Service Learning Workbook Web viewService Learning Workbook. ... There are 4 key types of activities in the book with their ... trying to answer them and reflecting on the process

Service Learning Workbook

Complement to the Peace Corps Volunteerism Action Guide: Multiplying the Power of Service (Publication No. CD062)

Peace Corps Cambodia



Table of Contents

Introduction:......................................................................................................................1

What is service learning?...................................................................................................................1

Why is service learning important for youth in Cambodia?...............................................................2

How do you use the workbook?.........................................................................................................2

What is the time commitment?.........................................................................................................3

Step 1: Prepare for Service.................................................................................................5

Who is in my youth working group?..................................................................................................5

What are my values?.........................................................................................................................6

What are my skills?............................................................................................................................8

Who inspires me?............................................................................................................................11

Who is working with youth in my community?................................................................................16

Step 2: Identify What We Know........................................................................................23

What is the youth issue we will focus on?........................................................................................24

What do we know about the selected youth issue?.........................................................................26

What are some of the causes of this youth issue?...........................................................................26

Who is currently helping to address this issue?...............................................................................29

What has been tried in our community?..........................................................................................31

Who else can help?..........................................................................................................................33

How can we address this issue?......................................................................................................35

Step 3: Find Out More......................................................................................................40

What more do we need to know?....................................................................................................40

How can we find out?......................................................................................................................42

What are our key findings?..............................................................................................................53

Step 4: Plan for Action......................................................................................................55

What are our objectives?.................................................................................................................57

How will we know if we met our objectives?...................................................................................59

What do we need to accomplish?....................................................................................................61

What are my personal learning objectives?.....................................................................................62


Step 5: Mobilize Your Community....................................................................................64

Who are the key stakeholders?........................................................................................................64

Are we connected?..........................................................................................................................65

What are the stakeholders’ contributions?......................................................................................67

Who will do what? And when?........................................................................................................69

How are the tasks interconnected?.................................................................................................71

Step 6: Implement the Service Activity.............................................................................73

Who is the coordinator?..................................................................................................................73

Do we have a contingency plan?.....................................................................................................73

How can we thank our stakeholders and volunteers?.....................................................................76

Step 7: Assess and Reflect................................................................................................77

What happened during the community activity?.............................................................................77

Did we meet our project objectives?................................................................................................80

Did I meet my learning objectives?..................................................................................................81

What did we learn as a group?........................................................................................................82

Step 8: Celebrate and Demonstrate..................................................................................85

How can we share our success with the community?......................................................................85

How can we thank people and organizations that participated?....................................................87

What do you want to do as a youth working group to celebrate?...................................................88

Step 9: Wrap Up and Follow-Up Steps..............................................................................89

What has this experience prepared me for?....................................................................................89

What does our youth working group want to do next?...................................................................91

What do we want to share with Peace Corps staff about our community activity?.........................92

Step 1: Prepare for Service

Introduction:

This workbook is designed to build the skills of youth leaders by guiding you through the service learning process of planning and implementing a small activity for youth in your community. By slowly and systematically completing each task in the workbook, you will develop skills in planning, self-reflection, networking, interviewing and working in a team.

The learning will occur not simply by filling in each task in the workbook, but by engaging in each activity fully, discussing the questions deeply with all working group members, involving the community in many of the steps, and choosing to undertake the process in the spirit of learning.

What is service learning?

Service Learning refers to helping others with an emphasis on learning that occurs through the service activity or project. Service learning combines benefits or changes to both the recipient and the provider of the service, and builds in learning goals and reflection for both the participants and providers. Service learning is a great way for youth to build their skills, particularly practical skills that can be applied in a variety of work and personal settings, while working to improve their community.

There are four components of Service Learning: Combines service objectives with learning objectives so the

service activity changes both the recipient and the provider of the service.

Includes action to meet a real community need or priority. Incorporates reflection before, during, and after service to

reinforce learning from the service experience. One of the goals of service learning is lifelong volunteering.

In this workbook we will cover the nine steps of Service Learning:1. Prepare for service 2. Identify what we know 3. Find out more 4. Plan for action 5. Mobilize your community 6. Implement the service activity 7. Assess and reflect 8. Celebrate and demonstrate 9. Wrap up and follow-up steps

Service Learning Workbook 3


Why is service learning important for youth in Cambodia?

Volunteerism and helping others are important values in Cambodia, based on Buddhist traditions. The way that volunteerism is primarily done in Cambodia is through one-off service or charity events such as collecting food, clothes, or cash donations. While these are worthwhile activities, Peace Corps is interested in expanding volunteerism among youth in Cambodia as well as introducing the concept of service learning for a variety of reasons:

Although many youth are educated they lack work or practical experience. By engaging in sustained volunteer activities and service learning projects you will expand your employability skills.

Many unemployed youth remain at home in villages and rural communities across Cambodia. Engaging in these service learning activities in your communities, allows you to build skills without having to move or leave your families.

Unemployed youth have the time as well as the motivation to learn and be active in their communities. Engaging in these service learning activities helps you build skills during your free-time.

How do you use the workbook?

Ideally, you will work on this book with a group of 3-6 committed youth who are all from your village or community. The purpose of working with a small group of youth is that you will learn from each other, learn to work in a team, and it is more fun to work with others.

The workbook is designed to be completed in order, starting from step 1 and working through the 9 steps. There may be times that you want to go back and repeat steps, or review an earlier task in more detail. Some tasks will be very easy for you and others may be challenging or hard to understand. Some tasks can be done at home or school, but for others you will have to go out into your community, visit different organizations and talk to a variety of people. There are 4 key types of activities in the book with their corresponding icons.



Individual Tasks should be done alone. You can be together as a group when you do these tasks, but you should concentrate on your own opinions or ideas while doing individual tasks. Sometimes it will be hard for you to think of your own ideas and you’ll want to work with others, but you will learn more if you first try to come up with your own thoughts and then share with others.

Group Tasks should be done all together in your youth working group. Sometimes these tasks will take you out into the community and sometimes they are simply a discussion with all the group members.

Individual Reflection is simply a set of questions that you need to answer for yourself. The purpose of the reflection is to pause and focus on your own learning; this reflection allows you to pay attention to the process of your own learning rather than just on the tasks. Sometimes answering the individual reflection questions will be difficult for you; you may not have been asked these types of questions before. But, trying to answer them and reflecting on the process of what you are doing will enhance your learning.

Group Reflection is a set of questions for the group to discuss. Sometimes the group reflection follows the individual reflection questions, but sometimes they are a different set of questions that help the group focus on the group process and learning, rather than on completing the tasks.

What is the time commitment?

Thoroughly completing all the tasks in this workbook is expected to take from 4-6 months. We recommend that you meet with all members of the youth working group a minimum of once a week, but preferably twice a week. Ideally, you will designate a specified meeting place, so there is little confusion about where you are meeting. You will also need to set aside time to not just meet as a group, but to also complete the tasks.


These blue boxes are simple reminders or tips for completing the task



In this step you will be able to answer the following questions: Who is in my youth working group? What are my values? What are my skills? Who inspires me? Who is working with youth in my community?

Before talking about your service learning project let us talk about your working group!

Who is in my youth working group?

Group Task:1. List each group member’s name and contact information,

including social media. Your group should have at least 3 people and no more than 6.

2. Set up regular meeting times and venue. We suggest you meet at least 2 times a week.

3. One person should take the responsibility of coordinating each meeting, reminding all group members of the time and place.


Name:

Phone #:

Email:

Name:

Phone #:

Email:

Name:

Phone #:

Email:

Name:

Phone #:

Email:

Name:

Phone #:

Email:

Name:

Phone #:

Email:


What are my values?

Definition of Values: Values are important and lasting beliefs shared by the members of a culture about what is good or bad and desirable or undesirable.

Individual Task:1. Review the list of values below. 2. Circle the ten values that are the most important to you. You may add

values if you are missing values that are important to you.

Accountability

Achievement

Adventure

Beauty

Challenge

Change

Charity

Comfort

Community

Competence

Competition

Cooperation

Creativity

Culture

Democracy

Ecology (the environment)

Economic stability

Education

Efficiency

Ethical behavior

Fame

Family

Femininity

Freedom

Freedom from fear

Friendship

Health

Helping society

Hobbies

Home

Honesty

Honor

Harmony

Humor

Independence

Influence

Inner harmony

Integrity

Intellectual status

Job security

Joy

Knowledge

Leadership

Learning

Love and affection

Loyalty

Masculinity

Meaningfulness

Money

Nature

Openness

Order

Peace

Personal growth

Personal relationships

Pleasure

Power

Privacy

Professional growth

Public service

Purity

Quality of relations

Quality of what I do

Recognition

Religion

Responsibility

Security

Self-esteem

Self-respect

Serenity

Skills

Spirituality

Stability

Status

Stylish

Teamwork

Time freedom

Tradition

Truth

Variety

Wealth

Wisdom


1.

2.

3.

4.

5.


3. From those ten values, choose the 5 most important values for you and rank them from 1-5 (Most important – least important).

Group Task: 1. Compare your 5 values with the group. 2. Discuss similarities and differences with the group—see questions

below.


Group Reflection

What values does the group have in common? What values are different? Why are those values important to you? How do values relate to behavior?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________ _________________________________________________________________________________


What are my skills?

Transferable skills are skills that you can take with you from one situation to another, from one job to another. These skills are important to employers and can be applied in our personal lives as well. Which ones do you have?

COMMUNICATION SKILLS

Communicate Orally in Khmer: Speak effectively and get your ideas across to others easily in Khmer.

Communicate in Writing in Khmer: Write effectively and get your ideas across to others easily in Khmer.

Communicate Orally in English: Speak effectively and get your ideas across to others easily in English.

Communicate in Writing in English: Write effectively and get your ideas across to others easily in English.

Explain: Tell others why you do certain things the way you do or why you think the way you do.

Listen: Listen/pay attention to what others are saying, without daydreaming or forming judgement about them.

INFORMATION GATHERING and PLANNING SKILLS

Interview: Ask relevant questions in a non-confrontational and engaging manner. Record Data/Report Information: Write thorough and accurate notes/numbers. Identify Problems: Use data to determine an issue, challenge or problem to be

solved. Interpret: Look at things and make sense of them, figure out what makes things

work, why there is a problem, etc. Analyze: Break a problem down to see what is really going on. Creativity: Use your imagination to come up with new ideas or to solve problems. Set Goals: Set goals for yourself to achieve and plan ways to achieve them. Think Ahead: Plan your day to minimize problems/accidents.

INTERPERSONAL SKILLS

Pleasant: Be a nice person for others to talk to and be with. Helpful: Enjoy helping people solve their problems. Trustworthy: Can be trusted to get the job done, to look after things or keep secrets

that are very important to other people. Customer Service: Be friendly, patient and polite with customers and try your best

to service their needs/wants. Motivate Others: Help keep others' spirits up and encourage them to do their best. Dependable: Can be counted on to do what you said you would do (i.e., show up for

work on time, do your job duties well, etc.).



Considerate: Always thinks about how others may feel about things, especially before you say or do things that my affect them.

ORGANIZATION SKILLS

Resource Management: Know how to get items or resources and keep track of them.

Calculate Numbers: Use a calculator, cash register or computer to answer numerical questions.

Efficient: Perform tasks in the fastest and simplest ways that they can be done. Organized: Arrange people/plan events/put things in order so that they run

smoothly. Time Management: Plan your time so that you don't forget to do things, you know

how to prioritize and give yourself enough time to do the things that you need to do. Punctual: Always on time for things. Precise: Make sure that things are done accurately, correctly and exactly. Resourceful: Think of new, creative and different ways to do things when there are

no obvious solutions available.

LEADERSHIP SKILLS

Decision Making: Make good judgements about what to do in a difficult situation, even when the supervisor is not present.

Learn Quickly: Do new things and carry out new responsibilities easily by watching others or by following instructions.

Confident: Believe in and feel good about yourself and your abilities. Adapt to Situations: Learn a new task and/or work in a different area with

different co-workers. Delegate: Assign tasks to others to complete. Take Instructions: Follow instructions well, ask questions when you do not fully

understand instructions. Problem-solving: Figure out what the problem is, why there is a problem, or

prevent a problem before it happens. Flexible: Can carry out many different responsibilities, sometimes with very little

advanced notice.

OTHER SKILLS

Computer Skills: Know how to use a computer and software programs. Sports: Enjoy and feel comfortable playing team sports such as football, basketball,

volleyball, etc. Artistic: Can create artistically using different mediums, such as painting, drawing,

etc.



Individual Task:

1. Look at the list of skills on the previous 2 pages. If some important skills are missing, you may add them.

2. Fill the table below with: 3 skills you are good at. 3 skills that you would like to learn or improve.

Skills you are good at Skills you would like to learn

Group Task:

1. Compare your list with someone else in your youth working group.2. Create a master list of all the skills your youth working group is good at.



Who inspires me?

As part of developing our own skills as a leader and group member, it can be helpful to think about people who motivate and inspire us as a way to emulate them.

Individual Task: 1. Individually, think of three people who inspire you! They can be a family

member, a community member, a public figure, simply anyone you admire. 2. Once you identify them answer the following questions about each one of them.

3.4.

5.6.7.8.

9.10.11.12.13.14.15.16.17.18. 19.20.21.


Name: Title:

What inspires you about him/her?

List at least 5 characteristics they have/had that inspire you.

What did they do to demonstrate these characteristics?



Name: Title:






Name: Title:





Group Task: In your working group, one by one share all the characteristics of people who inspire you. One person should make a list of the characteristics, keeping track of the common characteristics mentioned.


Individual Reflection

What characteristics do the people who inspire you have in common? What characteristics are different? Why are those characteristics important to you? Is there a link between your values and these characteristics? If so, describe the

link._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______


Group Discussion


How are these common characteristics demonstrated? What behaviors are associated with these characteristics?

Are they demonstrated in the same or different ways by individuals in the working group?

What characteristics are unique to members of the working group? What are the differences between members of your group? How can you use these differences to strengthen your group? How do these characteristics compare to the values you identified?


Who is working with youth in my community?

Group Task: Community Walk and Map One way to get a fresh perspective and to look at things a little differently is to do a community walk and map as a group. This should generate some new ideas for ways to interact and engage with youth in your community.

1. Take a walk around your community. Try to walk on different streets and in different directions than you normally do. You can do the walk individually or as a group. If you go as a group, you might be able to generate more ideas as you discuss your observations. During your walk pay attention to the following things, especially related to youth:

What are the community resources? Who uses these resources? Why are they important? Look around at the schools, public areas or markets for things that the

group would like to see improved or better utilized.2. Create a community map2 making sure to include geographical features

(mountains, rivers, lakes, valleys, etc.), roads, key organizations (schools, government buildings, shops, etc.), neighborhoods, fields and any other important landmarks. Once you have drawn your map you can mark the following places with different shapes or colors:

Where do you like to be? Where do you not like to be? How frequently do you go to different places in your community? Include

daily, weekly, monthly and less frequently. What are the most important organizations or places for you? What are the least important organizations? Write or draw things you need or want in your community.

2Community mapping is a visual tool to understand a community from different perspectives by identifying perception, needs, access to resources and centers of power.


TIP: You can answer the questions above for the youth in your working group but you can also go through all these questions with different groups, such as secondary school youth. This will give you a different perspective.



My Community Map


Group Task: Based on your completed community map, compile a list of the organizations or individuals who are either engaged in activities with youth or interested in youth-related issues. List them in the table below. Then, answer the related questions. See example below.

Organizations or individuals

What they are doing/ have done in the past?

Target group3

Boys or girls? Age or grade?

My mother She is an English teacher at the girls’ school in our village

Girls 6-9 grades

Girls Youth Center They work on capacity building projects and life skills trainings with the girls in our village

Girls 14- 25 years

Girls’ Comprehensive School

Teaching grades 7-12 Girls 13-18 years

32Target group is a particular group of people, identified as the intended recipient of your activity or project. They can be defined according to gender, age group, or specific characteristics depending on the activity’s focus.



Group Task: Choose three of the individuals/organizations you listed above and conduct a short interview or informal conversation asking the questions below.


Interview 1

Name:

Q1: What is the meaning of service or volunteering in your community?

A:

Q2: What words in your local language describe how people help one another?

A:

Q3: What motivates people to help?

A:

Q4: Are there familiar proverbs that highlight service and collaboration?

A:

Q5: Given what you have done with youth, are there elements of service learning or volunteerism happening in your community? If so, how? If not, how it can be included?

A:





Interview 2

Name:


A:


A:


A:


A:


A:



Interview 3

Name:


A:


A:


A:


A:


A:



Step 2: Identify What We Know


In this step you will be able to answer the following questions: What is the youth issue we will focus on? What do we know about the selected youth issue? What are some of the causes of this youth issue? Who is currently working to address this issue? What has been tried in our community? Who else can help? How can we address this issue?


What do members of your group already know about the issue or topic selected?

List some of the causes of the selected priority issue

Who is currently helping to address this issue?Who is currently helping to

address this issue?


What is the youth issue we will focus on?

Select a community issue or problem related to youth that the youth working group would like to address. Following the activities in this step will help your group select this issue, based on what you know and have discovered about youth in your community.

Group Task: 1. Write down the youth issues in your village. Write as many as you can

think of. TIP: At this point there are no wrong answers. Write down every idea your group thinks of.

What are the youth issues in our village/town?

e.g., Poor English language skills among youth



2. After identifying youth issues, choose one priority issue based on your discussion as a group. To help you determine which issue to focus on, each group member can vote for one of the issues and explain why s/he wants to address it. You could also eliminate some of the issues prior to voting to limit the options. Eliminate the issues that are too big, not feasible, or things that your group couldn’t address without official support from government entities or local organizations. Which issue is most important? Which is most feasible (skills and resources)? Which are you most interested in?


The issue is…..

Group Reflection

How was it decided which issue to focus on?

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


What do we know about the selected youth issue?

Discover what the group already knows about the selected issue.

Group Task: Brainstorm everything you know about the youth issue. This should include:

Who is working on this issue in the community? What resources are, or are not, available? What has been tried before (including what has worked and what hasn’t

worked)? Why do you think this is a problem? What you think caused the problem?

What are some of the causes of this youth issue?

From the list generated above of what your group knows about the youth issue, explore the causes of this issue in your community.

Group Task: 1. Draw a mind map3. Start with the selected youth issue in the center of

the map. From the list generated above, select the facts, or what you know, about the youth issue.

2. Are some of these facts causes or effects of the youth issue? The causes are factors that contribute to the problem. The effects are the results of the problem.

3. Use arrows where the group thinks there are causal relationships. Through the discussion, the mind map will help uncover aspects of the issue. See the example below.

3 A mind map is a diagram for representing tasks, words, concepts, or items linked to and arranged around a central concept or subject. A mind map uses a non-linear graphical layout that allows the user to build an intuitive framework around a central concept. A mind map can turn long list of monotonous information into a colorful, memorable and highly organized diagram that works in line with your brain's natural way of doing things (http://www.mindmapping.com/mind-map.php)


TIPS:

Let your lists be messy—just write down ideas as you think of them. Don’t evaluate the ideas or try to organize them at this stage.

You can first do this individually and then combine the lists. If you have a white board or black board, you can write your ideas on the

board. Or, you can make a list together on a blank sheet of paper. Or, you can write each idea on a separate piece of paper and then tape all

of them up on the wall, or lay them out on a table.

http://www.mindmapping.com/mind-map.php



Poor English language skills among youth

English classes at school only focus

on completing the English language

book

Youth don't understand the

value of learning English

No native English speakers in the

community.

No library with English resources.

There are few places to practice

English in the community.

Parents don’t know English well

enough to work on homework with

kids.


4. Fill your own mind map in the graph below. You can add more circles—think of as many things as possible.

5. Draw arrows that connect related causes and effects.


The issue is:


Who is currently helping to address this issue?

Before going any further in the planning process it is important to explore what resources or assets already exist in your community. These assets may be helpful in the planning or implementation of your activity.


Local Businesses

Business Associations, Banks, Shops, Gyms

Physical Spaces

Garden, Park, Playgrounds (football ...), Parking lots, Picnic

areas and Campsites

Individual and Initiatives

Youth, Older Adults, Artists, People with Disabilities,

Students, Parents, Entrepreneurs, Activists

Others

School clubs (student council, youth parliament, friends of

police, friends of the environment, friends of the

future, etc.)

Organizations & Association

Schools, Universities, Police Departments, Hospitals,

Libraries, NGO, Media Foundations, Wats, Charitable

Groups, Cultural Groups, Disability Groups,

Environmental Groups, Family Groups, Service Clubs, Social

Groups, Women's Groups, Youth Groups

My Community Assets

Physical

Spaces

Organizations&Associations

Individuals & Initiatives Othe

rs

Local Busi-nesses




Group Task:

Create a list of your community assets that have worked, are working or are interested in working on the priority issue that you would like to address.


Organizations & Association

Individual and Initiatives

Others

Physical Spaces

Local Businesses


What has been tried in our community?

Before planning your community activity it is important to explore what has already been done in your community related to your selected youth issue.

Group Task:

From the community assets listed above, identify 2 individuals related to those organizations or associations who you think could help you understand that selected issue better. Conduct an interview with each of them, filling in the below form.

Interview 1Individual/ Organization: ………………………………………………………………………………………Q1: What has been done regarding the selected issue?

Q2: What worked?

Q3: What didn’t work and why?

Q4: What would you do differently?

Q5: Who else should I talk to?


Give different group members the chance to lead the interview.




Interview 2Individual/ Organization: ………………………………………………………………………………………Q1: What has been done regarding the selected issue?

Q2: What worked?






Who else can help?

Group Task:Based on what you found out from the interviews, fill in the table below.

Who are some of the people, organizations, and institutions that can help?

What can they provide?

How can they support?

People- To whom do people look

for leadership, both formally and informally?- Who are well-connected

people?

Organizations- Who values young people and community service in

your community?- Who is usually involved in

these projects?

Institutions- Where do people gather?- Who values young people and community service in

your community?- Who is usually involved in

these projects?

Others



How did you feel conducting the interviews? Did you learn useful information? Why or why not? What could you do differently to get more useful information?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________ __________ ________________________________________________________________________________ ________________________________ __________

Focus on your village or town community, but also look at the broader community for resources from the region that might be helpful.


How can we address this issue?

Group Task:In your group, brainstorm a list of activities that will help you address the issue:

Generate many different ideas. Don’t try to select one! Write each idea in one of the squares. Keep the ideas simple. Larger ideas can be listed for later reference.

English Club

English Open Day

Remedial Classes

Weekly After School

Tutoring

Teacher Training

Workshop

English Competition



1. Take the previous list, and divide it into two categories: Short term (something that can be done within a month) Long term

Short term Long term

- English Open Day- Teacher training workshop- English competition

- Weekly Tutoring- Remedial Classes- English Club

2. Take the short term list, and divide it into two categories: Small activities Large activities

Short term small activities Short term large activities

- English Open Day- English Competition

- Teacher training workshop



3. Choose one activity from the “short term small activity” box. To help you determine the activity, each group member should vote for one of the issues and explain why s/he wants to address it (Similar to what you did in choosing the issue).

4. In addition to the suggested activities, narrow down the target group you want to work with. The more clearly you define your target group the easier it is to plan and implement an effective and successful activity. Specify the following:

Age/grade:

---------------------------------------------------------------------------------------------------

Boys/girls:

---------------------------------------------------------------------------------------------------

Numbers (how many youth):

---------------------------------------------------------------------------------------------------

Village/town (area):

---------------------------------------------------------------------------------------------------

Or any other way to specify your target group:

---------------------------------------------------------------------------------------------------


This first service learning project should be small and used as a learning experience.


Group Task:Summarize all that you did in Step 2 and design a mind map of the youth issue selected. Each icon below matches a task in Step 2, write a summary from each task in the corresponding circle.


Use arrows to draw the connections.




How does the identified issue affect you personally? What did you learn by working on the mind map? Did it change your perspective or thinking about the issue?

If so, in what ways? Given the personal skills you identified in step 1, what role could you have in

changing the identified issue?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 3: Find Out More


In this step you will be able to answer the following questions: What more do we need to know? How can we find out? What are our key findings?

What more do we need to know?

Identify what you need to know in order to understand the priority youth issue more in depth.

Group Task: 1. Take a look at the mind map you completed in Step 2. 2. Identify key questions that need to be answered in order to better

understand the causes of the community issue. See example below.


Q2:What would

motivate students to

learn English?

Q3:Would students

attend additional

English activities?

Q4:What kinds of

English activities are

students interested in?

Q1:Why are some students not interested in

learning? English?

Q5:What are the

barriers to learning English?

Q6:Why do youth want to learn

English?

The selected youth issue:

Poor English language

skills of youth


3. Write down your key questions that need to be answered in the graph below.

You can add more boxes to the graph as needed.


Q2:

Q3: Q4:

Q1:

Q5:

Q6:

The selected youth issue:


How can we find out?

As a group, discuss how you can learn more from those who are already involved in addressing the issue or simply who can answer the questions you wrote down earlier. Identify how to fill in the gaps identified above—who else might you need to talk to, and what would be the best way to get that information?

Group Task:Using what you have learned about interviewing so far:

1. Identify who you want to ask (individual, organization, institution, others in your local community) about the selected issue (select the two individuals/organizations you interviewed in Step 2, and select three other individuals/organizations).

a) ……………………………b) ……………………………c) ……………………………

2. Take a look at the questions you wrote down in the previous task, and then work with your group to develop a list of detailed questions you want to ask.

3. Think of open-ended questions, or ask for advice to help you gather more information. Review your self-reflection from the previous step to make sure you learn from your previous interview experience.


QUESTIONS LIST ?

You can get more information through observations and interviews.


Group Task:Complete the two interviews you started in Step 2, asking the questions you wrote down earlier, and then conduct three new interviews asking all the questions (questions asked in Step 2 and the rest of the questions you developed in the previous task). Using your interview skills, ensure that you get detailed information.

While preparing or conducting the interview remember the following interviewing skills:

Communication & Interpersonal Skills Speak clearly Listen attentively Show interest Use appropriate body language Perceive nonverbal messages Express empathy Be open to different ideas Be non-judgmental Perceive feelings, situations Express ideas

Information Gathering Skills Prepare questions prior to interview Ask relevant and open-ended questions Ask one question at a time Ask follow-up questions Ask for clarification Write notes concisely Explore problems Define needs Identify resources Imagine alternatives Be curious Extract important information Analyze


Each group member should conduct 2 different interviews and then share with the group.


Interview 1

Individual/ Organization: ………………………………………………………………………………………Q1:A:

Q2:A:

Q3:A:

Q4:A:

Q5:A:



Interview 2


Q2:A:

Q3:A:

Q4:A:

Q5:A:



Interview 3

Individual/ Organization: ………………………………………………………………………………………Q1: What has been done regarding the selected issue?

Q2: What worked?






Interview 4

Individual/ Organization: ………………………………………………………………………………………Q1:What has been done regarding the selected issue?


Interview 3


Q2:A:

Q3:A:

Q4:A:

Q5:A:


Q2:What worked?

Q3:What didn’t work and why?

Q4:What would you do differently?

Q5:Who else should I talk to?



Interview 4


Q2:A:

Q3:A:

Q4:A:

Q5:A:



Interview 5

Individual/ Organization: ………………………………………………………………………………………Q1:What has been done regarding the selected issue?

Q2:What worked?

Q3:What didn’t work and why?

Q4:What would you do differently?

Q5:Who else should I talk to?



Interview 5


Q2:A:

Q3:A:

Q4:A:

Q5:A:


These techniques may help to not only learn more about the issue, but it may assist in getting people and groups that are not typically involved in service activities more involved in

addressing this particular issue.




What skills did you use to get more information? Did you use different skills interviewing with different people? What can you do to improve your future interviews?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

This step can help your group build relationships with more partners and can help in the process of getting them involved. This can be especially helpful if you involve the target group in the

assessment.


What are our key findings?

Group Task:1. Bring all the observations and interviews results. In a group discussion,

summarize the results into a few conclusions or key findings.2. Write each of the findings on the sticky note box below.3. These findings should reflect the most critical lessons learned and potential

opportunities the group identified related to the priority issue and suggested activity.

4. Review the questions you identified at the beginning of this step and cross check the key findings with those questions. Did you get all your questions answered? If not, how could you get those questions answered?



Individual Task: Revisit the mind map you drew at the end of Step 2, and amend it based on what you found in this step.


Group Reflection

How will this step help you in planning for an activitythat addresses the youth issue?

How is your group working together? Are there things you can do to collaborate better?

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 4: Plan for Action


In this step you will be able to answer the following questions: How do I visualize a future with change? What are our objectives? How will we know if we met our objectives? What do we need to accomplish? What are my personal learning objectives?

How do I visualize a future with change?

Determine what you would like to do to bring about a small change related to your identified issue.

Individual Task:

In the black box draw the current issue, summarizing your conclusions from Step 2 and Step 3. Use a pencil or black color only.



Now draw the change you would like to see in the box below. Use all the colors you like.


It’s best to start small and experience some success instead of trying to address large problems and it taking too long. Organizing a small activity will allow the youth working

group experience success.


What are our objectives?

From the previous drawing identify specifics of what you would like to change. Make sure these are:

Small Realistic and doable Will address the priority issue

Group Task:

Write down your activity title and objectives. Each objective should specify a small change you want to make as a result of this activity. See the example below.

Fill in your activity title and objectives in the graph below.


Objective 2:Girls age 14-16 from village X, will practice

conversational English for one day.

Objective 1: Girls, age 14-16 from village X, will

be more interested in learning English.Title:

English Open Day



Objective 2:

Objective 1:

Title:


How will we know if we met our objectives?

Determine how you will define success for your service activity. This could be tangible or intangible changes.

Example: Our service activity is an English Open Day. We will know that our project is successful if:

At least 15 girls attend the open day. Girls speak mostly English throughout the day. Girls are actively involved and participate in activities.

Group Task:

In the graph below write down the objectives of your activity, and define what would make each objective successful. See the example below.


Objective 1:Girls age 14-16

from village X, will practice

conversational English for one day.

Observe the girls throughout the day

and interact in English. Observe fun English activities included as part of the planned

activities (i.e., charades, skits, songs

in English).

Objective 2:Girls, age 14-16

from village X, will be more interested in learning English.

Record short videos of girls talking about their experience at

Open Day in English.


Complete the graph below.


Objective 1:

Objective 2:


What do we need to accomplish?

Decide what steps you will need to take in order to accomplish the objectives you’ve outlined above. Consider the resources that the group will require in order to make these steps happen (Check Step 1 of this workbook).

Group Task:

1. Fill the below table listing all the tasks you need to accomplish.2. In the small column to the right, put the tasks in order, numbering them starting

from 1, the first task to be done and continue until they are all numbered.

Tasks Sort by importance



What are my personal learning objectives?

Now that we have outlined the objectives and areas for success of our community activity, we should also outline the learning objectives for the youth working group. Goals for the service project should include both benefits to the community and new knowledge or skills on the part of the people engaged in service. Personal growth goals may address specific knowledge, skills, or personal development of the youth working group members.

Examples of Learning Objectives:

I will learn how to speak to adults or people in authority to ask questions. I will learn how to analyze and present the findings from our interviews. I will learn how to give clear instructions for one fun English activity.

Individual Task:

1. Take a look at the master list of skills you developed at the end of Step 1 (pages 8-9). In the below table, list the 3 skills that you would like to improve.

2. Write down your learning objectives for each skill that you want to learn through the service learning activity.

Skills to improve Learning objectives

-

-

-

-

-

-





What do you think your role in this project can be? How do you think you will learn the skills identified above? What have you learned already, in completing the first 3 steps?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _ _ __________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___ ________________________________________________________________________________________________________________________________________________________________

Step 5: Mobilize Your Community


In this step you will be able to answer the following questions: Who are the key stakeholders? Are we connected? What are the stakeholders’ contributions? Who will do what? And when? How are the tasks interconnected?

Community mobilization: the ability of a group of people to acquire resources and mobilize people towards accomplishing the work.

Who are the key stakeholders?

Stakeholders are any individuals or organizations who are invested in the target population (youth) and the priority issue you identified.

Individual Task: Based on community assets related to the priority issue from Step 2, compile a

list of key stakeholders related to the identified activity. This should be a subset (or shorter list) of all the community assets from Step 2.

This list of stakeholders should primarily be in the community where the activity will take place, in order to keep the activity small and to ensure investment from the community.



Are we connected?

Group Task:

In your group discuss the following question: Why is it important to involve many people from the community in your activity? Write down your answers in the box below.



As a youth working group, review the list of key stakeholders from the previous task. See example below.


Girls school

English teachers (mother)

Principal of girls school

Sport teacher

School counselor

Art teacher

Boys school

Owner of the food store

Owner of the stationary store

School guard

Parents

CBO or youth center worker


Draw a tree or map of how these stakeholders are related to each other and to the members of the working team.

Is there a connection between all key stakeholders and members of the youth working group?

If not, how could you make a connection? Add more circles and draw connections as needed.



What are the stakeholders’ contributions?

Individual Task:1. Go back to the tree/map from the previous task. For each

stakeholder, brainstorm a list of what their contribution to the activity can be. Make sure to include money as well as in-kind contributions such as time, effort, space/venue, materials, etc.

2. Talk with each of the stakeholders to confirm if they are willing and able to contribute to the activity. This could be done in a meeting or a phone call.

3. Clarify tasks, skill-building and resource acquisition.


Name

Contibution

Water and snacks

Are they willing to contribute?

Name

Contribution


Name

Contribution


Name

Contibution


Name

Contribution


Name

Contribution


Engage the youth working group in all phases of planning and managing the project. A key part of planning is confirming that anyone who will be involved in the project knows their responsibilities, tasks, as well as the date(s) and time(s) they are expected.

Borey-Store Owner

Yes


Who will do what? And when?

Group Task: 1. Write down the task list you wrote and ordered in Step 4. Make sure to write

it in the correct order.2. Assign each task to one of your team members based on their skills from Step 1. 3. Also, make sure to assign tasks to team members based on their learning

objectives from Step 4—they should be paired with another team member who already has this skill.

4. Set a time frame for each task, and identify what resources are needed to accomplish it based on the resources of key stakeholders above.

Task Who? When? Resources Needed


Group Reflection

How did the individual/organization respond when you contacted them? What type of contribution did you receive from the

individuals/organization you identified? Are there tasks related to your activity that are not covered yet? How are

you planning to cover it?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________ ______ ____________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________

Be sure to include members of the community in the planning & implementation tasks. This will encourage their involvement and investment in the activity.


Task Who? When? Resources Needed



How are the tasks interconnected?

Group Task: 1. From the list above, each team member should take their task(s) and write

them below. You should think about what you need from others to complete your task(s), i.e., in order to accomplish your task(s), what needs to happen first?

2. You should also think about what others need from you to complete their tasks, i.e., what are they waiting for from you?


What do YOU need from OTHERS to do your task?

What do others need from YOU to do THEIR task?

Task:What do YOU need from OTHERS to do your task?


Task:

What do YOU need from OTHERS to do your task?


Task:What do YOU need from OTHERS to do your task?


Task:




Do you feel comfortable with the tasks? What will you learn from the tasks assigned to you? How will you meet your learning objectives?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________ _ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 6: Implement the Service Activity


In this step, you will be able to answer the following questions: Who is the coordinator? Do we have a contingency plan? How can we thank our stakeholders and volunteers?

Who is the coordinator?

During this meeting, review the task table from Step 5 including how each task is interconnected. Ensure that everyone clearly understands their tasks, when they should have them accomplished, and who else they may need to involve.

Designate one youth member to coordinate all tasks. Every person who is responsible for a task should communicate with this coordinator when the task is completed, or if they are having challenges completing the task.

Do we have a contingency plan?

Planning should also include anticipating what might go wrong, such as changes in weather, too many volunteers showing up, a lack of resources (tools, food, tables). Anticipate as much as you can and be prepared for the unexpected!

Group Task:

Develop a list of potential things that could go wrong related to your activity and the task list you compiled.

For example: What if it rains? What if the venue is locked? What if only a few participants show up?


Our group coordinator is: ----------------------


What could go wrong related to your community activity?

Group Task:

1. Think through each potential problem to identify and resolve how you will address potential problem as you implement your project. For example:

If it rains, we will re-schedule for the following week. So the school is usually locked, we will work with the teacher ahead of time

to ask if we can have a key to ensure that the school is open. If only a few participants show up, we will have all their contact

information to call them. We can also call them the day before to remind them and arrange for transportation to and from the activity.

2. For each of the potential problems listed above, come up with at least one solution (preferable two or three). Match each solution with the correspondent problem above.





Do you feel prepared to implement the activity? Are your tasks clear? If not, what would help you?

How is the team functioning together? Are there things you can do to help the team function more effectively?

In the action and contingency planning meeting, what didn’t go well? How could you improve it?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___ ________________________ _________________ _______________________ _ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


How can we thank our stakeholders and volunteers?

Group Task: 1. Go back through your task list and make sure that you have included ways to

express appreciation for your key stakeholders.2. Below are some suggestions for ways to express or show your appreciation:

Verbal “thank you” during the activity. Give a tangible gift like a certificate, plaque or pin with their name and words

of appreciation. Post a picture, an expression of thanks, and a story about the activity on social

media. What else you can do? Write them down in the below boxes.


Post the name of your activity, the date and location. If appropriate, invite others to attend your activity

Step 7: Assess and Reflect


In this step you will be able to answer the following questions: What happened during the community activity? Did we meet our project objectives? Did I meet my learning objectives? What did we learn as a group?

What happened during the community activity?

Individual Task:Review the task list for the community activity from Step 5. Focus on the tasks that you were responsible for and identify what you did well. Are there things you could have done better?

Your tasks What did you do well? What can you improve?



1. Based on what you identified above, choose one thing you did well and one thing you could have done better, and write them down in the squares below.

2. Then, each person should write at least three things that went well for the whole activity and two things that should be changed in the future.

What went well? Things that should be changed1.

2.

3.

1.

2.

Each of these things should be written on a separate piece of paper. Select a wall in the room and tape all positive things in one place and all suggestions for change in another place.


You can change the number of things group members should write, but always make sure that there are more positive things than suggestions for change.


Group Task:1. Share with your group what you wrote down in the previous individual task

(point 2). 2. As a group, discuss your lists. Look at the similarities and differences. You can

cluster the ideas that are similar. Compile a list of positive things along with a list of suggestions for change.

Positive Things Suggestions for Change


AfterBefore

Before After

Objective 1

Objective 2


Did we meet our project objectives?

Group Task: Take a look to the activity objectives you wrote down in Step 4. Write down how things were before the activity and then after the activity— what changed?

Were there any unintended outcomes of the activity?



Did I meet my learning objectives?

Individual Task:1. Review your learning objectives from Step 4. Also, look at the task list and review

the tasks where you were partnered with another person to develop your skills.2. Fill in the table below for each of your learning objectives.

Learning Objective

Did I meet the learning objective?

If not, what could I do differently next time?

If yes, how did I meet my learning objective?

Group Task:

Share your accomplishments with the youth working group and discuss how you will continue to develop your skills. Below write how you will continue to develop your identified skills.



What did we learn as a group?

Now that you have looked at your individual tasks, the activity objectives and your own learning objectives, it’s time to look at how the youth working group did. We want to look at both what you learned as a group as well as how you worked together.

Individual Task:1. Brainstorm at least one thing you learned from each group member.2. Make a card or write a note to each of them highlighting what they taught you.

Make sure that you write something specific. For instance, don’t write “I learned how to plan a community activity from you.” Instead, write “thank you for your organization in writing everything down, especially our task list. You taught me how to do that myself for the tasks that I was responsible for.”



Group Task:Discuss the following questions as a group:

1. What new resources did we discover in our community?2. What did we learn about how decisions are made?

TIP: Don’t forget to include how decisions are made in the community, within any organizations you interacted with, as well as in your youth working group.

3. Who are the informal leaders, both in the community and within our working group, and how do they get things done?

4. How did those informal and formal community leaders respond to us and our activity? Why do we think they responded that way? Are there things we can do as a group to get a better response next time?





How did you work as part of a team? What was your role in the youth working group? Have your motivations for volunteering changed? If so, in what ways? Was there a moment of failure, indecision, doubt, frustration, or conflict?

Describe one of these moments. How did you respond to it personally? How did the group move on? What did you learn from this difficult experience?

In what ways, if any, have your values, sense of community, willingness to serve others, or self-confidence been impacted or altered through this experience?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______

_________________________________________________________________________________

Step 8: Celebrate and Demonstrate


In this step you will be able to answer the following questions: How can we share our success with the community? How can we thank the people and organizations that participated? What do you want to do as a youth working group to celebrate?

How can we share our success with the community?

In Step 7 you reviewed the community activity and determined what objectives you met and what you accomplished as a group. Now it’s time to figure out how you want to share your success with your whole community.

Group Task:1. In your youth working group, discuss what small thing you could do in your

community to share your success with more people.


Here are some ideas:

Organize a picture gallery in a public place, like the school or CBO.

Post a photo gallery on Facebook or use other social media to share your accomplishments.

Hold a meeting with local leaders and present your successes verbally, along with a video or slide show.

What other ideas can you think of ?


2. Once you have decided how to share your success, discuss what you need to do to prepare. Make a short list of what needs to be done, by whom and when. This will be a short action list like you did for your community activity. You can use the table below to assist in your planning.

Task Who? By When?



How can we thank people and organizations that participated?

Another thing to think about is how to thank people and organizations that participated in your community activity. This could have been accomplished during the community event, or even incorporated into the sharing of successes above. But, if you have not done this already, make sure that you find ways to personally, and maybe also publically, thank people and organizations that helped you with your activity. Remember, you may want to come back to them to help with future community projects!

1. Who do you need to thank (include individuals and organizations)?

2. What have you already done or planned?

If you haven’t planned anything for any of the people and organizations listed above, what could you do to thank them?


Individuals Organizations


What do you want to do as a youth working group to celebrate?

Now it’s time for you all to do something fun together. Celebrate your success and congratulate each other on your great work! Remember, the more you celebrate the success of a project, the more you have to look forward to during your next project!


Step 9: Wrap Up and Follow-Up Steps

In this step you will be able to answer the following questions: What has this experience prepared me for? What does our youth working group want to do next? What do we want to share with Peace Corps staff about our community activity?

What has this experience prepared me for?

Individual Task:

1. Answer the questions in the boxes below.2. Share your individual answers with the group.

How did this activity help youth in your

community?

How did organizing this activity benefit

you individually?

Would the group like to plan another

activity?

If so, what do you want to do?

How could you further engage youth in your community?

What does our youth working group want to do next?

Group Task:

Discuss with your group members and then write your answers in the box below:

W h a t i s y o u r p l a n a f t e r y o u f i n i s h t h i s w o r k b o o k ?

H o w w i l l y o u a p p l y w h a t y o u h a v e l e a r n e d i n y o u r c o m m u n i t y ?

H o w w i l l y o u m a i n t a i n y o u r r e l a t i o n s h i p w i t h y o u r g r o u p m e m b e r s ? W i l l y o u c h a n g e t h e m e m b e r s h i p o f y o u r g r o u p ?

W h a t s k i l l s d o y o u w a n t t o l e a r n n e x t ?

What do we want to share with Peace Corps staff about our community activity?

In the previous step, you did something to share your successes and accomplishments with your community. Now it’s time to share them with Peace Corps.

Group Task:

1. You can do this by posting pictures and videos on Facebook, but we would also like a summary of your community activity.

2. Fill in the following report with your group:

Title: ------------------------------------------------------------------------------------------------------

Objectives:

Objective 1: ------------------------------------------------------------------------------------

Objective 2: ------------------------------------------------------------------------------------

Achieved/Not Achieved?

Objective 1:--------------------------------------------------------------------------------

Objective 2:------------------------------------------------------------------------------

How do you know?

Objective 1:--------------------------------------------------------------------------------

Objective 2:--------------------------------------------------------------------------------

Target Group:--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Results: ------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------

Description of activity including the planning and implementation process in your working group.---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

What did you learn as a group and what would you do differently next time?---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Members’ roles: each group member should summarize their role and at least 1-2 things they have learnedMembers:

Name:----------------------------------------

Name:----------------------------------------

Name:----------------------------------------

Name:----------------------------------------

Role & Lessons Learned: ---------------------------------------------

------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------------------------

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Documents

Service Learning Workbook Web viewService Learning Workbook. ... There are 4 key types of activities in the book with their ... trying to answer them and reflecting on the process