, an educator for more than 30 years, served as an administrator for the Worthington Schools, Worthington, Ohio, from 1985 to 2000 and supervised service-learning, career development, charac-ter education, vocational education, guidance, science, and after-school and summer school programs. Under her leadership, Worthington was selected as a model school district by Learn and Serve Ohio. Kathy retired from the Worthington Schools in December 2000 and is President of Legacy Consulting Group. In addition, she is associated with the Legacy Group of Partnerships Make A Difference. In these roles, Kathy has authored and published a variety of instructional materials and provided related training programs in many public and private schools throughout Ohio and a number of other states. She has provided expertise in a variety of other settings and is active in many professional organizations. Over the years, she served in a number of leadership positions, including President of the Ohio Career Education Association. Kathy holds a B.A. from Wittenberg University and an M.A. from Wright State University.
For more information, contact:
Kathy Meyer or Ellen Erlanger, The Legacy GroupPartnerships Make A Difference1601 W. Fifth Ave., #106Columbus, Ohio [email protected]
The Legacy Group of Partnerships Make A Difference is a non-profit organization dedicated to providing educators, parents and students with the tools and inspiration to do great things. We are committed and experienced educators whose ultimate vision is to help young people develop a sense of passion and purpose and learn to apply it throughout their lives.
The Growing Together Service-Learning Network utilizes service-learning as an instuctional strategy to enrich the teaching/learning process, enhance student success, improve school climate, and actively address a wide range of significant local and global needs and issues. This “community of service-learning practitioners” fos-ters effective partnerships among schools, community agencies/organizations, higher education partners, and philanthropic sponsors so that desired results can be achieved over time.