Service-Learning Pedagogy 服務學習教學法

1. Service-Learning Pedagogy服務學習教學法 TSE Pak Hoi, Isaac Ph.D., M.H. 謝伯開哲學博士 TSE P.H. Isaac Ph.D., M.H. 保良局姚連生中學

2. DefinitionFrom Wikipedia Service-learning is a method of teaching, learning and reflecting that combines academic classroom curriculum with meaningful service, frequently youth service, throughout the community. As a teaching methodology, it falls under the category of experiential education. More specifically, it integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, encourage lifelong civic engagement, and strengthen communities for the common good. TSE P.H. Isaac Ph.D., M.H. 保良局姚連生中學

3. Literature 1 • Scales, P.C., Roehlkepartain,E.C., Neal, M., Kielsmeier, J.C., & Benson, P.L. (2006). Reducing Academic Achievement Gaps: The Role of Community Service and Service-Learning.J.Experiential Education29(1): 38-60. • Low SES kids • Experiential learning • Authentic instruction on real-world problems • Tremendous potential in the lives of marginalized youth TSE P.H. Isaac Ph.D., M.H. 保良局姚連生中學

4. Experiential Learning Theory 體驗學究 • Posits that concrete experiences help students grasp information when students can reflect on those experiences and experiment actively with the concepts they are learning. • Can provide greater depth of information processing, and thus a greater potential impact on learning • The element of “surprise” in the experience • May develop more complex understandings & more comprehensive intellectual functioning TSE P.H. Isaac Ph.D., M.H. 保良局姚連生中學

5. Pedagogical Models of Experiential Learning • Hands on crafts e.g. riding a bicycle • Participate in a project task group • Walk in the shoes of another role in authentic situations / Role play in a contrived way • Live in, stay, observe, record and reflect on the diary TSE P.H. Isaac Ph.D., M.H. 保良局姚連生中學

6. Poor People 認識窮人 One day, the father of a very wealthy family took his son on a trip to the country with theexpress purpose of showing him how poor people live. TSE P.H. Isaac Ph.D., M.H. 保良局姚連生中學

7. Poor People 2 • They spent a couple of days and nights on the farm of what would be considered a very poor family. • On their return from their trip, the father asked his son, "How was the trip?" • "It was great, Dad." • "Did you see how poor people live?" the father asked. • "Oh yeah," said the son. • "So, tell me, what did you learn from the trip?" asked the father. TSE P.H. Isaac Ph.D., M.H. 保良局姚連生中學

8. Poor People 3 • The son answered: • "I saw that we have one dog and they had four. • We have a pool  that reaches to the middle of our garden and they have a creek (無盡小溪)that has no end. • We have imported lanterns (進口園林燈柱)in our garden and they have the stars at night (閃爍晚星). • Our patio(陽臺)reaches to the front yard (前庭)and they have the whole horizon (地平線). TSE P.H. Isaac Ph.D., M.H. 保良局姚連生中學

9. Poor People 4 • We have a small piece of land to live on and they have fields that go beyond our sight (視界以外滾滾原野). • We have servants who serve us, but they serve others. • We buy our food, but they grow theirs. • We have walls around our property to protect us, they have friends to protect them." • The boy's father was speechless. • Then his son added,  "Thanks Dad for showing me how poor we are." TSE P.H. Isaac Ph.D., M.H. 保良局姚連生中學

10. Poor People ── the moral • Isn't perspective a wonderful thing? Makes you wonder what would happen if we all gave thanks for everything we have, instead of worrying about what we don't have. • Appreciate every single thing you have, especially your friends! TSE P.H. Isaac Ph.D., M.H. 保良局姚連生中學

11. A demarcating example fromhttp://www.servicelearning.org • Students sent to collect trash from an urban streambed  volunteerism • + analyze what they found • + deduce possible sources • + share their findings with residents of the neighbourhood • + suggest feasible pollution reduction  Service-Learning TSE P.H. Isaac Ph.D., M.H. 保良局姚連生中學

12. Top 50, searched 14 June 2007. TSE P.H. Isaac Ph.D., M.H. 保良局姚連生中學

13. Literature 2 • Slavkin, M.L. (2007). Transforming Education through Service-Learning. New Horizons in Education55(1):107-123. • Students to learn through engaged service-based community activities • Students to influence the community, putting their knowledge to use • Helps students realize the importance of learning and the meaning behind curricular choices TSE P.H. Isaac Ph.D., M.H. 保良局姚連生中學

14. 8 Key Elements of Service-Learning • Student voice • Meaningful service & Civic Engagement • Reflection • Authentic Needs Assessment • Academic Connections • Collaboration • Evaluation • Recognition TSE P.H. Isaac Ph.D., M.H. 保良局姚連生中學

15. Benefits of S-L • Link personal & interpersonal development with academic development, social problem-solving, social responsibility • Strengthen students’ • Self-Esteem 自尊、自負 • Self-Efficacy 自我勝任感 • Ownership of Community 歸屬感 • Ownership of the school Curriculum 自主感 TSE P.H. Isaac Ph.D., M.H. 保良局姚連生中學

16. S-L in P –12 Education • Primary • Eye-opening, realize their possible impact on the community • Intermediate • Students to present their own case publicly gives them more ownership to their project • Middle School • Learning by engaging in hands-on activities could provide them an outlet to troubles they may have. • If they realize their voices are heard, they would continue to strive to accomplish things that are important to them and to the community • High School • Real world exposures tune up their careers mind TSE P.H. Isaac Ph.D., M.H. 保良局姚連生中學

17. Six Models of Service-Learning http://www.compact.org

18. Pure Discipline-based Problem-based Capstone courses Service Internship Action Research Six Models of Service-Learning http://www.compact.org/syllabi/detail.php?id=4#

19. … 服務。 • Flag sales • Clean up the urban streambed • A fun session or seasonal celebration at an aged people centre Pure Six Models of Service-Learning

20. Gutstein, Joyce;Smith, Martin;Manahan, David (2006) A Service- Learning Model for Science Education OutreachJournal of College Science Teaching, v36 n1 p22-26 Sep 2006 • Murray, Christine E.;Lampinen, Autumn;Kelley-Soderholm, Erin L. (2006) Teaching Family Systems Theory through Service Learning Counselor Education and Supervision, v46 n1 p44-58 Sep 2006 • Hart, Steven Michael; King, James R. (2007) Service Learning and Literacy Tutoring: Academic Impact on Pre-Service TeachersTeaching and Teacher Education: An International Journal of Research and Studies, v23 n4 p323-338 May 2007 Discipline-based 學以致用 Six Models of Service-Learning

21. Problem-based 助人解難 Six Models of Service-Learning TSE P.H. Isaac Ph.D., M.H. 保良局姚連生中學

22. 畢業專題考評 • IVE (Tsing Yi) Final year students help YLS • Mechanical Engineering • Strength of materials required, size of windmill • Electrical Engineering • Design a dynamo and matching gear accessories to make power generation possible Capstone courses Six Models of Service-Learning

23. Sterling, Mary (2007) Service-Learning and Interior Design: A Case StudyJournal of Experiential Education, v29 n3 p331-343 Mar 2007 • Peacock, James R.; Flythe, Mary K.; Jones, Katherine (2006) A Service- Learning Collaboration: A Graduate Gerontology Program and a Foster Grandparent ProgramEducational Gerontology, v32 n5 p335-349 May 2006 • Jordan, Nicholas R.; Andow, David A.; Mercer, Kristin L. (2005) New Concepts in Agroecology: A Service-Learning CourseJournal of Natural Resources and Life Sciences Education, v34 p83-89 2005 Service Internship 實習 Six Models of Service-Learning

24. Students sent to collect trash from an urban streambed  volunteerism • + analyze what they found • + deduce possible sources • + share their findings with residents of the neighbourhood • + suggest feasible pollution reduction • Service-Learning • A project to make public pedestrian flyovers more users-friendly around our school Action Research行動研究 Six Models of Service-Learning

25. Pure Discipline-based Problem-based Capstone courses Service Internship Action Research Six Models of Service-Learning http://www.compact.org/syllabi/detail.php?id=4#