This document was created by an individual or individuals who submitted a proposal so he / she / they may present at the Office of Faith-Based and Community Initiative’s 2011 Conference on Service and Volunteerism (GCSV11). This proposal was approved by the Indiana Commission on Community Service and Volunteerism (ICCSV) and other community partners. Sharing this document is a courtesy extended by the OFBCI to conference attendees who may want to reference materials covered at the GCSV11, and the OFBCI in no way not responsible for specific content within.

1. Aligning After School
Programming with the
School Day through
Service-Learning
Cate Hart Hyatt
Indiana University

2. Two Kinds of Intelligence
Jellaludin Rumi
There are two kinds of intelligence: one acquired,
as a child in a school memorizes facts and concepts
from books and from what the teacher says,
collecting information from the traditional sciences
as well as from the new sciences.
2

3. With such intelligence you rise in the world.
you get ranked ahead or behind others
in regard to your competence in retaining
information. You stroll with this intelligence
in and out of fields of knowledge, getting always more
marks on your preserving tablets.
3

4. There is another kind of tablet, one
already completed and preserved inside you.
A spring overflowing its springbox. A freshness
in the center of the chest. This other kind of intelligence
does not turn yellow or stagnate. It’s fluid,
and it doesn’t move from outside to inside
through the conduits of plumbing-learning.
This second knowing is a fountainhead
from within you, moving out.
4

5. Partner Activity:
Service Activities in After School Programs
• Read the poem alone.
Ideas to Share:
• Underline a word,
• Are students aware of this?
phrase or sentence • How does my program
nurture this in students?
that speaks
• What can we do to help
to you. students embrace this?
• Share with a partner.
5

6. There is another kind of tablet, one
already completed and preserved inside you.
A spring overflowing its springbox. A freshness
in the center of the chest. This other kind of intelligence
does not turn yellow or stagnate. It’s fluid,
and it doesn’t move from outside to inside
through the conduits of plumbing-learning.
This second knowing is a fountainhead
from within you, moving out.
6

7. Workshop Overview
What is Service Learning?
How can service learning connect after school to the
school-day curriculum?
What could service learning look
like in my program?
7

8. 8

9. Service Learning…
IS… IS NOT…
• Based in community; • Internships
• Coordinated with a • Field Experiences
school;
• Episodic or add-on
• fosters civic responsibility; • Logged service hours
• Enhances the academic • Only for high school or
curriculum; college students
• One-sided: benefiting only
• Provides for reflection students or only the
community
9

10. Meaningful
service
National Duration
and
Link to
curriculum
Intensity
Standards
for Quality Quality
Service Progress
monitoring Service Reflection
Learning Learning
Practice
Partnerships Diversity
(National Youth
Leadership Council) Youth
voice
10

11. Understanding Standards for Quality
Service Learning
• Choose one of the eight Standards for
Quality Service Learning
• Review the description presented
• Develop a creative way to teach this
information to the rest of the room
(you will have 2 minutes to share)
11

12. Kindergarteners, 2nd, 5th and 6th Graders
Columbus Signature Academy Lincoln Campus
Columbus, Indiana
12

13. • 2008 Flood
• City Planner
• Letters to local businesses
• Neighborhood meeting
• Fundraising – Healthy
Snack Shack
Spring 2011…
1. Continued research
2. Planting trees
3. Construction of raised beds
4. Neighborhood celebration
13

14. Links to the Curriculum
Social Studies:
• Compare neighborhoods in your community and explain how physical
features of the community affect people living there.
• Identify ways that recreational opportunities influence human activity
in the community.
Math
• Collect and record numerical data in systematic ways.
• Represent, compare, and interpret data using tables, tally, charts, and
bar graphs.
Science
• Use tools to investigate, observe, measure, design, and build things.
• Draw pictures and write brief descriptions that correctly portray key
features of an object.
Language Arts
• Write a friendly letter complete with the date salutation, body, closing
and signature.
• Write and deliver a research report that has been developed using a
systematic research process. 14

15. 12th Graders
Franklin Community High School
Franklin, Indiana
15

16. 8-Month Film Festival Process
Conduct
Shoot
Select Topic research and Edit Film Screen Films
Footage
interviews
2011 Film Topics…
• A 27-year old mother who
fights her way out of poverty by
attending nursing school.
• A local teacher who must adapt
to increasing budget cuts.
• An Indianapolis-based baseball
player, who after nine years in
the minor leagues, gets his call-
up to the big leagues.
16

17. Links to the Curriculum
Journalism
• Students write news stories, features stories and columns, in-depth
issue features, reviews, and editorials or opinions in print and media
• Students demonstrate an understanding of the
research, organizational, and drafting strategies in journalistic writing
processes.
• Students use principles, elements, tools, and techniques of media
design to analyze, navigate, and create effective, aesthetically
pleasing media formats
•
Radio Technology
• Explain the functions of video equipment: 1. Camera, 2. Audio, 3.
Lighting, 4. Editing (linear/non-linear), 5. Studio Control
switcher, audio board, character generator, etc.
• Operate equipment in a professional manner.
17

18. Service learning can integrate 21st
Century Learning into
your afterschool
program?
18

19. 21st Century Learning Framework
• Core Subjects & Interdisciplinary Themes
– Global Awareness
– Financial, Economic, Business and Entrepreneurial
Literacy
– Civic Literacy
• Learning & Innovation Skills
• Information, Media and Technology Skills
• Life & Career Skills
19

20. Graffiti Wall Activity:
Service Activities in After School Programs
• Choose 1 or 2 21St Century Learnings.
• Note what you already do to foster
these learnings.
• Brainstorm new ideas for other
components.
20

21. After School Programs and Service
Learning: a Natural Fit
Youth Voice
Relevant
Academic Partnerships
Standards
Service
Learning
21

22. Graffiti Wall Activity - Revisited:
Service Learning Points of Entry
A: Revisit your ideas to foster
SL standards and 21st Century
Learning
Refer to
Quality
Standards for
B: Review ideas posted by Service
Learning
others on the wall and add an
idea for transforming the
service activity into Service
Learning. 22

23. Service Learning Points of Entry
Start with student-identified needs.
Transform an existing program activity into authentic
service-learning.
Connect or extend a required curriculum
standard, content, or skill, into service.
Partner with a community-based organization to
identify local assets and needs.
23

24. What are my next steps?
How can I transform current
programming into service learning ?
24

25. Small-Group Activity:
Action Planning for Service Learning
• Using the worksheet provided, select 3-4
Quality Standards that you can work
towards in order to enhance service
learning opportunities in your program.
• For each standard selected, write down:
1. What you will do
2. What you need from others
25

26. Service Learning Resources
1. Service-Learning Clearinghouse
http://www.servicelearning.org/
2. National Youth Leadership Council
http://www.nylc.org/
3. Youth Serve America
http://ysa.org/
4. Generation On
http://www.generationon.org/
26

27. Aligning After School
Programming with the
School Day through
Service-Learning
Cate Hart Hyatt
Indiana University