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Service Learning‐Integrating Community Service with 

the Academic ProgrammeSaturday July 13, 15:45‐17:00

Lorne Young, Director of CAS, Upper CanadaCollege, Toronto, Ontario, Canada

lyoung@ucc.on.ca

This presentation

• Define and describe Service Learning

• Expand on Tony Wagner’s ideas this morning

• Explore/share examples, best practice, strategies and resources to put this theory into practice

Tony Wagner7 competencies• Critical thinking‐ ability to ask the right questions• Collaboration across networks, different cultures, language• Lead peers by influence• Agility an d adaptability• Initiative• Effective oral and written communication, write with voice, perspective• Accessing and analyze information, understand biases• Curiosity and imagination

To be an Innovator:• Accountable Team work

• Problem based learning‐ integration, transdisciplinary, Synergy, Whole Systems Thinking• Risk‐ fail early and fail often• Iteration, reflect and try again• Active learning‐experiential, creative, solve a real problem• Intrinsically motivated, Play, passion, purpose

Balance between knowing stuff and application needs to shift to application• Intrinsic motivation• Play time 20% Google, 3 M• Role model to the students

Buckminster Fuller

Christian Island Aboriginal Literacy Camp

Nepal Service Trip

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10 Barlonyo orphans at Hillside Annex School

‐parents killed in Barlonyo Massacre by LRA February 21, 2004

Support Legs

GLOBAL WATER CYLINDER

Gravity Filter

Residue Tray

Solar Panels

Tap

Holding Tank

Preliminary Mesh

HOME

*more of the internal systems are included in the 2-D diagram.

Service? Service Learning?

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Community service 

If students remove trash from a streambed: 

they are providing a service to the community as volunteers

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becomes Service‐Learning• When students remove trash from a streambed, 

• analyze what they found,

• share the results and offer suggestions for the neighborhood to reduce pollution,

• Connect this learning to the curriculum, to specific learning objectives, to content  standards

• reflect on their experience

• Assessed on their learning

That is service‐learning!

What is your SL vision for your school?

• Every student receives at least 1 SL program during their schooling

• Every student receives at least 1 SL program every year during their schooling

• Every student receives at least 1 SL program in every subject area every year during their schooling

• Every student receives at least 1 SL program in every subject area in every course every year during their schooling

What is your SL vision for your school?• Where are you now?

• Where do you want to be?

• What is holding you back from getting to where you say you want to be?

• What do you need to get started, to grow and expand what you have, to make this a successful programme?

Why are more schools not integrating SL with the Academics?

A Strategy for Creating a SL Program

1. Understand the K‐12 SL Standards

2. Decide on the Point of entry

3. Curricular Connections: Backward Design

4. SL Action: IPARD

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K‐12 Service‐Learning Standards for Quality Practice

• Meaningful Service• Link to Curriculum • Reflection • Diversity • Youth Voice• Partnerships• Progress monitoring• Duration and Intensity 

Different Points of Entry

1. Start with standards your class must meet.

2. Start with your existing units of study

3. Start with student questions, issues, and concerns

4. Start with the needs of a community partner or a Service project that you are already doing

Models for Planning Service‐Learninghttp://www.nylc.org/

IPARD/C– Investigation

– Planning and preparation

– Action

– Reflection

– Demonstration/Celebration

Consider 2 Possible General Strategies

Interchange Step 1 and 2

1. Begin with content standards and curriculum goals of the course ieIdentify Academic Goals

2.  Begin with the Service Project ieIdentify Genuine Needs

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SL, CAS and the Academics

• Students identify 1 Community Service  activity that they find meaningful and significant

• Identifies the subject, then topic and teacher to integrate the service into Service Learning

• Work their way through the 7 SL Stages• Speak to the teacher to obtain approval for this SL project

• Complete the stages and self‐evaluation• Present project to the teacher and class 

The 8 CAS Learning Outcomes• As a risk‐taker I am suggesting that we add a 9thLearning Outcome

Service Learning‐Students will:1. choose one of their significant Service Activities 

(local, national, international, CAS Project?) 2. Identify the subject and topic, TOK or EE,  to 

integrate this service with, get approval from the teacher

3. Follow the 8 Stages of the SL Process4. Present your SL Project to your class and teacher

7 Stages of SL Process

1. Curriculum Connections2. Areas of Integration and Connections, gain approval 

from teacher of the subject3. Where I am, Where I want to be, How do I get there?4. The Service Plan5. The Service Learning Strategy6. The Service Learning Plan Summary7. Presentation to the class and Teacher8. Student Self‐evaluation and Assessment on Learning, 

Service, Process

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SL and the PYP

Grade Teachers Course Unit- Description and Assessment

Action

SK PIP, LAH, KEO

Art(Vow of Silence link)

Form (creating shape) and colourmixing

Art Sale - Money to go to Right to Play for Ugandan Soccer Team

1 JAH Let’s Be Friends (POI)

Communication -oral and writtenWays to be kind to one another

Daily Public Service Announcements

2 LAFKEO

Healthy Me (POI) Clay work and painting; promoting central idea with use of Learning Garden

Create clay bowls in art and prepared homemade soup from the Learning Garden. Parents bought a bowl of soup and took bowl home for a donation to Out of the Cold.

3 CACKLM

Adapt to Survive (POI)

Wrote a reflection about what they did.

Children did chores for money at home. Funds were pooled and donated to WWF.

SL and the PYP

Grade Teachers Course Unit- Description and Assessment

Action

4 PJFRKR

Do You Know What I Mean? (POI)

Wrote a reflection in their portfolio.

Environmental Issue - brainstorm and then pick a group of people within the UCC community to whom they will convey a message about this issue (e.g. carpooling to parents).

5 LKCMFMSB

- Hungry Planet (POI)- PYP Exhibition

- Wrote a reflection in their portfolio- Persuasive essay

- Building planters and garden boxes for the Learning Garden

- Write and send a persuasive essay to an organization related to one’s Exhibition topic.

6 DWGDJMMRP

Science Eco-Systems Environmental Assessment @Norval

Groups do field work and prepare an environmental assessment report. Submit to local officials and developers and envir. groups.

SL and the MYP

Grade

Teachers

Course Unit- Description and Assessment

Action

7 DNFJPCJPG

CVR

H &G Current Events-/Oral Communication2 Mini lessons on Issue Organizing and Refutation-Use Portlands articles as the issue to connect with Colour House debating contest.Participation and Oral Communication skills assessed with debating rubric

Art in Action- All grade 7s will use their art skills to support an initiative of a Service Organization the Prep has supported in the past

Summarize key points from class debates and submit to Portlands Consultation TeamColour House debate is judged by city councillor, Toronto Waterfront designer and Toronto Star reporter.

Student work will be sent to organizations to use as promotional materials or PSA.

Students will design and decorate Muskokachairs for UCC Gala Auction - funds going toward financial assistance.

SL and the MYP

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Form Advisers (their subject area)

Civics (pilot - 1 section)

Sustainable Trail Building at Norvalwith IMBA (International Mountain Biking Association)

Eva’s Phoenix Walk for the Homeless.

Research and investigation of microfinancing in Northern Uganda

Connect trail building experience with Sustainability Unit in Biology. Relate their work to building of trails in the Don Valley and chose an action. Could be getting involved to writing to Toronto City government, Contribute to development of IMBA community trail building program or another action chosen by the student.

Students will research the issue of homeless people in Toronto. On the walk they will look for connections between what they have learned and the walk. On their return they will write collaborative possible actions and write a reflection.

Students will read One Hen (story of a young boy who asks for a loan to buy a hen, grows his business of producing eggs and eventually the whole community benefits). The lesson will involve a simulation with students acting as community members making decisions about what /how to invest their loans. Class then collectively decides (after researching options for donating on Kiva.org and Children of Hope Uganda) where to donate nominal funds.

SL and the DP

Foundation, IB1, IB2

LY

Variety of different courses ranging from Environmental Systems, Biology, Chemistry,English, Theatre, Spanish

International Service Trips to China, Peru, Ecuador, India, Thailand, Cuba

Students brainstormed a variety of different possible connections between their international service trip and the courses they are taking. They then identified the one connection and the one course and teacher that they wanted to do their Service Learning project on. They discussed their ideas with their teacher of that course, planned their project following curriculum documents provided to them and will write reflections and self-evaluations and present their project to their class after completion of the trip.

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Examples of Service/Service‐Learning at UCCService Service‐Learning

Local: Horizons program Green SchoolAny local service activity as identified by   

student

integrated with English and MathESS, BiologyA wide variety of academic subjects

National: Aboriginal Summer Literacy Program: 

Christian Island language, history, math, human rights

International:Lewa Conservancy Kenya, Ntugi OLPC Computers, ITGS, math, language, world 

cultures

Dignitas International: Race for DIgnity Biology, History, 

Children of Hope Uganda: Microfinance Economics, Geography, Civics, , world cultures

Operation Wallacea: Peru Amazon  Biology, EE, ESS, language, world cultures

UN Millennium Development Goals Biology, Chemistry, Physics, ESS (G4P)

School building: Me to We: ChinaNepal Service Trip

Economics, History, language, , world culturesBiology Computers Physics World Religions

Making a Difference 

CHILDREN OF HOPE UGANDA (COHU)

•School fees for 165 children•New vocational school for 220 children•University scholarships for 7 girls•8 Income Generating Activities for caregivers

CGW4U     Canadian and World Issues 

 MICROFINANCE PORTFOLIO The Idea: As part of a service learning initiative, a group of RSGC students will learn about and raise awareness and funds for the Children of Hope Uganda microfinance project.  The organization has four income‐generating activities: a fish farm, ox, pigs, and poultry farming. As part of this initiative, students will produce a portfolio of four activities and responses throughout the year.  The portfolio items will be assessed for learning when submitted, then edited by the students and evaluated for marks near the end of the school year. Your Task: 1) Four times this term, you will submit a short response on a topic related to our course ‐ see the list below 2) I will return your work to you with comments ‐ but no mark 3) You’ll have a chance to improve the work and submit it as a final portfolio near the end of term.  This final portfolio submission will be worth 10% of your final grade.  It represents your thoughtful, year‐long exploration of microfinance as a means of addressing global poverty and suffering. Each response should be about 2 pages in length, double spaced; it should also follow standard English rules of grammar, paragraphing, and punctuation. In addition to the quality of your writing, you will be evaluated on the extent to which: 1) Your response is accurate, relevant, and thoughtful  2) You provide relevant and specific evidence  3) You connect your response to our course work and the broader discipline (consider consulting relevant sections of your textbook, binder and ‐ in some cases ‐ doing research before drafting your response) Topics Might Include: ‐ Proposal for awareness‐building and/ or fundraising ideas ‐ A map of the region (perhaps thematic) ‐ A short research paper on the history of regional conflicts ‐ Video presentations to the school ‐ Explaining microfinance as a concept ‐ Exploring other microfinance initiatives (case studies) ‐ Debating the pros and cons of different types of foreign aid ‐ Reflections on the experience of being part of this initiative (this would necessarily be done late in the year) ‐ Other student generated ideas Related Website: http://childrenofhopeuganda.org/

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All 165 children are still in schoolwith school fees and scholastic materials 

from Children of Hope Uganda

31 different schools grades 4 to 11school fees ‐$118 for primary day‐$485 for secondary boarding

10 Barlonyo orphans at Hillside Annex School

‐parents killed in Barlonyo Massacre by LRA February 21, 2004

8 Income Generating activities to help the caregivers pay school fees

• Chicken raising ‐320

Goat rearing ‐77 Pig raising ‐ 70

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Oxen Ploughing ‐ 2• Thank you to Ugandan Orphans Fund

Bee Keeping – 30 hives

Tailoring and Weaving– 15 sewing machines

Paper bead jewelry making‐30 beaders

A little gossip while we work! Orange tree seedlings – Sept 25, 2010

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The new Barlonyo Vocational Schoolopened July 26,2010

A grateful village‐Barlonyo says Thank‐you

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Nepal Service Trip

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Christian Island Aboriginal Literacy Camp

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A Service‐Learning ProjectIntegrating IB Group 4 Sciences and CAS 

The UN Millennium Development Goals

(http://www.un.org/millenniumgoals/ )

1. Poverty and Hunger

2. Global Health: HIV AIDS, malaria and others

3. Universal access to Safe Drinking Water

4. Sustainable Energy

Support Legs

GLOBAL WATER CYLINDER

Gravity Filter

Residue Tray

Solar Panels

Tap

Holding Tank

Preliminary Mesh

HOME

*more of the internal systems are included in the 2-D diagram.

PRELIMINARY MESH• The primary mesh filter is

a strong mesh over the water input of the GWC.

• It prevents rocks, twigs and larger objects from entering the GWC, which means the machine cannot be clogged and cannot be damaged by large, heavy objects.

• Since the main mesh is so strong and secure, it will not be damaged by these objects.

BACK

SUPPORT LEGS

• When pouring in water, it is very likely that the GWC may become side and top heavy.

• To prevent any damage to the structure and people using it, the legs keep the GWC supported and sturdy, even while processing large quantities of water.

BACK

GRAVITY FILTER RINGS

• Composed of 5 gravity mesh filters, the gravity filter has meshes that get progressively finer.

• The essentially stop all visible matter from entering the fuel cells, thus protecting them from damage and prolonging their life.

BACK

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PRELIMINARY MESH• The primary mesh filter is

a strong mesh over the water input of the GWC.

• It prevents rocks, twigs and larger objects from entering the GWC, which means the machine cannot be clogged and cannot be damaged by large, heavy objects.

• Since the main mesh is so strong and secure, it will not be damaged by these objects.

BACK

SOLAR PANELS• The brand new

nanotechnology used in these solar panels allows for very cost-effective production and a very durable product.

• They are very strong and have a long lifespan. They power the first fuel cell, which breaks water into its component parts: hydrogen and oxygen.

BACK

RESIDUE TRAY• The residue tray is where

everything that is not hydrogen or oxygen falls down into from the first fuel cell.

• It allows for people to quickly and easily clean the residue left by the dirty water that was not captured by the gravity filter.

• The minimal amount of residue will be so small that the tray will not need to be cleaned very often (but for hygiene reasons, should be cleaned often anyway).

BACK

THE PLAN

1. Research into the most effective construction of the GWC

2. Affirmation of its usefulness and reliability.3. Testing4. Construction5. Deployment

HOME

THE RESOURCES NEEDED

• Affordable, durable solar panels• Fuel cells• The circuitry• Gravity filter• Sterile holding tank / Chassis• MONEY

HOME

THE COST

For a single unit:• Affordable, durable solar panels → $10• Fuel cells → $80• The circuitry → $10• Gravity filter → $20• Sterile holding tank → 180$* Approximate cost = $300

HOME

$ $

$ $

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CARRYING IT OUT

In order to make this plan a reality, we can:• Rent or build a factory and begin the production

process - this is rather costly • Pitch the idea to major companies – ask for funding

and/or donations.• Set up a charity to gather more money,

advertisements• Possibly invest in the project

HOME Using a CAS activity or project as the basis of the TOK presentation

• Take a real life situation• Extract knowledge issues• Analyze the knowledge issues from your perspective, other’s perspectives, using ideas and concepts from TOK

• While analyzing, other KI will arise that can be analyzed and reflected upon.

• The skill of reflection is used in both TOK and CAS and can complement each other

• The results form the reflections can be applied back to the RLS or new situations

TOK Presentation Planner Resources

• http://www.nylc.org/• http://gsn.nylc.org/• http://www.communityservicelearning.ca/en/• http://www.servicelearning.org/slice• http://www.servicelearning.org/• Waterplanetchallenge.org• antibottle@randomkid.com• Inourvillage.org• http://www.researchslce.org/ (International Association for Research on Service‐learning and Community Engagement (IARSLCE). )

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