Wii can do it students bring technology to an adult day health center and create a sensory room
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A Community Service Learning Project Gretchen Werle, RN, MSN Franklin County Technical High School PowerPoint PPT Presentation


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“Wii Can Do It!” Students Bring Technology to an Adult Day Health Center (and create a sensory room!). A Community Service Learning Project Gretchen Werle, RN, MSN Franklin County Technical High School. Some Questions to Start. What do you know about community service learning (CSL)?

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A Community Service Learning Project Gretchen Werle, RN, MSN Franklin County Technical High School

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Wii can do it students bring technology to an adult day health center and create a sensory room

“Wii Can Do It!”Students Bring Technology to an Adult Day Health Center (and create a sensory room!)

A Community Service Learning Project

Gretchen Werle, RN, MSN

Franklin County Technical High School


Some questions to start

Some Questions to Start

  • What do you know about community service learning (CSL)?

  • Discuss CSL projects that you have done with your students.


Community service learning

"Service-learning is a teaching and learning approach that integrates community service with academic study to enrich learning, teach civic responsibility, and strengthen communities." -From the National Commission on Service-Learning 2001

Community Service Learning


A community service learning project gretchen werle rn msn franklin county technical high school

Five key elements of a community service learning project (California Dept of Education www.cde.ca.gov/ci/cr/sl/keyelements.asp)

  • Element One—Meets a real community need

  • Element Two—Integrates into and enhances the curriculum

  • Element Three—Coordinates with a community agency, another school, or the community at large

  • Element Four—Helps foster civic responsibility

  • Element Five—Provides structured time for reflection


Broad project goal

Build upon the existing service learning partnership between Franklin County Technical School and a community- based adult day health program.

Broad Project Goal


Learning goals

Learning Goals

Through working with instructors and adult day health staff, students will build the following skills:

• Design developmentally-appropriate activities using high-quality resources

• Introduce activities which involve technology and promote physical activity and healthy eating habits

• Interact with elders/ adults with disabilities in a variety of settings

• Apply theory learned in the classroom and build knowledge and skills experientially


Assessment and measurable results

Assessment and Measurable Results

-Students will achieve scores of at least 80% on all work related to this project- journal entries, conferencing, projects, evaluations.

-Students will demonstrate progressive leadership, communication, and project planning skills as measured by teacher observation and recorded on a weekly evaluation tool.

-Adult day health participants will benefit from increased socialization and the introduction of technology, physical activity, and sensory activities to the center schedule as measured by participant verbalizations and increased engagement of all participants in activities led by students.

-Adult day health center staff will have a positive perception of student involvement as measured through evaluations completed at the mid-point and the end of the funded period.


Standards based curriculum connections

Standards-Based Curriculum Connections

  • Apply strategies to enhance effectiveness of all types of communications in the workplace

  • Activity Assistant

  • Demonstrate safety techniques used in caring for cognitively impaired clients

  • Describe behavior interventions used in caring for cognitively impaired client

  • Demonstrate introductory resident/client identification

  • Identify the organizational structure of the health care team

  • Illustrate ways to encourage independence in personal care for the client

  • Demonstrate respect for diverse orientations

  • List strategies used to maintain client dignity at all times

  • Successfully complete a supervised student practicum

  • Assist with range of motion exercises

  • Explain importance of responding to client needs in a timely, compassionate and professional manner

  • Assess and maintain optimum hearing by adjusting environmental conditions

  • Demonstrate verbal communication

  • Use different levels of formality, style, and tone when composing for different audiences.

  • Apply steps for obtaining information from a variety of sources, organizing information, documenting sources, and presenting research in individual projects:

  • Analyze visual or aural techniques used in a media message for a particular audience and evaluate their effectiveness.

  • Identify practices used to avoid accidents


Examples of learning standard connections

Apply strategies to enhance effectiveness of all types of communications in the workplace

Demonstrate respect for diverse orientations

Examples of learning standard connections


Another example

Demonstrate safety techniques used in caring for clients

Another Example


Building on student s interests and skills

Building on Student’s Interests and Skills

  • Develop activity stations which would put the students' technology skills to use (Wii and PC)

  • Design activity stations designed for people with sensory deficits and dementia

  • Offer field trip which provides new experiences for students and program participants to experience together.


Funding

National Education Association - Student Achievement Grant.

http://www.neafoundation.org/pages/educators/grant-programs/grant-application/student-achievement-grants/

$5,000 to improve the academic achievement of students by engaging in critical thinking and problem solving that deepen knowledge of standards-based subject matter.

The work should also improve students' habits of inquiry, self-directed learning, and critical reflection.

Funding $$$$$


The project begins

Students were responsible for finding and reading reliable data on:

The use of the Wii in therapeutic and recreation settings

Elements of a sensory room

Gathering information on:

Location and date for picnic

Items to purchase for sensory room, picnic, activities, and technology

Build budgets (according to grant guidelines) for:

Sensory room materials

Technology materials

Activities

Picnic

Submit materials lists within budget for each area according to timelines

The Project Begins


Implementation

Materials for all areas of the grant were compiled by students, orders were placed and the implementation phase of the project began.

Students set up and introduced the Wii to Adult Day Health (ADH) participants, as well as documenting activities and progress using a digital camera and the new computer station.

Implementation


Creating a sensory room

Students began work on creating a sensory room, including painting the walls a soothing blue color.

This element of the project is in process, and will evolve over the next few months.

Creating a Sensory Room


Opportunities for reflection

Ongoing reflection and processing is a critical element of a community service learning project.

Following each Adult Day Health visit, a teacher-led discussion is held focusing on highlights of the day, as well as problems and questions that arose.

Students also complete a structured journal entry, in which they are asked to connect their experiences at the ADH to classroom content, and well as to specific learning standards (see journal template).

Opportunities for Reflection


Synthesis of concepts and leadership skills

Synthesis of Concepts and Leadership Skills

  • Placed students in leadership roles as they have taken responsibility for all phases of the project from planning to implementation.

  • Students presented on their project at a Statewide Community Service Learning Conference sponsored by the MA Department of Elementary and Secondary Education.

  • Students led a 1 hour and 15 minute workshop on their service learning project to an audience of fellow students, teachers, administrators, and service learning coordinators.

  • Addressed learning standards

  • Students will be required to make connections between the elements of the project, guiding theory, and outcomes.


How does all of this apply to you

How does all of this apply to you?

  • Most vocational instructors do community service learning projects with their students.

  • How would making connections between the learning standards for your program and the projects you do help your students to learn what you want them to learn?

  • How would being able to make these connections strengthen your program/ help you to get funds for projects that would benefit your students and the community?


Working smart

Conserve energy- yours!

Capitalize on what you are already doing

Have an electronic copy of your VTE Frameworks on your computer

www.doe.mass.edu/cte/frameworks

Use the CSL template

Good Luck!

“Working Smart”


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