Regional Service-Learning Workshops · Regional Service-Learning Workshops Designed to Help 21st CCLCs Expand Their Use of Service-Learning Ohio 21st Century Community Learning Centers

Regional Service-Learning WorkshopsDesigned to Help 21st CCLCs Expand Their Use of Service-Learning

Ohio 21st Century Community Learning Centers

Presented by the Ohio Department of Education, Office of Family and Community Support and Facilitated by the

Legacy Group of Partnerships Make A Difference

February/March 2013

2 The Legacy Group, Partnerships Make A Difference

What? Why? How?“Essential Questions” to Guide

Our Time Together . . .

Why is service-learning worth doing? What opportunities and out-

comes do we want for kids, and how can high quality service-learning

help us provide/accomplish these?

What should “high quality service-learning” look like? What are its key

elements?

How can we effectively use service-learning to help achieve 21st CCLC

performance objectives?

t

t

t

icking up trash on a riverbank is service. Studying water

samples under a microscope is learning. When science

students collect and analyze trash and/or water samples,

document their results, and present findings to a local

pollution control agency—that is service-learning.

P

NYLC (National Youth Leadership Council)

The Legacy Group, Partnerships Make A Difference 3

Focus on Common Vision, Community-Building, and Initial Skill-Building

Welcome/Introductions/Expectations

Team-building/Community-building Legacy: A Memorable “Teacher” Best Days What Do We Want for Kids?

What Success Looks Like: Service-Learning Video Clips/Debriefing

Service-Learning Basics Definition/Key Elements/Themes Planning/Implementation Cycle Connections with Project-Based Learning Connections with 21st CCLC Priorities Connections with Common Core

Multiple Intelligences Inventory and Flower Activity (Investigation re: Gifts)

Dreamtown (Investigation re: Community Needs)

Insights/Examples from Practitioners: Tri-Fold Gallery Walk

“Making the Connections” Activity (Curriculum Mapping)

Service-Learning Project Stipend Application

End-of-Day Reflection

Concluding Video and Assignment of Readings for Day 2

Workshop ScheduleDay 1


ever doubt that a small group of thoughtful,

committed citizens can change the world. In

fact, it’s the only thing that ever has.

Margaret Mead

N


Creating A LegacyThink for a moment about someone you admire. This person may still be living or may have died. He or she may be someone famous or someone very close to you. But in some way, this person is leaving, or has left, his or her “mark on the world.”

Who is/was this individual? What qualities oraccomplishments do you remember and admire about him or her?

Thetraits and actions

that you’ve just identified are part of this person’s

LEGACYWe use this word to describe things that a person or group leaves behind for future generations -- not just material things like money and possessions, but lessons and traditions that survive for years to come. These lessons and traditions continue to instill a sense of pride, hope and inspiration.


don’t know what your destiny will be, but one thing I know: the only ones among you who will be really happy are those who will have sought and found how to serve.

Building a positive legacy is all about making a difference in the lives of others and leaving your mark on the world. You, too, will leave a legacy. Your legacy doesn’t have to involve doing things that help you grab headlines or awards, but it will be a reflection of who you are and what you value. It’s something you will shape day by day through your actions, as you demonstrate significant aspects of your character and talents. It will reveal the ways in which you choose to live your life with a

Use the space provided to record especially significant items from the list of character traits and accomplishments which your class creates.

sense of passion and purpose.

I

Dr. Albert Schweitzer

What did others say about their role models?


“Best Days”

• Myexample...

• Myreasons...

• Patternsinthegroup...


What do we want for kids?

• Iwanttohelpstudentslearn/know/understand...

• Iwanttohelpstudentsbeableto...

• Iwanttohelpstudentsbelieve/become...


1. Meaningful Service: Service-learning actively engages participants in meaning ful and personally relevant service.2. Link to Curriculum: Service-learning is intentionally used as an instructional strategy to meet learning goals and/or content standards.3. Reflection: Service-learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society.4. Diversity: Service-learning promotes understanding of diversity and mutual respect among all participants.5. Youth Voice: Service-learning provides youth with a strong voice in planning, implementing and evaluating service-learning experiences with guidance from adults.6. Partnerships: Service-learning partnerships are collaborative, mutually benefi- cial, and address community needs.7. Progress Monitoring: Service-learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability.8. Duration and Intensity: Service-learning has sufficient duration and intensity to address community needs and meet specified outcomes.

K-12 Service-Learning Standards for Quality Practice

Source: National Youth Leadership Council (www.nylc.org)

Definition of High Quality Service-LearningSource: Corporation for National and Community Service

Service-learning is a method of teaching and learning that connects classroom lessons with meaningful service to the community. Integrated into the academic curriculum, service-learning helps students and schools meet academic goals. Service-learning enables young people to apply their knowledge in support of their neighbors and community, even as they gain knowledge and skills from meeting real community needs. Students build character and become active citizens as they work with others in their school or community to create service projects in areas like education, public safety, and the environment.


What Should High Quality Service-Learning Look Like?

Key Elements . . . • Outreach with deeper understanding, insight and commitment

• Strong connections with school curriculum and mission

• Proactive responses to significant needs and issues: taking action that matters

• Engaging and relevant learning experiences: compelling for kids

• Meaningful preparation and reflection

• Sense of community, collaboration and partnership: making a personal

connection

• Appreciation of diverse strengths, backgrounds and perspectives

• Kids using their “best stuff” to make a difference/create positive legacies

-- Sense of passion and purpose

-- Gifts and interests

-- Multiple intelligences

-- Positive character traits

-- Curriculum-based knowledge and expertise

-- 21st Century Skills

-- “Youth Voice”

• Authentic opportunities to impact the present

(tangible results) and envision/shape the future

(important, attainable possibilities)

• “Call to Action” -- Using our collective knowledge, skills

and passions to “move the world forward” in pursuit of effective solutions and

positive change

• “Capturing the Magic” -- Documenting, assessing and celebrating our efforts


A typical service-learning project includes five components: 1. Investigation: Teachers and students investigate the community problems that they might potentially address. Investigation typically involves some sort of research and mapping activity. 2. Planning and Preparation: Teachers, students, and community members plan the learning and service activities, and address the administrative issues needed for a successful project. 3. Action (Implementing the Service Activity): The “heart” of the project: engaging in the meaningful service experience that will help your students develop important knowledge, skills, and attitudes, and will benefit the community. 4. Reflection: Activities that help students understand the service-learning experience and to think about its meaning and connection to them, their society, and what they have learned in school; and 5. Demonstration/Celebration: The final experience when students, community participants and others publicly share what they have learned, celebrate the results of the service project, and look ahead to the future.Assessment is part of all activities to ensure that you can measure the learning and development that occur through service-learning, and to help you diagnose student needs, provide feedback, and improve instruction. These components are the building blocks of any service-learning project.

K-12 Service-Learning Project Planning Toolkit. Created by RMC Research Corporation 8 for Learn and Serve America’s National Service-Learning Clearinghouse

K-12 Service-Learning Project Planning ToolkitService-learning: An Overview

4) Reflection

1) Investigation

3) Implementing theService Activity

2) Planning andPreparation

5) Demonstration/Celebration


COMMON THEMES/STRATEGIES ACROSS OUR K-12 PROGRAMS . . . WE HELP YOUNG PEOPLE:

Understand the concept of a “legacy”

• Identify and demonstrate gifts, fascinations and positive character traits • Identify role models • Become role models

• Understand and become part of a community

Take action in something that matters

Engage in reflection: What difference did it make??? • Personally • To those served • To the curriculum

• Envision the future • Know that they can change their lives and lives of others • Experience hope and resiliency • Continuously create their legacies

Mission of Partnerships Make A Difference programs . . . To help young people develop a sense of passion and purpose through the integration of service-learning, character education and career development within the school curriculum.


21st Century Student OutcomesSource: Partnership for 21st Century Skills (www.21stcenturyskills.org)

21stCenturyOutcomesaretheknowledge,skillsandexpertisestudentsshouldmastertosucceedinworkandlifeinthe21stcentury.

21st Century Interdisciplinary Themes:

Global AwarenessFinancial, Economic, Business and Entrepreneurial Literacy

Civic LiteracyHealth Literacy

21st Century Skills (Categories):

Creativity and InnovationCritical Thinking and Problem Solving

Communication and CollaborationInformation Literacy

Media LiteracyICT (Information, Communications and Technology) Literacy

Flexibility and AdaptabilityInitiative and Self-Direction

Social and Cross-Cultural SkillsProductivity and AccountabilityLeadership and Responsibility

How can we use service-learning as a strategy to help students develop these skills and use them in endeavors that matter?


Examples of Research-based Support for Service-Learning as an Effective Instructional Strategy:

• Studentswhoengagedinhighqualitycurriculum-basedservice-learningprograms: - Receivedhigherscoresonstatetestsofbasicskills(Anderson,Kinsley,Negroni,andPrice,1991;corroboratedby severallaterresearchstudies,Billig,2004); - Gothighergrades(Shumer,1994); - Improvedtheirproblem-solvingskillsandshowedincreasedinterestinacademics(Stephens,1995); - Cametoclassmoreoften,completedmoreclassroomtasks,andtooktheinitiativetoaskquestionsmoreoften (Loesch-Griffin,Petrides,andPratt,1995); - Improvedtheirgradesinreading,schoolattendanceandperformance,commitmenttoclasswork,andworking forgoodgrades(SearchInstitute,2000); - Increasedtheirgradepointaveragesandtestscoresinreading/languageartsandmath,andwerelesslikelyto dropoutofschool(Supik,1996); - Developedmoresophisticatedunderstandingsofsocio-historicalcontexts,weremorelikelytothinkabout politicsandmoralityinsociety,andweremorelikelytoconsiderhowtoeffectsocialchange(Yatesand Youniss,1996;1998); - Showedgreatercognitivecomplexitythanstudentsincomparisongroups(Courneya,1994); - Showedgreateracceptanceofculturaldiversity(Berkas,1997;Melchior,1999),increasedovertimeintheir awarenessofculturaldifferencesandattitudestowardshelpingothers(Shaffer,1993;Stephens,1995), andenjoyedhelpingotherswithprojects,becamemoredependable,andfeltmorecomfortablecommunicating withethnicallydiversegroups(Loesch-Griffin,Petrides,andPratt,1995).• Inastudyof“bestpractices,”theCoalitionofEssentialSchoolsfoundthat: - studentsdonotlearntoreasonintheabstractwithoutconcretelinkstoexperience; - real-worldchallengeslendmeaningandintellectualfocusandrigor; - nowheredostudentsactmoreasworkersthanwhentheymustproducesomethingrealwithgenuineoutcomes dependingontheirefforts; - issuesofdecencyandresponsibilitytakeonnewmeaningswhenstudentsfindthemselvesinaworldofadults withanewsetofnorms. Service-learning supports each of the authentic learning conditions identified above.• Asmanyashalfofallstudentsfindtheirclassesboring,andsubstantialmajoritiesseenoreasontogetgoodgrades orrefrainfromcheatingontests.Disengagementalsoextendstocivicresponsibilitiessuchasvotingandkeeping upwithcurrentevents.However,service-learninghasproventobeapowerfulantidotetostudentdisengagement, aswellasapositiveinfluenceuponstandards-basedschoolreform(NationalCommissiononService-Learning,2002).• LearningPyramid--Weremember75%to90%ofwhatwelearnwhenwearegivenopportunitiestopractice/apply itinreal-worldsettingsorhavetoteachothershowtodoit,suchastutoringandmentoring(MarylandStudentSer viceAlliance,1992).• Service-learningbuildscohesivenessinaschool,createspositivepeerrelationsamongstudentsandamongteachers, aswellasbetweenstudentsandteachers(Weiler,LaGoy,Crane,andRovner,1998).• Inadditiontoincreasingacademicengagementandachievement,successfulservice-learningprogramsbenefit youthinavarietyofothersignificantways.Researchdatareflectthatparticipants: - Feelneededanduseful - Learntheimportanceofgivingbacktotheircommunities - Gainasenseofbelonging - Increasecommunityparticipationthroughvolunteerism,careerexploration,anddemocraticactivity - Advancesocialskillsandimprovecommunity-youthrelationships - Buildownershipandprideinthecommunity - Decreasenegativebehavior - Gainleadership,organizational,andpersonaldevelopmentskills - Gaincommunitydevelopmentskillsandlearnfunddevelopment - Enhanceskillsinconflictresolution,teambuilding,andcommunication - Recognizetheirowntalentsandabilities,thusincreasingself-esteem (W.K.KelloggFoundation,2001)

For more complete reviews of service-learning research, see Root (1997), Billig (2000 and 2004), Search Institute (2003), National Commission on Service-Learning (2004) and Corporation for National Service (2006).


PBL/SERVICE-LEARNING PLANNING PRIMER

Where do ideas come from???Starting Points…

4 Standards

4 Community needs/issues

4 What people do in the world of work

4 Students’ interests

4 Previous projects (see list of helpful websites)

What’s this all about??? Why are we doing this???Characteristics of an Effective Driving Question (DQ)

4 “Snapshot” of the project

4 Interesting, intriguing

4 Open-ended and/or complex—no simple yes/no answer

4 Compelling—creates a need to know/learn significant content and skills

4 Authentic—focuses on a real issue, problem or challenge whenever possible (local context

may add further value/appeal)

Types of DQs

Abstract/Conceptual (answered by conceptual analysis and logical argument): Why is there hunger? Who should have

access to fresh produce?

More Concrete (answered mainly by the analysis of empirical evidence): Is our water safe to drink? Why do some people

not have access to safe drinking water?

Problem-Solving (answered by offering a reasonable solution): How can we identify and remove invasive species/plants

from our local park? How can we improve traffic flow around our school and make it safer for our younger students?

Design Challenge (answered by creating—and often executing—a design that effectively meets requirements): How

can we create a work of art/piece of media to express our thoughts about hunger in our community/world? How can we

design a marketing campaign that educates others about the needs of our local foodbank?


Why should I care???“The Hook”… Examples of Entry Events

4 Real or fictitious correspondence: letter, memo, email presenting a need/challenge

4 Discussion of specific issue or event (current or historical)

4 Website review/research

4 Guest speaker

4 Video/film clip

4 Field trip

4 Simulation or reenactment

4 Demonstration or activity

4 Provocative/motivating literature selection

4 Startling statistics

4 Photographs, songs, works of art

What can we do???Types of Authentic Products

Written Products: research report, narrative, letter, poster, brief, proposal, poem, outline, brochure, biography, autobiog-

raphy, essay, book review, news story, short story, editorial, script

Presentation Products: speech, debate, play, song/lyric, musical piece, dance, oral report, panel discussion, dramatic

reenactment, newscast, discussion, data display (e.g., chart, graph, statistical representation), exhibition of products

Technological Products: computer database, computer graphic, computer program, website, graphic presentation, flow

chart

Media Products: audio recording, slide show, video, drawing, painting, collage, sculpture, map, scrapbook, oral history,

photo essay or album

Construction Products: physical model, consumer product, system, machine, scientific instrument, finished structure

(e.g., greenhouse, playground equipment), museum exhibit

Planning Products: proposal, estimate, bid, blueprint, flow chart, timeline


How can I make this work???Tips for Planning and Managing Your Project

4 Keep it real! The more authentic, the better. Think about how your students can “make a difference” through the

work they do, the products they create, and the “audience” and/or clients they reach.

4 Plan with the end in mind. (“Backwards Design”, Wiggins and McTigue)

1) Identify the desired results

2) Determine acceptable evidence

3) Plan learning experiences and instruction

4 Build/nurture a culture of inquiry, research, critical thinking/problem solving, individual responsibility,

collaboration/teamwork, revision and reflection, constructive critique, effective communication/presentation,

and innovation/creativity.

Your students may need help in these areas. How can you provide practice and support?

4 What will your students need to know and be able to do in order to successfully fulfill their roles in this

project? How can you provide appropriate resources, scaffolding, and support? How will their learning process

be connected to specific curriculum standards?

4 Choose curriculum standards that require more in-depth understanding and/or authentic application—for

example, those that require them to analyze, compare, apply, plan, conduct, persuade, reflect, evaluate, read/

write/speak for a purpose.

4 Think about various ways to help students build their knowledge and skills. Remember, we are working on

in-depth inquiry, critical thinking/problem-solving, collaboration, and communication skills, and we are trying

to provide authentic experiences. So how can students learn both independently and together? How might you

utilize outside experts and community members?

4 Plan carefully for celebration/demonstration, and let students assume significant ownership/leadership for

this process. Will your students need to practice their presentation skills, and if so, how will you ensure that this

happens?


So . . . What should success look like in PBL/Service-Learning?

Authentic!

Rigor, relevance and relationships

21st Century Skills in action

Standards met or exceeded

“Truer, deeper learning”

Thinking grows over time.

Students do the work of real people.

They learn important content and skills.

They learn more about themselves.

They become “experts.”

They’re passionate and engaged.

They assume ownership/leadership.

They feel proud and successful.

They collaborate and communicate effectively.

They “make a difference” in some way.

Their work and products matter to an “authentic audience.”


The Common Core State Standards Initiative:A state-led effort to create shared high standards to make sure all American students are ready for college and work.

Today, we have different standards in every state and we need a common core of state standards to ensure all students, no matter where they live, are prepared for success in college and work. Building on the excellent foundation of standards states have laid, these standards are the first step in provid-ing our young people with a high quality education. It should be clear to every student, parent, and teacher what the standards of success are in every school.

Teachers, parents and community leaders have all weighed in to create the common core state standards. The draft K12 Common Core State Standards are a breakthrough in focus and coherence. They allow students to understand what is expected of them and to become progressively more proficient in understanding and using English and Language Arts and Mathematics. At the same time, teachers will be better equipped to know exactly what they need to help students learn and establish individualized benchmarks for them. The common core draft standards focus on core con-ceptual understandings and procedures starting in the early grades, thus enabling teachers to take the time needed to teach core concepts and procedures well and to give students the opportunity to really master them. With students, parents and teachers all on the same page and working together for shared goals, we can ensure that students make progress each year and graduate from school prepared to succeed and build a strong future for themselves and the country.

Key Takeaways from the Draft K–12 Common Core State Standards in English Language Arts

Reading• The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college and career level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from what ever they read.• Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain in sights, explore possibilities, and broaden their perspective. Because the standards are building blocks for successful classrooms, but recognize that teachers, school districts and states need to decide on appropriate curriculum, they intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect at the beginning of the year.


• The standards mandate certain critical types of content for all students, including classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare. The standards appropriately defer the many remain ing decisions about what and how to teach to states, districts, and schools.

Writing• The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades.• Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research —is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical.• Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments, informational/explanatory texts, and narratives in the various grades.

Speaking and Listening• The standards require that students gain, evaluate, and present increasingly complex informa tion, ideas, and evidence through listening and speaking as well as through media.• An important focus of the speaking and listening standards is academic discussion in one-on- one, small-group, and whole-class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.

Language• The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, ap preciate the nuances of words, and steadily expand their repertoire of words and phrases.• The standards help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writ ing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.• Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening.


Media and technology• Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.

Key Takeaways from the Draft K-12 Common Core State Standards Initiative in Mathematics

• The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals—which help young students build the foundation to successfully apply more demanding math concepts and procedures, and move into applications.• In kindergarten, the standards follow successful international models and recommendations from the National Research Council’s Early Math Panel report, by focusing kindergarten work on the number core: learning how numbers correspond to quantities, and learning how to put numbers together and take them apart (the beginnings of addition and subtraction).• The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions, negative numbers, and geometry, and do so by maintaining a continuous progression from grade to grade.• The standards stress not only procedural skill but also conceptual understanding, to make sure students are learning and absorbing the critical information they need to succeed at higher levels rather than the current practices by which many students learn enough to get by on the next test, but forget it shortly thereafter, only to review again the following year.• Having built a strong foundation K-5, students can do hands on learning in geometry, algebra and probability and statistics. Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8.• The middle school standards are robust and provide a coherent and rich preparation for high school mathematics.• The high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically.• The high school standards set a rigorous definition of college and career readiness, by helping students develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly do.• The high school standards emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions. For example, the draft standards state: “Modeling links classroom mathematics and statistics to everyday life, work, and decision-making. It is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Quantities and their relationships in physical, economic, public policy, social


and everyday situations can be modeled using mathematical and statistical methods. When making mathematical models, technology is valuable for varying assumptions, exploring consequences, and comparing predictions with data.”

Common Core State Standards Initiative: Preparing America’s Students for College & Career. www.corestandards.org/resources.


How Are You Smart ?Multiple Intelligences

“Flower” Activity

Adapted from Creating A LegacyHigh School Level of Everyday People Make A Difference


E veryone has a special purpose, a special talent or gift to give to others, and it is your duty to discover what it is.

Deepak Chopra


Multiple IntelligencesDr.HowardGardnerbeganhisresearchonintelligencewhenherealizedthat

traditionalI.Q.testswerenotalwaysadequateoraccurate.Hedevelopedhis

TheoryofMultipleIntelligencestoidentifyandexplainthevarietyofwaysin

whichpeopleare“smart.”

Theoriginalmethodofmeasuringintelligencewasdevisedin1905.Educa-

torsinParisaskedpsychologistAlfredBinettofindawayofdetemining

whichchildrenwerelikelytoexcelinschool,andwhichonesmightneedtutors.He

designedwhatwenowknowastheStanford-BinetIntelligenceQuotient,atestthatis

stillinusetoday.

TheSATandACTareothercommonIQ-relatedtests.Collegesusethemtopredictfuturesuccessbasedmainlyon

astudent’sverbalandmathematicalabilities.

Butinhisbook,Frames of Mind,writtenin1983,HowardGardnerdefinedintelligencemuchmorebroadlythan

mathandverbalskills.Hesaiditistheabilitytosolveproblems,expressourcreativityandinteractwiththeworld

inavarietyofways.

Gardner’sworkhasdemonstratedthatmany different gifts have been needed to “move the world forward.”

Intelligenceisn’talwaysaboutbeingabletoreadwellorsolvelogicproblems.Somepeopleare“smart”at

fixingcars,growingflowersorcreatingworksofart.

Gardnerbelievesthatpeoplepossessatleasteight(nine,ifwechoosetoinclude“existentialist”)differentintel-

ligences,thoughasindividualseachofusisstrongerincertainareas.Hisextensiveresearchhasshownthateach

typeofintelligenceisconnectedwithbraindevelopmentinaspecificway.

So . . . How do you suppose your brain might be developing?? Let’s find out.


How Are You Smart?A Multiple Intelligences Preference List

Aswesaidbefore,HowardGardner’sworkonMultipleIntelligencesgivesusinsighton

howpeoplelearn,processinformation,expresscreativityandinteractwiththeworld.

Usethisintrospectiveactivitytodiscoveryourareasofstrength.Mark“T”forTrueifthe

statementisgenerallytrueofyou.Mark“F”forFalseifthestatementisgenerallyfalse.

Ifthestatementissometimestrueandsometimesfalse,leaveitblank.

1. I’dratherdrawamapthangivesomeoneverbaldirections.

2. IfIamangryorhappy,Iusuallyknowexactlywhy.

3. Icantellwhenamusicalnoteisoff-key.

4. It’seasyformetosaywhatIthinkinanargumentordebate.

5. Icanaddormultiplyquicklyinmyhead.

6. Ienjoyspendingtimeinnature.

7. It’susuallyeasyformetogetstartedonanewtaskorproject.

8. Iliketoworkwithcalculatorsandcomputers.

9. Ipickupnewdancestepsquickly.

10. IfIhearamusicalselectiononceortwice,Iamusuallyabletosingitbackfairly

accurately.

11. I’mgoodatwordgameslikeScrabbleorcrosswordpuzzles.

12. WhenIgosomewherenew,Icaneasilyfindmywaybackhome.

13. WhenIhaveaproblem,Iwouldratherseekoutanotherpersonforhelpthan

workitoutonmyown.

14. Icanidentifyvarioustypesofflowersandtrees.

15. Icaneasilykeeptimetoapieceofmusic.(Ihaveagoodsenseofrhythm.)

16. Iusuallyunderstandthedrawingsthatcomewithnewgadgetsorappliances.

17. Ioftencount,spellorputitemsinsequentialorderinmyhead.


18. Learningtorideabikeorrollerbladewaseasy.

19. Englishandhistoryareeasierformeinschoolthanmathandscience.

20. Icangetotherpeopletofollowmyplans.

21. Mysenseofbalanceisgood.

22. Ioftenseepatternsandrelationshipsbetweennumbersfasterandmoreeasily

thanothersdo.

23. Ienjoywoodworking,buildingmodelsorsculpting.

24. Icanseeandunderstandtheinter-relatednessofdifferentpartsofnature.

25. I’mgoodatunderstandingtheprecisemeaningsofwords.

26. Icanlookatanobjectonewayandimagineitturnedsidewaysorbackward

justaseasily.

27. Iknowthetunestomanydifferentsongsormusicalpieces.

28. Iliketosetuplittle“whatif”experiments.(Forexample,“WhatifItakea

differentroutetoschool--willIgettherefaster?”)

29. Ioftensitquietlyandreflectonmyfeelings.

30. IcanrememberexactlyhowabuildingthatIsawlastweeklooked,including

itssize,colorsanddetails.

31. Iplay(orwouldliketoplay)amusicalinstrument.

32. Iwoulddescribemyselfaswell-coordinated.

33. Ienjoylearningabouthowanimalsliveintheworld.

34. Ienjoyreadingduringsomeofmysparetime.

35. I’musuallyawareofmybodylanguageandtheexpressiononmyface.

36. Ienjoythechallengeofteachinganotherperson.

37. Ikeepapersonaldiaryorjournal.

38. Iusuallyhaveanaccuratesenseofwhatanotherpersonisfeeling.

39. Iamusuallycomfortableinalargegroupofpeople.

40. Ipreferspendingtimeoutdoorsratherthanindoors.


Verbal/Linguistic

Visual/Spatial

Interpersonal

Bodily-Kinesthetic

Musical

4 11

1925

34

12

1626

30

1320

3638

39

918

2123

32

310

1527

31

Your Brain inBloom 1


Logical/Mathematical

Intrapersonal

Naturalist

Directions: Choose a color. UsingyourcompletedMultipleIntelligencesPreferenceList,colorinthepetalsoftheitemsyoumarked“true”withyourcolor.Leavethepetalsoftheitemsyoumarked“false”blank.Forthe“sometimes”itemsyouleftblankonthepreferencelist,colorafewstripesonthecorrespondingpetals.

True

False

What do your flowers show about your areas of intelligence?

Do the results of your flower design surprise you? Why? Why not?

Are your areas of personal interest reflected in your Multiple Intelligences?

58

1722

282

7

2935

376

14

3340

24

Sometimes


Verb ListDirections:Quicklyreadovertheverbsfoundonthislist.Putacheckmarknexttoeachverb

thatyouliketodo.ThengobackovertheonesyoucheckedandcircleyourfiveFAVORITE

verbs.

Adapted from work by Daniel Porot, Mary Lynne Musgrove

Achieved

Acted

Amused

Assembled

Budgeted

Built

Calculated

Classified

Coached

Collected

Communicated

Conducted

Constructed

Counseled

Created

Danced

Decided

Delivered

Designed

Directed

Discovered

Displayed

Dissected

Donated

Dramatized

Drew

Drove

Dug

Edited

Entertained

Established

Explained

Experimented

Financed

Fixed

Found

Gave

Guided

Hadresponsibilityfor

Helped

Hiked

Imagined

Improved

Influenced

Inspired

Interviewed

Invented

Investigated

Journaled

Judged

Kept

Lectured

Led

Learned

Lifted

Listened

Made

Managed

Mediated

Memorized

Mentored

Met

Modeled

Motivated

Observed

Operated

Ordered

Organized

Painted

Performed

Persuaded

Photographed

Planned

Played

Prepared

Presented

Printed

Problem-solved

Produced

Programmed

Proof-read

Protected

Publicized

Purchased

Questioned

Raised

Read

Recorded

Recruited

Rehabilitated

Remembered

Repaired

Reported

Represented

Researched

Risked

Sang

Scheduled

Sculpted

Served

Setup

Sewed

Shared

Showed

Sketched

Sold

Solved

Spoke

Started

Studied

Supervised

Talked

Taught

Tested&proved

Trained

Translated

Traveled

Tutored

Typed

Umpired

Understood

Won

Worked

Wrote


More about Multiple Intelligences . . .

A person who possesses this

intelligence usually . . .

Verbal/LinguisticHasagoodmemoryfornames,places,datesortrivia

Enjoysreadingbooksandwritingstories

Likestotelljokesandstories

Spellsaccuratelyandeasily

Likeswordgames

Likestoread,writeandlisten

Hasawell-developedvocabulary

Isarticulate—can“findtherightwords”whenspeaking

Logical/MathematicalEnjoysplayingstrategygamessuchaschess

Doeswellinmath

Experimentstotestthingsnoteasilyunderstood

Hasfunwithbrain-teasers

Classifiesandordersdata:analyzes,interpretsandpredicts

Enjoysmathandusingcomputers

Iscuriousaboutscience

Visual/SpatialThinksinimagesandpictures

Daydreams

Canseeclearvisualimageswhenthinkingorreading

Readsmaps,chartsanddiagramseasily

Drawspeopleandthingsaccurately

Likesvideogames

Enjoyspuzzlesandmazes


MusicalPreferstohavemusiconwhenstudyingorworking

CollectsCDs

Issensitivetoavarietyofsounds

Knowswhenmusicalnotesareoff-key

Keepstimerhythmically

Enjoyssinging

Knowsthewordstomanysongs

Playsamusicalinstrument

Intrapersonal -- Self-AwarenessHasadeepsenseofself-confidence

Hasawarenessofinnerfeelings,strengthsandweaknesses

Motivatesself

Likestobealonetostudyandcreate

Reactsstrongly,especiallyregardingcontroversialtopics

Issometimesdifferentfromothersindressandappearance

Isintuitive

Interpersonal -- Awareness of OthersRespondstomoodsandfeelingsofothers

Servesasamediator

Enjoysgroupactivities

Organizes

Communicateseffectively

Hasmanyfriends,isverysocial

Enjoysbeingaroundpeople

NaturalistEnjoysspendingtimeinnature

Hearsandseeslinksinnature

Cannametypesofflowersandtrees

Enjoyslearningabouthowanimalslive

Appreciatesthenaturalenvironment

Enjoysrocks,plantsandanimals

Likestoorganizeandclassifyitemsingroupsorcategories


Bodily/KinestheticLearnsthroughtouchandmovement

Enjoyssportsandphysicalactivity

Displaysakeensenseofdirection

Fullofenergyandaproactivelearner

Enjoysmanipulatives

Likesrole-playingandsimulationactivities

Buildsorconstructsmodels

ExistentialHasclearrulesbywhichhe/shelivesdailylife

Considersreligion/philosophyanimportantpartoflife

Hasaphilosophyoflifethathelpsmakedecisions/choices

Thinksoftenabouttruth,justiceandgoodness

Spendstimefrequentlyinreflection,meditationand/orprayer

Reflectsonthenatureoftheuniverseand“mysteriesoflife”

Reflectsonthe“grandplan”thathumanbeingsarepartof

Thinksaboutwhatisbeyondthe“hereandnow”oflife

Spendstimereading,discussingand/orthinkingaboutphilosophyand/orreligion

Caresdeeplyaboutthe“stateoftheworld/universe”

All of us have gifts; oddly, though, many of us have a difficult time identifying them. Ironically, the things we are best at are those which are most difficult for us to see. Most people can quite readily identify their weaknesses. Far fewer of us can say with assurance what our strengths are.

Richard J. Leider and David A. Shapiro, authorsWhistle While You Work


Multiple lntelligences and Reflective Activities

Type of Intelligence Focuses On Possible Reflective Activities

Verbal-Linguistic Capacity to use words effectively, Journal

to express what is on your mind Public speech

and to communicate with other Poetry

people. Press release

Logical-Mathematical Capacity to reason well, the way Analysis of statistics

scientist or logician does; or to Field-based research

manipulate numbers the way a Timeline of events

mathematician does. Charts or graphs

Visual-Spatial Ability to represent the spatial Photo, slide, or video essay

world visually in your mind, the Sculpture

way a pilot does in the large Scrapbook

spatial world or the way a chess Drawing, collage, painting

player does in a more Map of service site

circumscribed world.

Bodily-Kinesthetic Expertise in using one’s whole Construction project

body to express ideas and feelings. Dance performance

The most evident examples are Skit or scene from the

people in athletics or the project

performing arts, particularly dance Theater production

and acting.

Musical Capacity to perceive, discriminate, Songs which focus on the

transform and express musical project

forms. Music that reflects theme

and feelings

Re-creation of sounds of

project

Interpersonal Ability to perceive and make Pair or small group sharing

distinctions in the moods, Conference presentation

intentions, motivations and Service training for others

feelings of others.


lntrapersonal Ability to understand yourself, Journal

to know who you are, what you Self-assessment

can do, what you want to do, how Progress chart

you react to things, which things Learning log

you avoid, and which things you Poetry

gravitate toward.

Naturalist Capacity to classify and Reflection session outdoors

discriminate among List of ways your project

living things (plants, animals), as improved the planet

well as sensitivity to other Comparison of project to

features of the natural world. a part of nature

Classification of project

outcomes, challenges,

etc.

Existential Ability to ponder the “big questions” Journal

and engage others in this quest; Philosophical essay, poetry,

a strong sense of caring for/ artwork or music

concern about the world in a Motivational speech or

global sense. sermon

Adapted from the work of Howard Gardner, Ph.D., Thomas Armstrong, Ph.D.

and L. Richard Bradley, Ph.D.


AN ASSET BUILDER ’S GUIDE TO SERVICE LEARNING

40 WAYS TO REFLECT

This page may be reproduced for educational, noncommercial uses only. From An Asset Builder’s Guide to Service-Learning. Copyright 2000 by Search Institute, 700 South Third Street, Suite 210, Minneapolis, MN 55415; 800-888-7828; www.search-institute.org.

Reflection on service can happen in many different ways. Select methods that fit your particular learning and development objectives, the age and skills of your group, and the available time and resources.

1. Complete guided worksheets on the project.

2. Create a bulletin board display.

3. Create a fund-raising campaign to provide

financial support that builds on the service.

4. Create a journal.

5. Create a scrapbook.

6. Create a video or slide show.

7. Creat a Web site on the topic.

8. Create an individual or group portfolio.

9. Create briefing papers for policy makers.

10. Create collages representing the experience or

the issue.

11. Create drawings, paintings, or sculptures.

12. Develop and present a drama, puppet show,

dance, or music concert.

13. Do a conference or workshop presentation.

14. Do public speaking about the project.

15. Role-play.

16. Draw editorial cartoons or comic strips.

17. Give oral reports to the class or group.

18. Have a “talk show” about the service project or

the social issues inolved.

19. Hold class or group discussions.

20. Host discussions with community members or

experts.

21. Lead a school assembly.

22. Lead a worship service (for congregation-based

groups).

23. Participate in a group simulation experience.

24. Plan a training session for other youth.

25. Plan the next activity the group or class will do

together on the same topic.

26. Prepare booklets on related topics to be used to

teach others.

27. Read and discuss children’s books on the service

topic or social issue.

28. Read articles or chapters on the social,

religious, ethical, historical, or political issues

at stake in the project.

29. Research social issues related to the project.

30. Study sacred writings, literature, or historical

material related to the project.

31. Teach material to younger children.

32. Testify before a decision-making or policy-

setting group.

33. Write a group letter to families suggesting how

they can get involved together.

34. Write a letter to a parent or friend about the

experience.

35. Write a letter to the editor of a newspaper.

36. Write about a specific topic.

37. Write an essay or report about the needs.

38. Write and illustrate storybooks to read to

younger children.

39. Write articles for a local or organizational

newsletter or newspaper.

40. Write poetry about the experience.

FIGURE 18


“Making the Connections”Moving from Service to Service-Learning

Read the assigned example of service, learning, and service-learning. What problem is the example trying to solve? What curricular areas are reflected in the example? Can you envision any specific con-nections to math and/or reading standards? Is there an authentic product? An authentic audience?

• Planting flowers at a local park is service. • Studying the causes and effects of erosion is learning. • Researching native grasses and working with master gardeners to control erosion at a local park is service-learning.

• Convening a community forum is service. • Researching local employment issues is learning. • Organizing a MayoralForum, designing and distributing various types of informational material to community members, and analyzing community participation in the Forum is service-learning.

• Raising money to fund baseline brain scans for student athletes is service. • Studying the effects of concussions on the brain is learning. • Researching the causes and effects of sports-related traumatic brain injuries, interviewing community experts about prevention strategies, and creating and distributing brochures with the findings to parents of student athletes is service-learning.

• Organizing a car-free Sunday is service. • Studying traffic congestion and its contributions to pollution is learning. • Evaluating local traffic patterns, developing a proposal to improve safety, and presenting it to the city council is service-learning.

1

2

3

4


• Visiting with WWII veterans at a local nursing home is service. • Studying WWII history is learning. • Documenting WWII veterans’ stories and producing a multi-media presentation to be shown locally and then archived at the state historical society or school library is service-learning.

• Planning and holding a community run fundraiser is service. • Measuring body mass index is learning. • Calculating the average BMI of a school, setting up a website to gather statistics, then organizing a “Walk Across Ohio” to help reduce obesity is service-learning.

• Singing at a nursing home is service. • Researching historical musical styles is learning. • Interviewing nursing home residents about their favorite music, jointly writing a song incorporating styles from both generations, and performing it together for the community is service-learning.

• Organizing a get-out-the-vote drive is service. • Participating in a mock presidential election is learning. • Informing young voters how to register and participate in an election, creating public service announcements, and partnering with the local media to encourage 18-year-olds to vote is service-learning.

7

6

8

5


Now, complete this idea for a potential service-learning project. How would you connect a “food drive” to your curriculum?

• Service: Holding a canned food drive.

• Learning:

•Service-Learning:

What problem is the example trying to solve?

What curricular areas are/could be reflected in the example?

Can you envision any specific connections to math and/or reading standards?

What could be the authentic product(s)? Who could be the authentic audience(s)?


DreamtownDirections for today: Using the materials provided, design your group’s “Dreamtown.” Your map/concept drawing should include:

• Places that address critical issues/needs • Places that enhance wellness • A place designated by each group member -- “just because” -- non-negotiable

Please consider the overall layout of your community.

• What’s at the center?

• How do you ensure accessibility of various features?

• What makes your “Dreamtown” special or distinctive?

This activity contains the following steps (time can be lengthened based on your situation):

Time Activity

2-3 minutes • Introduction3-4 minutes • Individual jotting re: places/buildings/features to include7-10 minutes • Small group “quick share” to generate master list of possibilities (individuals rapidly share one-two items at a time until all “new” entries are recorded)20-25 minutes • Discussion of potential layout/placement ideas -- what could/should go where? • Sketching on smaller sheet (optional) • Drawing/coloring on larger sheet(s)7-8 minutes (optional) • Sharing with adjacent group(s)10-15 minutes * Large-group de-briefing re: implications and possible “next steps”


Guided Reading Questions

For tonight, please read the model project handouts. As you read, please consider the following and be ready to share your thoughts in small groups tomorrow.

What impresses you about the students’ learning and action?

How did the teacher connect the curriculum to the service?

What stands out as unique?

How you can see yourself using your gifts and talents to help with a project like this?

The Legacy Group, Partnerships Make A Difference 1 .

This publication was created by

the Legacy Group, Partnerships

Make A Difference for Learn and

Serve Ohio. Funds for this proj-

ect came from the Corporation

for National and Community

Service.

The Big Idea

“

Kids have a magical power…to make adults stop and

listen. I don’t know what it is, Mrs. Dalin, but it

works every time.–- Abby, 3rd grader at Emerson Magnet School

“

Emerson’s Children’s Safe

Drinking Water Project

Written by Beth Dalin and Mary Taylor, Emerson World Languages and Cul-

tures Elementary Magnet School, Westerville City Schools — Westerville,

Ohio

HEALTH & WELLNESS

GLOBAL

What?A few fast facts . . .w Students and teachers

wanted to help chil-

dren around the world

have safe drinking

water.w 250 students in grades

1-5w Teachers: Beth Dalin, Mary Taylor

and Christina Goldnerw Curriculum Area(s):

Language Arts, Social

Studies, Math, Science,

Fine Arts, Interdisci-

plinaryw Community Partners:

The Greater Cincinnati

Foundation, Procter &

Gamble

The students at Emerson World Languages and Cultures Magnet

School, learned about the need for safe drinking water around

the world and realized that a small group of committed children

can make a big difference.

InvestigationAfter reading an article about a

partnership between Procter &

Gamble and Scholastic InSchool, two

reputable companies, we decided

to join their efforts. Our students

addressed the need for safe

drinking water in countries when

they learned how many children’s

deaths were caused by drinking

contaminated water. PreparationWe began our Children’s Safe Drinking Water project during International

Education Week with speakers from the local water company (DelCo Water),

as well as the Franklin Soil and Water Conservation District and SWIFT (Soil and

Water Information For Teachers). We learned that access to clean water in

the United States is rarely a problem because we have water and sewage

treatment plants. We have tax-supported municipal infrastructures that

support distribution of clean water and collection and treatment of dirty

water. w



Reflection Guide-Day 1• What have I learned today?

• What has moved me/resonated with me?

T he only service a friend can really render is to keep up your courage by holding up to you a mirror in which you can see a noble image of yourself.

George Bernard Shaw


Workshop Facilitators

Ellen Erlanger was a teacher and administrator for the Upper Arlington City Schools, Upper Arlington, Ohio, for 27 years and was involved in service-learning, career development, character education, vocational education, guidance, staff development and community education throughout that time. In addition to fulfill-ing her local program responsibilities, she provided consultation, training and technical assistance to other public and private schools on a regional, statewide and national basis. Ellen retired from the Upper Arlington City Schools in December 2002 after 30 years in the field and is now Vice President of Legacy Consulting Group and a consultant with the Legacy Group of Partnerships Make A Difference, a non-profit corporation providing training and educational materials development. Ellen has authored a variety of instructional materials and education-related articles as well as other books, works of poetry, and newspaper and magazine articles. She is also active in relevant education or-ganizations at the state and national levels. During her leadership, the Upper Arlington City School District achieved the rare distinction of having all three of their secondary schools selected by the Corporation for National Service as “National Service-Learning Leader Schools.” Ellen holds a B.A. and M.A. from the University of Michigan. Kathy Meyer, an educator for more than 30 years, served as an administrator for the Worthington Schools, Worthington, Ohio, from 1985 to 2000 and supervised service-learning, career development, charac-ter education, vocational education, guidance, science, and after-school and summer school programs. Under her leadership, Worthington was selected as a model school district by Learn and Serve Ohio. Kathy retired from the Worthington Schools in December 2000 and is President of Legacy Consulting Group. In addition, she is associated with the Legacy Group of Partnerships Make A Difference. In these roles, Kathy has authored and published a variety of instructional materials and provided related training programs in many public and private schools throughout Ohio and a number of other states. She has provided expertise in a variety of other settings and is active in many professional organizations. Over the years, she served in a number of leadership positions, including President of the Ohio Career Education Association. Kathy holds a B.A. from Wittenberg University and an M.A. from Wright State University.

For more information, contact:

Kathy Meyer or Ellen Erlanger, The Legacy GroupPartnerships Make A Difference1601 W. Fifth Ave., #106Columbus, Ohio [email protected]

The Legacy Group of Partnerships Make A Difference is a non-profit organization dedicated to providing educators, parents and students with the tools and inspiration to do great things. We are committed and experienced educators whose ultimate vision is to help young people develop a sense of passion and purpose and learn to apply it throughout their lives.

The Growing Together Service-Learning Network utilizes service-learning as an instuctional strategy to enrich the teaching/learning process, enhance student success, improve school climate, and actively address a wide range of significant local and global needs and issues. This “community of service-learning practitioners” fos-ters effective partnerships among schools, community agencies/organizations, higher education partners, and philanthropic sponsors so that desired results can be achieved over time.

Documents

Regional Service-Learning Workshops · Regional Service-Learning Workshops Designed to Help 21st CCLCs Expand Their Use of Service-Learning Ohio 21st Century Community Learning Centers