Workshops (1 or more days)
Leading Service Learning:
Leadership for effective Service-Learning Programs (1- 3 days)
Understanding the framework to effective Service Learning in your school through critical self-analysis of alignment of strategic planning with consistent: clarity, curriculum integration, offerings for student learning and leadership, systems for sustainability, accountability, roles and responsibilities toward a culture of Service Learning
Backward By Design (1 – 3 days)
Thinking with the end in mind using Understanding By Design (Wiggins and McTighe) UbD Stages: Intended Learning, Assessment, Learning Plan and Reflection. Alignment of the stages and Integration of Service Learning meaningfully.
Service-Learning Integration (1-3 days)
Understanding meaningful Service Learning Integration in any curriculum framework using various entry points. Units, assessments, learning plans, partners and collaboratives are explored at all grade levels through examples and effective resources.
Assessment for Learning (1 – 2 days)
Understanding of how formative assessment is part of everyday teaching activities. Specific topics include: Identifying intended learning, providing feedback efficiently and effectively, planning for instructional interventions, preparing students to track, reflect on, and share their learning progress. Teaching students to self-assess and set goals for efficacy-by using practices that develop a self-directed learning mindset in all students
Developing Classroom Assessments (1 – 2 days)
Understanding of how to audit or develop high-quality classroom assessments by determining purpose (formative/summative) Establishing clear learning targets/outcomes, deconstruct standards into lesson-level learning targets/objectives, select the appropriate assessment method to match the purpose and type of learning target/objective to be assessed, and learn to plan, critique, administer, and revise assessments
Conference Presentations (1 – 2 hours)
If we don’t… who will?
Understanding how we are preparing students for the challenges in the future- through service learning. Teaching and learning the transdisciplinary skills and dispositions are essential for the challenging future, it is our responsibility to teach and empower students with these skills.
Why size does not matter!
Data on Service Learning is analysed for impacts. How does service learning get students into colleges and universities with scholarships, how does it empower them to continue long after leaving high school to continue with service learning?
Preparing Students to Self-Assess and Set Goals
When we prepare students to self-assess and set goals, we teach them to provide their own feedback. Examine how to provide the pre-requisites to becoming accurate self-assessors: a clear vision of the intended learning/outcomes, practice with identifying strengths and weaknesses, and feedback that models “self-assessment” thinking.
Keynote Addresses (60 – 90 minutes)
Leadership and Mentorship
Developing empowered student leadership for efficacy and sustainability. Understanding how to build student leadership across all levels of schools with the skills, knowledge and tools to do so effectively.
Why Service Learning?
Why Hattie has listed service learning as having a moderate effect on student learning. Why all schools must have a service learning program to empower students for the future challenges. Why schools are not living up to their vision and mission statements and how to go about effective change for a brighter future.