Educator Training Sessions

Getting Started in Service-Learning

Dive into service-learning with this introductory workshop. Participants will leave with an understanding of the K-12 Service-Learning Standards for Quality Practice, the IPARD model for student inquiry experiences, and NYLC’s research based service-learning curriculum design process.  Participants will engage in meaningful conversations with peers and build on prior knowledge. After the session trainees will know where to find additional resources and online communities of practice.

Outcomes:

• Understand the benefits of using backwards planning when creating service-learning projects
• Describe the four steps of the service-learning process
• Use IPARD to plan service-learning experiences
• Understand the eight K-12 Service-Learning Standards for Quality Practice

Service-Learning Project Planning Series

Based on NYLC’s research based service-learning curriculum design process, this series guides participants on a proven method for designing service-learning that puts academic and civic outcomes at the forefront.

1. Identifying Desired Results

The first training focuses educators on selecting their desired results for their service-learning unit. Participants will use national, state, civic, and character standards to build a conceptual knowledge framework with clear performance outcomes. From there, participants will explore and select a meaningful topic, big ideas, and essential questions to frame student learning.

Outcomes:

• Identify the academic and civic/character standards for your unit
• Synthesize the standards to create one to two big ideas for the unit
• Develop four to five essential questions that will drive the inquiry in your unit
• Outline the knowledge, skills, and understandings students will need to master throughout the course of the unit.

2. Designing Formative and Summative Assessments

In the second training, participants will use the framework and performance outcomes to ensure service-learning projects reach your desired learning outcomes. Participants will design formative and summative assessments as well as supportive rubrics that can be differentiated based on student need.

Outcomes:

• Understand the difference between formative and summative assessments
• Understand how to differentiate assessment based on student need
• Develop an authentic summative assessment task
• Plan the formative assessment tasks that will help you gauge mastery of knowledge, skills, and understandings outlined in Stage 1
• Create a minimum of two differentiation options for both the formative and summative assessment
• Create a rubric for one assessment

3. Using IPARD to Develop Student Inquiry Experiences

In the third training participants will use the IPARD model: Investigate, Plan, Action, Reflection, Demonstration to plan for student experiences. Participants will unpack student goals and performance outcomes to create meaningful activities for students that allow for voice and choice.

Outcomes:

• Understand each step of the IPARD model
• Plan inquiry, research, service, reflection, and demonstration activities
• Explore how to integrate youth voice to the unit authentically

4. Self-Assessment and Reflection

One of the K-12 Service-Learning Standards for Quality Practice is reflection, but not just for students. Educators are often too busy assessing and reflecting with students that they fail to reflect on their teaching and the effectiveness of the unit. This training is facilitated after educators have implemented their units with their students. Teacher reflection leads to sustainability of service-learning practice.

Outcomes:

• Reflect on successes and challenges from their unit
• Share assessment and evaluation results
• Critique the unit and future plans