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