Post on 20-Dec-2015
The Experience ofCommunity Service
Experience of Community Service
Experience of Community Service Should involve learning (as well as doing
good things)
Experience of Community Service Should involve learning (as well as doing
good things) Learning must be intentional
Experience of Community Service Should involve learning (as well as doing
good things) Learning must be intentional What should we learn?
Altman’s (1996) Types of Knowledge
Altman’s (1996) Types of Knowledge Foundational knowledge – includes the
concepts, theories, and methods of a discipline
Altman’s (1996) Types of Knowledge Foundational knowledge – includes the
concepts, theories, and methods of a discipline
Professional knowledge – Practitioner skills and content
Altman’s (1996) Types of Knowledge Foundational knowledge – includes the
concepts, theories, and methods of a discipline
Professional knowledge – Practitioner skills and content
Socially responsive knowledge – links curriculum to community needs and engages students in social issues
Historical View of Experiential Learning
Historical View of Experiential Learning John Dewey – Philosopher
Historical View of Experiential Learning John Dewey – Philosopher
Education reform advocate
Historical View of Experiential Learning John Dewey – Philosopher
Education reform advocate “Experience and Education” (1938)
Historical View of Experiential Learning John Dewey – Philosopher
Education reform advocate “Experience and Education” (1938)
learning through experience
Historical View of Experiential Learning John Dewey – Philosopher
Education reform advocate “Experience and Education” (1938)
learning through experience freedom on student’s part; not external disc.
Historical View of Experiential Learning John Dewey – Philosopher
Education reform advocate “Experience and Education” (1938)
learning through experience freedom on student’s part; not external disc. outcomes make “vital appeal”; not isolated skills
Historical View of Experiential Learning John Dewey – Philosopher
Education reform advocate “Experience and Education” (1938)
learning through experience freedom on student’s part; not external disc. outcomes make “vital appeal”; not isolated skills necessary to function in a changing world
Historical View of Experiential Learning John Dewey – Philosopher
Historical View of Experiential Learning John Dewey – Philosopher Kurt Lewin – Social psychology
Historical View of Experiential Learning John Dewey – Philosopher Kurt Lewin – Social psychology
Integrate theory and practice!
Historical View of Experiential Learning John Dewey – Philosopher Kurt Lewin – Social psychology
Integrate theory and practice! Nothing so practical as a good theory
Historical View of Experiential Learning John Dewey – Philosopher Kurt Lewin – Social psychology
Historical View of Experiential Learning John Dewey – Philosopher Kurt Lewin – Social psychology Jean Piaget – Children’s cognitive dev.
Historical View of Experiential Learning John Dewey – Philosopher Kurt Lewin – Social psychology Jean Piaget – Children’s cognitive dev.
Interaction of person and environment
Historical View of Experiential Learning John Dewey – Philosopher Kurt Lewin – Social psychology Jean Piaget – Children’s cognitive dev.
Interaction of person and environment Learn by trying (“little scientists”)
Kolb’s (1984) Model
Kolb’s (1984) Model interplay between experience (practice)
and theory
Kolb’s (1984) Model interplay between experience (practice)
and theory concept of feedback (from engineering) –
take ideas/generalizations and test them through new concrete experiences
Kolb’s (1984) Model
Kolb’s (1984) Model
Kolb’s (1984) ModelConcrete
Experience
Kolb’s (1984) Model
ReflectiveObservation
ConcreteExperience
Kolb’s (1984) Model
ReflectiveObservation
AbstractConceptualization
ConcreteExperience
Kolb’s (1984) Model
ReflectiveObservation
AbstractConceptualization
ActiveExperimentation
ConcreteExperience
Kolb’s (1984) ModelConcrete
Experience
Concrete Experience
Concrete Experience Requires an experience that is engaging &
interesting
Concrete Experience Requires an experience that is engaging &
interesting Types of community service:
Concrete Experience Requires an experience that is engaging &
interesting Types of community service:
Providing direct services to individuals
Concrete Experience Requires an experience that is engaging &
interesting Types of community service:
Providing direct services to individuals Planning a project (e.g., fundraiser)
Concrete Experience Requires an experience that is engaging &
interesting Types of community service:
Providing direct services to individuals Planning a project (e.g., fundraiser) Indirect service
Concrete Experience Requires an experience that is engaging &
interesting Types of community service:
Providing direct services to individuals Planning a project (e.g., fundraiser) Indirect service Supervise volunteers/manage program
Kolb’s (1984) ModelConcrete
Experience
Kolb’s (1984) Model
ReflectiveObservation
ConcreteExperience
Reflective Observation
Reflective Observation Necessary to develop a “theory”
Reflective Observation Necessary to develop a “theory” “the hyphen in Service-Learning”
Reflective Observation Necessary to develop a “theory” “the hyphen in Service-Learning” Involves:
Reflective Observation Necessary to develop a “theory” “the hyphen in Service-Learning” Involves:
observing/noticing things (esp. surprises; enjoyable/difficult/unenjoyable events)
Reflective Observation Necessary to develop a “theory” “the hyphen in Service-Learning” Involves:
observing/noticing things (esp. surprises; enjoyable/difficult/unenjoyable events)
thinking, asking oneself questions
Reflective Observation Necessary to develop a “theory” “the hyphen in Service-Learning” Involves:
observing/noticing things (esp. surprises; enjoyable/difficult/unenjoyable events)
thinking, asking oneself questions “Why…?”
Reflective Observation Necessary to develop a “theory” “the hyphen in Service-Learning” Involves:
observing/noticing things (esp. surprises; enjoyable/difficult/unenjoyable events)
thinking, asking oneself questions “Why…?” “How does this relate to…?”
Reflective Observation
Reflective Observation Techniques:
Reflective Observation Techniques:
Journals
Reflective Observation Techniques:
Journals Research paper
Reflective Observation Techniques:
Journals Research paper Ethical case study
Reflective Observation Techniques:
Journals Research paper Ethical case study Directed readings
Reflective Observation Techniques:
Journals Research paper Ethical case study Directed readings Class presentations
Reflective Observation Techniques:
Journals Research paper Ethical case study Directed readings Class presentations Electronic reflection
Kolb’s (1984) Model
ReflectiveObservation
ConcreteExperience
Kolb’s (1984) Model
ReflectiveObservation
AbstractConceptualization
ConcreteExperience
Abstract Conceptualization
Abstract Conceptualization Developing your own “theory”
Abstract Conceptualization Developing your own “theory” Account for your observations and make
generalizations
Kolb’s (1984) Model
ReflectiveObservation
AbstractConceptualization
ConcreteExperience
Kolb’s (1984) Model
ReflectiveObservation
AbstractConceptualization
ActiveExperimentation
ConcreteExperience
Active Experimentation
Active Experimentation Use your new “theory” and apply it to new
situations
Active Experimentation Use your new “theory” and apply it to new
situations This can generate new Concrete
Experiences
Active Experimentation Use your new “theory” and apply it to new
situations This can generate new Concrete
Experiences The cycle begins again…
Kolb’s (1984) Model
ReflectiveObservation
AbstractConceptualization
ActiveExperimentation
ConcreteExperience
Kolb’s (1984) Model
ReflectiveObservation
AbstractConceptualization
ActiveExperimentation
ConcreteExperience
Active - Reflective
Kolb’s (1984) Model
ReflectiveObservation
AbstractConceptualization
ActiveExperimentation
ConcreteExperience
Active - Reflective
Abstract - Concrete