2015

Compiled by Kristina Scherber M.Ed. Youth Development Leadership

University of Minnesota

Everyday Leaders Guide

Learn, lead, serve, belong:

Bringing learning to life in the afterschool hours

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Contents Greetings...................................................................................................................................................... 3

Everyday Leaders ................................................................................................................................... 3

What is Service Learning ........................................................................................................................... 4

IPARD Framework from GSN NYLC ........................................................................................................ 6

Roles ............................................................................................................................................................. 7

Principles for Supporting Youth Voice ..................................................................................................... 8

Youth Program Quality Assessment ........................................................................................................ 9

Building Community ................................................................................................................................ 10

Stages of Group Development ................................................................................................................ 10

Classroom Management - Principles and Practices of Responsive Classroom ................................ 12

Daily Lesson Plan Example ............................................................................................................. 13

Daily Planning Checklist ......................................................................................................................... 14

For Facilitators .......................................................................................................................................... 14

Session 1 ...................................................................................................................................................... 15

Session 2 ..................................................................................................................................................... 16

Session 3 ...................................................................................................................................................... 17

Session 4 ..................................................................................................................................................... 18

Project Plan ............................................................................................................................................... 19

Session 5 ..................................................................................................................................................... 21

Session 6 ..................................................................................................................................................... 22

Session 7 ...................................................................................................................................................... 23

Energizers/ Name Games ........................................................................................................................ 25

Application for 2015-16 Everyday Leaders Award ...................................................................................... 27

Sources: ....................................................................................................................................................... 29

Additional Resources:............................................................................................................................... 29

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Greetings This guide was created in response to the need to support new facilitators who are unfamiliar with

leading service-learning. Service-learning is a teaching and learning strategy that integrates meaningful

community service with instruction and reflection to enrich the learning experience, teach civic

responsibility, and strengthen communities (Learn and Serve America National Service Learning

Clearinghouse) Service- learning is a youth led, but the facilitator still plays an important role. There is

no one way to do service-learning since it all depends on the direction the youth take it, so this is just a

guide to get you started. There are however best practices associated with service-learning and this

curriculum aims to incorporate those, along with basic information about youth and facilitating.

Everyday Leaders Everyday Leaders (EDL), an initiative of Minneapolis Community Education, gives students an

opportunity to grow in leadership through team-building, activities to boost social skills, and large-scale

problem-solving activities. This program allows students to see needs in their community and to engage

in efforts to meet those needs as a group through service projects that are student-initiated and

student-led. Everyday Leaders was founded on the basic tenets of Service-Learning, which is grounded

in the understanding that students are an asset to their community and have something valuable and

essential to offer those around them. Everyday Leaders is offered in all Minneapolis Community

Education after school programs and is led by experienced, trained adult facilitators.

Why do we combine leadership development with service learning? Service-Learning is

about young people developing partnerships with their local community to address unmet needs.

Young people will learn leadership roles as they…

Investigate the issues that exist in their community

Brainstorm possible solutions to the problems and issues

Learn new knowledge and skills – and how they apply to real-world issues

Develop collaborative relationships with agencies, schools, and/or local government

Studies have shown that youth who volunteer are less likely to abuse drugs, alcohol, cigarettes, or engage in destructive behavior and are more likely to do well in school, graduate, vote and be philanthropic. Service-learning has been shown to increase youth’s engagement in learning and can help increase skills that lead to improved academic achievement.

In addition to providing learning opportunities, afterschool service-learning activities foster youths’ civic

responsibility and help them realize how they can positively contribute to their communities. Service-

learning’s emphasis on reciprocal involvement encourages programs to successfully utilize volunteers

and bolster community involvement.

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What is Service Learning?

Modified from the source The Complete Guide to Service Learning (Kaye, 2010)

Examples of Service Projects

Source: Classrooms with A Cause (Youth Serve America)

Service:

Contributing to or helping to benefit

others and the common good.

Learning:

Gaining understanding of a

subject or skill through study, instruction, or

experience.

Service-Learning:

The ideas of service and learning

combine to create service learning.

Investigation, preparation, action,

reflection.

Passion Issue Strategy Project

Animals Endangered

Species

Awareness Organize and develop social media messages

about an endangered species.

Football Mentoring Service Help coach a football team for younger kids,

and serve as a positive role model.

Writing Affordable

Housing

Advocacy Organize a campaign to write letters to your

Member of Congress to advocate for cheaper

housing.

Music Curing

Cancer

Philanthropy Hold a charity karaoke competition and donate

the proceeds from ticket sales to a cancer

research center.

Drawing Healthy

Eating

Awareness Host a poster contest to promote messages

about good nutrition. Display in public place.

Acting Violence

Prevention

Awareness Put on a play to display effective conflict

resolution solutions

Writing Affordable

Housing

Advocacy Organize a campaign to write letters and stories

to your Congressmen to advocate for the

cause.

Reading Literacy Philanthropy Host a read-a-thon and donate the money to

buy new books.

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Everyday Leaders in Action 25 MPS sites have active Everyday Leader Classes at this time. Last year’s projects included an online newspaper, hunger projects, endangered animal projects, garden projects, anti-bullying projects and more. Examples include:

Waite Park: Students are researching the issue of hunger. Their project name is Warm Cocoa, Warm Thoughts. They wrote and received a HYPE Grant to secure funding for their projects which include selling cocoa at school events, field trips to learn more about hunger issues. Their second project is animal rights and they will be visiting the Animal Humane Society to learn more about homeless animals and hunger. Waite Park Everyday Leaders partners with Student Council every year.

Lake Harriet: Students ha a service learning project called News of the Now, an online newspaper that is published monthly on the school website. Students research ideas and write stories, draw pictures, take photos, and conduct interview. This has been an ongoing project for several years.

Northeast: EDL students helped plan and work at the Latino Family Night, EDL students who have been in the program before are leading by example and helping the group to move forward

Anne Sullivan: Chose to focus on movies that relate to social issues that the students see within their respective communities. They had student-centered discussions after each of the movies. One of the primary issues they addressed was bullying. After break the students implemented their own service project relating to the bullying that they see in the school.

Food Drive: Students research what type of organizations food from a food drive goes to, why it is helpful, and other topics that relate to food drives. The students then plan a food drive and set goals. After planning, the students leap into action by creating posters, food drive boxes, and running the food drive.

Sanford: The Everyday Leaders classes will plan, build, plant, and take care of a community garden at Sanford Middle School. This will make the school and neighborhood more beautiful during the building construction project going on until the fall of 2016. It will also help students develop civic, leadership, and life skills while making a lasting contribution to the Sanford community.

What the Youth Say We get to plan projects that help others, not only ourselves

I like that I get a chance to communicate with other people

My favorite thing to do in Everyday Leaders is to make the sandwiches and serve food.

I like to serve at Our Saviors Housing

Serve at the homeless shelter and help people

Get to plan new stuff and meet new people

Making baby blankets IT WAS SO FUN!!! We laughed so much

We make and try new things

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IPARD Framework from GSN NYLC The IPARD Framework represents the steps taken while performing service-learning projects. This is a

very important tool used to guide the service-learning process.

Source (National Youth Leadership Council )

The Five Stages of Service Learning

Source: (Kaye, 2010)

Inventory and Investigation

•Using interviewing and other means of social analysis students:

•Catalog interests

•Identify a need

•Analyze an underlying problem

•Begin to accumulate partners

Preparation and Planning

•With guidance from their facilitators, students:

•draw upon previously acquired skills and knowledge

•acquire new information through varied, engaging means and methods

•develop a plan that encourages responsibility

•articulate roles and responsibilities involved

•define realistic perameters for implementation

Action

•Through direct service, indirect service, research, advocacy, or a combination of these approaches, students take action that:

•has value, purpose, and meaning

•uses previously learned and newly acquired academic skills and knowledge

•has real consequences

•offers a safe environment to learn, to make mistakes, and to succeed

Reflection

•Throughout the process students:

•describe what happened

•discuss thoughts and feelings

•consider improvements

•identify questions

•receive feedback

Demonstation

•Students showcase what and how they learned by:

•reporting to peers, family, or community

•writing articles to local newspapers

•posting to a website

•giving presentations

•creating displays

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Roles

Source: Water Project

• Investigate local issues

• Plan and complete projects

• Talk to experts

• Develop skills

• Demonstrate leadership

• Reflect

Youth

• Coach and mentor youth leaders

• Prepare materials

• Link youth with experts

• Manage the project and keep group on track

• Create opportunities for learning

• Empower youth the be active learners

• Applaud successes

Facilitator

• Support youth in their project

• Connect to local resources

Project Partners

Youth

Project Partners

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Principles for Supporting Youth Voice Modified from Source: Quality Matters Toolkit Publication (University of Minnesota, 2011)

Involving Young People

It is good youth development

It promotes learning and long-term growth

Adults improve and organizations improve

Young people can diagnose problems and provide reality checks.

Young people widen the sphere of influence: Young people bring energy and creativity:

Basic Youth Needs: Feel a sense of safety and structure Experience active participation, group membership, and belonging Develop self-worth through meaningful contribution Experiment to discover self, gain independence, and gain control over one’s life Develop significant quality relationships with peers and at least one adult Discuss conflicting values and form their own Feel pride of competence and mastery

Expand their capacity to enjoy life and know that success is possible

Visiibility

• Young people have opportunities to take the lead in decisions and actions.

• Adults support visibility by coaching and mentoring skills

Safety

Net

• Adults scaffold various voice opportunities.

• Adults allow youth to step out of a role when it becomes overwhelming.

Goals

• Focus on clear goals and tasks.

• Concrete products lead to accomplishments.

Structure

• Within structure, youth can define roles and tasks.

• Variety of forms: providing info, conducting training, creating ground rules.

Support

• To take risks and act on opportunities youth should feel supported.

• Opportunities to demonatrate abilities.

Prepara-tion

• Coaching, training, opportunities for practice, and feedback are all valuable resources for youth in leadership roles.

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Youth Program Quality Assessment Source: Weikart Center for Youth Program Quality (Program)

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Building Community Building community in a youth program is important for many reasons. A strong, welcome environment

can help young people feel safe, feel a sense of belonging, and build their sense of selves in a group.

Working with youth is not an easy task, so familiarizing yourself with program quality standards, an

understanding of group development, social emotional learning practices, and classroom management

will better prepare you for challenges that may arise.

Stages of Group Development

Source: http://wheatoncollege.edu/sail/files/2011/12/groupDevelopment.jpg

Helps young people feel that

they belong

Helps groups get along and be productive

Increases participation

and attendance

Increases student learning

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Social and Emotional Learning Source www.washoeschools.net/page/1840 (District)

Self-awareness: The ability to accurately recognize your emotions and thoughts and know

how they influence behavior. This includes accurately assessing your own strengths and

limitations. A person who is self-aware has a well-grounded sense of optimism and confidence.

Self-management: The ability to regulate your emotions, thoughts, and behaviors effectively

in different situations. This includes managing stress, controlling impulses, motivating yourself,

and setting and working toward personal and academic goals.

Social awareness: The ability to adopt the perspective of other people and to empathize

with other people from diverse backgrounds and cultures. A person who is socially aware

understands social and ethical norms for behavior and recognizes family, school, and community

resources and support.

Relationship skills: These skills enable a person to establish and maintain healthy and

rewarding relationships with diverse individuals and groups. This includes the ability to

communicate clearly, listen actively, cooperate, resist inappropriate social pressure, negotiate

conflict constructively, and seek and offer help when needed.

Responsible decision-making: A person who makes responsible decisions has the ability to

make constructive and respectful choices about personal behavior and social interactions. This

person considers ethical standards, safety concerns, and social norms before making decisions

and is able to realistically evaluate consequences of various actions while considering his or her

own well-being and the well-being of others.

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Classroom Management - Principles and Practices of Responsive Classroom Source: (Center for Responsive Schools, 2015)

Guiding Principles

1. The social and emotional curriculum is as important as the academic curriculum.

2. How children learn is as important as what they learn.

3. Great cognitive growth occurs through social interaction.

4. To be successful academically and socially, children need to learn a set of social and emotional

skills that include cooperation, assertiveness, responsibility, empathy, and self-control.

5. Knowing the children we teach—individually, culturally, and developmentally—is as important

as knowing the content we teach.

6. Knowing the families of the children we teach is as important as knowing the children we teach.

7. How we, the adults at school, work together is as important as our individual competence:

Lasting change begins with the adult community.

Classroom Practices

Meeting—gathering as a whole class each day to greet one another, share news, and warm up

for the day ahead

Rule Creation—helping students create classroom rules to ensure an environment that allows

all class members to meet their learning goals

Interactive Modeling—teaching children to notice and internalize expected behaviors through a

unique modeling technique

Positive Teacher Language—using words and tone as a tool to promote children's active

learning, sense of community, and self-discipline

Logical Consequences—responding to misbehavior in a way that allows children to fix and learn

from their mistakes while preserving their dignity

Guided Discovery—introducing classroom materials using a format that encourages

independence, creativity, and responsibility

Academic Choice—increasing student learning by allowing students teacher-structured choices

in their work

Classroom Organization—setting up the physical room in ways that encourage students’

independence, cooperation, and productivity

Working with Families—creating avenues for hearing parents' insights and helping them

understand the school's teaching approaches

Collaborative Problem Solving—using conferencing, role playing, and other strategies to resolve

problems with students

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Daily Lesson Plan Example

Materials Needed for the session

Youth Voice When are youth

given opportunities to share their voice

and choice.

This next section includes examples of daily lesson plans for

developing service-learning projects with the youth in the

Everyday Leaders Afterschool Program. It is by no means a

comprehensive guide as there is no one set way to carry out

service-learning. It is recommended for a one-hour session

with second graders and up. It should be tailored to suit your

own program needs.

The 4 C’s Skills Working On

Session

Main goal of each

session

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Daily Planning Checklist For Facilitators

Below is a check list based on the Youth Program Quality Assessment to assist Facilitators with preparing

for each session, so that they can guide the students to be successful leaders.

Each Session Includes:

A schedule for the session that is planned in advance

A team builder/energizer/name game

A skill to work on

Opportunities to make choices

and to lead

Structured small group time with interdependent roles

Activity with shared goals

Acknowledgement of youth’s achievement

Reflection

A Facilitator Will:

Greet and welcome each youth

Intervene immediately when there is conflict, exclusion, or bias

Explain expectations every time they ask for a behavior change

Explain all activities clearly and model the expectations

Have materials ready

Circulate and try to give non-evaluative language to each child at

least once

Be open to feedback from the kids

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Youth Voice Youth create their own

rules and expectations.

Youth decide on jobs

Materials Projector/computer

YouTube password

Big paper and markers Project supplies

Session 1 Learn about Everyday

Leaders and get to know

each other. Movement Name Game

Ask each person to think of a movement for him or herself. Ask one youth to say his

or her name and do the movement. The next person will do that person’s movement

and say their name and then do one him or herself. Keep going until everyone has had

a turn.

Set group rules and expectations

Students discuss and decide on rules and expectations for the group. Write the rules

on a paper or large paper and have each them sign it.

As a group decide on weekly roles/jobs Suggestions: Line Leader, Attendance Taker, Writer, Clean Up

Discuss Everyday Leaders and Service

What is Everyday Leaders? What does it mean to be a leader? Ways to be a leader.

Watch Kid President “How to Change the World” https://youtu.be/4z7gDsSKUmU 3 minutes What did Kid President say about how we can change the world? Examples of past projects - see handout

Mini Service project Decided on by Facilitators ahead of time that e.g. tie blankets, care packages, letter writing to veterans or elderly… Reflection What are you most looking forward to? What are you worried about?

Collaboration

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Session 2 Youth will learn about each

other, the 4C Skills, and

leadership Review Names, Rules, and Roles Balloon Name Game Stand in a circle and toss a balloon in the air and call someone’s name. That person must catch the balloon – or hit it up – before it touches the ground. That person calls out another person’s name as soon as the balloon is back up in the air. Balloon Tower Team Builder Divide the class in to two teams. Give each group the supplies. Tell them they have 5 minutes to create the tallest balloon structure. Discuss how the activity went and what they noticed about working in a group.

Talk about the 4Cs – Skills Talk about ways that they can demonstrate and might improve in each of these skill categories while doing service-learning.

The skill: What does it mean?

Critical Thinking and Problem Solving

Looking at problems in a new way, linking learning across segments.

Creativity and Innovation

Trying new approaches to get things done equals innovation and invention.

Communication Sharing thoughts, questions, ideas, and solutions

Collaboration Working together to reach a goal-putting talent, expertise, and smarts to work

Leadership Have the youth brainstorm qualities that make up a good leader. Can they think of any leaders they know? Do they see themselves as leaders? Talk about how leaders use the 4C’s regularly and they too will get to practice using those skills in Everyday Leaders.

Reflection

What is something positive you learned about someone else’s leadership style

while doing the balloon activities?

Youth Voice

Determining how to build tower.

Sharing ideas

Materials Balloons, string, tape

Creativity Critical

Thinking Communication Collaboration

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.

Youth Voice Make decisions on

which direction to go and which

organizations to look in to.

Materials Maps of community Notebooks and pens

Session 3 Learn about community

and assets Icebreaker:

Three Changes – Pair youth up. Give them 30 seconds to observe the physical

appearance of their partner. Have them pick one partner to be the first person to

make three changes about their appearance. They turn back to back and have one

minute to change things three things about their appearance. They face each other

again and have to figure out what changes were made.

Community Mapping and Assets Community mapping is the process of collecting data that identifies assets, or resources, within a defined area. Community assets are people, places, or organizations that help to improve the community. E.g. Churches, nonprofits, organizations, recreation centers, schools…. Show a map of their community. Talk about the different organizations. Take a walk in and around the school while pointing out community assets and seeing what they can find. Have students take notes and write down their observations from the walk on things that stood out to them.

Reflection What community assets did you see or learn about that you didn’t know about before? What community assets are missing? Did you see a need that was unmet?

Critical Thinking

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Youth Voice

Sharing topics Decided on how to

vote

Materials Computer/Projector Paper and pens

Session 4 Discuss topic ideas

Scribble Drawing

Give participants a piece of paper and maker and tell them to scribble until you say to stop (about 5-10 seconds). Next, have them trade papers and try to create a picture out of someone else’s scribble. Debrief by discussing how each one of them used their own perspectives and creativity to create a positive change. Stress the need for creative thinking and how something that is initially nothing special (or a problem) can be transformed into something interesting, useful or even beautiful.

Watch Change The World In 5 Minutes - Everyday at School https://youtu.be/oROsbaxWH0M Discuss what you found intriguing.

Discuss Types of Service

Direct Service: Work with the people that will benefit from the service.

Visit a senior center or shelter, serve in a soup kitchen

Indirect Service: Provide service, but not directly to those served.

Planting a garden, making cards or fleece blankets

Philanthropy: Raising and donating money or supplies for the issue.

Holding a bake sale and donating money

Advocacy: Convincing and educating others about an issue and the need to make a difference.

Writing letters to officials, displaying posters

Brainstorm topics for projects Individually then in small groups Give the class examples of past projects at other sites Use computers to research projects if available.

Present ideas to the class and give reasoning Vote on topic Youth decide which way they want to vote e.g. secret ballot, raise hands, or

other.

Reflection Was it easy or hard for us to decide on a topic? What could have made it gone

smoother?

Education

•Mentoring/tutoring

•Literacy

•Dropout Rate

•School Climate

•Access to education

Environment

•Water

•Energy Conservation

•Recycling

•Protecting Wildlife

•Animal welfare

Health

•Physical activity

•Healthy Eating and Nutrition

•Access to food

Creativity Critical

Thinking Communication

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Project Plan School Name Facilitator

Students Involved

Project Topic

We chose this topic because

Investigation How will you investigate and learn about this issue? Community mapping? Newspaper investigation? Brainstorming? Look online? Other? Who can you talk to about the topic?

Planning What are the tasks to be completed? Who will do them? What resources are needed? When do they need to get done?

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Service Action Date of your service, location, Day of: Time leaving Arriving Materials needed:

Reflection What reflection activities will be done in the beginning, middle, and end?

Demonstration What will you do to demonstrate and share your project?

Celebration How will you celebrate your project?

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Youth Voice

Materials

Session 5 Work on the final

details for the event. Energizer Youth Choice

Work on the Project Plan

See Pages 19 and 20

Reflection

What’s going well so far? What do we need to improve and work on?

Critical Thinking Communication

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Collaboration Communication

Youth Voice

Materials

Session 6 The service-learning

project takes place Energizer

Today’s the day!

Project Details

Where:

When:

Doing what:

Supplies Needed:

Reflection

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Critical Thinking Collaboration

Youth Voice

Choose what style of reflection works

for them.

Materials Bring a variety of materials that they may use: Paper, pencils, coloring utensils modeling clay, magazines, big paper

Session 7 Final Reflection about

the service project. Energizer:

Spend the day reflecting in multiple ways about the service

that they performed as well as on the entire process.

Fill out Project Evaluation

Reflection Questions What did you learn while preparing the project? What skills did you develop during the activities? How did this experience give you a better understanding of the issue? Through the service experience, what did you learn about: Yourself? Working with others, especially people in class? Your community? What was the need for your service project? What contribution did you make? How did your service affect the community? What was your favorite part of the experience? What could have been done better?

•Write an article for the school newspaper.

•Create a podcast or public service announcement. Linguistic

•Create a timeline or flowchart of the program.

•Take a poll and graph the results. Logical

•Do an art or craft project

•Make a video Body/Kinesthetic

•Make cartoons or drawings .

•Make a model Spatial

•Interview a community partner.

•Train someone else. Interpersonal

•Create a scrapbook or memory box.

•Make a self-assessment of the project. Intrapersonal

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Communication

Critival Thinking

Youth Voice

Materials

Session 8 Prepare how they will

demonstrate their

learning Energizer: Youth Choice

Spend this day planning and preparing for the End of Year

Celebration and Demonstration.

Will this also be shared with others in the community such as family, friends,

or community members?

Possible ways to demonstrate learning:

Poster boards

Videos

Powerpoints

Presentations

News Articles

Reflection

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Energizers/ Name Games

When students are losing focus as a group, sometimes all they need is five minutes of fun to get them

back on track. It’s important to remember their needs and abilities based on their stage in development.

Integrating energizers into your daily schedule helps keep energy high by allowing for breaks in

concentration, and making space for the intentional integration of fun.

Taking a Stand Place signs saying “Strongly Agree” and “Strongly Disagree” on opposite walls.

Emphasize that there is no right or wrong answer. Have students stand in the center of the room. Read a

list of statements and tell the students to line up against the sign that they most agree with; they can

also remain in the middle. Begin with simple questions, such as, “Pizza is my favorite food” or “I think

grades are important for my future.” Gradually move to deeper topics by using questions like, “I feel

safe walking home after dark” or “There’s a problem with gangs in our community.” Debrief: Talk about

different perspectives on the issues. Discuss how this learning experience could be helpful in working

together as a team.

Popcorn: Stop what you are doing and have everyone move to a new seat (not directly next to where

they are currently sitting). Let participants know that “popcorn” may be called at any time by the

facilitator or by a designated participant.15

Snowball: Stop what you are doing and have each youth write down the answer to a silly question, or

an idea for how to make the session better. Instruct the students to then crumple up the piece of paper.

Give them 30 seconds to throw the crumpled papers around the room as a ‘snowball fight’ (you may

want to make the rule that they can’t throw the snowballs at each other). After the time is up, have

each student find a ‘snowball,’ open it up, and read what is written

Action Syllables

With the group standing in a circle, have the participants each choose an action for every syllable of

their name. Example: Elvis has 2 syllables, so he does a hip shake with “El” and snaps his fingers for “vis”.

Once Elvis has done his action while saying his name, the whole group repeats. After the 2nd person

does his/her name, the whole group repeats, then does Elvis’s again. And so on ‘til everyone’s done it.

My Name is and I like to...

Everyone in the group stands in a circle. The first person says, "My name is and I like to ______ (insert

hobby and act out a motion from that hobby.) The rest of group then says, "(Person's Name) likes to

(hobby) and acts out motion. Example, "My name is Dave and I like Fish (action out casting a reel). The

next person repeats the process. The rest of group then says that person's name, hobby, and motion

and the moves onto the first person's info. This continues until the last person goes, at which the entire

group calls out the last person's info and moves along through the whole group and repeats everyone's

info.

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Finding Twins

To prepare for the activity, decide ahead of time on a category such as animals, famous people,

occupations, emotions, sports, etc. Write specific examples on slips of paper of the category you have

chosen. Make two slips for each example which will be given out to participant partners. Create one set

of three for an odd number of participants. To start the activity, distribute the slips to players and advise

them not to share what is written on the slip with anyone else. Ask the group to spread out in the

playing area. Tell the group that each person must make a noise associated with the example on their

slip of paper and/or perform a movement. Tell the group that each person must now find their twin by

acting out their card. Once the partners have found each other, they stop where they are and watch the

other playing find each other.

Slap, Clap, Snap

Assign everyone in the group a number, starting at number one and progressing consecutively. Have the

entire group get the rhythm of slapping their hands on their legs twice, clapping twice, then snapping

twice. Don't go too fast, you won't be able to play the game! Have everyone start doing the slap, clap,

snap sequence. Then start the game by having the person with number 1 say, on the snaps, 1 then

another person's number. The person that had their number called then says their number on the first

snap of the next time through the sequence, and another number on the second snap. The game goes

on until one person makes a mistake by not saying the correct numbers or not being on time with the

snaps. The person who makes a mistake must go to the end of the numbers and everyone after that

person shifts down a number. This game can go on as long as you like, HAVE FUN!

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Application for 2015-16 Everyday Leaders Award Guidelines for applying for a mini award:

Facilitator and youth can work together on proposal

Can apply for up to $250.00

It is a district policy not to purchase tee shirts with grant dollars.

Awardees will use the Generator School Network (GSN) to report on progress of the project.

Please post photos as well as updates.

Project must be completed by end of afterschool program year ( May 7, 2015)

Send completed application to Jerilyn.Ezaki@mpls.k12.mn.us.

Funds need to be used by May 7th, 2015

What is Service-Learning?

Service Learning is a teaching method in which students apply knowledge, critical thinking and

problem solving skills to address genuine community needs. Research shows that when service-

learning is effectively implemented, students gain in measures of academic achievement, citizenship and

character. The service-learning process includes: (IPARD/C) Investigation, Preparation, Action,

Reflection and Demonstration/Celebration. For more information on service-learning go to:

http://youth.mpls.k12.mn.us/sl.html. A resource that might be helpful is www.NYLC.org. The service

learning standards can be found at: http://www.nylc.org/sites/nylc.org/files/files/Standards_Oct2009-

web.pdf. Please use them as a guide when thinking about your service-learning project.

Name of facilitator and students: _______________________________ _______________

Site: _______________________________________________________________________________

Grades of students: ___________________________________________________________________

Date of application: ___________________________________________________________________

Name of project: _____________________________________________________________________

In 3 to 4 sentences clearly state the goal of this project:

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Please send the completed application to: jerilyn.ezaki@mpls.k12.mn.us

You will be notified about acceptance within two weeks.

Please e-mail or call Jeri at 612-668-3809 with questions concerning the application.

Budget: Please write detailed list for each item each such as “supplies, 3 packs of scissors, 4 yards

of material, etc” with projected cost (up to $250.00)

Transportation

Supplies

Celebration

Event

Total Cost:

Describe the project using the 5 step process (IPARD/C) of Service-Learning methodology (Investigation,

Preparation, Action, Reflection, and Demonstration/Celebration).

29

Sources: (n.d.). Retrieved from http://wheatoncollege.edu/sail/files/2011/12/groupDevelopment.jpg

Center for Responsive Schools, I. (2015). Responsive Classroom. Retrieved from https://www.responsiveclassroom.org/principles-and-practices-responsive-classroom

District, W. C. (n.d.). Retrieved from http://www.washoeschools.net/page/1840

Kaye, C. B. (2010). The Complete Guide to Service Learning. Minneapolis, Minnesota: Free Spirit Publishing .

National Youth Leadership Council . (n.d.). IPARD Framework . St. Paul, Minnesota .

Program, C. f. (n.d.). Center for Youth Quality Program. Retrieved from http://www.cypq.org/

University of Minnesota. (2011). Quality Matters Toolkit. Minnesota .

Youth Serve America. (n.d.). Classrooms with a Cause .

Additional Resources: NYLC Generator School Network https://gsn.nylc.org/home

Youth Service America (YSA) http://www.ysa.org/

Youth Service America: Project Plan-It! http://www.ysa.org/planit

Youth Service America: Tip Sheet: Benefits of Service Learning (PDF) http://www.ysa.org/pdffiles/sl/Benefits_of_Service_Learning.pdf

Youth Service America: Tip Sheet: What Is Service Learning? (PDF) http://www.ysa.org/pdffiles/sl/What_is_Service_Learning.pdf

Youth Service America: Tip Sheet: Youth Voice Definitions (PDF) http://www.ysa.org/pdffiles/yv/Youth_Voice_Definition.pdf

GenerationON http://learningtogive.org/moments_of_service/

Learn to Give http://learningtogive.org/lessons/search/#keyword

Service Learning Toolkit https://gsn-newdemo2.s3.amazonaws.com/documents/1270/original/servicelearningtoolkit.pdf?1399058107

Service Learning Planning Toolkit http://www.ode.state.or.us/teachlearn/specialty/servicelearning/k-

12-service-learning-project-planning-toolkit.pdf