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The Experience of Community Service

The Experience of Community Service. Experience of Community Service. Experience of Community Service. Should involve learning (as well as doing good things). Experience of Community Service. Should involve learning (as well as doing good things) Learning must be intentional.

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The Experience of Community Service

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  1. The Experience ofCommunity Service

  2. Experience of Community Service

  3. Experience of Community Service • Should involve learning (as well as doing good things)

  4. Experience of Community Service • Should involve learning (as well as doing good things) • Learning must be intentional

  5. Experience of Community Service • Should involve learning (as well as doing good things) • Learning must be intentional • What should we learn?

  6. Altman’s (1996) Types of Knowledge

  7. Altman’s (1996) Types of Knowledge • Foundational knowledge – includes the concepts, theories, and methods of a discipline

  8. Altman’s (1996) Types of Knowledge • Foundational knowledge – includes the concepts, theories, and methods of a discipline • Professional knowledge – Practitioner skills and content

  9. Altman’s (1996) Types of Knowledge • Foundational knowledge – includes the concepts, theories, and methods of a discipline • Professional knowledge – Practitioner skills and content • Socially responsive knowledge – links curriculum to community needs and engages students in social issues

  10. Historical View of Experiential Learning

  11. Historical View of Experiential Learning • John Dewey – Philosopher

  12. Historical View of Experiential Learning • John Dewey – Philosopher • Education reform advocate

  13. Historical View of Experiential Learning • John Dewey – Philosopher • Education reform advocate • “Experience and Education” (1938)

  14. Historical View of Experiential Learning • John Dewey – Philosopher • Education reform advocate • “Experience and Education” (1938) • learning through experience

  15. Historical View of Experiential Learning • John Dewey – Philosopher • Education reform advocate • “Experience and Education” (1938) • learning through experience • freedom on student’s part; not external disc.

  16. Historical View of Experiential Learning • John Dewey – Philosopher • Education reform advocate • “Experience and Education” (1938) • learning through experience • freedom on student’s part; not external disc. • outcomes make “vital appeal”; not isolated skills

  17. Historical View of Experiential Learning • John Dewey – Philosopher • Education reform advocate • “Experience and Education” (1938) • learning through experience • freedom on student’s part; not external disc. • outcomes make “vital appeal”; not isolated skills • necessary to function in a changing world

  18. Historical View of Experiential Learning • John Dewey – Philosopher

  19. Historical View of Experiential Learning • John Dewey – Philosopher • Kurt Lewin – Social psychology

  20. Historical View of Experiential Learning • John Dewey – Philosopher • Kurt Lewin – Social psychology • Integrate theory and practice!

  21. Historical View of Experiential Learning • John Dewey – Philosopher • Kurt Lewin – Social psychology • Integrate theory and practice! • Nothing so practical as a good theory

  22. Historical View of Experiential Learning • John Dewey – Philosopher • Kurt Lewin – Social psychology

  23. Historical View of Experiential Learning • John Dewey – Philosopher • Kurt Lewin – Social psychology • Jean Piaget – Children’s cognitive dev.

  24. Historical View of Experiential Learning • John Dewey – Philosopher • Kurt Lewin – Social psychology • Jean Piaget – Children’s cognitive dev. • Interaction of person and environment

  25. Historical View of Experiential Learning • John Dewey – Philosopher • Kurt Lewin – Social psychology • Jean Piaget – Children’s cognitive dev. • Interaction of person and environment • Learn by trying (“little scientists”)

  26. Kolb’s (1984) Model

  27. Kolb’s (1984) Model • interplay between experience (practice) and theory

  28. Kolb’s (1984) Model • interplay between experience (practice) and theory • concept of feedback (from engineering) – take ideas/generalizations and test them through new concrete experiences

  29. Kolb’s (1984) Model

  30. Kolb’s (1984) Model

  31. Concrete Experience Kolb’s (1984) Model

  32. Concrete Experience Reflective Observation Kolb’s (1984) Model

  33. Concrete Experience Reflective Observation Abstract Conceptualization Kolb’s (1984) Model

  34. Concrete Experience Reflective Observation Active Experimentation Abstract Conceptualization Kolb’s (1984) Model

  35. Concrete Experience Kolb’s (1984) Model

  36. Concrete Experience

  37. Concrete Experience • Requires an experience that is engaging & interesting

  38. Concrete Experience • Requires an experience that is engaging & interesting • Types of community service:

  39. Concrete Experience • Requires an experience that is engaging & interesting • Types of community service: • Providing direct services to individuals

  40. Concrete Experience • Requires an experience that is engaging & interesting • Types of community service: • Providing direct services to individuals • Planning a project (e.g., fundraiser)

  41. Concrete Experience • Requires an experience that is engaging & interesting • Types of community service: • Providing direct services to individuals • Planning a project (e.g., fundraiser) • Indirect service

  42. Concrete Experience • Requires an experience that is engaging & interesting • Types of community service: • Providing direct services to individuals • Planning a project (e.g., fundraiser) • Indirect service • Supervise volunteers/manage program

  43. Concrete Experience Kolb’s (1984) Model

  44. Concrete Experience Reflective Observation Kolb’s (1984) Model

  45. Reflective Observation

  46. Reflective Observation • Necessary to develop a “theory”

  47. Reflective Observation • Necessary to develop a “theory” • “the hyphen in Service-Learning”

  48. Reflective Observation • Necessary to develop a “theory” • “the hyphen in Service-Learning” • Involves:

  49. Reflective Observation • Necessary to develop a “theory” • “the hyphen in Service-Learning” • Involves: • observing/noticing things (esp. surprises; enjoyable/difficult/unenjoyable events)

  50. Reflective Observation • Necessary to develop a “theory” • “the hyphen in Service-Learning” • Involves: • observing/noticing things (esp. surprises; enjoyable/difficult/unenjoyable events) • thinking, asking oneself questions

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