Cathy Berger Kaye led the ECSL Winter 2018 meeting, where she unpacked the issue of poverty and how teachers can use the related UN Sustainable Goal to help address the issue locally with students. Take a look inside the meeting to learn how!
ECSL’s 2017-2018 professional development content was introduced at our fall workshop and focused on how the principles of service learning intersect with other student-led inquiry approaches (such as Challenge-Based Learning, Design Thinking, Project-Based Learning, etc). These frameworks are not mutually exclusive- they all support student-driven initiatives with outcomes that serve a purpose!
Participants were given the opportunity to hear two service learning stories with teacher and student presenters from Turning Point and Oakwood School. These stories helped attendees see the process of service learning in action and helped them glimpse ways they can expand and enrich their own plans for social action this year. Following the presentations, students and the supporting teachers engaged in discussion with participants. It was an opportunity for attendees to reflect upon their own programs and establish takeaways applicable to their plans for the school year ahead.
Participants were also encouraged to compare and contrast their existing curriculum frameworks (adopted in their classrooms or schools) with the Five Stages of Service Learning. Seeing the similarities in these philosophies offers teachers new ways of approaching student-led inquiry. ECSL welcomes you to use the framework comparison document shared at the meeting in order to explore ways popular curriculum frameworks intersect with service learning!
In this exercise, teachers examine other frameworks of student inquiry alongside the service learning process. The five stages of service learning are represented in the outer circle of the diagram. The inner circle is used to align elements of another inquiry processes with these stages to draw connections between the practices. With this exercise, teachers see how service learning themes tie into their existing curriculum and how they can use this five-stage method to add rigor to their student inquiry curriculum.
At our fall meeting, ECSL advisor Sammy Lyon outlined how planning for service learning fits seamlessly with the classroom planning you’re already doing. The article For Teachers Who Think They Can’t Do Service Learning accompanies the easy-to-implelement lesson planning tools that were presented and gives you a road map for integrating student-led action into the curriculum you already use. Download a free copy of the tools- Backwards Planning for Service Learning- to support your service learning curriculum.
On Saturday, April 16th ECSL joined with the Green Ambassadors Institute, a professional development program through Environmental Charter High School, to engage in a first-of-its-kind experiment: The Curriculum Hack. It was based on the shared experience of many teachers that there is no one-size-fits-all curriculum. An educator is a kind of jigsaw puzzle expert. They are constantly fitting together the puzzle pieces (standards, time, current events, learning styles, youth interests) to create the big picture (a curriculum that best serves their students).
With so many factors to consider when deciding how to deliver content, teachers rarely use a published curriculum verbatim. They take out, add on, or adjust lesson plans to create something that fits the needs of the class. Teachers may do this in isolation or amongst their planning teams on campus. But at this spring’s BioDiversity Summit, Green Ambassadors gave educators access to a valuable resource in this process of tailoring curriculum- diverse perspectives.
In our increasingly interconnected world, there is a need to bring together all community stakeholders to create curriculum that helps students prepare for the challenges we face as a society. Everyone was invited to the table. Educators, students, community organizations, businesses and government leaders all lent their ideas and expertise. In real-time, this melting pot of perspectives helped shape curriculum for pressing essential questions we need to cover in our classrooms, like “How can we undo environmental injustices within our communities in order to keep people safe and healthy?”
At the start of the summit, ECSL led participants in a personal inventory activity that revealed each other’s interests, skills and talents through a guided interview process. Later, when it was time to hack the curriculum together, each member could reflect on their traits, background and experiences that would impact their group’s lesson planning process.
This year’s institute theme was BioDiversity, and the experience lived up to its name. The diverse skill sets present amongst each group member led to rich explorations of environmental justice themes for all grade levels.
Green Ambassadors has made available the lesson plans created in this collaborative curriculum development experience (where you can also access the Personal Inventory activity presented by ECSL).
We look forward to connecting with members and new participants alike at the ECSL Fall Meeting scheduled for September 27th at The Skirball Cultural Center from 3:15-5:30pm. Join us for another unique opportunity to network with a variety of stakeholders in the service learning community.
This winter’s ECSL workshop featured international service learning expert, Cathryn Berger Kaye, who helped us rethink the ways we engage students in reflection. Here, participants explore reflection strategies throughout the stages of service learning: investigation, preparation, action and demonstration. We share some of the work and responses here to help continue the dialogue about the importance of taking time for reflection and how we can consider a variety of ways to reflect- both large and small, quick or lengthy, and through a range of different learning modalities that reach all students. Take a moment to reflect on what strategies you see here that can be implemented within your classroom.
Repetition and reflection– two keys to solidifying new information. We strive to do this with our students so that their learning sticks, but do we do this with our own professional learning?
At our winter meeting, Cathryn Berger Kaye offered us insights that helped refresh our reflection stages of #servicelearning. We gained new tools to help add meaning and perspective to the service learning process- for both our students and ourselves.
Now, we would also like to offer you an opportunity for repetition to solidify these new skills even more! Below are links to the footage of this dynamic meeting, so that you can revisit and refresh your reflection techniques anytime. Or, watch with your colleagues and allow this footage to be your muse. Discuss and develop reflection techniques that make sense for your curriculum!
Cathryn Berger Kaye – How to Refresh 2/2/16
Cathryn Berger Kaye – What’s Your Idea? 2/2/16
Cathryn Berger Kaye – How Do You Reflect? 2/2/16
Cathryn Berger Kaye – Foundation of Reflection 2/2/16
Cathryn Berger Kaye – Ways to Reflect 2/2/16
Cathryn Berger Kaye – Reflection within 4 Stages of Service Learning 2/2/16
Cathryn Berger Kaye – Reflection Symphony 2/2/16
This February ECSL was honored to have Cathryn Berger Kaye lead participants through a service learning immersion experience. Four Corners is a highly engaging activity that explores the stages of service learning first hand. Within the service learning methodology developed by Kaye, there are several elements that come in fours; four kinds of action research used to explore a community need and four types of service that can be performed, for example. Such concepts came to life during this dynamic experience. To help capture some of the discoveries made, here are “four” teachable moments participants explored as they immersed themselves in service learning:
Framing: One powerful motivator for service learning lies in the ability to frame the process from a student’s perspective. Their interests, skills and talents can be unveiled and utilized during the service learning process. Students can have a voice for societal issues they care about and be at the center of proactive ways to address their concerns.
Organizing: Students get real experience in community organizing as they explore questions like, “Who amongst us has skills and talents that can be put to good use during this process? Who in the community is doing something to address the societal issue at hand? How can we come together to provide a service for an unmet need in our community?”
Understanding: When students engage in authentic investigation about their community, they come to a deeper understanding about what is needed to support the cause. When they use action research, they immerse themselves in real-life discovery through activities like interviewing or conducting surveys. Students and teachers alike come to know Confucius’ adage: I hear and I forget. I see and I remember. I do and I understand.
Reinforcing: Throughout the stages of service learning students get a chance to revisit skills they are building. For example, note-taking can be practiced when interviewing a community partner, and then reinforced as they do follow-up research with media content. Students may write letters to invite an expert into the classroom as a part of their investigation, and then revisit the skill again by writing thank you letters for their visit. Students develop proficiency for skills they are able to practice through repetition. They may come to see them as more valuable or practical too because they are serving a purpose within a real-world context.
Teachers, administrators and community organization representatives came together to explore these powerful elements of service learning. Four Corners: A Service Learning Immersion Experience became their road map for the service learning process. Now, they are equipped with tools to take their students on a service learning journey through the four seasons and to the four corners of the earth.