year 2 service-learning/pbl follow-up session · year 2 service-learning/pbl follow-up session ......

Partnerships Make A Difference 1

"Progress and Possibilities"

TALLMADGE CITY SCHOOLSYear 2 Service-Learning/PBL Follow-Up Session

"Helping Young People Develop a Sense of Passion and Purpose for Their Learning and Lives"

October 8-9, 2018

Welcome and Re-Introductions

Goals for This Session Reinforce Understanding, Skills, and Commitment Identify Connections to Tallmadge Directional System Reflect on Progress to Date Explore Promising Possibilities Identify Needs, Resources, and Next Steps

Transition Activity Group Doodle: "Great Projects"

Reinforcement of Planning Model via Video Case Study

"Progress"—What Has Been Accomplished in Our School/District So Far? Projects, Strategies, and "Lessons Learned"

Guided Planning Time—"Promising Possibilities" Mind-Mapping Use of Planning and Reflection Resources Model Projects as Mentor Texts if Needed "Possibilities"—Project Topic/Focus, Curriculum Connections, Desired Outcomes, Potential Partners, Other Info of Your Choice Re: Elements of the Model

Video and Accompanying Reflection

Next Steps/Closing Reflections

2 Partnerships Make A Difference

Investigation“"Exploring Possibilities"

• LocalandGlobalNeeds• EmotionallyEngagingEntry Event(s)• ProjectIdea(s)• DrivingQuestion(s)• NeedtoKnow• InitialInquiry• Students’Strengthsand Interests

Action/Implementation"Becoming Changemakers"

• "DoingtheWorkofReal People"• AuthenticProduct(s)/ Service(s)forAuthentic Audience(s)/Client(s)• Categories: -- DirectService -- EducationandAwareness -- Advocacy -- Philanthropy/Fundraising

“Learning by Doing

AuthenticIssueorNeedCompellingTopicor

QuestionAcademicFocus

CurriculumIntegration/Standards

21stCenturySkillsMultipleIntelligencesStudentVoice,Choice,

andPassionCollaboration/Teamwork

CareerDevelopment

Preparation/Planning“"Becoming Experts"

• ContinuedInquiry/Research• NecessaryKnowledgeand SkillDevelopment• CommunityPartners/Mentors• Logistics

Reflection (ongoing)“"Attaching Meaning"

• What?SoWhat?NowWhat?• Revision/refinementof products/servicesasneeded• Truer,deeperlearning

Demonstration/Celebration"Making Learning Visible"

• ValidationofGainsand Impact• "CapturingtheMagic"• SharingNewKnowledgewith AuthenticAudiences• Assessment• Academic+Social+ EmotionalGrowth= "LearningthatLasts"

HIGH QUALITY SERVICE-LEARNING/PROJECT BASED LEARNING

A Planning Model for “Learning with Purpose . . . Serving with Passion”

This planning model, developed and utilized by Partnerships Make A Difference, blends widely endorsed definitions and key elements of Service-Learning and Project Based Learning. The model applies the "best of both worlds" in providing educators with an authentic instructional framework that effectively integrates rigor, relevance, and relationships.


Video Case Study Guide

SmallGroupAssignments:

(1) Investigation/Inquiry—"ExploringPossibilities": Why did students care about their inquiry? What did they become curious about? What “entry events” did the teacher use to “hook” the students’ interest and build emotional engagement/commitment? What other strategies can you envision in this regard?(2) Preparation/Planning—"BecomingExperts": What knowledge and skills did students need to acquire to successfully complete the project? What scaffolding/support did the teacher provide to ensure the necessary learning and skill development? What curriculum connections did you see or could you envision?(3) Action—"DoingtheWorkofRealPeople": What authentic products/services were students responsible for accomplishing/creating? Who benefited from their efforts? What additional products/services might have been a good fit?(4) Reflection—"AttachingMeaning":What types of reflection and revision do you think occurred? If this were your project, what other strategies might you use?(5) DemonstrationandCelebration—"MakingLearningVisible": How did the students demonstrate/celebrate their learning and impact? Who else was involved? What other culminating strategies could you envision if this were your project?(6) StudentVoiceandChoice—What evidence did you see of student ownership and initiative? What choices do you think students had throughout the project? What other possibilities can you envision?(7) Assessment—How do you think the teacher assessed student performance for the project? If this were your project, how might you define and measure "success"?


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“Learning by Doing

AuthenticIssueorNeedCompellingTopicor

QuestionAcademicFocus

CurriculumIntegration/Standards

21stCenturySkillsMultipleIntelligencesStudentVoice,Choice,

andPassionCollaboration/TeamworkCharacterDevelopmentCareerDevelopment




HIGH QUALITY SERVICE-LEARNING/PROJECT BASED LEARNING

A Planning Model for “Learning with Purpose . . . Serving with Passion”

This planning model, developed and utilized by Partnerships Make A Difference, blends widely endorsed definitions and key elements of Service-Learning and Project Based Learning. The model applies the "best of both worlds" in providing educators with an authentic instructional framework that effectively integrates rigor, relevance, and relationships.


"Enhancing the Design"



Investigation/Inquiry—"ExploringPossibilities"—helps kids identify potential topics and become emotionally engaged

Possible topics and project ideas are explored during this phase, and initial inquiry is set in motion. If possible, the teacher may provide experiences/activities that encourage students to think about the “big picture” regarding local and/or global needs/issues. What problems/challenges can be addressed through skills and knowledge that students are acquiring in your class? How can your students also use their strengths and interests to maximize impact? Preliminary inquiry and analysis can be undertaken using a variety of methods that will allow students

to become emotionally engaged in the topic(s). Effective “entry events” are especially important.

Brainstormasmanyideasaspossibleonthispageandthenexttoenhance/enrich/addrigortothe"Investigation"partofyourproject.


"Enhancing the Design"Preparation/Planning—"BecomingExperts"—includes further research, project schedule/logistics, and scaffolding (facilitated by the teacher as needed)

As your service-learning project plan takes shape, students will continue their inquiry/research to find answers to questions that begin to surface. Students prepare to “do the work of real people,” by acquiring necessary knowledge and skills,

developing more specific project plans, and attending to logistical details. Collaboration is an integral part of project planning, including students, teachers, and community partners/mentors.

Brainstormasmanyideasaspossibleonthispageandthenexttoenhance/enrich/addrigortothe"Preparation/Planning"partofyourproject.




"Enhancing the Design"Action—"DoingtheWorkofRealPeople"—includes Authentic Product(s)/Service(s) for Authentic Audience(s)/Client(s). The project design identifies "important stuff" that kids will create and/or accomplish and indicates who else will be part of/become aware of/benefit from the students’ efforts.

The key to high quality, curriculum-based service-learning is engaging students in authentic “professional” work that addresses significant issues/needs. Students become scientists, researchers, writers, filmmakers, historians, political scientists, website developers, statisticians, artists, etc. Their work products/services can take the form of direct service, education

and awareness, advocacy, and/or philanthropy/fundraising.

Brainstormasmanyideasaspossibleonthispageandthenexttoenhance/enrich/addrigortothe"Action/Implementation"partofyourproject.




"Enhancing the Design"Reflection—"AttachingMeaning"—extends the learning by helping students attach individual and collective meaning to their experiences. As we plan for reflection, it is important to address the following. What reflection questions/prompts should we consider? What reflection strategies/forms of student expression should we include?

Reflection is the connector between each stage of service and also summative. Through reflection students consider their thoughts and feelings (cognition and affect) regarding any overarching essential ques-tion or inquiry that is a driving force of the total experience. Reflection informs how the process develops, increases self- awareness, assists in developing future plans, and employs varied multiple intelligences. Cathryn Berger Kaye, M.A., CBK Associates © 2012

Brainstormasmanyideasaspossibleonthispageandthenexttoenhance/enrich/addrigortothe"Reflection"partofyourproject.




"Enhancing the Design"DemonstrationandCelebration—"MakingLearningVisible"—makes learning visible, reinforces relationships, and "captures the magic of the project" by documenting the process, its outcomes, and related next steps

Student demonstration captures or contains the totality of the experience, including what has been learned, the process of the learning, and the service or contribution accomplished. Beginning with investigation, students document all parts of the process, resulting in a complete and comprehensive ability to tell the story of what took place during each stage that includes key informative reflection. Students draw upon

their skills and talents in the manner of demonstration, often integrating technology. Cathryn Berger Kaye, M.A., CBK Associates © 2012

Brainstormasmanyideasaspossibleonthispageandthenexttoenhance/enrich/addrigortothe"Demonstration/Celebration"partofyourproject.


• Assessment• ValidationofGainsand Impact• "CapturingtheMagic"• SharingNewKnowledgewith AuthenticAudiences• Academic+Social+ EmotionalGrowth= "LearningthatLasts"



• Assessment• ValidationofGainsand Impact• "CapturingtheMagic"• SharingNewKnowledgewith AuthenticAudiences• Academic+Social+ EmotionalGrowth= "LearningthatLasts"


Partnerships Make A DifferenceService-Learning/PBL Planning Notes

Theme/Topic

Brainstorming Team Members

THE BIG IDEA

Issue/ServiceFocus: Who needs our help? What issue needs our attention?

Learning/AcademicFocus: What will we be learning about? What could our "Driving/Essential Question(s)" be? How will this service-learning/PBL project connect to your curriculum goals/content standards? What 21st Century Skills (e.g., collaboration, communication, critical thinking, creativity, etc.) might be addressed?

ProjectIdea: What can we do to address the identified need/issue? What community partner(s) might be involved?

Student“VoiceandChoice”: What strengths, interests, passions, and local/global awareness do students “bring to the table”? How can we build upon and utilize these assets?


POTENTIAL STRATEGIES/IDEAS FOR EACH STAGE OF YOUR SERVICE-LEARNING/PBL PROJECTEntryEvents—emotionally engaging “kick-off” activities that "set the stage" and serve as a “hook” for student interest and active learning

Investigation/Inquiry—"ExploringPossibilities"—helps kids identify potential topics/sub-topics, become emotionally engaged, and conduct initial inquiry/research

Preparation/Planning—"BecomingExperts"—includes further research/”expert groups,” project schedule/logistics, and scaffolding (facilitated by the teacher as needed)

Action—"DoingtheWorkofRealPeople"and“BecomingChangemakers”... AuthenticProduct(s)/Service(s)—identifies "important stuff" that kids will create and/or accomplish AuthenticAudience(s)/Client(s)—identifies who else will be part of/become aware of/benefit from the students’ efforts


Reflection—"AttachingMeaning"—extends the learning by helping students attach individual and collective meaning to their experiences. What reflection questions/prompts should we consider? What reflection strategies/forms of student expression should we consider?

DemonstrationandCelebration—"MakingLearningVisible"—makes learning visible, reinforces relationships, and “captures the magic of the project” by documenting the process, its outcomes, and related next steps


Partnerships Make A Difference: Consultant Bios

Ellen Erlanger was a teacher and administrator in Canton, Ohio and Upper Arlington, Ohio, for 30 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 fulfilling 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 and is now Vice President of Legacy Consulting Group and a consultant with 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. 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, a teacher, guidance counselor, and administrator in Ohio for more than 30 years, served as an administrator for the Worthington City Schools from 1985 to 2000 and supervised service-learning, career development, character 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 currently President of Legacy Consulting Group. In addition, she is associated with 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. 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.

As a part of their work with Partnerships Make A Difference, Ellen and Kathy have provided leadership for the “Growing Together” Service-Learning Network, which currently includes more than 45 central Ohio schools and 20-plus community agencies. In addition, they have provided in-depth professional development programs, curriculum development, and technical assistance in Project Based Learning, Service-Learning, and Career Development for a variety of school districts and organizations, including: Ridgemont Local Schools (OH), Zanesville City Schools (OH), Four-District Consortium (OH), Six-District Educational Compact (OH), Columbus (OH) Catholic Diocese, Fairborn City Schools (OH), Union Local Schools (OH), Northwest Ohio ESC (OH), Oakland County (MI) Schools, Birmingham (MI) Schools, Archdiocese of Los Angeles/Los Angeles Unified School District (CA), Loyola Marymount University (CA), University of New Mexico (NM), Gadsden Independent School District (NM), Albuquerque Public Schools (NM), Zuni Public Schools (NM), Learn and Serve Ohio (several regional and statewide training grants), and Ohio Department of Education (several regional and statewide training grants). Sponsors of their work have included American Electric Power Foundation (OH), ServeOhio, The Columbus Foundation (OH), Martha Holden Jennings Foundation (OH), Harry C. Moores Foundation (OH), Siemer Family Foundation (OH), Feinstein Foundation (national “Good Deeds” program based in Rhode Island), World of Children, Inc. (NY/NJ/MI/OH), New Mexico Commission For Community Vol-unteerism (NM), and Kellogg Foundation.

Partnerships Make A Difference is a nonprofit organization whose mission is to help young people develop a sense of passion and purpose for their own learning, and to enhance students’ belief that they can positively impact their own lives and the lives of others.


Partnerships Make A DifferenceContact Information

Ellen Erlanger, Consultant(C) [email protected]

Kathy Meyer, Consultant(C) [email protected]

Mailing Address:Partnerships Make A Difference1601 W. Fifth Ave., #106Columbus, Ohio 43212

Website: www.partnershipsmakeadifference.org

Facebook: https://www.facebook.com/Partnerships- Make-A-Difference-104692573211453/

Twitter: @partnershipsmak


ADDITIONAL RESOURCES


Dreaming + Doing = Aspirations

Educators know that something powerful happens when dreaming and doing

come together; students have aspirations. Students with strong aspirations show

that they have dreams for the future, and are inspired to do what it takes in the

present to work toward their fulfillment.

-- Russel J. Quaglia, President/Founder,

Quaglia Institute for Student Aspirations

A Student with Purpose is a Student with Unlimited Promise

The most successful students I know are clear about who they are and

what they believe in; they are not afraid to show it and are confident they

will make a difference in this world. That is called purpose.

Even though our ultimate goal in education is to ensure all students reach

their full academic potential, we do not want to graduate bright kids who

lack social and personal skills. We do not want to graduate students who

are devoid of curiosity and creativity, or who lack a spirit of adventure. We

want to graduate bright young people who have the confidence to take

action, are responsible leaders, and are genuine heroes to those whose

lives they touch.

-- Russel J. Quaglia, President/Founder,

Quaglia Institute for Student Aspirations

year 2 service-learning/pbl follow-up session · year 2 service-learning/pbl follow-up session ......

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