Copyright 2011. All rights reserved by National FFA Organization. Setting the Foundation: Service-Learning at its Roots

Copyright 2011. All rights reserved by National FFA Organization.

Setting the Foundation:Service-Learning at its Roots


Objectives

• Understand the differences between community service, experiential learning and service-learning.

• Learn the key elements of a service-learning project.

• Understand the steps to developing and implementing a service-learning project.


As a table, decide if the scenarios are community

service, experiential learning or service-learning. You will

have 5 minutes.

What is it?


Similarities & DifferencesService-Learning Community Service Experiential Learning

Tied to Academics NOT tied to Academics Tied to Academics

Occurs over months or Year

Often occurs only once May happen once or over the course of time

Structured reflection No structured reflection

Structured reflection

Youth Voice present Often planned by agency

Some Youth Voice present

Focus on meeting a community need

Meets a need Focus is not meeting a community need

Completed as a group Completed as an individual or group

Completed as an individual or group


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

Service-Learning Key Elements


Each table will now have 4 minutes to discuss how they could turn

their assigned scenario into service-learning. Be prepared to report out to the whole group.

Revisit Scenarios


5 Steps - InvestigationPlanning & PreparationActionReflectionDemonstration

Service-Learning I-P-A-R-D Model


• Teachers and students investigate the community issues they may potentially address.

• Investigation typically involves some sort of research and mapping activity.

Investigation


• Community Mapping• Walk About• Classroom Brainstorming• Informal Research like

reading the newspaper or internet search

• Community partner presents a need

• SAE

Types of Needs Assessments


Planning & Preparation

• Teachers, students, and community members plan the learning and service activities, contact community partners and address the administrative issues needed for a successful project.

• One of the most important parts (if not the most important part) of this step is creating a link to curriculum!


Action

• The “heart” of the project: engaging in a meaningful service experience that will help your students develop important knowledge, skills, and attitudes, and will benefit the community. The action occurs both in the classroom and in the field.


Reflection

Reflection is On-Going

• Pre Reflection: prepares participants for the project

• Active Reflection: occurs in the field and requires critical thinking

• Post Reflection: is used as an evaluation tool


Demonstration

• Participants publicly demonstrate their knowledge gained and accomplishments achieved through the service-learning project.


Ag. Ed. & Service-Learning

Service-Learning


Benefits of Service-Learning

• Involves ALL students.• Increases visibility of Ag. Ed. and FFA within

the school and community. o “The exposure is helping the school see that we (FFA & Ag.

Ed.) are extremely valuable and should not be cut out of the school academic program because of budget cuts.” – Advisor from PA

• Allows Ag. teachers to create cross curriculum partnerships.

• Creates SAE opportunities.• Opportunities for financial support.


Note About Dinner

• Please sit as states (if possible).• We will also have a table for

individual chapters.• Use this time to discuss what you

would like to gain from this training.

Documents

Copyright 2011. All rights reserved by National FFA Organization. Setting the Foundation: Service-Learning at its Roots