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The Hows and Whys of Service Learning in Pre-service Teacher Education C oursework. Dr. Susan M. Schultz Dr. Susan Hildenbrand October 18, 2012. Definition of Service-Learning.

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The hows and whys of service learning in pre service teacher education c oursework

The Hows and Whys of Service Learning in Pre-service Teacher Education Coursework

Dr. Susan M. Schultz

Dr. Susan Hildenbrand

October 18, 2012


Definition of service learning

Definition of Service-Learning

Service-learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich students’ learning, meet community needs, and strengthen communities.


The hows and whys of service learning in pre service teacher education c oursework

Criteria for

Community-Based Service-Learning

Minimum # of Hours: 15; Average # of Hours: 20

Optional or Required

Capacity-Building or Client Support

Meaningful Service: Service meets real community needs and is sustainable over multiple semesters. It acknowledges the wisdom and skills of our community partners.

Student Learning: Service work meets course goals. It increases the meaningfulness of course material and enhances students’ learning.

Reflection: Assignments link course content with service. Reflection results in learning from service.


Service learning

Service Learning

Forms

  • Service learning agreement form

    • Photo release

    • Permission to use student work

  • Holy Childhood volunteer agreement form

  • Confidentiality form

  • IEP confidentiality form

  • Pre and post


Reading pen pals

Reading Pen Pals

Service Learning Project

St. John Fisher College

Ralph C. Wilson School of Education

EDUC 229 Language Acquisition and Literacy Development


Grade 5

Grade 5

  • Rochester City School District

    School # 25

    23 students

    (boys or girls? Aliawiyah, Shakur, Ascille…)

    A View from The Cherry Tree

    Willow Davis Roberts


College campus visit

College Campus Visit


Tree planting

Tree Planting


Grade 1

Grade 1

  • School # 25

    21 students*

    More Than Anything Else, Mary Bradby

  • School # 39

    17 students*

    Pete the Cat, Erik Litwin

    *give or take a few.


Some bilingual families

Some bilingual families


Wide range of abilities

Wide range of abilities…


Wide range of abilities1

Wide range of abilities…


Wide range of abilities2

Wide range of abilities…


Pete the cat

Pete the Cat


Introductory letter

Introductory Letter

Dear Parents and Guardians,

We are teacher candidates at St. John Fisher College enrolled in a Language Acquisition and Literacy Development class. As part of our curriculum we are working with your children through Ms. Laz’s class. Your child will be assigned a reading pen pal from our class; we will be creating fun activities for your children to participate at home and in school with Ms. Laz.

For our activities we will be using the children’s book Pete the Cat, by Eric Litwin, which will be provided to each student. We look forward to working with your children, and thank you in advance!

Sincerely,

The Teacher Candidates from EDUC 229


Writing to our pen pals

Writing to Our Pen Pals


Service learning hours

Service Learning Hours


Constructing parent take home bags

Constructing Parent Take Home Bags


Parent brochures

Parent Brochures


Learning center planning

Learning Center Planning


Learning centers

Learning Centers


Final projects

Final Projects


Final projects1

Final Projects


Presentations at school 39

Presentations at School # 39


Presentations at school 391

Presentations at School # 39


Presentations at school 392

Presentations at School # 39


Presentations at school 393

Presentations at School # 39


Presentations at school 394

Presentations at School # 39


Student work samples

Student Work Samples


Family projects

Family Projects

Service Learning Project

St. John Fisher College

Ralph C. Wilson School of Education

EDUC 440 Collaboration for Inclusion


Partnership with the advocacy center

Partnership with the Advocacy Center

  • Each teacher candidate team is paired with a family with a student with a disability.

  • The teacher candidates review the IEP and interview the family for a project focus.

  • The families present to the whole class their family story (“Presenters with a New Attitude”).

  • The teacher candidates and the family collaborate throughout the semester to research and create a project that is helpful to the family.

  • The teams present their final project to the family and their classmates.


Family project team presentations

Family Project/Team Presentations


Family project team presentations1

Family Project/Team Presentations


Collaboration and co teaching

Collaboration and Co-teaching


Family and team presentations

Family and Team Presentations


Obstacles and resolution

Obstacles and Resolution

  • Enrollment fluctuations at elementary schools

  • Bilingual families

  • Service Learning hours/ Field Placement hours

  • Transportation

  • Scheduling common time that works for all constituents.

  • Time to meet in groups and with the families

  • Grants (college visit, books, materials…)

  • Institutional support helps

  • Optional components


Student impact surveys enhanced classroom studies

Student Impact SurveysEnhanced Classroom Studies

  • Ilearned a lot about African American language through writing to the student and receiving letters back,

  • Seeing the students’ handwriting and how they develop their ideas helped me gain understanding of language development.

  • Being able to see the methods and conditions we have learned about first hand, really helps put things into perspective.

  • Learned about supports for students with disabilities.

  • I have learned that collaboration with families can strongly help student’s learning.

  • Actually doing what we were learning was very beneficial.

  • Learned to work with different teammates of many different time schedules and personalities.

  • 96% all service learning across college agreed or strongly agreed that service learning enhanced classroom studies


Student impact surveys civic engagement

Student Impact SurveysCivic Engagement

  • It helped me to better understand the economical, cultural, and language diversity present in schools.

  • I always wanted to help but was not sure how or where. Now becoming a teacher is more than a job, but a service that I owe to my community.

  • Was able to see students from different backgrounds and economic status. This showed me how teachers can help accommodate all needs and make a great classroom environment.

  • I understand the need for everyone to be included.

  • Presenting to the families and being of service to them was helpful.

  • I am more aware of the types of difficulties some students may have.

  • Helping a long list of people with our information.

  • Team building with the family through interview.

  • 89% all service learning across college agreed or strongly agreed that service learning increased their civic engagement


Student impact surveys professional skills and interpersonal competencies

Student Impact SurveysProfessional Skills and Interpersonal Competencies

  • I was taught that working as a team member with other teachers helps the students learn in different ways that maybe helps different learners.

  • This helped with my understanding of the daily life of a teacher and helped me connect with them on a professional level.

  • Working with my group helped me with splitting up the work and relying on others to get the job done.

  • I had to think creatively in how to create supports for a student that has a disability.

  • Responsibility and cooperation allowed me to work well with my group.

  • I became more confident in presenting.

  • I gained more courage working with people.

  • 94% all service learning across college agreed or strongly agreed that service learning improved their professional skills


St john fisher college service learning website

St. John Fisher CollegeService Learning Website

http://www.sjfc.edu/academics/servicelearning/

Sue Schultz

[email protected]

Sue Hildenbrand

[email protected]


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