Students and Teachers Engage in Service Learning (A Learn and Serve America Subgrantee)
Last fall, teachers at Powerhouse, a small school within Lakewood's Clover Park High school, kicked off the school year by spending one of their half-day professional development sessions participating in community service projects. The staff was divided into four groups and worked at a soup kitchen, family resource center, organic farm for disabled adults, and local wetlands. Afterwards they debriefed and talked about the implications for service learning and the possible applications to their classrooms.
"For our small school, we see service as an important component of citizenship, and citizenship is a value we all hold as one of our three core values," explains Debra Shanafelt, administrator at Powerhouse. "Service learning is a powerful instructional strategy for making learning more relevant and meaningful by giving students more ownership and more choice," says Deb. "Since we are a CES school, we also like that it embraces a number of the CES Principles, including 'student as worker' and 'using one's mind well.' Service learning is a type of instruction that engages all different types of learners."
This year, ten Clover Park teachers—six from Powerhouse and four from other academies—are implementing service learning projects in their classrooms. Clover Park plans to implement service learning in all four academies and content areas during the next two years. Kristie Fetterly, who teaches Advanced Placement U.S. History at Powerhouse, believes service learning helps connect student learning with what is happening in the community. "For the students in my class, they were given the opportunity to participate in the history, instead of just reading about it," she explains.
Kristie started the year using the traditional AP history textbook, but soon decided that she needed to supplement it when her students reported the text was "boring." Kristie asked her students to brainstorm topics they were interested in learning and out of their conversations developed the Lakewood History Project, which connects Lakewood history to the larger national historical context. Throughout the project, Kristie's students partnered with the Lakewood Historical Society and the Lakewood History Museum to create a documentary on the political history of Lakewood. For Kristie, a third-year teacher, service learning has required her to "step out of the traditional teacher role and act more like a coach."
"Instead of 'stand and deliver,' I am sharing content and helping students work on projects based on their individual interests." Kristie's students were so excited about the Lakewood History Project that they recently began a second project that involves research and fact checking for the Tacoma Civil Rights Project, an exhibit that will open next year at the Washington State History Museum.
For more information about this project, please contact Mary Beth Lambert at the Coalition of Essential Schools Northwest Service Learning Network, 7900 E. Greenlake Dr., N., Suite 212, Seattle, WA 98103, marybeth@cesnw.org - http://www.cesnorthwest.org.
Last fall, teachers at Powerhouse, a small school within Lakewood's Clover Park High school, kicked off the school year by spending one of their half-day professional development sessions participating in community service projects. The staff was divided into four groups and worked at a soup kitchen, family resource center, organic farm for disabled adults, and local wetlands. Afterwards they debriefed and talked about the implications for service learning and the possible applications to their classrooms. "For our small school, we see service as an important component of citizenship, and citizenship is a value we all hold as one of our three core values," explains Debra Shanafelt, administrator at Powerhouse. "Service learning is a powerful instructional strategy for making learning more relevant and meaningful by giving students more ownership and more choice," says Deb. "Since we are a CES school, we also like that it embraces a number of the CES Principles, including 'student as worker' and 'using one's mind well.' Service learning is a type of instruction that engages all different types of learners."
This year, ten Clover Park teachers—six from Powerhouse and four from other academies—are implementing service learning projects in their classrooms. Clover Park plans to implement service learning in all four academies and content areas during the next two years. Kristie Fetterly, who teaches Advanced Placement U.S. History at Powerhouse, believes service learning helps connect student learning with what is happening in the community. "For the students in my class, they were given the opportunity to participate in the history, instead of just reading about it," she explains.
Kristie started the year using the traditional AP history textbook, but soon decided that she needed to supplement it when her students reported the text was "boring." Kristie asked her students to brainstorm topics they were interested in learning and out of their conversations developed the Lakewood History Project, which connects Lakewood history to the larger national historical context. Throughout the project, Kristie's students partnered with the Lakewood Historical Society and the Lakewood History Museum to create a documentary on the political history of Lakewood. For Kristie, a third-year teacher, service learning has required her to "step out of the traditional teacher role and act more like a coach."
"Instead of 'stand and deliver,' I am sharing content and helping students work on projects based on their individual interests." Kristie's students were so excited about the Lakewood History Project that they recently began a second project that involves research and fact checking for the Tacoma Civil Rights Project, an exhibit that will open next year at the Washington State History Museum.
For more information about this project, please contact Mary Beth Lambert at the Coalition of Essential Schools Northwest Service Learning Network, 7900 E. Greenlake Dr., N., Suite 212, Seattle, WA 98103, marybeth@cesnw.org - http://www.cesnorthwest.org.
Studying History by Studying People: What You Can't Learn in Textbooks (A Learn and Serve America Subgrantee)
Student quotes:
"It is important that people tell their stories. Older people have stories and we can learn a lot from them that we can’t learn in textbooks…it opens your eyes to things you’re never going to experience." -- Tina Chandler Sophomore Windward High School.
"I used to think that history was a big picture thing. But now I realize that it impacts people differently and when you study history, you are studying people." -- Ryan Greene Sophomore Windward High School.
This May, Windward high school will host a community celebration to release Echoes of History: Lummi and Early Whatcom County History, a bound collection of oral histories from over 25 community members and Lummi elders researched and written by approximately 80 freshmen and sophomore students. The project, spear-headed by English teacher Paul Lewis and U.S. history teachers Adam Goldstein and Katie Ruthford, was modeled after a previous oral history project the teachers had taught. That project had focused on the stories of Ferndale residents during the early part of the twentieth century; it served as a foundation for the teachers’ instructional planning.
"Oral history projects are a great way to have our students experience the history that we are teaching," says Adam.
"The students are also conducting a service by recording stories that will be preserved and that could have otherwise been lost," adds Paul.
Prior to conducting the interviews, the students spent six weeks learning about the relevant history, reading locally produced texts and researching other Lummi oral histories. Working in small groups, the students developed interview questions, worked on interview techniques, and developed an awareness and sensitivity about cultural differences. While the students unanimously described the interview process as "nerve-racking," many also described facts and ideas that they learned from their interviewees, as well as new insights into a culture and group of people who they didn’t know much about.
"It’s so different talking to real people," says sophomore Ryan Greene. "You’re talking to an actual person and hearing how history has impacted them."
Following the interviews, the student teams reviewed their notes and listened to their audio-recordings in order to write up drafts of the oral histories, which were then sent to the interviewees for editing and fact checking. Juanita Jefferson, who works at the Lummi Archives and is a member of the Lummi Nation, was interviewed by a group of Windward students. She agreed to participate because she felt like it was an opportunity for two communities to "get to know one another and develop trust." Referencing a long history of racial tension between the Ferndale community and the Lummi Nation, Juanita says, "Through this project, Windward has taken a proactive approach to get to know the people in the community and not just accept stereotypes."
For more information about this project and the collection of oral histories, please contact Mary Beth Lambert at the Coalition of Essential Schools Northwest Service Learning Network, 7900 E. Greenlake Dr., N., Suite 212, Seattle, WA 98103, marybeth@cesnw.org - http://www.cesnorthwest.org.
Student quotes: "It is important that people tell their stories. Older people have stories and we can learn a lot from them that we can’t learn in textbooks…it opens your eyes to things you’re never going to experience." -- Tina Chandler Sophomore Windward High School.
"I used to think that history was a big picture thing. But now I realize that it impacts people differently and when you study history, you are studying people." -- Ryan Greene Sophomore Windward High School.
This May, Windward high school will host a community celebration to release Echoes of History: Lummi and Early Whatcom County History, a bound collection of oral histories from over 25 community members and Lummi elders researched and written by approximately 80 freshmen and sophomore students. The project, spear-headed by English teacher Paul Lewis and U.S. history teachers Adam Goldstein and Katie Ruthford, was modeled after a previous oral history project the teachers had taught. That project had focused on the stories of Ferndale residents during the early part of the twentieth century; it served as a foundation for the teachers’ instructional planning.
"Oral history projects are a great way to have our students experience the history that we are teaching," says Adam.
"The students are also conducting a service by recording stories that will be preserved and that could have otherwise been lost," adds Paul.
Prior to conducting the interviews, the students spent six weeks learning about the relevant history, reading locally produced texts and researching other Lummi oral histories. Working in small groups, the students developed interview questions, worked on interview techniques, and developed an awareness and sensitivity about cultural differences. While the students unanimously described the interview process as "nerve-racking," many also described facts and ideas that they learned from their interviewees, as well as new insights into a culture and group of people who they didn’t know much about.
"It’s so different talking to real people," says sophomore Ryan Greene. "You’re talking to an actual person and hearing how history has impacted them."
Following the interviews, the student teams reviewed their notes and listened to their audio-recordings in order to write up drafts of the oral histories, which were then sent to the interviewees for editing and fact checking. Juanita Jefferson, who works at the Lummi Archives and is a member of the Lummi Nation, was interviewed by a group of Windward students. She agreed to participate because she felt like it was an opportunity for two communities to "get to know one another and develop trust." Referencing a long history of racial tension between the Ferndale community and the Lummi Nation, Juanita says, "Through this project, Windward has taken a proactive approach to get to know the people in the community and not just accept stereotypes."
For more information about this project and the collection of oral histories, please contact Mary Beth Lambert at the Coalition of Essential Schools Northwest Service Learning Network, 7900 E. Greenlake Dr., N., Suite 212, Seattle, WA 98103, marybeth@cesnw.org - http://www.cesnorthwest.org.
From the Cafeteria to the Gas Tank (A Learn and Serve America Subgrantee)
It’s lunch time at Heritage High School and the teachers are discussing their weekend. Gwen Thompson, our Advanced Placement Chemistry and Physics teacher shares how she attempted to create bio-diesel in her home. Jim Neiman, the Careers in Technical Education teacher, takes an interest in Gwen’s idea. Both instructors have recently purchased vehicles that run on diesels. Gwen knows that the school cafeteria produces thousands of gallons of fats and oils that can be combined with other ingredients to produce bio-diesel. Why not make this a class project? So after some discussion, Gwen and Jim presented the idea of creating bio-diesel to their students, who became highly engaged in the project and discovered how to produce bio-diesel on a large scale.
In February, the students presented their findings to the Evergreen School Board with each student explaining his or her learning and contribution to the process. The students then passed out glycerol soap (a by-product) to the audience. The students received a standing ovation from the large crowd, and Superintendent John Deeder and members of the school board were impressed by the students and their commitment to the project. It’s clear that Gwen and Jim's idea of integrating the curriculum and thinking outside the box has had a major impact on students and teachers alike. The students are already talking about expanding this project next year and teaming with a marketing class, as well as the Evergreen Transportation Department, to help market the fuel. Their long-term goal is to produce enough fuel to supply some of the district’s buses.
For a copy of a DVD that explains the setup of this project in detail, please contact Evergreen CTE Director Susan Dixon at 360-604-1001 (ext 4449) or email sdixon@egreen.wednet.edu - http://www.cesnorthwest.org.
It’s lunch time at Heritage High School and the teachers are discussing their weekend. Gwen Thompson, our Advanced Placement Chemistry and Physics teacher shares how she attempted to create bio-diesel in her home. Jim Neiman, the Careers in Technical Education teacher, takes an interest in Gwen’s idea. Both instructors have recently purchased vehicles that run on diesels. Gwen knows that the school cafeteria produces thousands of gallons of fats and oils that can be combined with other ingredients to produce bio-diesel. Why not make this a class project? So after some discussion, Gwen and Jim presented the idea of creating bio-diesel to their students, who became highly engaged in the project and discovered how to produce bio-diesel on a large scale. In February, the students presented their findings to the Evergreen School Board with each student explaining his or her learning and contribution to the process. The students then passed out glycerol soap (a by-product) to the audience. The students received a standing ovation from the large crowd, and Superintendent John Deeder and members of the school board were impressed by the students and their commitment to the project. It’s clear that Gwen and Jim's idea of integrating the curriculum and thinking outside the box has had a major impact on students and teachers alike. The students are already talking about expanding this project next year and teaming with a marketing class, as well as the Evergreen Transportation Department, to help market the fuel. Their long-term goal is to produce enough fuel to supply some of the district’s buses. For a copy of a DVD that explains the setup of this project in detail, please contact Evergreen CTE Director Susan Dixon at 360-604-1001 (ext 4449) or email sdixon@egreen.wednet.edu - http://www.cesnorthwest.org.
Technology & Teamwork Assist Local Emergency Planners! (A Learn and Serve America Subgrantee)
Students from Laconia High School in New Hampshire are well on their way to the creation of a DVD that will contain blueprints and critical information to be used by emergency services. In addition to creating a new emergency brochure for parents, students are using state of the art Computer Aided Drafting software and laser measuring tools to create detailed floor-plans and 3-D views of each room within the high school. Information like room location, size, hazardous material present, amount of doors & windows, location of emergency exits, and a video clip of the room will be compiled and converted to a DVD that fire, police and other emergency officials can review prior to, or during an emergency event. The project is expected to expand to other schools within the district and then to other public buildings within the city.
Through several reflection activities, students have made note of definite connections to their math, science, English and technology classes and have enjoyed working with Sheriff Dan Collis of the Belknap County Sheriffs Department. Students have also started the creation of a web site that will document their progress and describe the detailed procedures used in the creation of a final product. The web site will also be used to post the new emergency brochure with web-links to all state and local emergency contacts.
For more information about Project Extra! at Laconia High School, contact Paul Robdau, 345 Union Ave, Laconia, NH 03246, at probdau@laconia.k12.nh.us - http://www.projectextra.org/.
Students from Laconia High School in New Hampshire are well on their way to the creation of a DVD that will contain blueprints and critical information to be used by emergency services. In addition to creating a new emergency brochure for parents, students are using state of the art Computer Aided Drafting software and laser measuring tools to create detailed floor-plans and 3-D views of each room within the high school. Information like room location, size, hazardous material present, amount of doors & windows, location of emergency exits, and a video clip of the room will be compiled and converted to a DVD that fire, police and other emergency officials can review prior to, or during an emergency event. The project is expected to expand to other schools within the district and then to other public buildings within the city. Through several reflection activities, students have made note of definite connections to their math, science, English and technology classes and have enjoyed working with Sheriff Dan Collis of the Belknap County Sheriffs Department. Students have also started the creation of a web site that will document their progress and describe the detailed procedures used in the creation of a final product. The web site will also be used to post the new emergency brochure with web-links to all state and local emergency contacts.For more information about Project Extra! at Laconia High School, contact Paul Robdau, 345 Union Ave, Laconia, NH 03246, at probdau@laconia.k12.nh.us - http://www.projectextra.org/.
Learning Takes Root in Michigan (A Learn and Serve America Subgrantee)
Hands-on learning gained new meaning when students at Lincoln Elementary in Wayne Westland planted six trees as part of a service-learning project called Rooting for the Rouge. The trees will help keep excessive storm water runoff and pollutants out of the Rouge River . Lincoln was the first of nine district schools to host events benefiting the rouge.
"We voted on which trees to plant. We all took turns putting things on the trees like dirt, mulch, and the woodchips. Best of all, the planting helped make the Rouge River cleaner," said fourth grader Samantha.
This water quality project is a partnership between the cities of Wayne, Westland, Inkster, Canton, and the Wayne Westland Community Schools district fourth grade classes and building and grounds department. Students study local water quality, plant trees, label storm drains, and educate the community covering benchmarks and standards in language arts, science, social studies and life skills.
During the 2005-2006 school year, Wayne Westland Schools engaged more than 1700 students in more than 21,800 hours of service-learning. Wayne Westland service-learning programs were funded by the Michigan Community Service Commission's Learn and Serve – Michigan program. The school was recently awarded a $24,500 Learn and Serve – Michigan school-based grant for the 2006-07 school year.
For more information about service-learning in Wayne Westland Schools, contact Lynn Malinoff, 36745 Marquette, Westland, Michigan 48185, (734) 419-2082 or at lmalinof@umich.edu.
Hands-on learning gained new meaning when students at Lincoln Elementary in Wayne Westland planted six trees as part of a service-learning project called Rooting for the Rouge. The trees will help keep excessive storm water runoff and pollutants out of the Rouge River . Lincoln was the first of nine district schools to host events benefiting the rouge.
"We voted on which trees to plant. We all took turns putting things on the trees like dirt, mulch, and the woodchips. Best of all, the planting helped make the Rouge River cleaner," said fourth grader Samantha. This water quality project is a partnership between the cities of Wayne, Westland, Inkster, Canton, and the Wayne Westland Community Schools district fourth grade classes and building and grounds department. Students study local water quality, plant trees, label storm drains, and educate the community covering benchmarks and standards in language arts, science, social studies and life skills.
During the 2005-2006 school year, Wayne Westland Schools engaged more than 1700 students in more than 21,800 hours of service-learning. Wayne Westland service-learning programs were funded by the Michigan Community Service Commission's Learn and Serve – Michigan program. The school was recently awarded a $24,500 Learn and Serve – Michigan school-based grant for the 2006-07 school year.
For more information about service-learning in Wayne Westland Schools, contact Lynn Malinoff, 36745 Marquette, Westland, Michigan 48185, (734) 419-2082 or at lmalinof@umich.edu.
Creating a New Path (A Learn and Serve America Subgrantee)
Students from CASMAN Alternative Academy in Manistee , Michigan recognized a need for a better place to walk dogs instead of down a dirt road. Partnering with their local Humane Society, the students set about creating a pleasant walking and training environment for dogs and volunteers at the Homeward Bound Animal Shelter.
Students cleared and laid a quarter mile path on the Humane Society property. Guest speaker, Brian Belt, from the Forestry Department shared with students how to plan and build a trail. Students measured the property and created scale drawings for laying out the trail, contacted volunteers to help clear the path and donate wood chips, and finally, cleared, marked, and measured the trail. They also developed plans for future trail loops.
By creating a more attractive walking environment, the Humane Society hopes to draw in more volunteers, and have a place available for the community to use for walking dogs.
The math connection…in class, students learned about finding volume of geometric shapes, and applied this knowledge to calculate the amount of wood chips needed for the trail. Students practiced taking measurements and converting between different measures. Using ratios and proportions students found the length of the trail and created scale drawings. Study of the coordinate plane was applied to marking the location of benches, bridges, and natural features found on the property at the Humane Society Classroom lessons involved the study of exponential functions that were applied to the study of animal population growth. Students had to budget for materials.
This year, students will tackle the next loop, building a bridge, benches, birdhouses, and marking the trail with signs. Students will make more accurate maps using GPS units. A dog agility course will also be studied to be a possible addition at the start of the trail system. Math will team with science to create a nature guide to be used along the trail. Science students will identify plants, animals, and insects that could be found on the property. Language Arts will help create an informational pamphlet, which will be filled with information found during science class. A new website will document the service-learning progress of CASMAN students, promote the use of the trail, educate the community about animal care, and attract volunteers to the Humane Society.
This is but one example of the 3639 hours of service-learning CASMAN students participated in last year. This commitment to community involvement and development engaged all 100 students in this exemplary school, as well as 10 teachers and 38 volunteers. CASMAN's service-learning programs were funded by the Michigan Community Service Commission's Learn and Serve – Michigan program. The school was awarded a $15,000 Learn and Serve – Michigan school-based grant for the 2006-07 school year.
For more information about service-learning CASMAN Alternative Academy contact Matt Somsel , 225 Ninth Street , Manistee, Michigan 49660 at (231) 723-4981, or at msomsel@manistee.org.
Students from CASMAN Alternative Academy in Manistee , Michigan recognized a need for a better place to walk dogs instead of down a dirt road. Partnering with their local Humane Society, the students set about creating a pleasant walking and training environment for dogs and volunteers at the Homeward Bound Animal Shelter.
Students cleared and laid a quarter mile path on the Humane Society property. Guest speaker, Brian Belt, from the Forestry Department shared with students how to plan and build a trail. Students measured the property and created scale drawings for laying out the trail, contacted volunteers to help clear the path and donate wood chips, and finally, cleared, marked, and measured the trail. They also developed plans for future trail loops. By creating a more attractive walking environment, the Humane Society hopes to draw in more volunteers, and have a place available for the community to use for walking dogs.
The math connection…in class, students learned about finding volume of geometric shapes, and applied this knowledge to calculate the amount of wood chips needed for the trail. Students practiced taking measurements and converting between different measures. Using ratios and proportions students found the length of the trail and created scale drawings. Study of the coordinate plane was applied to marking the location of benches, bridges, and natural features found on the property at the Humane Society Classroom lessons involved the study of exponential functions that were applied to the study of animal population growth. Students had to budget for materials.
This year, students will tackle the next loop, building a bridge, benches, birdhouses, and marking the trail with signs. Students will make more accurate maps using GPS units. A dog agility course will also be studied to be a possible addition at the start of the trail system. Math will team with science to create a nature guide to be used along the trail. Science students will identify plants, animals, and insects that could be found on the property. Language Arts will help create an informational pamphlet, which will be filled with information found during science class. A new website will document the service-learning progress of CASMAN students, promote the use of the trail, educate the community about animal care, and attract volunteers to the Humane Society.
This is but one example of the 3639 hours of service-learning CASMAN students participated in last year. This commitment to community involvement and development engaged all 100 students in this exemplary school, as well as 10 teachers and 38 volunteers. CASMAN's service-learning programs were funded by the Michigan Community Service Commission's Learn and Serve – Michigan program. The school was awarded a $15,000 Learn and Serve – Michigan school-based grant for the 2006-07 school year.
For more information about service-learning CASMAN Alternative Academy contact Matt Somsel , 225 Ninth Street , Manistee, Michigan 49660 at (231) 723-4981, or at msomsel@manistee.org.
Creating a Healthy Environment (A Learn and Serve America Subgrantee)
Armed with rakes, wheelbarrows, shovels, and cordless drills, more than 150 freshman students from the Lowell Area Schools helped prepare the Mel Trotter Ministries Camp & Retreat Center for summer campers. The Center, located near Hopkins , Michigan , serves at-risk youth from the Grand Rapids area. It offers a safe and healthy outdoor environment for campers to learn about themselves, faith, teamwork, and the avoidance of risky behavior. The students built picnic tables and benches, replaced flooring in the cabins, spread mulch, and addressed other camp needs.
On the same day, in a totally different neck of the woods, 150 of their fellow classmates formed their own shovel brigade in Southeast Grand Rapids . They teamed up with students from Ottawa Hills High School and worked for two days to beautify parks and Southeast neighborhoods.
And, for both Lowell groups, at the end of the day their work was not done. After the hands-on service, their teachers guided them in applying their experiences and learning to their academic classes and everyday lives. English teachers used the projects to give a better understanding of self, peer, and community awareness. Social studies instructors asked students to consider the impact of being responsible citizens. Science teachers had students appreciating the environment and the benefits of restoration and preservation efforts. And math teachers had them understanding the mathematical applications at their job sites, such as measurement, calculating, charting, and graphing.
These are but two examples of the 24,828 hours of service-learning Lowell students participated in last year. This commitment to community involvement and development engaged 2,346 students, 77 teachers, and 131 volunteers. Lowell 's service-learning programs were funded by the Michigan Community Service Commission's Learn and Serve – Michigan program. The school was recently awarded a $24,500 Learn and Serve – Michigan school-based grant for the 2006-07 school year.
For more information about service-learning in Lowell Area Schools contact Carla Stone, 11700 Vergennes, Lowell, Michigan 49331 at (616) 987-2900, or at cstone@lowellschools.com.
Armed with rakes, wheelbarrows, shovels, and cordless drills, more than 150 freshman students from the Lowell Area Schools helped prepare the Mel Trotter Ministries Camp & Retreat Center for summer campers. The Center, located near Hopkins , Michigan , serves at-risk youth from the Grand Rapids area. It offers a safe and healthy outdoor environment for campers to learn about themselves, faith, teamwork, and the avoidance of risky behavior. The students built picnic tables and benches, replaced flooring in the cabins, spread mulch, and addressed other camp needs.
On the same day, in a totally different neck of the woods, 150 of their fellow classmates formed their own shovel brigade in Southeast Grand Rapids . They teamed up with students from Ottawa Hills High School and worked for two days to beautify parks and Southeast neighborhoods. And, for both Lowell groups, at the end of the day their work was not done. After the hands-on service, their teachers guided them in applying their experiences and learning to their academic classes and everyday lives. English teachers used the projects to give a better understanding of self, peer, and community awareness. Social studies instructors asked students to consider the impact of being responsible citizens. Science teachers had students appreciating the environment and the benefits of restoration and preservation efforts. And math teachers had them understanding the mathematical applications at their job sites, such as measurement, calculating, charting, and graphing.
These are but two examples of the 24,828 hours of service-learning Lowell students participated in last year. This commitment to community involvement and development engaged 2,346 students, 77 teachers, and 131 volunteers. Lowell 's service-learning programs were funded by the Michigan Community Service Commission's Learn and Serve – Michigan program. The school was recently awarded a $24,500 Learn and Serve – Michigan school-based grant for the 2006-07 school year.
For more information about service-learning in Lowell Area Schools contact Carla Stone, 11700 Vergennes, Lowell, Michigan 49331 at (616) 987-2900, or at cstone@lowellschools.com.
Serving Our Community Kids Style (SOCKS) (A Learn and Serve America Subgrantee)
700 students, the entire student body of Independence Elementary in Clarkston, participated in service-learning during February.
This program, which is in its second year, was initiated by a parent and planned with teachers. Seventy-five parents volunteered to make the day a success. The entire school population made donations, and funds from Learn and Serve – Michigan covered the program costs.
"We are very proud of the strong curriculum connection with our projects and the quality of our projects," said Clarkston Service-Learning Coordinator, Sue Wilson. "The rewards of this program are hard to quantify. It has changed the lives of many people, both the participants and the recipients."
In 2005-2006, Clarkston Community Schools engaged more than 2040 students in more than 88,230 hours of service-learning. Clarkston's service-learning programs were funded by the Michigan Community Service Commission's Learn and Serve – Michigan program. The school was recently awarded a $24,500 Learn and Serve – Michigan school-based grant for the 2006-07 school year.
For more information about service-learning at Clarkston Community Schools contact Sue Wilson, 6389 Clarkston, Clarkston, Michigan 48346, (248) 623-5413 or at wilsons2@clarkston.k12.mi.us.
700 students, the entire student body of Independence Elementary in Clarkston, participated in service-learning during February.
- Kindergarteners made gift bags for Haven, a shelter for abused women and children;
- First graders made dog bones for the Humane Society and gathered materials for bird nests;
- Second graders made care packages for service men and women including letters from the students;
- Third graders made muffins for Meals on Wheels with letters and refrigerator magnets;
- Fourth graders made blankets for the Linus Project; and the
- Fifth graders performed for Clarkston senior citizens, then shared brunch and memories.
This program, which is in its second year, was initiated by a parent and planned with teachers. Seventy-five parents volunteered to make the day a success. The entire school population made donations, and funds from Learn and Serve – Michigan covered the program costs. "We are very proud of the strong curriculum connection with our projects and the quality of our projects," said Clarkston Service-Learning Coordinator, Sue Wilson. "The rewards of this program are hard to quantify. It has changed the lives of many people, both the participants and the recipients."
In 2005-2006, Clarkston Community Schools engaged more than 2040 students in more than 88,230 hours of service-learning. Clarkston's service-learning programs were funded by the Michigan Community Service Commission's Learn and Serve – Michigan program. The school was recently awarded a $24,500 Learn and Serve – Michigan school-based grant for the 2006-07 school year.
For more information about service-learning at Clarkston Community Schools contact Sue Wilson, 6389 Clarkston, Clarkston, Michigan 48346, (248) 623-5413 or at wilsons2@clarkston.k12.mi.us.
Canine Commandos to the Rescue
Tropical’s fifth and sixth grade gifted and academically talented students have been working with our four-legged friends as part of their service-learning requirements. While watching a show on the Animal Planet Channel, a dog trainer stated that many dogs in the shelters are overlooked for adoption because of their highly strung behavior. He stated that these dogs could be trained quickly for furthering their success at finding a new home. Hence, Canine Commandos was formed. Canine Commandos received several small grants to purchase leashes, collars, chains, clickers and treats necessary for training. In small groups, the Commandos choose a dog not identified for adoption. Adults collar and leash the dogs then connect them to the fence (this prevents the dog from slipping out of the students' hands) with their trainers in waiting. The Commandos play with them until all the other students have their dogs.
Since the Commandos are confident with their training, they begin with the "watch me" command while holding a piece of cereal, Cheerios®. Once that command is satisfied, Commandos do the same with "sit," "down (the hardest command to teach)," "come," and "stay." All the while parent volunteers and teachers monitor, hand out supplies and work with students having any difficulties. A plus to the program is watching adoptive hopefuls walk around the dogs while in training. Seeing the dog in action enhances its chances of going home with new parents. Our hopes for the program, other than placing the loving dogs in loving homes, is to receive much coverage for expansion into other schools (we currently have two schools with 80 Commandos total).
The Commandos will be contacting schools to introduce and talk about the program. Another elementary school has recently just joined the Canine Commandos bandwagon allowing 75+ students now training dogs. We hope to have many schools training with us and find a professional dog trainer to meet the schools to provide training. In the classroom, Canine Commandos work on commercials, slide shows, brochures and a web page. Our PTO has donated $1700 to make training videos with a professional videographer which will take place this school year. DVDs will be donated to go home with adopted dogs while other DVDs will be sold with the profits going back into producing more.
If you would like more information about the program, contact Virginia Hamilton at Tropical Elementary at 454-1080 x252 or email HamiltonV@Brevard.k12.FL.us.
Tropical’s fifth and sixth grade gifted and academically talented students have been working with our four-legged friends as part of their service-learning requirements. While watching a show on the Animal Planet Channel, a dog trainer stated that many dogs in the shelters are overlooked for adoption because of their highly strung behavior. He stated that these dogs could be trained quickly for furthering their success at finding a new home. Hence, Canine Commandos was formed. Canine Commandos received several small grants to purchase leashes, collars, chains, clickers and treats necessary for training. In small groups, the Commandos choose a dog not identified for adoption. Adults collar and leash the dogs then connect them to the fence (this prevents the dog from slipping out of the students' hands) with their trainers in waiting. The Commandos play with them until all the other students have their dogs.
Since the Commandos are confident with their training, they begin with the "watch me" command while holding a piece of cereal, Cheerios®. Once that command is satisfied, Commandos do the same with "sit," "down (the hardest command to teach)," "come," and "stay." All the while parent volunteers and teachers monitor, hand out supplies and work with students having any difficulties. A plus to the program is watching adoptive hopefuls walk around the dogs while in training. Seeing the dog in action enhances its chances of going home with new parents. Our hopes for the program, other than placing the loving dogs in loving homes, is to receive much coverage for expansion into other schools (we currently have two schools with 80 Commandos total).The Commandos will be contacting schools to introduce and talk about the program. Another elementary school has recently just joined the Canine Commandos bandwagon allowing 75+ students now training dogs. We hope to have many schools training with us and find a professional dog trainer to meet the schools to provide training. In the classroom, Canine Commandos work on commercials, slide shows, brochures and a web page. Our PTO has donated $1700 to make training videos with a professional videographer which will take place this school year. DVDs will be donated to go home with adopted dogs while other DVDs will be sold with the profits going back into producing more.
If you would like more information about the program, contact Virginia Hamilton at Tropical Elementary at 454-1080 x252 or email HamiltonV@Brevard.k12.FL.us.
Online Service Learning Project Engaged Students to Service (A Learn and Serve America Subgrantee)
Sara Buttram a Broad Ripple High School 10th grade student in Indianapolis Indiana is the winner of the "Season of Service Images of Peace" Contest (107K pdf), sponsored by Service For Peace, Learn and Serve Indiana, Peace Learning Center, Indy Parks, and the Indiana Civil Rights Commission. Her winning poster entitled "Holding Peace" was displayed at this year's Martin Luther King / Robert F. Kennedy Commemoration Event "Making the Dream A Reality: Our Commitment to Peace and Non-Violence" which was held on April 4th, 2007 in Kennedy King Park. Her entry was part of an expanding the Martin Luther King Day of Service to a Season of Service starting from January 15th to April 4th 2007, which advances Dr. King's dream for peaceful and just communities by building a movement of positive social change.
The Poster/ Multimedia Contest encouraged teachers to instruct students in a youth directed service-learning project rooted in Robert F. Kennedy's April 4, 1968 speech to the citizens of Indianapolis following Dr. King's assassination. Ms. Emily Davies, a 2D Art Teacher at Broad Ripple, presented the assignment to the students, concentrating on the idea of symbolism. She had the students draw images or symbols that they thought represented many different words, i.e. freedom, agony, family, etc. After they finished this task, she introduced the poster assignment. Discussing what peace meant to them, both as individuals, and as a society, the students then had free reign to produce their idea of an Image of Peace.
"As for my thoughts on teaching about peace...I don't teach about peace as much as I do the practice of respect. After all, one cannot exist without the other." Ms. Davies said when asked about the service-learning project. When Ms. Buttram was asked about her experience she said, "I wanted to show that Peace may be hard to catch, but if you're careful enough, you just might catch it and be able to hold it in your hands."
If you would like more information about the program, contact Bruce Smith at Service For Peace/Peace Learning Center at bsmith@serviceforpeace.org.
Sara Buttram a Broad Ripple High School 10th grade student in Indianapolis Indiana is the winner of the "Season of Service Images of Peace" Contest (107K pdf), sponsored by Service For Peace, Learn and Serve Indiana, Peace Learning Center, Indy Parks, and the Indiana Civil Rights Commission. Her winning poster entitled "Holding Peace" was displayed at this year's Martin Luther King / Robert F. Kennedy Commemoration Event "Making the Dream A Reality: Our Commitment to Peace and Non-Violence" which was held on April 4th, 2007 in Kennedy King Park. Her entry was part of an expanding the Martin Luther King Day of Service to a Season of Service starting from January 15th to April 4th 2007, which advances Dr. King's dream for peaceful and just communities by building a movement of positive social change. The Poster/ Multimedia Contest encouraged teachers to instruct students in a youth directed service-learning project rooted in Robert F. Kennedy's April 4, 1968 speech to the citizens of Indianapolis following Dr. King's assassination. Ms. Emily Davies, a 2D Art Teacher at Broad Ripple, presented the assignment to the students, concentrating on the idea of symbolism. She had the students draw images or symbols that they thought represented many different words, i.e. freedom, agony, family, etc. After they finished this task, she introduced the poster assignment. Discussing what peace meant to them, both as individuals, and as a society, the students then had free reign to produce their idea of an Image of Peace. "As for my thoughts on teaching about peace...I don't teach about peace as much as I do the practice of respect. After all, one cannot exist without the other." Ms. Davies said when asked about the service-learning project. When Ms. Buttram was asked about her experience she said, "I wanted to show that Peace may be hard to catch, but if you're careful enough, you just might catch it and be able to hold it in your hands."If you would like more information about the program, contact Bruce Smith at Service For Peace/Peace Learning Center at bsmith@serviceforpeace.org.
