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Service Learning. …an overview. Purpose. “Service-learning links academic learning with efforts to address issues of societal concern” ( Molee , Sessa , McKinney- Purpis , 2010, p . 252). . Benefits. Content knowledge ( Kirtman , 2009; Kramarski and Michalsky , 2009),
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Service Learning …an overview
Purpose • “Service-learning links academic learning with efforts to address issues of societal concern” (Molee, Sessa, McKinney-Purpis, 2010, p. 252).
Benefits • Content knowledge (Kirtman, 2009; Kramarski and Michalsky, 2009), • Professional knowledge (Brown, 2005; Carrington & Saggers, 2008; Chen, 2004; Lu, 2010), • Personal development (Levesque-Bristol, Knapp, Fisher, 2010), and • Civic responsibility (Miller & Gonzalez, 2009).
Tools for Assessing Student Learning • DEAL • Civic Engagement Value Rubric • Qualitative Research
DEAL Model • DEAL Model, developed by Ash, Clayton and Atkinson (2005) • DEAL is a reflection tool that asks students to • Describe, • Examine, • and Articulate Learning
Civic Engagement Value Rubric • The American Association of Colleges and Universities has a rubric called the Civic Engagement Value Rubric which provides information on students’ reflections of service experiences as they relate to knowledge, individual identity, and civic responsibility (AAC&U, 2011).
Qualitative Research • Analyzes reflections by coding responses • Describe experiences based on • Knowledge (of young adolescents, middle school concepts) • Skills (instructional strategies, classroom management techniques) • Dispositions (
Middle School Standards • Young Adolescent Development • Middle Level Philosophy and School Organization • Middle Level Teaching • Middle Level Professional Roles
Young Adolescent Development • 1. Young Adolescent Development. Middle level teacher candidates understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning.
Middle Level Philosophy and School Organization • 2. Middle Level Philosophy and School Organization. Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within these organizational components.
Middle Level Teaching • 4. Middle Level Teaching Fields. Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop all young adolescents' competence in subject matter and skills.
Middle Level Professional Roles • 7. Middle Level Professional Roles. Middle level teacher candidates understand the complexity of teaching young adolescents, and they engage in practices and behaviors that develop their competence as professionals.
Family and Community Involvement • 6. Family and Community Involvement. Middle level teacher candidates understand the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they use that knowledge to maximize the learning of all young adolescents.
Middle Level Instruction • 5. Middle Level Instruction and Assessment. Middle level teacher candidates understand and use the major concepts, principles, theories, and research of effective instruction and assessment, and they employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents.
Findings • The combination of learning about how children perform in and out of the classroom allowed candidates to experience children and teachers in two different roles. • The skills they appeared to have learned included multiple management strategies. • The dispositions of flexibility, commitment, and organization were elicited from their responses.
Recommendations • Consider Field Work/Service Projects in classrooms; • Consider using feedback from the formative assessment of their experiences as a stepping stone into further knowledge of your candidates’ knowledge of formative assessment and of middle school standards; • Create a Professional Development School setting.
