Service Learning is an
elective course for Juniors and Seniors who are
interested in doing volunteer work in the local community
Goals of Service Learning
Ø
To
enhance student learning by joining theory with experience and thought with action
Ø
To
fill unmet needs in the community through direct service which is meaningful
and necessary
Ø
To
enable students to help others, give of themselves, and enter into caring
relationships with others
Ø
To
assist students to see the relevance of the academic subject to the real world
Ø
To
enhance the self-esteem and self-confidence of your students
Ø
To
develop an environment of collegial participation among students, faculty, and
the community
Ø
To
give students the opportunity to do important and necessary work
Ø
To
increase the civic and citizenship skills of students
Ø
To
assist agencies to better serve their clients and benefit from the infusion of
enthusiastic volunteers
Ø
To
expose students to societal inadequacies and injustices and empower students to
remedy them
Ø
To
develop a richer context for student learning
Ø
To
provide cross-cultural experiences for students
Ø
To
better prepare students for their careers/continuing education
Ø
To
foster a re-affirmation of students’ career choices
Ø
To
give students greater responsibility for their learning
Ø
To
help students know how to get things done
Ø
To
impact local issues and local needs
GRADING FOR SERVICE LEARNING
For
an A:
1.
Not less than an accumulated total of 25 hours of volunteer
time
2.
Completed portfolio: An on-going journal of your
observations, feelings, opinions and things learned about the day’s work at
your volunteer site
For
a B:
1.
Not less than an accumulated total of 20 hours of volunteer
time
2.
Completed portfolio
For
a C:
1.
Not less than an accumulated total of 18 hours of volunteer
time
2.
Completed portfolio
Three required projects are:
SERVICE LEARNING
Monday, Tuesday, March 17, 18, 2008
TSWBAT: continue volunteering in the community
Assessment: teacher observation of student’s oral and written responses
Wednesday, March 19
TSWBAT: complete composition as 9-week exam; compute average
Assessment: teacher observation of student’s oral and written responses
Thursday, March 20
TSWBAT: continue volunteering in the community
Assessment: teacher observation of student’s oral and written responses
Friday, March 21
No school for Easter break.
February 25-29, 2008
Monday, Tuesday, Thursday, Friday
TSWBAT: write and turn in reaction paper; learn procedures for new site; volunteer in
community; estimate miles to and from volunteer
site for the week
Assessment: teacher observation of student’s oral and written responses
Wednesday, February 27
TSWBAT: write commercial for class; discuss goals for remainder of course
Assessment: teacher observation of student’s oral and written responses
Week of February 11-15, 2008
Monday, February 11, Tuesday, February 12
TSWBAT: continue volunteering in the community
Assessment: teacher observation of student’s oral and written responses
Wednesday, February 13
TSWBAT: write an essay in response to
Assessment: teacher observation of student’s oral and written responses
Thursday, February 14, Friday, February 15
TSWBAT: continue volunteering in the community
Assessment: teacher observation of student’s oral and written responses
Monday, February 4, 2008
TSWBAT: participate
in planning and setting up for the
Assessment: teacher observation of student’s oral and written responses
Tuesday, February 5
TSWBAT: volunteer and
participate in
Assessment: teacher observation of student’s oral and written responses
Wednesday, February 6, Thursday, February 7
TSWBAT: continue
volunteering in the community; write reaction to
week’s activities
Assessment: teacher observation of student’s oral and written responses
Friday, February 8
No school for students
Monday, January 28 and Tuesday, January 29, 2008
TSWBAT: continue volunteering in the community
Assessment: teacher observation of student’s oral and oral responses
Wednesday, January 30
TSWBAT: listen to
speaker; participate in class discussion; write
composition about the need for blood drives; calculate
cost of lunches for the week
ARC speaker Joe Pike; plans/discussion for blood drive
Assessment: teacher observation of student’s oral and written responses
Thursday, January 31 and Friday, February 1
TSWBAT: continue volunteering in the community; write reaction paper to week’s activities
Assessment: teacher observation of student’s oral and written responses
Tuesday, January 22, Wednesday, January 23, 2008
TSWBAT: complete ‘me’ board’; complete preparations for going to sites for volunteering
Make ‘me’ board to enable classmates and teacher to know the student better; complete paperwork; receive group assignments
Assessment: teacher observation of student’s oral and written responses
Thursday, January 24, Friday, January 25
TSWBAT: go into
community to volunteer; write weekly paper; compute mileage and gas costs for transportation from
school to sites and back
Assessment: teacher observation of student’s oral and
written responses
Thursday, January 17, Friday, January 18, 2008
TSWBAT: complete ‘me’ board; complete course paperwork; learn purpose of class; learn procedures of class; write composition about personal goals; calculate the costs of meals during 3rd quarter
Assessment: teacher observation of student’s oral and written responses
Service Learning is an
elective course for Juniors and Seniors who are
interested in doing volunteer work in the local community
Goals of Service Learning
Ø
To
enhance student learning by joining theory with experience and thought with action
Ø
To
fill unmet needs in the community through direct service which is meaningful
and necessary
Ø
To
enable students to help others, give of themselves, and enter into caring
relationships with others
Ø
To
assist students to see the relevance of the academic subject to the real world
Ø
To
enhance the self-esteem and self-confidence of your students
Ø
To
develop an environment of collegial participation among students, faculty, and
the community
Ø
To
give students the opportunity to do important and necessary work
Ø
To
increase the civic and citizenship skills of students
Ø
To
assist agencies to better serve their clients and benefit from the infusion of
enthusiastic volunteers
Ø
To
expose students to societal inadequacies and injustices and empower students to
remedy them
Ø
To
develop a richer context for student learning
Ø
To
provide cross-cultural experiences for students
Ø
To
better prepare students for their careers/continuing education
Ø
To
foster a re-affirmation of students’ career choices
Ø
To
give students greater responsibility for their learning
Ø
To
help students know how to get things done
Ø
To
impact local issues and local needs
GRADING FOR SERVICE LEARNING
For
an A:
3.
Not less than an accumulated total of 25 hours of volunteer
time
4.
Completed portfolio: An on-going journal of your
observations, feelings, opinions and things learned about the day’s work at
your volunteer site
For
a B:
3.
Not less than an accumulated total of 20 hours of volunteer
time
4.
Completed portfolio
For
a C:
3.
Not less than an accumulated total of 18 hours of volunteer
time
4.
Completed portfolio
Three required projects are:
SERVICE LEARNING
Monday, January 28 and Tuesday, January 29, 2008
TSWBAT: continue volunteering in the community
Assessment: teacher observation of student’s oral and oral responses
Wednesday, January 30
TSWBAT: listen to
speaker; participate in class discussion; write
composition about the need for blood drives; calculate
cost of lunches for the week
ARC speaker Joe Pike; plans/discussion for blood drive
Assessment: teacher observation of student’s oral and written responses
Thursday, January 31 and Friday, February 1
TSWBAT: continue volunteering in the community; write reaction paper to week’s activities
Assessment: teacher observation of student’s oral and written responses