SERVICE-LEARNING AS A DROPOUT PREVENTION

STRATEGYMichael Slavkin, Kristen Watt, Jeremy McLaughlin

WHAT IS SERVICE-LEARNING?

Definition, Expectations

What Is Service-Learning?

What Does It Look Like?

Cleaning up a river is service.

Sitting in a science classroom, looking at water samples under a microscope is learning.

Students taking samples from local water sources, analyzing the samples, documenting the results and presenting scientific findings to a local pollution control agency is service-learning.

National Community Trust Act (1993) – Definition of Service-Learning

Under which young people learn and develop through active participation in thoughtfully organized service experiences that meet actual community needs that are coordinated in collaboration with the school and community;

Is integrated with specific learning objectives and provides structured time for youth to think, talk, or write about what they did and saw during the actual service activity;

Provides young people with opportunities to use newly acquired skills and knowledge in real-life situations in their own communities;

Enhances what is taught in school by extending student learning beyond the classroom and into the community; and

Helps foster a sense of caring for others.

Aim for Quadrant IV:a good balance of learning and service

Original Design: Hill, Service-Learning 2000 CenterModified: Geiger, “Service-Learning Toolbox,” NWREL

NATIONAL SERVICE-LEARNING STANDARDS

National Youth Leadership Council –

www.nylc.org

Points of Entry: The Process

High Quality Service-Learning

The NYLC defines high quality service-learning as:

Meets academic standards and curricular needs

Promotes critical thinking and problem solving Engages community partners Provides opportunities for youth voice

throughout the project Occurs throughout the term or academic year.

Example Project: Intergenerational

Think about the classic example of students working with an assisted living community: Reading the newspaper Painting their fingernails Watching birds, going for walks around the center Playing games (BINGO, singing songs, cards) Doing art projects Primary need of elderly – elderly want to feel more

connected to the community Primary need of students – students need to have

interaction with other generations to learn morals, values, citizenship

Example Project Re-Thought

Old Hat Transformed Into

Reading the newspaper Collaboratively developing intergenerational biographies

Painting their fingernails, doing art

Collaborative works of art used to document lives of elders

Watching birds, going for walks around the center

Building a peace garden using science-based activities

Playing games (BINGO, singing songs, cards)

Applied activities related to projects

Primary need of elderly – feel more connected to the community

Feeling valued

Primary need of students – Students need to have interaction with other generations to learn morals, values, citizenship

Mini-Grants

Check with district/corporation on deadlines Must be reviewed by Service-Learning Advisory

Board (S.L.A.B. – comprised of students, teachers, community partners, administrators, community partners)

Depending on total funding for corporation, should be $500 - $1,000 (sometimes larger with multiple teachers)

Issues: How will you ensure matching funds? How will standards align? What outcome will be evidenced at the end of the

program?

What Can I Buy

YES, YOU CAN!!! NO, YOU CAN’T!!!

• substitute teachers, transportation to/from trip (but not a “field trip”)

• laptops

• digital camera (one per corporation)

• digital cameras

• travel (if approved by SLC/SLTA)

• t shirts (try to get support via match)

• stipend for training (if after school)

• stipends for teachers (for writing grant)

• printer (one per corporation, building)

• any project that is political, religious, or after school

QUESTIONS AND CONTACTS

Kristen – kwatt@goshenschools.orgJeremy –

jmclaughlin@goshenschools.org Michael – mslavkin@usi.edu