Investigation
The project leader tells students that they will be volunteering at their local Boys and Girls Club after school. The students are told that their presence will make a great difference at the understaffed community center.
Question: Did you learn about the needs of the Boys and Girls Club in a meaningful way to drive service?
No. Although you learned that the organization is short-staffed, you have not learned why it has this problem nor have you learned about the essential mission of the Boys and Girls Club.
Students are preparing to create French to English phrasebooks for the local immigration and refugee agency. They brainstorm a list of essential phrases to include in the guide.
What elements are missing from this preparation?
Materials lists
Common Vision for Success
Action Plan
Role clarity and dividing tasks
What does direct service mean?
Students are interacting directly with community members
What does reflection mean?
Serious thought or consideration
What is a demonstration?
buildOn members share what they have done and learned from their service experience.
buildOn leader takes the students for a brief walk around the park to identify areas in need of a cleanup. During the walk, students are told to note all the creatures that utilize the park from children to birds, then note the type of trash found. The Investigation leader selects several students to count the number of visible trash cans and approximate the distance between them. They share their findings with the group at the end of the walk. In small groups, students answer the following debrief question: What are the consequences of leaving this trash in the park? What are the possible sustainable solutions to the problem? Were there many trashcans? What is the impact of having so few or so many?
What made this an effective Investigation?
The investigation explained the need/problem, consequences of said problem, and actively engaged students
Based on the following Preparation, what do you think is the service:
In small groups, students are given index cards and pencils to write 5 interview questions to about historical, social, cultural and political events of the past 20-80 years like the March on Washington. At the end of the 5 minutes, the group mates share their interview questions and practice with each other. Once they are finished they are paired with interviewees.
Interviewing seniors about the past
What is indirect service?
Students do not work directly with community members but rather create something for the community to be given to them.
When can Reflections take place?
It must be done before, during, after the service-learning experience.
When does the demonstration take place during the service-learning experience?
At the end of service
Everyone comes together to play Food Tag. One student is designated "it". The "it" person has to collect (tag) as much food (students) as possible in 2 minutes. The rest of the group will be given cards with the type of food that they will be and how the can move. The healthiest food can run, semi-healthy food can jog, and unhealthy food can walk. If you are tagged you are out of the game. Debrief Questions: Is it possible to eat healthy foods with a limited budget? Does this parallel how we make food choices?
What do you think was the objective/goal of this investigation?
Possible answers: Food insecurity, eating healthy, nutrition, or physical well-being
Why is it important to assign tasks and responsibilities prior to engaging in service?
Eliminates uncertainty
Gives a sense of purpose
What is advocacy?
Public support or recommendation for a public issue
What does a challenge reflection?
A challenge reflection changes student perspectives and resolves conflicts
buildOn students and staff take pictures of everyone at service then post the pictures to Facebook and Instagram.
Is this a demonstration?
Yes
Before volunteering at a local animal shelter, students are given an overview of the organization led by the shelter's staff.
What could be done to elevate this investigation?
Possible Answers: Student vision, voice, interests, and expertise; collaboration with other organizations; and incorporation of other sources
What are the elements to include in Preparation?
Determine the nature of the service to be provided
Identify learning goals
Develop an action plan/Decide what to do/Vision
Create a timeline for completion
List materials needed and cost
Creating welcome cards for newly arrived refugees.
Is this service direct, indirect or advocacy?
Indirect
What is a Coached Reflection?
Students need intellectual and emotional support to think in new ways and to develop alternative explanations to their experience.
Students answer a list of debriefing questions after service in groups of two.
Is this a demonstration?
No, this is more of a reflection because the students think back on the activity.
What are the essential elements of a good IPARD?
Identify the "community" to serve and assess the community's assets and needs
Identify key issues in the school/or community
Use the interests and expertise of the students
Visions of the students
Collaborate with other programs and organizations when possible
Name one question to consider when crafting a good preparation?
Possible answers:
What do we want students to do, think, or feel as a result of this experience?
What can students learn from the organizations we work with?
What are the objectives of this activity? What impact do we want to have on the community?
How will we assess what students have learned from the experience?
What are we doing to meet the needs of the organization we're working with? How can we utilize student's interests, talents, and strengths to meet community needs?
Name one consideration question when crafting a good service activity.
Possible answers:
What activities can be added during the project to make this project meaningful? Can we include an organization to help students understand the impact of the project?
How can we help students connect to the population they are serving this project?
What knowledge do we want students to walk away with at the end of the project?
How can we make sure students don't walk away with harmful stereotypes as a result of this project?
What is Contextual Reflection?
Reflection links service-learning to the intellectual and academic pursuits of students
What are the two questions to consider when crafting a demonstration?
How can members bring this experience and learning back to their buildOn group?
How students be acknowledged for their skills, talents, and contributions?