Transforming Community Service into Service Learning · 2.7 Generate ideas and develop a plan of action with specific roles and responsibilities for all involved 2.8 Identify learning

TRANSFORMING COMMUNITY SERVICE INTO SERVICE LEARNING

Cathryn Berger Kaye, M.A. CBK Associates

ACADEMIC ENGAGING REAL

Educating the mind without educating the heart is no education at all. Aristotle

Select pages excerpted or adapted from: The Complete Guide to Service Learning Second Edition by Cathryn Berger Kaye, M.A. ©2010 Used with permission from Free Spirit Publishing, Inc., Minneapolis, MN; 1-800-703-7322; www.freespirit.com All Rights Reserved Documents also excerpted from Strategies for Success with 21st Century Skills: A Learning Curriculum that Serves by Cathryn Berger Kaye, M.A. © 2012 ABCD Books, Los Angeles All Rights Reserved Materials can be duplicated for your school’s use. To duplicate all or select pages of these materials for additional uses or for information about Strategies for Success with 21st Century Skills Curriculum, please contact: Cathryn Berger Kaye, M.A. [email protected] 310/397-0070 Visit www.cbkassociates.com and www.abcdbooks.org for articles to download, resources, free curriculum, to order books, and for additional service learning resources, plus Cathryn’s World Wide Consulting and Conference Schedule To sign up for Blog alerts, visit www.cbkassociates.com/blog/feed Follow on Twitter at cbkaye22 And Linked In and Facebook at Cathryn Berger Kaye

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SERVICE LEARNING

And 21st CENTURY SKILLS

SERVICE LEARNING always has . . .

• Academic Relevance, Rigor & Application• Social Analysis and High Level Thinking• Youth Initiative, Voice & Choice• Authenticated Need• Aspects of Social & Emotional Integration• Inquiry Based: Purpose and Process• 21 Century Skill Integrationst

• Emphasis of Intrinsic over Extrinsic• Reciprocal Relationships• Career Ideas• Global Connections• R e f l e c t i o n• Literature

KEY CONCEPTS for SERVICE LEARNING

BIG Ideas

Cathryn Berger Kaye [email protected] CBK Associates © 2013

With 21 Century Skills, students can:st

• ask questions• listen and retain• be observant• identify similarities and differences• work independently, with partners, and

in groups• identify and apply their skills and talents• develop their interests• show curiosity that leads to innovation• learn from mistakes• distinguish between cognition and affect

(thoughts and feelings)• discern what has value• maintain integrity in thought and action• extend ideas• acquire assistance as needed• exhibit resilience• be resourceful

- gather and manage information- summarize and take notes

• effectively solve problems - test hypotheses- follow-through with reasonable steps

• organize their time and activities• transfer ideas to new settings and

situations• incorporate change as a constructive

process to learning and to lifeThese in c re m e n tal b its add up to 21 Century Competencies.st

When done well, Service Learningmoves the curriculum forwardintegrating essential skills withcontent knowledge, advancingcompetencies and confidence.

From The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action (Revised & Updated Second Edition) by Cathryn Berger Kaye, M.A., copyright © 2010. Free Spirit Publishing Inc., Minneapolis, MN; 800-735-7323; www.freespirit.com. This page may be reproduced for use within an individual school or district. For all other uses, contact www.freespirit.com/company/permissions.cfm.

Across the CurriculumEnglish/Language Arts Social Studies/History Languages

Theater, Music, & Visual Arts Math

Physical Education Computer Science

The Five Stages of Service Learning: A Dynamic Process Cathryn Berger Kaye, M.A.

In this design, service learning is seen as an engaging dynamic, building on the core curriculum. Investigation: Includes both the inventory of student interest, skills and talents, and the social analysis of the issue being addressed. This analysis requires gathering information about the identified need through action research that includes use of varied approaches: media, interviews of experts, survey of varied populations, and direct observation/personal experiences. Preparation: Includes the continued acquisition of knowledge that addresses any resultant questions from investigation, identification of groups already working towards solutions, organization of a plan with clarification of roles, responsibilities and timelines, and ongoing development of any skills needed to successfully carry the plan to fruition. Action: Includes the implementation of the plan that usually looks like direct service, indirect service, advocacy, or research. Reflection: In this presentation, reflection is seen as the connector between each stage of service and as a summative (overarching) intention addressing any essential question or inquiry that is a driving force of the total experience. Reflection always includes cognitive and affective aspects, informs how the process develops, and employs varied multiple intelligences. Demonstration: As seen in this visual, student demonstration captures or contains the totality of the experience. From the initial conception, the student documents all parts of the process so there is a complete and comprehensive ability to tell the story of what took place in each stage and include key informative reflection. Students draw upon their skills and talents in the manner of demonstration however integration of technology should be expected and included.

Strategies for Success with 21st Century Skills Cathryn Berger Kaye, M.A. © 2012 ABCD Books, Los Angeles, CA; www.abcdbooks.org All rights reserved.

The Five Stages of Service Learning Meet 21st Century Skills

DEMONSTRATION

REFLECTION

Investigation

Action

Reflection

Investigation

ActionReflection

Preparation

Reflection

Preparation

4

Strategies for Success with 21st Century Skills Cathryn Berger Kaye, M.A. © 2013 ABCD Books www.abcdbooks.org All rights reserved 301

Competencies for the 21st Century

Core Values

Self-Awareness

Self-Management

Social Awareness

RelationshipManagement

ResponsibleDecision-Making

Info

rmat

ion

and

Com

mun

icatio

n SkillsCivic Literacy, Global Awareness

andC

ross-culturalSkills

Con

fiden

t Pe

rson

Self-directedLearner

Critical and Inventive Thinking

Concerned

Citizen Active

Contr

ibut

or

Singapore Ministry of Education

8 Grade Science Standards (2) Scientific processes. The student uses scientific inquiry methodsth1

during field and laboratory investigations.

(2) Scientific processes. C) organize, analyze, make inferences, and predict trends from direct and2

indirect evidence

(2) Scientific processes. (B) collect data by observing and measuring3

(3) Scientific processes. The student uses critical thinking and scientific problem solving to make4

informed decisions. (D) evaluate the impact of research on scientific thought, society, and the environment

(2) Scientific processes. (D) communicate valid conclusions 5

Cathryn Berger Kaye, M.A. © 2006 all rights reserved

This page may be photocopied for individual, classroom, or small group only.

Is this Service Learning?

Every year for four years, 8 grade students at Spence Middle School take part in water testing.th 1

During the spring semester, 360 students spend two science classes reviewing processes forfieldwork. They ride buses to the site and meet the representatives of the park service who will2

guide them on their excursion at Follman State Park where a waterway has safe access for youth.Students arrive already formed into teams, six students each. Each student has a clipboard withforms and each group gets to work along the stream to answer questions on the form. Parents3

come along to take photographs.

During the next science class the students complete a journal entry about how this experience impacts them personally and how what they learned effect their community and region.4 Back at school the 7 grade math class gets the data and does a data analysis, reporting theth

information back to the 8 graders.th

In the teams, students review the information and make brochures about what they learned aboutwater. A total of 60 brochures are made. The teachers select the best six brochures to send to the5

park service. Ten copies of each brochure are made and available for visitors. All students receivecommendation certificates from the park service for completing this water testing experience.

Use the Assessment for Service Learning, pages 49-50 in The Complete Guide to Service Learning to discuss this example. Then, complete a Plus-Delta regarding this experience.

+ �

Curriculum Development

Planning for Dynamic Learning

Organizing Concepts Teacher Overarching Purpose Enduring Understandings

Essential Questions

Central Idea & Content

Related Needs

Investigation

Media

Interview

Survey

Observation

Preparation

Action

Direct

Indirect

Advocacy

Research

Demonstration

Youth Voice & Choice

Ongoing Reflection with Varied Modalities

Thinking Skills Social Skills Communication Skills

Cathryn Berger Kaye, M.A. CBK Associates copyright 2013 www.cbkassociates.com

Curricular Connections

English and Language Arts

Social Studies

Science

Math

Arts

Languages

Technology

Physical Education

____________

____________

Books and other Resources

Global Connections

Vocabulary

Community Partners


Sequencing and Assessments

Social Emotional and Character Development

Assessment Protocols o Observation o Performance o Product o Written o Discussion o Visual—art, photo, video o Acting/Role play o o o o o

Engaging Teaching Methods

Leadership Opportunities


Service Learning Standards and Benchmarks Pre-K – 12

RED = Transdisciplinary and Disposition Standards

Standard 1: Investigate Learners understand that investigating the needs of the community makes service effective1.1. Understand how our interests, skills and talents can be applied to community need, and identify areas for growth 1.2. Identify community cause or concern that helps advance our knowledge, skills and understandings 1.3 Use action research methods, to authenticate a community need:

• Media• Interviews• Surveys• Observation

1.4 Identify reciprocal community partnerships 1.5 Demonstrate collaboration by creating or working with a variety of partners, for example:

• youth• educators• families• community members• community based organisations

Standard 2: Preparation and Planning Learners understand that preparation and planning ensure that goals and needs are met2.1 Develop questions for a deeper understanding 2.2 Examine preconceptions and assumptions

2.3 Understanding social and civic issues related to this cause 2.4 Make connections to my learning and the world around us 2.5 Identify and analyse different points of view of all involved 2.6 Identify and develop specific skills needed to apply knowledge toward the community need 2.7 Generate ideas and develop a plan of action with specific roles and responsibilities for all involved 2.8 Identify learning and project goals and recognize the difference

American International School of Johannesburg (AISJ) Service Learning Team in collaboration with Cathryn Berger Kaye, M.A., www.cbkassociates.com Based on The Complete Guide to Service Learning by Cathryn Berger Kaye, M.A. (Free Spirit Publishing 2010) 2013 All rights reserved



Standard 3: Action Learners understand that implementing a plan of action generates change and results3.1 Implement, monitor and adjust the action plan; action taken may be:

• Direct• Indirect• Advocacy• Research

3.2 Fulfil, adjust and augment our roles and responsibilities as needed 3.3 Develop skills in decision making and problem solving throughout the process 3.4 Document the process to collect evidence

Standard 4: Reflection, a transdisciplinary standard Learners understand that reflection is ongoing, prompting deep thinking and analysis about oneself and one’s relationship to society

4.1 Understand the meaning and value of reflection in learning and in life 4.2 Select the appropriate modality to reflect based on purpose and preference, for example:

• Kinesthetic• Artistic• Verbal• Written

4.3 Articulate and demonstrate understanding 4.4 Reflect to increase understanding of self and others by: describing what happened (cognitive), expressing feelings (affective), generating ideas (taking initiative), asking questions (ongoing inquiry) 4.5 Reflect on the implementation on our plan of action 4.6 Make explicit connections between the learning, dispositions and outcome




Standard 5: Demonstration/Communication Learners recognize that through demonstration and communication they solidify their understanding and evoke response from others 5.1 Consolidate ongoing evidence of the learning and the service 5.2 Articulate to an audience what I learned, how I learned, and how we contributed to meeting a community need

• Performance• Blogging• Presentations• Conclusive Journal Entry• Photos• Illustrations• Newspaper Articles• Letter• Scrapbook• Video

5.3 Make suggestions for ongoing collaborative improvement 5.4 Receive and reflect on responses from the targeted audiences



The FIVE STAGES

Of SERVICE LEARNING

FOUR CORNERS: A Dynamic Service Learning Process

SELF ISSUES

SELF WORLD

SCHOOL COMMUNITY

BORDER of INTEREST, SKILLS, TALENTS

MEDIA OBSERVATION and EXPERIENCE

SURVEY INTERVIEWS

????

Cathryn Berger Kaye, M.A. © 2014 CBKASSOCIATES.COM

Getting Ready for Personal Inventory

Every student brings skills, talents, and interests to the class. What are they? Your task is to find out. The process? Personal Inventory. You will be interviewing another student to reveal abilities and interests that will ultimately be helpful for the group.

Active Listening

List three indicators of good listening:

1.

2.

3.

List three behaviors to avoid when listening:

1.

2.

3.

Form groups of three. One person speaks about a subject for two minutes, one person listens, and one observes the listener and notes the following:

• Great listening:

• Ideas for improvement:

Rotate roles so each person gets a turn as speaker, listener, and observer.

Tips for Note Taking• Be on the lookout for KEY WORDS! • Write legibly so you can read your writing later.• Complete sentences? Not necessary! Notes are meant to be a short phrase or summary, words that

capture key ideas.

Add a Tip of your own:

Strategies for Success with 21st Century Skills Cathryn Berger Kaye, M.A. © 2012 ABCD Books www.abcdbooks.org All rights reserved

Following the Personal Inventory, contribute your interests, skills, and talents to a class list.This Class Inventory will come in handy on your journey in learning and service.

Getting Ready for Personal Inventory continued

If the person says, “I don’t know,” be ready with a response like:

1. Everyone has interests, for example I’m interested in . So what about you?

(Come up with two more responses:)2.

3.• Questions for Probing

If the person says, “I am interested in music,” what would you ask next? A probing question goes deeper. Hint: A person could listen to music or play a musicalinstrument. And there are many kinds of music. Write two sample probing questions.

Coming to TermsWhat’s the difference?Interest:

Skill:

Talent:

Two Kinds of Questions• Questions for Getting Information

Look at the Personal Inventory Form. What will you ask to find out the person’s interests?


Personal Inventory

Interests, skills, and talents—we all have them. What are they?

Interests are what you think about and what you would like to know more about—for example, outer space, popular music, or an historical event. Are you interested in animals, the movies, mysteries,or visiting faraway places? Do you collect anything?

Skills and talents have to do with things that you like to do or that you do easily or well. Is there anactivity you especially like? Do you have a favorite subject in school? Do you sing, play the saxophone,or study ballet? Do you know more than one language? Can you cook? Do you have a garden? Do youprefer to paint pictures or play soccer? Do you have any special computer abilities?

Work with a partner and take turns interviewing each other to identify your interests, skills, and talentsand to find out how you have helped and been helped by others.

Interests: I like to learn and think about . . .

Skills and talents: I can . . .

Being helpful: Describe a time when you helped someone.

Receiving help: Describe a time when someone helped you.

Strategies for Success with 21st Century Skills Cathryn Berger Kaye, M.A. © 2012 ABCD Books www.abcdbooks.org All rights reserved5

70 SG 5

• Questions for Getting InformationThese questions are good for finding out. What do you want to find out? Finish these questions.

1. Have you ever ____________________________________________________________?

2. Do you know about _______________________________________________________?

• Questions for EncouragingThese questions show you care about others. Fill in the blanks to be encouraging.

1. Everyone has interests; I am interested in ___________________. What about you?

2. You seem really good at ____________________________. Could you show me how?

• Questions for Probing

These questions help you find out more and dig deeper. If a person says, "I like music," what could you say to find out more? Write your questions.

1. If a person says, "I like music," you could ask "_________________________________?”

2. If a person says, "I don't like littering," you could ask "__________________________?"

Asking Questions

Every day we ask questions. Every day other people ask us questions. Asking questions helps us know other people and helps us learn. By asking questions, we can discover how the communityneeds our help. Here is a question for you. Did you know there are three kinds of questions?

You are about to interview a partner to find out their interests, skills, and talents. Knowing thesethree types of questions will help you with your interview. Work with a buddy to improve yourquestion asking skills by completing each section.

Strategies for Success with 21st Century Skills and Literacy Cathryn Berger Kaye, M.A. © 2013 ABCD Books www.abcdbooks.org All rights reserved

Strategies for Success with 21st Century Skills and Literacy Cathryn Berger Kaye, M.A. © 2013 ABCD Books www.abcdbooks.org All rights reserved308

• Questions for Getting InformationThese questions are good for finding out. What do you want to find out?

Finish these questions.

1. Have you ever ____________________________________________________________?

2. Do you know about _______________________________________________________?

• Questions for EncouragingThese questions show you care about others. Fill in the blanks to be encouraging.

1. Everyone has interests; I am interested in ___________________. What about you?

2. You seem really good at ____________________________. Could you show me how?

• Questions for Probing

These questions help you find out more. If a person says, "I like music," what could

you say to find out more? Write your questions.

1. If a person says, "I like music," you could ask "_________________________________?”

2. If a person says, "I don't like littering," you could ask "__________________________?"

Three Kinds of Questions

Personal Inventory: Interests

Strategies for Success with 21st Century Skills and Literacy Cathryn Berger Kaye, M.A. © 2013 ABCD Books www.abcdbooks.org All rights reserved 309

Personal Inventory: Skills and Talents


Personal Inventory: Being Helpful


Personal Inventory: Being Helped


Strategies for Success with 21st Century Skills Cathryn Berger Kaye, M.A. © 2012 ABCD Books, Los Angeles, CA; www.abcdbooks.org All rights reserved.

Finding Your Cause

Top Three Interests

Top Three Skills

Three Local Concerns

Three Global Concerns

I care about this topic because . . .

I want to know more about this topic because . . .

Three General Concerns

Top Three Talents

Finding out about ___________________________________________________

MediaWhat media (newspapers—including school newspapers, TV stations, radio) in your communitymight have helpful information? List ways you can work with different media to learn about issuesand needs in your community.

InterviewsThink of a person who is knowledgeable about this topic in your area—perhaps someone at school, in a local organization, or government office. Write four questions you would ask this person in an interview.

An interview with ________________________________ . Questions:

••••

Gathering Information about a Community Need

What does your community need? Use the questions in the following four categories as guides for finding out. As a class, you might agree to explore one topic, for example, how kids get along atschool, or hunger and poverty, or an environmental concern. Or you might decide to learn about general needs at school or in the surrounding area.

Form smaller groups, with each group focusing on one category and gathering information in a different way.

ACTION RESEARCH

Strategies for Success with 21st Century Skills Cathryn Berger Kaye, M.A. © 2012 ABCD Books www.abcdbooks.org All rights reserved7

Gathering Information about a Community Need continued

SurveyA survey can help you find out what people know or think about a topic and get ideas for helping.Who could you survey—students, family members, neighbors? How many surveys would you want tohave completed? Write sample survey questions.

Who to survey: How many surveys?

Questions for the survey:

1.2.3.

Observation and ExperienceHow can you gather information through your own observation and experience? Where would you go? What would you do there? How would you keep track of what you find out?

Next Steps Share your ideas. Make a plan for gathering information using the four categories. If you are working in small groups, each group may want to involve people in other groups. For example, everyone could help conduct the survey and collect the results. Add the information you learn to “Our Community Needs.”

I never perfected an invention

that I did not think about

in terms of the service it might give others . . .

I find out what the world needs,

then I proceed to invent.

Thomas A. Edison, inventor


ACTION RESEARCH

8


Media in Action: Helping Our CommunityACTION RESEARCH

SG 101

Strategies for Success with 21st Century Skills and Literacy Cathryn Berger Kaye, M.A. © 2013 ABCD Books www.abcdbooks.org All rights reservedSG 102272

Interview in Action: Helping Our CommunityACTION RESEARCH

Who we can ask What we can ask What we found out

Who we can ask What we can ask What we found out

Strategies for Success with 21st Century Skills and Literacy Cathryn Berger Kaye, M.A. © 2013 ABCD Books www.abcdbooks.org All rights reserved SG 103 273

Survey in Action: Helping Our CommunityACTION RESEARCH

What we are asking

1.

2.

3.

Who we can ask Yes No

Other Responses

Strategies for Success with 21st Century Skills and Literacy Cathryn Berger Kaye, M.A. © 2013 ABCD Books www.abcdbooks.org All rights reservedSG 104274

Observation in Action: Helping Our CommunityACTION RESEARCH

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FOUR KINDS OF ACTION

DIRECT INDIRECT

ADVOCACY RESEARCH

Page 15

Echoes of Our Actions


Applied to Ourselves

Application within School

Extending Into the

Community

Global Connections

The Ethics of Our Actions


DISRUPTIVE SERVICE

HELPFUL SERVICE

COMPASSIONATE

SERVICE

KIND SERVICE

Strategies for Success with 21st Century Skills and Literacy Cathryn Berger Kaye, M.A. © 2013 ABCD Books www.abcdbooks.org All rights reserved 283SG 108

Our Ideas

Student names:

Teacher:

School:

Address:

Phone: Fax: Email:

Our idea:

Need: Why this plan is needed.

Purpose: How this plan will help.

Participation: Who will be involved and what they will do.

Students:

Teachers:

Other adults:

Organizations or groups:

Outcomes: What we expect to happen as the result of our work.

How we will check progress and outcomes: What evidence we will collect and how we will use it.

Resources : What we need to get the job done, such as supplies.

Signatures:

Proposal for Action



Our Service Plan

The name of our Plan is: ____________________________________________________

Our idea: _________________________________________________________________________

This helps others by: _______________________________________________________________

We are aiming for these results: _____________________________________________

___________________________________________________________________________

___________________________________________________________________________

My Job

� Done!

My Job

� Done!

My Job

� Done!

Strategies for Success with 21st Centruy Skills Cathryn Berger Kaye, M.A. © 2012 ABCD Books www.abcdbooks.org All rights reserved

Progress Monitoring

To monitor our progress we will:

� Observe � Ask Questions � Do a Survey

� Take Photos � Draw Pictures � ___________________________________

Date _______________ Step One: What is the need?

Date _______________ Step Two: What has changed?

Date _______________ Step Three: What else has changed?

Date _______________ Step Four: What are the results?


Progress Monitoring

This is where we started

This is what we did

This is whathappened

A Pause for Reflection that Matters

Because.....

WHEN Reflection Matters

When a situation seems to fly by so fast

After an aha! moment of discovery

When someone’s actions stood out

When an emotion or feeling is really powerful

When an idea or thought or question makes new sense

When learning, unlearning, and relearning has occurred

When really happy

When. . .

When. . .

When. . .


To deepen understanding

For emotional literacy

Reflection Is Not Reflection Is

Ways to Reflect

Remember me!

Four Square Reflection Tool

What happened?

Ideas? Questions?

How do I feel?


ENGAGING TEACHING

METHODS

ENGAGING TEACHING METHODS Cathryn Berger Kaye, M.A.

When asked, “How do you motivate students?” I respond, “Motivationcomes from within. What we can do is engage students, harnessing their ideas,interests, curiosity, abilities, talents, and skills, and through engagement theyare more likely to choose to be motivated. These proven strategies areexamples of what can increase the positive dynamic in every classroom.These and innumerable others are integrated throughout Strategies for Successwith 21 Century Skills: A Learning Curriculum that Serves. st

Each One, Teach One: Using index size cards or paper, each participant hasone fact or concept or quote to share with others. The protocol involvesapproaching a person, exchanging information verbally, initially by reading the card aloud; with the nextpairing this likely becomes summarizing what is on the card or stating from memory. With quote cards theymay be exchanged. Cards with facts can be used to introduce a lesson or for summary and review. Theexperience can conclude with the class coming together to discover the collective learning and how eachsegment of information contributes to the whole. Students can also create the cards.

One Minute Think Tank: For one minute, students turn to a partner and discuss an issue, concept, answer,quote, problem, or come up with a homework assignment. Especially effective with pairs of studentsdeveloping questions. This strategy gives students time to think about their ideas with one person beforesharing as a class. Use frequently to reignite individual and collective engagement and classroom discussions.

Define This: To engage students in active learning and build a better understanding and retention of words,terms, and concepts, have students construct definitions. This deductive process can be done in pairs,groups, or individually. Definitions can be written, drawn, or acted out. Often the framework is, “In a smallgroup come up with a definition for ____ in ten words or less and include an image.” To culminate, studentscan discuss each other’s definitions to refine them.

Be the Concept: Students act out a concept and teach others through dramatization. This can be used withvaried lessons if students are struggling with ideas or simply to vary the learning process. Adding thiskinesthetic construct helps students understand and recall due to the personal experience and throughobservation of lessons presented by their peers.

Motivation comesfrom within.However, if studentsbecome engaged,they may choose tobecome motivated.

Idea! Reminder!

Idea! Reminder!

Idea! Reminder!

Idea! Reminder!

Accurate Image Language: With language, students form images. Providing accuracy in what we saycreates clarity for the listener. With clarity comes a greater likelihood for the desired learning or behavioroutcome. Instead of Don’t slam the door, we can say Close the door quietly. Instead of Don’t forget your homework, wecan say, Remember your homework. With a more accurate image, confusion is mitigated. Similarly in buildingskills we can replace statements or questions that create confusion such as Can’t you just listen to me? with Eyecontact helps with listening; let’s practice this first. Keep in mind that visual learning is dominant in the majority ofstudents, therefore, I often ask, “What would it look like?” followed by “What would it sound like?” Thisbuilds on what I believe to be true with many students: If you can see it, you can be it.

Under-Direct: Give directions that are clear and brief. If questions ensue, stick with the same exact directionto allow for individuation, thinking, collaboration, problem solving, and authentic learning. Use often!

Plus-Delta: This strategy can be used in many ways.

+ (Plus) ª (Delta)

Students list what is going well. On this side, list what could be changed – “Delta” is theGreek symbol for change.

The Plus means “what is going well;” Delta is what can be changed. This essential distinction moves fromthe negative (what’s wrong?) to the constructive, a forward moving direction (what can be improved?). DeltaÄ allows students to select something deemed appropriate to change and move this forward by thisExtended Delta Process:

Plan6Support6Action6Evidence.

The Plus-Delta can be used, for example, to help develop class norms as a group. Once students haveidentified improvements needed, they become collaborators in planning ways to alter behaviors, determinesupport they could provide, discuss actions taken when behaviors are not appropriate, and decide whatevidence would prove the plan works. You could also use the process to review/assess an assignment oractivity.

Toss Ins: Start by telling students that they are going to do a creative writing process to write an original story. Ask for a name for the lead character; ask if the character is alone or with an animal (almost always ananimal is selected), and name this companion. Ask, “where in the world are these two characters?” todetermine a setting. Inform students that as they write you will “toss in” suggestions to incorporate. They canuse these ideas or pass (encourage them to take the bait!). There is one rule: Everyone keeps writing until toldto stop (even if a student writes words over and over, keep writing).

Say “Start writing” then every minute or so, “toss in” a sequence of prompts such as:

Idea! Reminder!

Idea! Reminder!

< Add a color

< Add an animal

< Add an element of weather

< Add an emotion, a feeling (someone feels something)

< Add a question

< Add a line of dialogue – someone says something

< Add a short sentence

< Use the word “strange”

< End with a sentence that begins... “If only...” (For sure do this toss in)

Remember you (the teacher) can adapt the timing of the “toss ins” and how many you toss in.

When you conclude the writing exercise, ask students to describe what they just experienced. Did they writemore than they thought? Were there surprises? Ask if some students might want to share their creative storywith the class. At the end, ask what was helpful? How might this be helpful in other writing assignments?What was discovered about their own writing skills?

This same or variation of this method can be used in writing a myriad of compositions including essays,poetry, or reports. The teacher can “toss in:” whatever writing concept or skill needs reinforcement.

Book Flip: To spark student interest in reading a book, inform students they must follow the directions 100percent! The teacher needs a flip chart paper and four different color markers. Each student needs a copy ofthe book being “toured.”

< Keep the book closed until told otherwise.

< Only look at the front cover. Based on this information only, what is the book about? The teacher scribescomments on chart paper in one of the colors in an open web format.

< Only look at the back cover, again noticing both written and visual details and adding what they nowthink the book is also about (with the teacher scribing their comments in a different color).

< Then have students hold the book so the back cover faces the student. They then flip the pages of thebook quickly noticing anything that pops out to them as they do this. Again collect their findings in athird color.

< Repeat the flipping one more time, adding comments in the fourth color.

< Discuss what was learned through this method. Has every person found something in this book thatsparked their interest or curiosity? That’s very possible!

Cathryn Berger Kaye, M.A.© 2012 from Strategies for Success with 21 Century Skills ABCD Books abcdbooks.orgst

Idea! Reminder!

CREATING A CULTURE OF SERVICE

Developing a Culture of Service

Administrative SupportTime—for collegial learning and sustained growth

Participate!

Tell the Story—Back-to-School events, Articles in School and Professional Publications

Financial Resources

Curriculum Coordinators and Service Learning Coordination

Hiring and Orientation

Staff DevelopmentSeminars, Webinars, Institutes, Conferences

Professional Learning Communities

Developing Teacher Leaders

Curriculum DevelopmentIntegration of The Five Stages of Service Learning

Alignment with the Service Learning Standards and Benchmark

Literacy and Literature Emphasis

Youth Leadership Development

Community Partners: Sustainable Reciprocal Relationships

Fund Raising: A Learning Policy

Public Awareness—Great PR!

Networking Between Schools

Parent Involvement

At School—Parent Liaisons for Service

Family Service

Cathryn Berger Kaye, M.A., CBK Associates © 2013 www.cbkassociates.com

What does your school really stand for? Our school

has four pillars: Academics, Athletics, Arts, Service.

Service has to be on the same plane as academics—not

take a back seat—to be of value. Service is part of our

mission: Who we are and what we want our kids to turn

out like. You don’t have to have all the answers. We

listened to those who had passion and let this generate

into something practical and worth being built upon.

Administrators help clarify and make connections. We

were willing to dream and follow our mission statement.

Andy Paige-Smith, American International School of Johannesburg

The SERVICE LEARNING BOOKSHELF Cathryn Berger Kaye, M.A.

THEME BOOK TITLE CONNECTION

AIDS Education &Awareness

Chanda’s SecretsFighting the AIDS and HIV Epidemic: A Global BattleQuicksand: HIV/AIDS in Our Lives Our Stories Our Songs...African Children talk about AIDS

African ContinentGlobal ContextPersonal StoryAfrican Continent

Animals in Danger Gone FishingGone Wild: An Endangered Animal AlphabetHighway CatsNights of the PufflingsUp Close: Jane GoodallSaving Birds–Heroes Around the World straydog

EndangeredEndangeredFeral AnimalsGlobalAdvocacyExamplesTeen doing Service

Elders Our Grandparents: A Global AlbumNotes from a Midnight DriverSomebody Loves You, Mr. HatchStranger in the Mirror

Global PhotosTeen doing Service AMUST HAVE!For Many Ages

Emergency Readiness How to Build a HouseHurricane Song: A Novel about New OrleansThe Killing SeaNatural Disasters: Hurricanes, Tsunamis, and Other Destructive Forces

Slow StormThe Storm in the BarnTsunami

Teen doing ServiceYA NovelSoutheast AsiaNonfictionGraphic NovelGraphic NovelGlobal

Environment The Boy who Harnessed the WindThe Curse of Akkad: Climate Upheavals that Rocked Human History

EmptyGoing Blue: A Teens Guide to Saving Our Oceans, Lakes, Rivers, & Wetlands

Heroes of the EnvironmentLuz Makes a SplashMake a Splash!: A Kids Guide to Saving Our Oceans, Lakes, Rivers, & Wetlands

Not a Drop to DrinkScatThe Wartville Wizard

FactualHistoricEco-NovelInfo and Taking ActionCurrent StoriesGraphic Novel/Youth Heroes

Info and Kids in ActionDystopian & powerfulEco-HumorA MUST HAVE!

Gardening Cycle of Rice, Cycle of Life: A Story of Sustainable FarmingSeedfolksThe Summer My Father was TenWanda’s Roses

Southeast AsiaA MUST HAVE!A MUST HAVE!A MUST HAVE!

Healthy Lives, Healthy Choices

Brushing Mom’s HairChew On This: Everything You Wanted to Know about Fast Food

Cold Hands, Warm HeartDrums, Girls and Dangerous PieEating AnimalsLast Night I Sang to the MonsterLunch with LeninMimi’s Village and How Basic Health Care Transformed ItMelissa Parkington’s Beautiful Beautiful HairThe Omnivore’s Dilemma

Cancer/Poem formNonfiction, Food PoliticsHeart TransplantTeens doing ServiceFood PoliticsDrug RehabShort StoriesGlobal CitizenryLocks of LoveFood Politics

Hunger,Homelessness &Poverty

If I Grow UpThe Long March: The Choctaw’s Gift to Irish Potato Famine Relief

Messed UpPitch BlackSoul Moon SoupWhat the World EatsWhere I’d Like to Be

UrbanA MUST HAVE!Teen StrugglesGraphic NovelA MUST HAVE!InternationalSeeking Adoption

Immigrants Any Small GoodnessThe ArrivalBreaking Through, The Circuit, Reaching OutNo Safe PlaceDrita, My HomegirlFirst Crossing: Stories about Teen Immigrants

A MUST HAVE!Graphic NovelMemoirsTeenage RefugeesGlobalShort Stories

Literacy Dear Whiskers Extra CreditMy Life as a Book (and other titles)My Name is ParvanaIn Our VillageA School Like Mine: How Children Live Around the World

Cross Age TutoringAfghanistanTween Read - Funny

My Name is ParrvanaGlobalGlobal

Safe & StrongCommunities

The Bully Blockers ClubChildren of War; Voices of Iraqi RefugeesEyes of the EmperorHey, Little AntThe Misfits (and the sequels: Totally Joe, & Addie on the Inside)

MockingbirdNotes for a War StoryThe PhotographerSame, Same but DifferentShooting the MoonSix Million Paper ClipsSunrise over FallujahToestomper and the CaterpillarsWar BrothersWe Want You to Know

BullyingWar in Iraq World War IIA MUST HAVE!Stop Name-CallingGun ViolenceGraphic Novel Graphic NovelCross cultural fabulousVietnam WarHolocaustWar in IraqBullyingChild Soldiers, G raphic Novel

Bullying

Social Change-Issues & Action

After Ghandi: One Hundred Years of Nonviolent Resistance A Woman for President: Victoria WoodhullBeatrice’s GoatBifocalBirmingham, 1963Bone by Bone by BoneChanda’s WarsClaudette Colvin: Twice Toward Justice Close Encounters of a Third World KindDateline: TroyDream FreedomA Faith Like Mine: How Children Live Around the WorldThe Gospel According to Larry Healing Our World: Inside Doctors without BordersI Am A TaxiIqbal a NovelJakemanA Life Like Mine: How Children Live Around the WorldMy Mother, the CheerleaderOne HenSoldVote for Larry We Need to Go to School: Stones of the Rugmark ChildrenWe Were There Too: The Role of Young People in U.S. History

Human RightsElectionHeifer InternationalRacial ProfilingCivil Rights Civil RightsChild SoldiersCivil RightsDrs. w/out BordersPast to PresentSlavery in the SudanGlobalTeen ConsumerismDoctor’s w/o Borders

Drug TrafficChild SlaveryFoster ChildrenGlobalCivil RightsMicrofinanceTeen SlaveryElectionChild LaborA MUST HAVE!

Special Needs Accidents of NatureThe Boy Who Ate Stars The Curious Incident of the Dog in the NighttimeOwning It: Stories about Teens with DisabilitiesRules

NovelAutismAutismShort StoriesAutism

From T h e C o m p le t e G u id e t o Se r v i c e Le a rn in g : P ro v e n , P ra c t i c a l W a y s t o En g a g e S tu d e n t s in C iv i c R e s p o n s ib i li t y , Ac a d e m i c C u rr i c u lu m , & So c ia l Ac t i o n , Revised &

Updated Second Edition by Cathryn Berger K aye, M .A. (Free Spirit Publishing, 2010) Visit www.abcdbooks.org for m ore inform ation or contact cathy@ cbkassociates.com

http://www.abcdbooks.org