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Incorporating service learning curriculum to enhance college and career readiness: a professional development for teachers

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Incorporating service learning curriculum to enhance college and career readiness: a professional development for teachers

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Running head: INCORPORATING SERVICE LEARNING CURRICULUM

INCORPORATING SERVICE LEARNING CURRICULUM TO ENHANCE COLLEGE AND
CAREER READINESS: A PROFESSIONAL DEVELOPMENT FOR TEACHERS

by

Melissa D. Naudin

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2020

Copyright 2020 Melissa D. Naudin

INCORPORATING SERVICE LEARNING CURRICULUM 1
Dedication

To my parents, who have always been the core of who I am and whom I will become.

INCORPORATING SERVICE LEARNING CURRICULUM 2
Acknowledgements

As I reflect on this process, I would like to thank those who have played a role in my
development both as a student and a future leader. To begin, I would like to thank my committee
whom I will forever be grateful for. Thank you, Dr. David Cash and Dr. Helena Seli for
agreeing to partner with me on this tremendous journey. I would also like to honor my editor Dr.
Guadalupe Montano for her efforts in helping to bring this project to life. And to my chair, Dr.
Kenneth Yates, a natural teacher, who along with a steady amount of self-efficacy (Bandura,
1997) made me trust that I would not only finish but that I would appreciate every single step of
the process.
To my new USC family. As I walked into this great adventure, I wasn’t sure what to
expect. But now I know what belonging to the “Trojan Family” means. As a trojan, I will
always fight alongside you and push for ways to disrupt the status quo by continuing to consider
all students and by leading with compassion. To my weekend writing squad, my K-12
concentration crew and to my original Thursday cohort, I am honored that I was given this
opportunity to learn beside each of you. It was truly a privilege. #squarementality
To my work family, I myself am not sure how I was able to juggle everything. I now
realize that each of you always had my back and ensured that I would never fall. You each
reminded me to breathe and to understand that the students with whom I am interacting right
now also demanded my attention and my guidance. By observing and working alongside each of
you, I knew I had a responsibility to not make my job an excuse but, instead, to view it as a place
where I could continue to grow as an educator.
To my students, past and present, I cannot put into words how much I respect each of
you. The teacher is supposed to teach, but I have always found that I walked away from school

INCORPORATING SERVICE LEARNING CURRICULUM 3
each day as the student. Your perspectives and your energy gave me life on days when I forgot
to sleep. And when I neglected to eat, you were the first to share your snack with me. You, my
students, were my reason to push forward and #writeon.
To my family, what can I say to those that matter so much. To my brothers, Nicky,
Richard and Michael, I want to thank each of you for your support. To Nicky, your dedication to
empower countless kids through youth sports for the majority of your life has not gone unnoticed
and has inspired me to do more. To Richard, you are not just my brother but one of my best
friends and although I really was “so busy” I always knew I could count on you. And Michael,
your competitive nature motivates me to emulate excellence in everything I do. To my sisters,
Mona and Annette, I have always looked up to both of you. Thank you for embodying what a
strong woman can become. Whether helping a child who is sick or assisting a child to read you
are more than sisters, you are role models and the gift that I’ll always treasure. To my siblings,
this victory, in many ways is your victory, for I could never have done this without each of you.
And, of course, to my parents who are my everything. Dad, my educational journey has
and always will be in part a tribute to you. It goes without saying that you would have been
proud. And to my incredible Mom, who has always been my constant companion and my right
hand. Mom, my ambition and my drive are fueled by your eternal love. I made it to the top of
the mountain not alone but with your guidance and support. I am beyond blessed to have two of
the greatest parents in the world. They both made me believe that any goal was indeed possible.
Now is my turn to inspire future generations of students to also become the best version
of themselves and to reach beyond their true potential. To you, my future students, I look
forward to what lies ahead. Together, we will make a difference. I can’t wait to get started with
Chapter 6: Life. Let’s go.

INCORPORATING SERVICE LEARNING CURRICULUM 4
Table of Contents

Dedication 1
Acknowledgements 2
List of Tables 6
List of Figures 7
Abstract 8
Chapter One: Introduction 9
Statement of the Problem 9
Organizational Context and Mission 9
Organizational Goal 10
Evidence for the Problem of Practice 11
Importance of the Problem 14
Instructional Needs Assessment 14
Curriculum Description and Purpose 16
Curriculum Goal, Outcomes and Capstone Assessment 16
Definition of Terms 17
Designer’s Positionality 17
Organization of the Design Blueprint 19
Chapter Two: Review of the Literature 20
The Content of the Curriculum 20
Overview of Service Learning 20
The Benefits of Service-Learning Initiatives 20
Content of the Curriculum: Positive and Best Practices in Developing College
and Career Readiness Through Service Learning 22
Building Meaningful Connections to the Curriculum 23
Prior Attempts 26
Approaches to the Curriculum Design 27
Theoretical Foundations to the Curriculum Design 28
Chapter Three: The Learners and Learning Context 31
Learner Profile 31
Ability 31
Self-Efficacy 32
Affective Characteristics 32
Social Characteristics 33
Prior Knowledge 33
Description of the Learning Environment 34
Facilitator Characteristics 35
Existing Programs 35
Available Equipment and Technology 35
Classroom Facilities and Learning Climate 36
Chapter Four: The Curriculum 37
Overall Curriculum Goal, Outcomes, and Summative Assessment 37
Curriculum Goal 37
Curriculum Outcomes 37
Summative Assessment 38

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Cognitive Task Analysis (Information Processing Analysis) 38
Main Steps for the Advancement of Career and College Skills Through
Service Learning 39
General Instructional Methods Approach 39
Description of Specific Learning Activities 40
Overview of the Units 40
The Sequence of the Units 42
Delivery Media Selection 49
General Instructional Platform Selection 50
Specific Media Choices 51
Chapter Five: Implementation and Evaluation Plan 52
Implementation of the Course 52
Implementation of the Evaluation Plan 53
Curriculum Purpose, Need, and Expectations 53
Evaluation Framework 53
Level 4: Results and Leading Indicators 54
Level 3: Behavior 56
Level 2: Learning 60
Level 1: Reaction 62
Evaluation Tools 63
Conclusion to the Curriculum Design 64
References 66
Appendices
Appendix A: Evaluation Instrument (Immediate)
Appendix B: Evaluation Instrument (Delayed)
Appendix C: Integrated Instructor's Guide to the Unit Lesson Plans, Materials, and Assessments

INCORPORATING SERVICE LEARNING CURRICULUM 6

List of Tables

Table 1: Units and Topics/Titles 41
Table 2: Scope and Sequence 48
Table 3: Instructional Media Options 50
Table 4: Delivery Costs for Media Options 51
Table 5: The Kirkpatrick Model 54
Table 6: Outcomes, Metrics, and Methods for External and Internal Outcomes 55
Table 7: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 57
Table 8: Required Drivers to Support Critical Behaviors 58
Table 9: Evaluation of the Components of Learning for the Program 61
Table 10: Components to Measure Reactions to the Program 63

INCORPORATING SERVICE LEARNING CURRICULUM 7

List of Figures
Figure 1: This figure notes the percent of students per year that qualify as Not Prepared,
Approaching Prepared, and Prepared as reported within the California Dashboard within the
College and Career Indicator…………………………………...……………………………13

INCORPORATING SERVICE LEARNING CURRICULUM 8
Abstract
Schools need alternative measures when assessing college and career readiness. Helping
students to connect to their academic courses and learning with what they want to explore after
high school is a positive step towards achieving true readiness. This curriculum ultimately will
help teachers build stronger connections to the curriculum, which, in turn, will assist the overall
school community to improve its college and career readiness goals. This five-unit professional
development curriculum scaffolds the process of how best to incorporate service-learning
curriculum within general education ELA classrooms for grades 11 through 12. Each unit builds
on the prior knowledge and experiences of the learner and allows all teachers to actively transfer
those newly developed skills to the creation of their own service project. The overall curriculum
goal is to supply teachers effective instructional strategies centered on how best to teach, design
and implement service-learning initiatives and then apply those strategies into their own
classroom instructional practices.

INCORPORATING SERVICE LEARNING CURRICULUM 9
CHAPTER ONE: INTRODUCTION

Statement of the Problem
Organizational Context and Mission
La Mirada High School (LMHS) is located in the suburbs of Los Angeles County.
LMHS was founded in 1960 and is divided between residential/commercial properties and
industrial properties along the 5 freeway. As a comprehensive high school, it serves close to
2000 students in grades 9 through12. The mission and vision of LMHS focuses on the
following: “La Mirada High School provides a welcoming environment that uses data-driven
research-based instructional strategies and Standards-Based curriculum to nurture creativity,
foster critical thinking and encourage collaboration to prepare all students to be college and
career ready in a 21st-century world.”
Service learning initiatives provide schools a new path in which students can gain
equitable access to the skills that will enable them to become college and career ready. These
initiatives are a promising practice to enhance social and emotional development and thereby
foster students’ academic growth and resiliency (Wilczenski & Coomey, 2007). Schools often
lack a solid vision on how to deliver a curriculum that meets all students’ needs, especially in
terms of how best to assess college and career readiness. Even academically high-achieving
students sometimes underachieve in college because they have not been taught the necessary
skills to work through challenging situations (Balduf, 2009).
Service learning projects place students into a fluid environment filled with real-world
complexities that require a wide range of skills to navigate and has the potential to foster
relevant, meaningful learning by creating connections between students and local issues they
found important (Kenworthy-U’Ren, 2003). Many students are graduating high school not

INCORPORATING SERVICE LEARNING CURRICULUM 10
adequately prepared for the workforce. Casner-Lotto and Barrington (2006) suggest that the
applied skills most needed in the workforce are professionalism, collaboration, oral and written
communication, critical thinking, and problem-solving. These skills are essential and should be
taught with greater urgency to assist students to become college and career ready. Burris and
Garrity (2012) claim that, if students are to be prepared for the challenges that await them,
college and career readiness strategies cannot be measured solely through traditional test prep
activities. Scholars have identified a correlation between participation in applied projects and
increased academic performance along with the development of skills that yield success in the
workforce (Knouse, Tanner, & Harris, 1999). As students have more opportunities to perform
and complete projects, they will continue to develop the critical applied skills that are most
needed in today’s workforce.
Organizational goal. The goal for LMHS is to establish a service learning initiative to
provide students with additional life skills. Currently, LMHS has fallen behind the state average
when reviewing the California Dashboard’s College and Career Indicator (CCI) that measures
the progress a school is making in regards to college and career readiness. The measures used to
track progress within the CCI score include a variety of data: career technical education pathway
completion, grade 11 English language arts test scores, Advanced Placement exam scores,
International Baccalaureate exam scores, dual enrollment, and A-G completion rates. The
California Dashboard is a key part of major shifts in California K-12 schools, changes that have
raised the bar for student learning, transformed testing and placed the focus on equity for all
students (CA Dept. of Education, 2019). The Dashboard still holds a great deal of weight in
how w ell students score on summative type assessments such as the Smarter Balanced
Assessment Consortium (SBAC), w hich can be difficult to measure and reflect a student’s full

INCORPORATING SERVICE LEARNING CURRICULUM 11
potential.
College and career readiness cannot simply be measured through assessments and
standardized testing. Yet, this is one of the major elements of how schools continue to be
measured and evaluated. Based on the most recent CCI results, LMHS has only prepared 47.5%
of its students towards college and career readiness. This percentage has resulted in LMHS
receiving an orange score within the CCI, which is the second-lowest score possible. This
reveals that LMHS has fallen short in its attempt to reach the school mission “to prepare all
students to become college and career ready in the 21st-century world.” To meet the needs of all
students, LMHS must set a new CCI goal to move away from its current orange status and move
towards green and ultimately blue within the next four years.
Evidence for the Problem of Practice
Schools nationwide continue to allocate resources with the objective to prepare students
to become college and career ready. Most schools include this phrase in their mission
statements. As educators continue to try to decode the Common Core curriculum, many have
forgotten a key component in the learning process: how to keep it meaningful. By creating
meaningful learning practices, the learning becomes more hands-on and ultimately serves as a
better way to develop the soft skills which are an essential indicator of college and career
readiness. It is important to note that, whichever path students choose, we, as educators, know
that, to be successful, they must be confident, self-directed, and independent learners ( Burris &
Garrity, 2012) .
A system of higher-quality assessments, both state-designed and locally developed,
should include authentic performance tasks (e.g., classroom-based projects) that assess and
encourage the development of the full range of higher-order skills. In a new system of

INCORPORATING SERVICE LEARNING CURRICULUM 12
assessments, it should be possible to move from an overemphasis on external summative tests,
even as they become better representations of what students should know and be able to do, to a
greater emphasis on assessment that can shape and inform learning (Darling-Hammond, Wilhoit,
& Pittenger, 2014). By making the curriculum meaningful and purposeful, students will gain
new skills and, over time, transfer those skills into the college setting and the workplace.
According to Clark and Estes (2008), human performance is complex, which is why gap
analysis allows one to better understand how to initially assess not only the “how-to” but the
“why to” when discussing solutions to ultimately close gaps found in any type of organization.
When stakeholders begin to become invested in the organizational goal, change can begin to
occur. As one begins to review best practices, one needs to understand that change can be
difficult. All stakeholders should be involved in the process to invite a level of equity and
ownership that is critical in the decision-making process. For service learning curriculum to
truly become effective, all key stakeholders must become invested.
Miller (2016) acknowledges that s ervice learning involves taking meaningful action as
well as teaching important content and curriculum objectives. It is also a chance to build
empathy and compassion and have students learn from others outside of school. Project-based
learning (PBL) matches well with service learning as both focus on authenticity and meaningful
work. Students using PBL perform better on both standardized assessments and project tests
than students in traditional direct instructional programs, and they learn both real-world
applications of skills and analytical thinking skills (Boaler, 1999). Studies such as Boaler’s
(1999) indicate that, when teachers are involved in PBL, students score higher on complex
measures of academic achievement. Wolpert-Gawron (2016) also suggests that, when teachers
are more engaged in lesson plan design, students are more excited about the learning process .

INCORPORATING SERVICE LEARNING CURRICULUM 13
Educators have the most direct influence on how instruction is delivered in the classroom, and
their unique role enables them to guide students by providing opportunities such as service
learning projects that enhance critical thinking and skill development.
La Mirada High School has an opportunity to change direction by improving the
percentage of students who qualify as prepared (see Figure 1) for college and career by setting a
new CCI goal from orange to blue on the California Dashboard and by considering alternative
instructional strategies which help students engage in activities to develop their critical thinking
skills. Figure 1 highlights the percentage of students per year who qualify as Not Prepared,
Approaching Prepared, and Prepared within the CCI.

Figure 1. This figure notes the percent of students per year that qualify as Not Prepared,
Approaching Prepared, and Prepared as reported within the California Dashboard within the
College and Career Indicator. College and Career Readiness Data ( CA Dept. of Education,
2019).

INCORPORATING SERVICE LEARNING CURRICULUM 14
Importance of the Problem
President Obama, in 2010, emphasized the need for college and career readiness for all
high school graduates; however, the emphasis is clearly on college readiness at the exclusion of
other educational alternatives (Barnes & Slate, 2013). Today, schools across the nation continue
to struggle to best serve both the college and career readiness needs of all students. Although
students are graduating and earning diplomas, they are graduating with a very limited set of
skills. Bromberg and Theokas (2016) note that employers continue to report that high school
graduates do not have the basic foundational skills to start in entry-level positions.
Presently, with the measure of college readiness primarily being standardized test scores,
college readiness may be more aptly defined as academic-preparedness (Barnes & Slate, 2013).
Educators should move away from a one-size-fits-all approach to college and career readiness
and, instead, look for measures that highlight the skills of students in a more equitable fashion.
Narrowing curriculum, teaching to the test, and repetitive benchmarking occurring in schools for
lower socioeconomic status, ethnically diverse students do not prepare them for quality job
training programs or access to higher education opportunities (Berliner, 2006; Leonhardt, 2004,
2011; Nichols & Berliner, 2008).
Schools need alternative measures when assessing college and career readiness. Helping
students to connect to their academic courses and learning with what they want to explore after
high school is a positive step towards achieving true readiness. This curriculum ultimately will
help teachers build stronger connections to the curriculum, which, in turn, will assist the overall
school community to improve its college and career readiness goals.
Instructional Needs Assessment
The discrepancy model is used to establish a needs assessment (Smith & Ragan, 2005).

INCORPORATING SERVICE LEARNING CURRICULUM 15
LMHS continues to attempt to provide its students with an adequate level of knowledge and
skills with the end goal to help them all become college and career ready. However, data in the
California Dashboard notes that LMHS is not meeting its students’ needs based on the
accountability measures within the Dashboard’s CCI score. Smith and Ragan (2005) state that, if
learners are learning well with the instruction that they are receiving, there is no need to design
and develop new instruction. This curriculum design is not only timely but also essential to
provide teachers an alternative tool to help students gain both the knowledge and skills required
to attain true readiness based on the state’s current CCI assessment.
The California Department of Education continues to hold schools accountable for their
learning objectives. However, the “test is everything” mindset has questioned the true purpose
and intent of education. In some states, the implementation of test-based educational
accountability policies resulted in using student test performance as a “significant factor” in the
determination of teacher quality and effectiveness (U.S. Department of Education, 2009, p. 9).
Today, standardized tests such as the SBAC include performance-based tasks. This style of
testing enables one to assess students’ knowledge and skills at deeper levels than traditional
assessment approaches and is better suited to measuring certain skill types, such as writing and
critical thinking (Frederiksen, 1984). Thus, teachers are now beginning to adjust their pedagogy
to reflect upon students’ personal interests and experiences by emphasizing critical thinking and
inquiry skills that promote student’s academic, civic, and personal growth (Dover, 2013).
Our students deserve more equitable methods to demonstrate academic growth outside a
traditional testing setting. Currently, the CCI measures range from factors such as A-G
completion rates to test scores to dual enrollment at a community college. Although skills are
currently measured within the current CCI, the benefit of adding opportunities for growth in this

INCORPORATING SERVICE LEARNING CURRICULUM 16
area will enable more students to develop a variety of skills that can be transferred into
adulthood. Dalton (2017) claims that, while academic standards change over time, soft skills
such as teamwork, adaptability and leadership skills are timeless. By engaging in practices that
build these types of skills, students feel empowered to overcome barriers in their communities,
pursue higher education, and fully apply themselves to reach their potential. Thus, schools such
as LMHS may benefit from service learning curriculum which highlights these types of skills
and will build all students’ college and career readiness potential.
Curriculum Description and Purpose

The purpose of this curriculum is to support high school teachers with best practices by
providing an alternative approach to the content area curriculum. This curriculum will enable
teachers to find meaning and purpose by aligning the current English language arts (ELA)
content standards to provide an alternative to develop college and career readiness skills. The
intent of the design is geared towards general education students in grades 9 through 12. This
curriculum will also offer teachers the ability to expand their own critical thinking and
problem-solving skills by offering students a platform to design and implement service learning
initiatives that support their local community.
Curriculum Goal, Outcomes and Capstone Assessment
The goal of this curriculum is to provide teachers with the knowledge, skills, and
attitudes to develop lessons and employ best practices that build college and career readiness
skills. By allowing them choice and developing meaningful connections, students will gain the
critical thinking skills that can be transferred into adulthood. It is the goal that, upon the
conclusion of this curriculum, students will begin to meet college and career readiness measures
by gaining increased collaborative, negotiating, planning and collaborative skills. This

INCORPORATING SERVICE LEARNING CURRICULUM 17
curriculum will also be aligned with Common Core State Standards in Grades 11 and 12
focusing on ELA speaking and listening standards. The summative assessment will be an
evaluation of a reflective oral presentation.
Definition of Terms

Many terms are relevant to and referenced in this dissertation. For this curriculum design,
these terms are defined as follows:
Service learning: A credit-bearing teaching and learning experience that integrates
meaningful community service with academic instruction focused on critical, reflective thinking
and personal and civic responsibility (Fiume, 2009; Zlotkowski, 2002).
California Dashboard: The California School Dashboard provides parents and
educators meaningful information on school and district progress so they can participate in
decisions to improve student learning (CA Dept. of Education, 2017).
College and career readiness : The college/career indicator measures how well local
educational agencies (LEAs) and schools are preparing students for likely success after
graduation. Only graduates can be classified as Prepared or Approaching Prepared. For schools
and LEAs to demonstrate success on this state indicator, high school graduates must meet at least
one of the measures in the prepared level (CA Dept. of Education, 2017).
Designer’s Positionality

There are multiple components of the writer’s identity that may be viewed as influencing
this curriculum design. First, the designer of this curriculum is an educator who works with
students who aim to be college and career ready. Thus, she finds herself invested in this topic.
With over 10 years of classroom experience, the writer has seen firsthand that standardized tests
are not a true indicator of college and career readiness. As an educator with strong ties to the

INCORPORATING SERVICE LEARNING CURRICULUM 18
surrounding community, she aims to be a servant leader who takes great pride in giving back.
Embracing this mentality has evolved into sharing this mindset with her students. Her
experience working alongside students in service learning initiatives has empowered her to
believe that this is a platform in which all students can develop and gain the college and career
skills that schools promise to deliver. The designer also values learning strategies that occur
outside the traditional classroom setting and views them as an effective learning method.
Ultimately, as an educator, her core has always centered on community and, thus, will always
push to motivate others to continually give back.
Outside of personal experiences, the writer also has a variety of worldviews that play into
the lens in which this design is constructed. Servant leadership values the community because it
provides a face-to-face opportunity for individuals to experience interdependence, respect, trust,
and individual growth (Greenleaf, 2002). As previously mentioned, the designer identifies as a
servant leader and believes strongly in empowering others and building strong relationships by
focusing on the needs of all students to establish a sense of community both inside and outside
the classroom. Second, the writer is dedicated to the understanding that learning is constructed
through experience (Smith & Ragan, 2005). Having an individual constructivism point of view
allows the writer to fully invest in learning methods that evolve from active and meaningful
experiences. Finally, the writer is an educator who enhances the self-efficacy of her own
students by providing ample opportunities for them to build the confidence necessary to
complete tasks. Self-efficacy as defined is an individual's belief in his or her capacity to execute
behaviors necessary to produce specific performance attainments (Bandura, 1977). Maintaining
a self-efficacy approach to learning allows the writer to educate students in an equitable learning
environment in which all students access the quality education they deserve.

INCORPORATING SERVICE LEARNING CURRICULUM 19
Organization of the Design Blueprint

Chapter One consists of the following components: problem of practice, organizational
goal, needs assessment, definition of terms, description of the curriculum, and designer
positionality. Chapter Two will consist of a literature review that will present a historical
overview of the benefits of service learning initiatives, both positive and best practices in
developing college and career readiness, the effect of reducing stereotypes and facilitating
cultural and racial understanding, special education applications, and content-specific strategies
to provide specific and appropriate support for secondary level teachers. Chapter Three will
focus on learners and the context of learning. Chapter Four will consist of the lessons. Chapter
Five will include implications and future questions to consider for this curriculum design.

INCORPORATING SERVICE LEARNING CURRICULUM 20
CHAPTER TWO: REVIEW OF THE LITERATURE
The Content of the Curriculum
Service learning initiatives allow students to discover success outside the traditional
classroom setting. Providing students hands-on experiences in which they work collaboratively
alongside their peers offers students alternative methods to grow as individuals and to gain
valuable college and career readiness skills. This curriculum will provide teachers the tools to
empower students to develop their own service learning initiatives. With these tools, students
can begin to embrace their role as servant leaders through their own contributions and actions.
This curriculum shifts from a typical community service program to a service learning initiative
in which the projects are student-driven yet highly connected to curriculum based standards.
The following literature review is presented in three sections. First, an overview of
service learning in which the “what” is service learning will be addressed. Second, a review of
the content itself will include a variety of positive and best practices will convey the “why”
service learning leads to the formation of career and college readiness. Finally, a brief look at
prior attempts and theoretical frameworks will demonstrate “how” learning will take place within
the structure of this curriculum design.
Overview of Service Learning
The Benefits of Service-Learning Initiatives
Service learning initiatives can lead to positive growth for both the student and the
teacher. Kielsmeier (2010) argues that service-learning initiatives lead to stronger schools and
communities which can be a contributing factor towards increased academic achievement. A
study centered on the impact of school-based service-learning and its links to academic
achievement revealed student academic growth as moderate to strong on achievement tests in

INCORPORATING SERVICE LEARNING CURRICULUM 21
language arts or reading, improved engagement in school, an improved sense of educational
self-efficacy and a solid homework completion rate (Billig, 2000). The study further noted that
students’ ability to engage in service-learning opportunities allows both the student and the
teacher to review the curriculum through a different lens and with a new perspective. Pribbenow
(2005) also highlights the opportunities gained through the incorporation of service learning
curriculum by allowing both the teacher and the students to travel together and grow alongside
each other. In addition, it is noted that there is a powerful professional incentive for having
faculty build more meaningful engagement and stronger connections with students in that doing
so increases their own commitment to teach (Pribbenow, 2005).
Although the benefits are widespread across all grade levels, Kielsmeier’s (2010)
research recognizes that service learning opportunities are offered more often at the high school
level (grades 9 through 12). The growth in service learning stems from the 1994 National and
Community Security Act which resulted in the development of the Learn and Serve America
initiative. This initiative allocated federal funds to be directly used for service learning in every
state education agency. In fact, according to Democracy Collaborative (2019), in Fiscal Year
2010, Congress appropriated $39.5 million; of this amount, about one-quarter is allocated for
grants to universities and the remaining three-quarters fund programs led by community groups
or K-12 schools. Over 68% of K-12 schools across the United States now recognize service
learning or offer service opportunities although they often continue to neglect methods on how
best to link service learning to the current content standards (Kielsmeier, 2010).
The incorporation of service learning curriculum enables students to acquire both
academic skills and knowledge. These new skills result in academic growth and achievement.
In fact, 83% of schools with service learning initiatives reported that the grade point averages of

INCORPORATING SERVICE LEARNING CURRICULUM 22
participating students improved 76% of the time (Billig, 2000). This same study also reported
that students who had completed a service learning task were more likely to be engaged in their
studies and more motivated to learn. Pribbenow (2005) concurs that these types of academic
experiences and connections will also assist educators to better understand and see their students
as individuals and learners. Thus, the implementation of service learning initiatives can benefit
all stakeholders. Service learning initiatives benefit students at school, and they also have been
shown to affect a student’s college and career goals.
Content of the Curriculum: Positive and Best Practices in Developing College and Career
Readiness Through Service Learning
Effect on Reducing Stereotypes and Facilitating Cultural and Racial Understanding.
Service learning expands past the content standards by helping to facilitate a student’s overall
understanding of diversity-related issues and developing their own interpersonal skills. When
students develop their own voice and maintain an active role in service learning projects, they
gain greater self-efficacy and personal competence ( Morgan & Streb, 2001) . Students
developing self-confidence is a positive for both themselves and the community. In fact, Simons
and Cleary (2006) concluded that students showed improvements in academic learning, personal
and interpersonal development, and overall community engagement.
Additionally, the benefits of service learning enable students to increase their own
cultural and racial understanding. Morgan and Streb (2001) assert that students can learn
valuable lessons and gain insight on citizenship through the development of service learning
projects as they are asked to work alongside diverse individuals. For example, service learning
provides the means for students to develop both a stronger appreciation and a deeper awareness
of other cultures through establishing new relationships cemented through service (Simons &

INCORPORATING SERVICE LEARNING CURRICULUM 23
Cleary, 2006). Zlotkowski (2002) also supports the claim that “service-learning affects both
personal and social development by increasing communication abilities, social competence,
self-esteem, self-efficacy, and a sense of treating others with kindness through the development
of bonds with more adults and a greater acceptance of cultural diversity” (p. 45). Zlotkowski
also reiterates that issues such as diversity and multiculturalism are areas of education for which
service learning is best suited.
Service learning is an effective pedagogy, as it addresses diversity-related issues that, by
nature, surround today’s classrooms. Holsapple (2012) argues that service learning initiatives
allow students to work in diverse settings where they can potentially gain new ideas by
evaluating a wider range of perspectives and working alongside their peers. Furthermore,
programs in which students develop their own voices encourage them to also respect voices that
differ from their own, which gives them the added opportunity to learn from others (Morgan &
Streb, 2001). One student’s reflection conveyed the impact her service had on fostering
diversity: “Service learning made me understand that I can work with people from different
backgrounds and saw with my own eyes the impact I had on the children by spending only a few
hours a week” (Simons & Cleary, 2006, p. 315). As a result, service learning allows students to
learn alongside their colleagues and fosters more opportunities to expand their overall
understanding of diversity-related issues. The impact of service learning expands beyond service
and can also increase students’ academic achievement.
Building Meaningful Connections to the Curriculum

Student engagement can determine how well students are able to grasp new knowledge
both inside and outside the classroom. Mayer (2002) suggests that learning begins with the
concept of gaining new skills and information. Service learning enables students to work

INCORPORATING SERVICE LEARNING CURRICULUM 24
collaboratively, rely on feedback from their peers and create their own knowledge independent
of the teacher. Hence, students learning together promotes social learning as students practice
and develop new soft skills, ranging from communication skills to negotiation skills (Musa,
Mufti, Latiff, & Amin, 2011).
One method to assist students with the transfer of new knowledge is to establish
meaningful learning goals. Successful service learning projects have three components: (a) they
provide meaningful service to others, (b) provide clear curriculum connections that meet the
overall goals and expectations of the class and (c) incorporate ample time for both reflection and
evaluation as an integral part of the course work to support ongoing and in-depth learning (Sipe,
2001). One noted benefit for students who participate in project-based type learning strategies is
that they perform better on both standardized assessments and project tests than students in
traditional direct instruction programs (Musa et al., 2006). In addition, Sipe (2001) notes that
service projects that fulfill academic requirements sometimes carry with them expectations of
gratitude and credit allowing students to gain life experiences that extend outside the classroom.
Meaningful learning occurs when students build the knowledge and cognitive processes needed
for successful problem solving (Mayer, 2002). Through the advancement of meaningful learning
experiences, students begin to grow and develop both academically and socially. As students
expand their own personal growth, they, in part, also improve their own college and career
readiness.
Improving college and career readiness through service learning initiatives. One
goal for service learning initiatives should be to move students towards their own college and
career readiness objectives. Service learning provides students with experiences that can be
linked to course content so that they gain both of what Hussey and Smith (2002) note as

INCORPORATING SERVICE LEARNING CURRICULUM 25
“knowledge that” (knowledge of facts, rules, procedures) and “knowledge how” (learned skills
and abilities). Service learning provides an outlet in which students can take risks and develop
new skills. Career decision-making skills needed to make informed career choices are not always
self-evident to students, and students need to learn these skills to choose career paths and
transition between school and the workforce (Kraus & Hughey, 1999). Thus, service learning
allows students to gain real-life experiences and exposure to life outside the classroom. The
research notes that these types of experiences are one way students can gain practical skills.
Furthermore, it is important to note that all genuine education comes about through experience
(Dewey, 1916).
Learning through experiences like internships and service learning initiatives are a
valuable way for students to learn more about potential careers (Coulter-Kern, Coulter-Kern,
Schenkel, Walker, & Fogle, 2013). For example, service learning increases retention of
academic content because it provides students experiences with real-life consequences (Prentice
& Robinson, 2010). The literature also revealed that students gain critical thinking skills by
applying classroom knowledge in new contexts (Coulter-Kern et al., 2013).
Another noted benefit is that service learning initiatives provide students the means to
build character skills (Prentice & Robinson, 2010). Another theme in the research discussed the
notion that, when students have a voice or ownership in the project, service learning will provide
a solution to some of the problems of civic disengagement. Morgan and Streb (2001) claimed
that a more effective pedagogy is having students learn how they can have a positive impact on
their community by actually making a difference in their community through service learning
initiatives. For service learning to be truly effective, students will need to be fully engaged in all
the processes and willing to take on a leadership role by directing the projects themselves.

INCORPORATING SERVICE LEARNING CURRICULUM 26
Prior Attempts
The establishment of service learning curriculum is not a new innovation in education.
Service learning initiatives continue to be implemented in K-12 curriculum nationwide. As the
influx of service learning curriculum gains popularity, it reveals both its credibility and
significance. According to American icon and Former Senator John Glenn, “Service learning is
unique because it enables teachers to improve students’ academic performance, sense of civic
responsibility, self-confidence and workplace skills with a single teacher method” (Prentice &
Robinson, 2010, p. 2). When reviewing prior attempts, one must note every community varies in
its needs, but the impact of service is universal in that it can enhance the learning, value and skill
goals for all students.
The success of this curriculum does not require other coursework to provide prior
knowledge. This curriculum will allow students the choice to build their own connections to the
content standards which will allow them to build and prosper as individuals while
simultaneously gaining critical thinking skills. Within this design, it is instrumental to review
similar programs as well as the first-year experiences of similar programs.
According to a 1999 survey conducted by the U.S. Department of Education, 64% of all
public schools and 83% of all public high schools organize some form of community service for
their students. In addition, nearly a third of all schools and half of public high schools provide
service learning programs where the service provided is linked with the school curriculum
(Skinner & Chapman, 1999). For example, in March 1999, the Los Angeles Unified School
District (LAUSD) school board approved a change in graduation requirements to include service
learning. Three years later, the same school board mandated the service learning graduation
requirement for the class of 2007 and beyond. The results of the full implementation of this

INCORPORATING SERVICE LEARNING CURRICULUM 27
curriculum have been instrumental in LAUSD. Some of the noted benefits include improved
attendance and engagement, improved academic achievement, improved critical and analytical
thinking, increased exposure to new vocations, improved character development, improved
teamwork and communication, improved empowerment and belonging and improved civic
responsibility.
The model currently used at LAUSD is flexible and can be adjusted to meet the needs of
any grade level and discipline. The goals in using the model will focus on the identification of a
need in the community and on how best to address the noted problem. The steps for this
curriculum range from students identifying a need in the community to the development of an
action plan in a team setting to ultimately evaluating and reflecting on the overall process. This
curriculum relies heavily on integrated student teams and ample modeling support from the
instructor. This model is also highly inclusive as it allows for both general education and special
education students to work and learn together on service learning projects.
Analysis of prior attempts. The LAUSD model provides a framework on how best to
develop service learning curriculum. Some of the information not stated in the curriculum
regards factors such as time constraints and how best to develop the community partnerships that
will ease the formation of student-driven service learning projects. Also not available were
samples of capstone projects, which would aid in the instructional planning of the curriculum
design. Although LAUSD applauds service learning projects and praises their worth, there is no
data available to support their claims.
Approaches to the Curriculum Design

The theoretical approaches to this curriculum design are centered around providing
learners the instructional experiences that allow for factors such as constant feedback and

INCORPORATING SERVICE LEARNING CURRICULUM 28
modeling by utilizing the following three theories: expectancy value motivational theory, social
cognitive theory and self-efficacy theory.
Theoretical Foundations to the Curriculum Design
Expectancy value motivational theory. Expectancy value motivational theory (Eccles,
Wigfield, & Schiefele, 1998) is theory is instrumental in this curriculum design, as it is vital for
the learners to want to participate in service learning projects. As learners begin this curriculum,
they need to work collaboratively, and they must set goals together to become fully engaged in
the activity. Eccles (2006) notes that learners will most likely engage fully in school-based
learning activities if they have confidence in their ability to do well and place value on doing
well in school. That mentality begins with the learners. The curriculum must allocate ample time
during the initial planning phases during which the learners begin to develop the tools required
to set up service learning projects. As noted, when utilizing expectancy value motivational
theory, evidence is strong that interests, intrinsic motivation, and intrinsic value predict greater
academic engagement and learning (Eccles et al., 1998).
Social cognitive theory. Social cognitive theory (Bandura, 1997) is a central part of the
theoretical framework within this design. From the start, the learner will require various
modeling techniques to fully grasp how to teach this curriculum to students. Helping learners
acquire new behaviors through demonstration and modeling will, in turn, allow the learner to
gain a greater understanding of the curriculum itself (Denler, Wolters, & Benzon, 2009).
Another component in service learning curriculum is goal setting from start to finish. By
encouraging learners to set productive, challenging and achievable goals for themselves
encourages self-evaluation (Denler et al., 2009). The learners will need to enforce various goals
to produce clear learning objectives. For example, there needs to be a set guideline for the time

INCORPORATING SERVICE LEARNING CURRICULUM 29
required to form an idea for the initial service project to begin. Lastly, this curriculum will also
rely heavily on providing timely feedback during each step of both the process and the
development of goals. Feedback that is private, specific, and timely enhances performance
(Shute, 2008). The use of goals and regular feedback will help stimulate self-efficacy in the
learner and will both encourage and motivate the learner to attain their own success.
Self-efficacy theory. Service learning initiatives will require a substantial amount of
self-efficacy from the teacher learners. Those involved must be reassured that they are capable
of learning what is being taught or capable of performing a task (Pajares, 2006). One
instructional strategy that will be employed is professional learning communities (PLCs;
DuFour, 2006). School leaders need to reflect together as a school community to consider
strategies that work for other schools and adjust accordingly. According to Clark and Estes
(2008), human performance is complex, which is why gap analysis is useful in initially
understanding the “why to” when discussing solutions to close gaps in an organization. When
learners become invested in the organizational goal, change can occur. It is also important to
have all learners involved in the process to invite a level of ownership that is central to the
decision-making process.
Teachers also need to foster a positive learning environment in which all students can
equitably gain access to the curriculum. Other things being equal, people who are positive and
believe they are capable and effective will achieve significantly more than those who are just as
capable but tend to doubt their abilities (Bandura, 1997). This mentality is especially critical
when introducing brand new curriculum to students who may be experiencing it for the first
time. One approach that teachers can utilize is to differentiate instruction to adapt and meet the
needs of all learners. A teacher’s beliefs about students’ chances of success in school influence

INCORPORATING SERVICE LEARNING CURRICULUM 30
the teacher’s actions with students, which, in turn, influence students’ achievement (Marzano,
2007). A positive environment in which the teacher pushes and believes in all students’ ability
to access new knowledge and gain critical thinking skills is a step in the right direction.
The formation of a PLC helps to establish expectations. The PLC model flows from the
assumption that the core mission of formal education is not simply to ensure that students are
taught; it is also to ensure that they learn (DuFour, 2006). In the PLC model, collaboration is
key. Teachers work and grow professionally together to identify best practices and interventions
that support all students. Collaborative conversations call on team members to make public what
has traditionally been private: goals, strategies, materials, pacing, questions, concerns, and
results (DuFour, 2006). The learners must take the time to invest in each other and establish,
maintain and reflect on goals and expectations throughout the school year.

INCORPORATING SERVICE LEARNING CURRICULUM 31
CHAPTER THREE: THE LEARNERS AND LEARNING CONTEXT

Learner Profile

This chapter is divided into two sections focused on the learner profile and the learning
environment. Within the learner profile, three primary factors are examined: ability,
self-efficacy and prior knowledge. In short, the learner profile section will analyze how these
factors will enable the learner to fully engage in the material presented in this curriculum design.
Secondly, the learning environment will be described to address how the instruction will be
delivered. Overall, this curriculum is best suited for learners in the in-service training context.
Ability
For learners aiming to develop service learning initiatives at their own school sites, both
the cognitive and physiological characteristics of the actual learners will need to be addressed.
Cognitive characteristics. Learners in the in-service context are either new or
experienced teachers who currently work in the high school setting. Learners will be asked to
think critically about the community in which their school is located. They should also see
themselves as leaders who possess strong professional skills that include communication,
interpersonal, time management, organizational and problem-solving skills. In addition, the
learners should also feel comfortable expressing themselves both in writing and verbally. The
learners should also be willing and able to work with a diverse population and be open to
interchange their roles as team leaders and team players. Furthermore, the learners’ overall
cognitive abilities will vary; thus, the curriculum will be scaffolded for those who may seek
additional support. Those who seek less support will have the option to work independently.
Physiological characteristics. Although the specific abilities of those who participate in
this curriculum will be unknown, all participants will be adult learners and over 21 years old.

INCORPORATING SERVICE LEARNING CURRICULUM 32
Given the active nature of service learning, participants must be able to move around the
classroom as needed and able to actively speak in both small and large groups. Learners should
also be able to adapt to a variety of different environments, including outdoors or outside of the
school grounds. The learners may potentially be asked to stand for extended periods of time
and/or move small pieces of furniture while engaging in group exercises. All participants should
also be able to maintain their own mental health, as it will assist in their ability to successfully
oversee and supervise larger groups. If any of the learners are visually or auditorily impaired,
the proper accommodations will be made to best suit their needs.
Self-Efficacy
Clark and Estes (2008) emphasize that, when people do not believe they can succeed at a
specific goal, they will not choose to tackle it. The learners who utilize this curriculum must
begin with a belief that they can gain the skills required to deliver the instruction themselves.
For work motivation, general self-confidence is not as critical as task-specific confidence
(Bandura, 1997). Service learning curriculum is highly task driven and will require learners who
feel they are ready to implement this design as a complement to their content area curriculum.
Both a confident and positive attitude are fundamental in the learning process.
Affective characteristics.
As the learners embrace this curriculum, it is important that they have a service-driven
mentality. When working to support the community, the learners need to want to serve for the
service to be deemed sincere. The teaching profession in itself is a public service; thus, most
individuals who enter the procession are naturally committed to serving and helping others. The
learners in this context will have varying motivation to learn new curriculum, whether that be
professional development or to establish new ways to connect to their content area. Nonetheless,

INCORPORATING SERVICE LEARNING CURRICULUM 33
the goal is to establish a learning environment in which all participants want to grow as
educators.
Social characteristics.
The learners will embody a variety of social characteristics. First, ability and
willingness to work alongside a diverse group of learners are key in any service learning
initiative collaboration. Maintaining a level of trust in the group will allow the participants to
openly share their insights and concerns with the larger group. If the learners are unable to
express themselves in a safe learning environment, growth will become difficult to attain.
Another social characteristic required is a basic understanding of their own social perceptiveness.
This refers to having the ability to communicate verbally and, more so, to be sensitive to body
language, social cues and cultural patterns of behavior. Lastly, being able to negotiate,
compromise and work well with others is essential to the coordination of any service learning
initiative.
Prior Knowledge
Learners should have a basic understanding of the benefits of service learning. Whether
that prior knowledge is developed through general world knowledge or specific prior knowledge,
it will assist the learners to fully engage in the topic. By bringing in their own perspectives, the
learners will gain a foundation for discussions and collaborative opportunities. All learners will
need to value the importance of the issues addressed for the curriculum to be successful and for
extended learning to take place.
General world knowledge. Participants in this training need to have knowledge about
public education and should have a working understanding of their content area curriculum. The
learners also should be familiar and comfortable applying a variety of teaching strategies geared

INCORPORATING SERVICE LEARNING CURRICULUM 34
towards collaboration. Those who value public service and recognize its potential are ideal
candidates. For example, a high school government teacher who assists his/her students to
register to vote in the classroom can expand that project to a wider audience. That project can
reach the local senior home where those who are no longer able to reach poll centers can once
again vote and participate in the democratic process. Teachers who appreciate the art of giving
back often inspire those around them to do more..
Specific prior knowledge. The specific prior knowledge that would benefit the
learners to gain access to this curriculum will center around communication skills.
Communication skills begin with the ability to reach a larger audience. Service learning
initiatives require the support of the surrounding community. Through the creation of
community partnerships, learners will be able to develop projects that can extend outside the
typical classroom setting. In addition, the learners should have a basic understanding of social
media platforms as they are essential marketing tools that aid in the overall success of the
initiative. Basic computer skills are another necessary component of this curriculum. However,
although these skills would benefit all learners, they can be taught and integrated into the lessons
for those who seek additional support.
Description of the Learning Environment
The actual learning environment in which this curriculum will be taught is an important
factor within the overall design. The curriculum will be taught in person in classrooms located
in the local school district offices, allowing for a centrally located space that includes both ample
parking and nearby public transportation options. The exact location has yet to be determined,
but classroom spaces are standard and include 20 large tables, over 40 chairs, multiple outlets,
overhead lighting, central air and easy access to both audio and visual equipment. Laptops will

INCORPORATING SERVICE LEARNING CURRICULUM 35
also be made available upon request.
Facilitator Characteristics
The instructors who facilitate this curriculum should themselves have experience with
service learning initiatives. This will allow the instruction to be delivered with the supplemental
use of anecdotal evidence, which will add to the credibility of the instructor. The instructor
should also be familiar with how best to plan service learning projects from start to finish.
Working knowledge of basic computer skills will also be essential. Another important attribute
is the motivating factors behind the instructor’s willingness to teach and share this curriculum
with others. Other things being equal, people who are positive and believe that they are capable
and effective will achieve significantly more than those who are just as capable but doubt their
own abilities (Bandura, 1977, 1997).
Existing Programs
The needs assessment conducted for this curriculum determined that there are no other
existing programs like it in the district. This curriculum serves to build college and career
readiness skills by providing practical instructional strategies that can be taught both inside and
outside the traditional classroom setting. Although the resources for the learners are limited at
this point, there are models currently in place in the LAUSD that will serve as a solid exemplar
for this design.
Available Equipment and Technology
The workshops will take place in the training classrooms located inside the district office
space of the Norwalk-La Mirada Unified School District. These classrooms will allow for a
stable and secure location in which all types of multimedia are readily available. From projectors
to multiple whiteboards, the participants will learn in an environment that is conducive and best

INCORPORATING SERVICE LEARNING CURRICULUM 36
suited for collaborative learning. This includes both large and small meeting rooms, all of which
include large tables, which will be helpful for breakout sessions. The classroom will also be
equipped with free wireless service and multiple outlets to plug in electronic devices throughout
the duration of the workshops. Classrooms are not set up with computers, but there will be
laptops available for classes upon request.
Classroom Facilities and Learning Climate
The course for in-service teachers will be capped at 30 participants. Due to time
constraints, smaller classes will allow learners to gain a level of comfort that will allow for an
effective collaborative climate. Meeting in the training classrooms at the district offices will also
allow for a centralized location and greater accessibility. The mission of the organization
prioritizes addressing the need for exemplary staff and community engagement. Thus, this
curriculum aligns well with the goals already set by district leadership.

INCORPORATING SERVICE LEARNING CURRICULUM 37
CHAPTER FOUR: THE CURRICULUM

Overall Curriculum Goal, Outcomes, and Summative Assessment

The goal of this curriculum is to provide teachers the knowledge, skills, and attitudes to
develop lessons focused on service learning and employ best practices to measure college and
career readiness. By allowing them choice and meaningful connections, students will gain
critical thinking skills that can be transferred into adulthood. Upon the conclusion of this
curriculum, students will begin to meet college and career readiness measures by developing soft
skills such as communication, negotiating, planning, and collaborative skills.
Curriculum Goal
The purpose of this curriculum is to support both 11th and 12th grade ELA teachers with
best practices through an alternative approach to both content area curriculum and college and
career readiness skills. This curriculum will provide teachers the tools to provide an opportunity
for their students to find meaning and purpose in their studies while helping to practically
develop college and career readiness skills. The intent of the design is geared towards general
education students in grades 11 and 12. Although research has shown that service learning can
benefit students with special needs, this particular curriculum will not focus on special
populations. The overall curriculum goal is to supply teachers effective instructional strategies
centered on how best to teach, design, and implement service-learning initiatives and then apply
those strategies into their own classroom instructional practices..
Curriculum Outcomes
By the end of this course, teachers will be able to
● research potential organizations or business partnerships;
● develop strategies to foster working relationships with outside organizations;

INCORPORATING SERVICE LEARNING CURRICULUM 38
● design, implement, and oversee a service-learning project through partnering with
outside organizations;
● articulate the importance of developing civic leadership;
Students will also have developed or strengthened
● critical thinking skills;
● research skills;
● time management and organizational skills;
● presentation and public speaking delivery skills;
● ability to create college and career goals;
● meaningful connections to their individual learning goals.
Summative Assessment
The summative assessment of this course is a final presentation and reflective essay that
synthesizes learning by considering both the overall experience and the new knowledge gained
as a result of the workshops. This professional development will ultimately empower teachers
with learning strategies and tools in addition to an alternative approach for effectively preparing
students for college and career readiness.
Cognitive Task Analysis (Information Processing Analysis)
Presented below are the primary steps to effectively introduce service-learning
curriculum to in-service teachers drawn from informal interviews with three experts and the
literature. The interviewees were a middle school teacher, a social science high school teacher
and a science high school teacher who each has integrated service-learning initiatives within
their curricula. The literature also provided a strong foundation of the value and effectiveness of
service learning. Combining the interviews and the literature, a step-by-step approach on how to

INCORPORATING SERVICE LEARNING CURRICULUM 39
integrate service-learning curriculum is summarized below.
Main Steps for the Advancement of Career and College Skills through Service Learning
1. Research potential organizations or business partnerships within the local, national,
and/or global community.
2. Develop strategies to foster working relationships with identified organizations.
3. Analyze worked examples of sample service-learning initiatives from the identified
organizations.
4. Identify connections between student learning, classroom curriculum, and the goals of the
identified organizations.
5. Design service-learning projects that best serve the college and career goals of the student
and the service goal of the identified organization.
6. Establish the importance of developing civic leadership to better prepare for college and
career.
7. Critique techniques on how best to set benchmarks from start to finish.
8. Support and scaffold projects to accommodate time constraints and students’ individual
needs.
9. Understand and break down how to best prepare for the delivery of a public speaking
presentation.
10. Reflect on the end result and how to better enhance relationships for future years.
General Instructional Methods Approach

The overall approach to this design will rely on scaffolding and modeling techniques for
the learners to gain access to the curriculum. Generative instructional strategies also allow
learners to engage, practice, and refine their learning by pursuing their own specific interests
regarding the content (Smith & Ragan, 2005). In experiential learning, students are actively
engaged in generating the content and organization of the curriculum to build their ownership of
the content and their learning by making meaning collectively (Kolb & Kolb, 2012).
Furthermore, segmenting the material into units allows time for reflection which, in part, will
allow the learners ample time to absorb the information before moving on (Moreno & Mayer,
2003).
A balance between supplantive and generative strategies of instruction will be
incorporated into this curriculum. For learning to occur, learners must actively process

INCORPORATING SERVICE LEARNING CURRICULUM 40
information (Smith & Ragan, 2005). Thus, through strategies such as guided experiential
learning, each lesson will follow a sequence that favors student engagement and taps into the
learners prior knowledge and interests (Clark, Yates, Early, & Moulton, 2010). In addition, each
unit will consist of four core components: terminal learning objective, prerequisite analysis
(enabling objectives), learning activities, and assessment.
Description of Specific Learning Activities
The learning activities and instructional events for this professional development
curriculum will follow the lens of social cognitive theory (Bandura, 1997) and generative
learning theory (Smith & Ragan, 2005). Through the use of social cognitive theory, modeling
and constant feedback will be provided directly to the learners to allow them to gain the skills to
create and develop service-learning projects. Each lesson will require the learners to work
collaboratively to establish, maintain, and reflect on the goals and terminal learning objectives
outlined in each unit. For example, the generative effect of creating a service project based on
the learners’ own interests and experiences is that it encourages learners to engage in cognitive
processes such as organizing the material into a coherent structure and then build connections to
the material with relevant prior knowledge (Mayer, 2011).
Overview of the Units
Units for this course are structured to follow the steps of cognitive task analysis (CTA) as
follows:
1. Research potential organizations or business partnerships within the local,
national, and/or global community. (CTA)
2. Develop strategies to foster working relationships with identified organizations.
(CTA)
3. Analyze worked examples of sample service-learning initiatives from the
identified organizations. (CTA)
4. Identify connections among student learning, classroom curriculum, and the goals
of the identified organizations. (CTA, Literature Review)

INCORPORATING SERVICE LEARNING CURRICULUM 41
5. Create service-learning projects that best serve the college and career goals of the
student and the service goal of the identified organization. (CTA, Literature
Review)
6. Establish the importance of developing civic leadership to better prepare for
college and career. (CTA, Literature Review)
7. Critique techniques on how best to set benchmarks from start to finish. (CTA)
8. Support and scaffold projects to accommodate time constraints and students’
individual needs. (CTA)
9. Understand and break down how to best prepare for the delivery of a public
speaking presentation. (CTA)
10. Reflect on the end result and how to better enhance relationships for future years.
(CTA, Literature Review)
This curriculum design is presented in five units. At the conclusion of each unit, time is
embedded for reflection, so the total amount of time allotted will be 4 weeks.
Table 1
Units and Topics/Titles
Unit Session # of min Topic/Title
# 1
Discovering
Connections
to your
Community
1 160
Research potential organizations or business
partnerships within the local, national, and/or
global community. (CTA Step 1)
Develop strategies to foster working relationships
with identified organizations. (CTA Step 2)
# 2
Building
Viable
Connections
1 160
Analyze worked examples of sample
service-learning initiatives from the identified
organizations. (CTA Step 3)
Identify connections among student learning,
classroom curriculum, and the goals of the
identified organizations. (CTA Step 4)
# 3
Goal Setting
& Outlining
2 160
Create service-learning projects that best serve the
college and career goals of the student and the

INCORPORATING SERVICE LEARNING CURRICULUM 42
Projects
service goal of the identified organization. (CTA
Step 5)
Establish the importance of developing civic
leadership to better prepare for college and career.
(CTA Step 6)
4
Maintaining
and Pacing
Projects
2 160
Critique techniques on how best to set
benchmarks from start to finish. (CTA Step 7)
Support and scaffold projects to accommodate
time constraints and students’ individual needs.
(CTA Step 8)
5
Capstone and
Reflection
3 160
Understand and break down how to best prepare
for the delivery of a public speaking presentation.
(CTA Step 9)
Reflect on the end result and how to better
enhance relationships for future years. (CTA Step
10)

The Sequence of the Units

The rationale for the sequence of the units is based on a review of the literature and the
completion of a CTA, which is a valuable approach when advanced experts are available to
reliably achieve a desired performance standard on a target task and when the goal is to capture
their cognitive knowledge (Clark & Estes, 1996). This five-unit professional development
curriculum scaffolds the process of how best to incorporate service-learning curriculum within
general education ELA classrooms for grades 11 and 12. Each unit builds on the prior

INCORPORATING SERVICE LEARNING CURRICULUM 43
knowledge and experiences of the learner and allows all teachers to actively transfer those newly
developed skills to the creation of their own service project.
Unit 1: Discovering Connections to your Community: How to research potential
organizations or business partnerships within the local, national, and/or global community
and develop strategies to foster working relationships with the identified organizations.
(CTA Step 1 and 2)

The first unit will focus on identifying potential organizations that spark the students’
interests and experiences within the context of service-learning initiatives. The overall objective
for this unit is to develop research skills that will enable the teacher learner to gain a deeper
understanding of how to develop useful partnerships with outside organizations. Teacher
learners will also gain insight into how best to foster relationships with the identified
organizations.

Terminal learning objective
● Learners will gain best practices on how best to research potential non-profit or
business partnerships and develop a list to better assist how to foster working
relationships with identified organizations based on the interests and experiences
of the students.

Prerequisite analysis (enabling objectives)
● Know the meaning of community needs and issues
● Understand the difference between nonprofit and business organizations
● Know students’ interests and experiences in the context of service-learning
initiatives
● Be able to generate a list of nonprofit and business organizations based on
students’ interests and experiences

Learning activities
● After introductions and attention activities, assess prior knowledge of the meaning
of non-profit or business partnerships, students’ interests and experiences, best
practices research methods
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples
● Provide opportunities for learners to generate their own examples and
nonexamples
● Model the procedure for generating a set of non-profit and business organizations
based on learners’ interests and experiences
● Provide practice and feedback for generating a set of non-profit and business
organizations based on their interests and experiences using a rubric
● Provide opportunities to transfer knowledge to create the first part of developing a
list to better assist with methods on how to foster working relationships with
identified organizations

INCORPORATING SERVICE LEARNING CURRICULUM 44

Assessment
Learners will create a list of potential community needs to assist with the early stages of
developing a service-learning initiative per the rubric.

Unit 2: Building Viable Connections: How to analyze worked examples of sample
service-learning initiatives and identify connections among student learning, classroom
curriculum, and the goals of the identified organizations. (CTA Step 3 and 4)

The second unit within this curriculum will build on the skills gained through the first
unit. In addition, learners will begin to review worked examples of sample service-learning
initiatives. Through these activities, learners will be able to identify potential connections to
their own classroom curriculum and the goals of the identified organizations.

Terminal learning objective
● Learners will examine a sample scenario and formulate connections among
student learning, classroom curriculum, and the goals of the identified
organizations per the rubric.

Prerequisite analysis (enabling objectives)
● Know what a sample scenario means
● Know how to formulate connections between student learning and classroom
curriculum
● Know how to formulate connections between student learning and the goals of the
identified organization
● Be able to generate a set connections based on a worked example

Learning activities
● After introductions and attention activities, assess prior knowledge of the meaning
of sample scenarios and formulated connections
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples
● Be able to create a list of key components of a service project
● Provide opportunities for learners to generate their own examples and
nonexamples
● Model the procedure for generating a set of connections based on a worked
example using a rubric
● Provide practice and feedback for generating a set connections based on a worked
example using a rubric
● Model the procedure for analyzing and developing connections based on a
worked example using a rubric
● Provide opportunities to transfer knowledge to create their own analysis and
connections on a sample scenario using a rubric

INCORPORATING SERVICE LEARNING CURRICULUM 45
Assessment
Learners will analyze and develop connections based on a sample scenario per the rubric.

Unit 3: Goal Setting & Outlining Projects: How to construct service-learning projects and
establish the importance of developing civic leadership skills in order to better utilize
college and career goals. (CTA Step 5 and 6)

As we approach Unit 3, learners will have already developed key background knowledge
in regards to service-learning curriculum. Participants have also identified and connected ELA
content standards to their proposed project. The next steps are to have learners embark on the
initial stages of implementing their own service project. Both in small groups and individually,
learners will engage in activities that direct one on how best to construct S.M.A.R.T goals that
are aligned with the early development of a service-learning project.

Terminal learning objective
● Learners will construct a service-learning project and establish a S.M.A.R.T. goal
for the project to enhance goal setting and college and career goals.

Prerequisite analysis (enabling objectives)
● Be able to identify college and career goals
● Be able to create S.M.A.R.T. goals
● Know what civic leadership skills are
● Able to identify potential service-learning projects
● Be able to generate a set of college and career goals based on their proposed
service project
● Be able to connect civic leadership skills into their proposed service project

Learning activities
● After introductions and attention activities, assess prior knowledge of constructing
service-learning projects
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples
● Provide opportunities for learners to generate their own examples and
nonexamples
● Model the procedure for constructing a service-learning project based on their
interests and experiences
● Provide practice and feedback for constructing a service-learning project based on
their interests and experiences that aligns with a S.M.A.R.T. goal using a rubric
● Provide opportunities to transfer knowledge to construct their own
service-learning project based on a rubric

Assessment
Teachers will construct a set of goals, including college and career readiness and civic
leadership skills, that are connected to their proposed service-learning project.

INCORPORATING SERVICE LEARNING CURRICULUM 46
Unit 4: Maintaining and Pacing Projects: How best to set benchmarks and scaffold
projects to accommodate time constraints and students’ individualized needs. (CTA Step 7
and 8)

Session 4 will highlight project management skills. Learners will understand how to set
short- and long-term goals and will practice techniques on how to best utilize time-management
skills. By scaffolding each of the steps involved, learners will be able to access and develop
college and career skills through the active management of service projects.

Terminal learning objective.
● Given their interests and experiences, learners will create a one page flyer to
highlight the key components of a service project that meet the requirements of
the rubric.

Prerequisite analysis (enabling objectives).
● Know what benchmarks are
● Be able to create a list of key management components of a service project
● Be able to identify time constraints within a service project
● Be able to create a one page flyer to highlight the key components of a service
project

Learning activities
● After introductions and attention activities, assess prior knowledge of what
benchmarks are
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples
● Provide opportunities for learners to generate their own examples and
nonexamples
● Model the procedure for generating a set of service project criteria based on their
interests and experiences
● Provide practice and feedback for generating a set of service project criteria based
on their interests and experiences using a rubric
● Model the procedure for creating a one page flyer to highlight the key
components of a service project
● Provide opportunities to transfer knowledge to create their own flyer to highlight
the key components of a service project

Assessment.
Students will create a one page flyer to highlight the key components of a service project
per the rubric.

Unit 5: Capstone and Reflection: How to best prepare for the delivery of a public speaking
presentation and reflect on how to better enhance relationships for future years. (CTA Step
9 and 10)

INCORPORATING SERVICE LEARNING CURRICULUM 47
The final unit will include a capstone assessment in which learners will focus on the
overall service-learning experience and reflect on their own development of college and career
skills. Allowing learners an opportunity to synthesize their thoughts enables them to transfer and
reflect on their own level of learning.

Terminal learning objective
● Learners will engage in a reflective presentation focusing on the overall
service-learning experience including the development of college and career skills
gained as a result of working alongside the identified organization(s), per the
rubric.

Prerequisite analysis (enabling objectives)
● Know how to identify public speaking skills
● Know how to identify college and career skills
● Know how to brainstorm tips on how to enhance relationships with outside
organizations
● Be able to develop and deliver a presentation
● Be able to engage in reflection and synthesize the overall service-learning
experience including the development of college and career skills gained by
working alongside the identified organization that meet the rubric

Learning activities
● After introductions and attention activities, assess prior knowledge of the meaning
of reflection and presentation
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples
● Provide opportunities for learners to generate their own examples and
nonexamples
● Model the procedure for creating and delivering a presentation
● Provide practice and feedback for generating a presentation
● Model the procedure for creating and delivering a presentation
● Provide opportunities to transfer knowledge to document reflection that
synthesizes the overall service-learning experience including the development of
college and career skills gained as a result of working alongside the identified
organization(s), per the rubric

Assessment.
Students will engage in a reflective presentation on the overall service-learning
experience including the development of college and career skills gained by working
alongside the identified organization(s), per the rubric.

INCORPORATING SERVICE LEARNING CURRICULUM 48
Table 2
Scope and Sequence
I = introduced
R = reinforced
M = mastered
Curriculum Units
Curriculum Outcomes Unit 1
Conduct
Research
Unit 2
Build
Connections
Unit 3
Goal Setting
and Outlining
Projects
Unit 4
Maintaining
and Pacing
Projects
Unit 5
Capstone and
Reflection
Research potential
organizations or business
partnerships
I R R M
Develop strategies to
foster working
relationships with
outside organizations
I R R M
Design, implement, and
oversee a
service-learning project
through partnering with
outside organizations
I R R R M
Articulate the
importance of
developing civic
leadership
I R R R M
Critical thinking skills I R R R M
Research skills I R R R M
Time-management and
organizational skills
(soft skills)
I R R R M
Presentation and public
speaking delivery skills
(soft skills)
I R R R M
Ability to create college I R R M

INCORPORATING SERVICE LEARNING CURRICULUM 49
and career goals
Establish meaningful
connections to their
individual learning goals
I R R R M

Delivery Media Selection
Clark et al. (2010) argue that, although the media delivers instruction, it does not have a
direct impact on learning. Instead, educators need to invest in instructional strategies that
activate the learner, as most psychologists agree that learning is a process whereby people
construct new knowledge by adding to what they already know about a topic (Clark et al., 2010).
This design will incorporate a variety of instructional strategies to aid in the proper
delivery of instruction. Merrill (2002) offers five instructional design principles: activation of
prior knowledge, demonstration of skills, application of skills, task-centered, and integration of
skills that all revolve around task-centered instruction. However, determining instructional
content also requires the use of task analysis methods to identify the conceptual and procedural
knowledge necessary to perform a task (Jonassen, Tessmer, & Hannum, 1999). Thus, in each
unit, the instruction will embed activities that tap into prior knowledge and provide feedback
which enables the learner ample time to reflect. In addition, the units are constructed to chuck
new information sequentially to avoid cognitive overload..
Key Considerations In Choosing Media
According to Clark et al. (2010), instruction has at least two major components. The first
is to provide information that we want people to learn (instructional content), and the second is
to structure that information to help students learn it (instructional methods) without being
distracted by instructional displays (screen or graphic design). Sugrue and Clark (2000) propose

INCORPORATING SERVICE LEARNING CURRICULUM 50
that media selection begins by choosing instructional methods that support the cognitive
processes necessary to perform the task to be trained and continues with an analysis of media
based on their ability to provide the type of method, amount (hint or provide), timing (now or
later) and control (learner or media) of methods.
Based on the research of Clark et al. (2010), conceptual authenticity, immediate
feedback, and special sensory requirements must be taken into account to ensure that students
are, indeed, learning the material. Table 3 below takes into account each of these requirements
while determining the process of selecting media for this design.
Table 3
Instructional Media Options
Key Factors for Media Selection Relation to Service Learning Curriculum
Conceptual authenticity - can the media
adequately depict the conditions required for
learners to apply new learning?

Given the hands on approach to this
curriculum as learners begin the process of
creating their own service projects, a
synchronous setting will allow for the learner
to better prepare and actively engage and
apply new learning.
Immediate feedback - is there a need for
immediate corrective feedback?

In synchronous settings, immediate feedback
can be provided. However, in an
asynchronous setting feedback can also be
given in a timely manner. This curriculum
can work well in both settings.
Special sensory requirements - does the
instruction require sensory information
beyond visual and aural?
There are no sensory requirements for this
curriculum.

General Instructional Platform Selection
Considering the terminal learning objectives, this curriculum will be blended to provide
learners a combination of direct instruction and elements of technology. Multimedia will be

INCORPORATING SERVICE LEARNING CURRICULUM 51
utilized to aid in breaking down key information and to scaffold the core components of
developing service-learning curriculum. It is important to note that the use of technology will
align with Mayer’s (2001) multimedia design principles. Through the integration of technology,
some facets of this design can be taught ahead of time in a flipped classroom format. Given
educators’ time constraints, professional development should have some element of flexibility.
Allowing teachers choice in how the instruction is delivered will empower them with the
authority to access this curriculum at their own pace.
Specific Media Choices
Table 4 below displays the various options for specific media choices of the course along
with the accompanying costs. Thus, the most effective and efficient media choice will be live,
direct instruction mixed with elements of technology incorporated to create a blended-learning
platform.
Table 4
Delivery Costs for Media Options

Synchronous
(Live)
Instructor
Onsite at
School District
(SD)
Synchronous
(Live)
Instructor
on Online
Platform
Mix of Live
Instructor with
Computer-based
Tutorial on Online
Platform (Blended)
Asynchronous
Computer-
based
Tutorial on
Online
Platform
Number &
location of
learners
30 (learners live
locally to the
designated SD)
30 30 Limited only by
bandwidth and
server capacity
Total Costs
($-$$$$)
$ $$ $ $$

INCORPORATING SERVICE LEARNING CURRICULUM 52
CHAPTER FIVE: IMPLEMENTATION AND EVALUATION PLAN

Implementation of the Course
Smith and Ragan (2005) discuss the value of implementation in relation to instructional
design as “successfully putting designs into use in the contexts for which they are intended” (pg.
304). To ensure that this course is implemented successfully ongoing planning must take place
to ensure that the proper adjustments are made to suit the needs of all key stakeholders and the
interests of the surrounding communities that this curriculum will support. Implementation must
include stakeholders such as teachers, administrators, community leaders, and district officials in
order for the curriculum to achieve its intended goals and objectives. This course is designed to
benefit teachers with instruction to be delivered live mixed with elements of technology
embedded throughout to create a blended-learning platform.
Based on the research of Smith and Ragan (2005), there are six different stages of
implementation. Stage 1 is awareness. This curriculum will be shared within the district and can
be adapted to meet the content standards of other content areas outside of ELA such as social
science. Stage 2 is interest. As service-learning curriculum begins to gain momentum, nearby
schools may also want to learn more about this design with the intent to adopt this curriculum
onto their own campus. Stage 3 is evaluation. Timing and a review of the professional
development budget will be core components within the third stage. Stage 4 is trial. The trial for
this curriculum will consist of a small group of teachers at one school site to properly oversee
how well the intervention will advance its intended goals. Stage 5 is adoption. Based on the
progress of the trial, the adoption of the curriculum will be shared with other school sites. Stage
6 is integration. After the conclusion of the professional development, the facilitator will
conduct a follow-up meeting with the participants. This meeting will measure how best to

INCORPORATING SERVICE LEARNING CURRICULUM 53
proceed and what revisions should be made to ensure that the professional development
continues to meet its intended goals and overall course objectives.
Implementation of the Evaluation Plan
Curriculum Purpose, Need, and Expectations
The purpose of this curriculum is to support high school teachers with best practices by
providing an alternative approach to the content area curriculum. This curriculum will enable
teachers to find meaning and purpose by aligning the current ELA content standards and by
providing an alternative to assist in the development of college and career readiness skills. The
intent of the design is geared towards general education students in grades 11 and 12. The
desired outcome of this curriculum is to offer teachers the ability to expand their own critical
thinking and problem-solving skills by offering students a platform to design and implement
service-learning initiatives that support their local community.
Evaluation Framework
Evaluation is an important component as it allows the design to continually be adjusted
and improved to enhance the overall impact of the design. The curriculum implementation and
evaluation plan will utilize the four levels of evaluation that make up the New World Kirkpatrick
Model (Kirkpatrick & Kirkpatrick, 2016). The model “honors and maintains the time-tested four
levels and adds new elements to help people to operationalize them effectively in the new world
of business, government, military, and not-for-profit organizations” (Kirkpatrick & Kirkpatrick,
2016, p. 10). The four levels were created by Dr. Don Kirkpatrick, and each is described in the
table below.

INCORPORATING SERVICE LEARNING CURRICULUM 54
Table 5
The Kirkpatrick Model
Level 1:
Reaction
The degree to which participants find the
training favorable, engaging and relevant to
their jobs.
Level 2:
Learning
The degree to which participants acquire the
intended knowledge, skills, attitude, confidence
and commitment based on their participation in
the training.
Level 3:
Behavior
The degree to which participants apply what
they learned during training when they are
back on the job.
Level 4:
Results
The degree to which targeted outcomes occur
as a result of the training and the support and
accountability package.
Table 2.1. The Four Levels. ( Kirkpatrick & Kirkpatrick, 2016, pg. 10 ).
Kirkpatrick and Kirkpatrick (2016) enhanced the original four levels by directly
addressing issues that impact today’s ever changing workforce. Enhancements within
the New World Model also corrects misapplications that became common practice during
the decades when training professionals used and adapted the model on their own, such
as the over-emphasis on Levels 1 and 2, and the misguided belief that Levels 3 and 4 are
too expensive or too difficult to evaluate. (p. 11)
The model has a stronger emphasis on Levels 3 and 4 which, in turn, expand the role of
evaluation from a simple learning tool to a more results-oriented approach to help improve job
performance and program goals.
Level 4: Results and Leading Indicators
Kirkpatrick and Kirkpatrick (2016) recommend beginning the evaluation model in
reverse by starting off evaluating at Level 4. The results in Level 4 are expressed by leading

INCORPORATING SERVICE LEARNING CURRICULUM 55
indicators. Kirkpatrick and Kirkpatrick recognize that leading indicators help to bridge the gap
between organizational results and individual initiatives and efforts. Leading indicators are
measured through both external and internal outcomes. For this curriculum, the external
outcomes will be noted by local community groups, local press, and how well this curriculum is
recommended to future students. The internal outcomes are how well this curriculum is received
and the results that occur within the school setting. The impact of this curriculum will be
demonstrated by having students identify college and career readiness goals and by increased
academic achievement amongst students in grades 11 and 12. As seen in table 6, both the
external and internal outcomes are measured and collected through a variety of metrics and
methods to ensure that the overall goals of the curriculum are met and that the goals of the
organization are advanced.
Table 6

Outcomes, Metrics, and Methods for External and Internal Outcomes

Outcome Metric(s) Method(s)
External Outcomes
Increase in student
satisfaction
Number of students who are
interested in recommending
this program to similar
students at surrounding
schools
Anonymous student survey;
course evaluations
Increase in
community-based
partnerships.
Number of
community-based
partnerships that show an
interest to create
service-oriented projects.
(i.e., Chamber of
Commerce)
Satisfaction survey (every
semester); evaluation within
course

INCORPORATING SERVICE LEARNING CURRICULUM 56
Increased in positive
messages in the media
Number of positive media
stories and references on
social media
Direct stories on local media
and unique posts on social
media
Internal Outcomes
Outcome Number of Who collects the data
Increased
understanding on how
to identify college and
career readiness skills
Number of teachers able to
identify service-learning
projects that connect to
college and career readiness
skills
Course capstone.
Increased knowledge of
academic materials.
Number of teachers able to
improve the ELA academic
skills of their own students
ie. reading, writing and
listening skills.
Course capstone. End of year
assessments.
Increase in second year
persistence
Number of teachers who
express interest and sign up
for future service-learning
professional development
sessions.
PD enrollment patterns
collected the following year.

Level 3: Behavior
Critical behaviors. Kirkpatrick and Kirkpatrick (2016) note that “level 3 behavior is the
most important level because training alone will not yield enough organizational results to be
viewed as successful” (p. 59). The behaviors that are gained are instrumental as they help
determine whether the training had a long-term impact. These types of behaviors are not always
seen immediately, so it will be important to measure these behaviors weeks or even months after
the workshops are complete. According to Kirkpatrick and Kirkpatrick, critical behaviors need
to be specific, observable, and measurable. As outlined in Table 7, if successful, teachers will
begin to demonstrate behaviors that are motivated as a result of the training. From gaining a

INCORPORATING SERVICE LEARNING CURRICULUM 57
stronger sense of civic mindedness to leading their own service-learning initiatives or by joining
respected service-oriented professional organizations would allow the teachers to continue to
develop the new knowledge that they have gained as a result of this curriculum.
Table 7

Critical Behaviors, Metrics, Methods, and Timing for Evaluation

Critical Behavior Metric(s) Method(s) Timing
1. Teachers plan
instructional
activities aimed at
promoting civic
mindedness and
motivating
service-learning
initiatives.
Number of
instances of
connections that
highlight
service-learning
strategies
Instructional lesson
Plans
At the conclusion of
each academic
semester.
2. Engaged in
service-learning
projects and
or/volunteer
opportunities.
Number of service
projects and/or
volunteer
opportunities.
Teacher survey. Annually at the
conclusion of each
school year.
3. Active
membership in
service-minded
organizations such
as Rotary and/or
Kiwanis
International.
Number of club
memberships.

Attendance at
monthly club
meetings.
Teacher survey. Annually at the
conclusion of each
school year.

Required drivers. Within Level 3 of the New World Kirkpatrick Model (Kirkpatrick &
Kirkpatrick, 2016), processes and systems are needed to reinforce, monitor, encourage, and
reward performance of critical behaviors. Table 8 outlines various ways to assist and support
teachers as they begin to implement this curriculum in their own classrooms and, more so, make
these skills a part of the overall school culture. Kirkpatrick and Kirkpatrick (2016) maintain that

INCORPORATING SERVICE LEARNING CURRICULUM 58
“drivers often already exist and simply need to be aligned to key programs” (p. 54). In addition,
it is important to establish methods that are both relevant and adaptable to all classroom settings
to maximize their intended goals.
Table 8
Required Drivers to Support Critical Behaviors
Method(s) Timing Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Follow-up workshop based
on feedback from the initial
PD on service learning.
Between semesters,
teachers will be prompted
to offer feedback to
improve the workshops in
the future.
#1
Print out materials of job
aids for classroom use
Ongoing #1
Follow-up modules to
encourage content area
teachers outside of ELA.
Between semesters,
teachers will be prompted
to offer feedback on how
best this curriculum would
meet the needs of educators
outside of ELA.
#1
Email reminders of
important deadlines for
service club membership
drives and upcoming
meetings
Ongoing #2, #3
Highlight active service
projects to encourage
communities of practice
Ongoing #1, #2, #3
Encouraging
Teacher meetings to discuss
student performance and
self-efficacy
Monthly #1, #2

INCORPORATING SERVICE LEARNING CURRICULUM 59
Highlight evidence of
service learning on social
media and school related
newsletters.
Ongoing #1, #2, #3
Rewarding
Principal announces
teachers with growth in
student performance based
on demographic data
Monthly staff meetings #1, #2
Recognition on the school
website and bulletin boards
aimed at promoting a civic
mindedness school culture
Ongoing #1, #2, #3
Monitoring
Teachers will complete
“pulse” surveys to report or
demonstrate critical
behaviors. Additionally
similar “pulse” surveys will
be randomly sent to faculty,
staff and students to report
on their behaviors
Ongoing, targeting teachers
who have completed the PD
course on service learning
#1, #2, #3
Department/ Grade level
PLC meetings to discuss
student progress
Monthly #1, #2

Organizational support . At the completion of this curriculum, the school itself will
serve as the organization responsible for ensuring drivers are in place to support the progress of
each critical behavior. Those who will lead the implementation of the drivers currently serve as
school administrators, department chairs, and fellow teachers. These individuals will need to
help build a community that supports the efforts of those teachers who meet and go beyond the
goals of this curriculum. It is helpful if this curriculum is supported with a team-minded
mentality. Kirkpatrick and Kirkpatrick (2016) emphasize that, if critical behaviors are

INCORPORATING SERVICE LEARNING CURRICULUM 60
transparent, there is nowhere to hide. In addition, employees should constantly have an
opportunity to reflect and share as a means to provide continuous positive reinforcement and
encouragement throughout the school community.
Within the school community, there will be ample opportunities to share best practices.
Printing out key materials to place in classrooms will allow teachers helpful classroom aids that
will assist in their own planning of the units. It will also be valuable to ask for feedback from the
teachers themselves as they are the ones who deliver the instruction. Allowing teachers to
continually voice their feedback and the completion of “pulse” surveys also validate their views
and give the participating teachers ownership of the curriculum. The administrative team will
also be instrumental in recognizing teachers who are utilizing this curriculum through emails and
verbal recognition during staff meetings. Kirkpatrick and Kirkpatrick (2016) assert the merits of
level 3 and notes that it is the missing link in moving from learning to results.
Level 2: Learning
Learning goals. The goal of this course is to provide teachers with the knowledge, skills,
and attitudes to develop lessons and employ best practices that build college and career readiness
skills. Students will gain the critical thinking skills that can be transferred into adulthood as they
develop meaningful connections. It is the goal that, upon the conclusion of this curriculum,
students will begin to meet college and career readiness measures by gaining increased
collaborative, negotiating, planning, and collaborative skills. This curriculum will also be
aligned with Common Core State Standards in Grades 11 and 12 focusing on ELA speaking and
listening standards. The overall curriculum goal is to supply teachers effective instructional
strategies centered on how best to teach, design, and implement service-learning initiatives and
then apply those strategies in their own instructional practices. After the implementation of the

INCORPORATING SERVICE LEARNING CURRICULUM 61
curriculum, teachers will begin to continuously transfer the new knowledge gained and execute
the critical behaviors noted in Table 8.
Components of learning evaluation . Within this curriculum, the ongoing evaluation of
learners will become instrumental in properly assessing progress. Within each class session,
there will be multiple ways to check for understanding both individually and collaboratively.
Although it is helpful to have open discussions and to ask for feedback, that type of evaluation
strategy does not benefit all learners. Thus, it will be advised to have options for learners to
reflect on individually through activities such as keeping a reflective journal. Table 9 outlines
the components of learning for both declarative knowledge and procedural skills in addition to
methods which will assess attitudes, confidence, and commitment.
Table 9
Evaluation of the Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Thinking with pair shares Ongoing
Small and whole group discussions Units 1-5
Check out questions Units 1-5
Procedural Skills “I can do it right
now.”

Checklist of elements of procedures During learning activities
Connect materials to ELA content
standards
During learning activities
Feedback from peers in collaborative
conversations
During the workshop
Attitude “I believe this is worthwhile.”

INCORPORATING SERVICE LEARNING CURRICULUM 62
Discussions about the impact of
service-learning
Ongoing
Collaborative discussions focused on the
value of service-learning projects
Ongoing
Reflective Journal Units 1-5
Confidence “I think I can do it on the
job.”

Discussions about implementation of
strategies
Ongoing, end of course evaluation
Asking questions and checking for
clarification
Ongoing
Engagement in class, class discussions and
learning activities
Units 1-5
Engagement in the community in
service-learning projects
Ongoing
Self-Assessment and survey Ongoing, end of course evaluation
Commitment “I will do it on the job.”
Instructional Lesson Plans After workshops
Observation of instruction After workshops
Reflective Journal Ongoing
Self-reporting on progress Ongoing, end of course evaluation

Level 1: Reaction
Kirkpatrick and Kirkpatrick (2016) indicate that Level 1 is the “simplest to evaluate;
however, this does not necessarily mean that it is being evaluated effectively, or even correctly,
in most cases” (p. 39). The intent is to evaluate how relevant and engaging the curriculum is
throughout the course. Quick checks, such as how well the participants respond to discussion
questions or simple measures such as attendance, will depict how well the curriculum is

INCORPORATING SERVICE LEARNING CURRICULUM 63
received. Table 10 outlines the methods that will be implemented to measure engagement,
relevance, and customer service.
Table 10
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Attendance Throughout the course
Observation of the facilitator Throughout the course
Course Evaluation End of course
Relevance
Pulse Checks Throughout the course
Reflective Journal Throughout the course
Responses to discussion questions Ongoing
Course Evaluation End of course
Customer Satisfaction
In-person interviews of select nonprofit
and business partners
Ongoing
Walk-through observations Randomly throughout the course
Course Evaluation End of course

Evaluation Tools
Evaluation tools will be crafted to evaluate how well the learners have reacted to the
learning events and activities within this curriculum. Kirkpatrick and Kirkpatrick (2016)
emphasize that evaluation tools should be customized to the goals of the particular program for
which they are used (p. 97). Both evaluation instruments will include wording that is

INCORPORATING SERVICE LEARNING CURRICULUM 64
learner-centered and open-ended questions for participating teachers to provide honest and direct
feedback (Kirkpatrick & Kirkpatrick, 2016).
Immediately following the program implementation. An evaluation instrument will
be administered to learners immediately following the program implementation (see Appendix
A). This evaluation tool will focus on the methods outlined in Table 9 (Level 2) and Table 10
(Level 1). This tool will be customized and organized to a manner that highlights each level of
the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). The intent of the tool is to
measure the overall impact and experiences of the participating teachers using a scaled response
system.
Delayed for a period after the program implementation. A separate evaluation tool
(see Appendix B) will be administered at the end of the semester following the workshops to
allow the participating teachers to adequately reflect on the overall experience. Each of the
levels will be evaluated by tapping into Kirkpatrick’s Blended Evaluation Approach (Kirkpatrick
& Kirkpatrick, 2016). Kirkpatrick and Kirkpatrick (2016) acknowledge that, “an approach in
which multiple levels are evaluated from numerous perspectives is an excellent way to maximize
data while minimizing resources on the part of both the training department and the people being
queried” (p. 95). Furthermore, allowing the learners the time to actively engage in the
curriculum will enable them to properly evaluate its relevance and usefulness both in and out of
the classroom.
Conclusion to the Curriculum Design
Service-learning curriculum creates a platform in which teachers establish meaning by
connecting to the Common Core content standards in a manner that enables students to develop
college and career readiness skills. By engaging in practices that highlight skills such as

INCORPORATING SERVICE LEARNING CURRICULUM 65
teamwork, project management, and goal setting, students become empowered to overcome
barriers within their communities, pursue higher education, and fully apply themselves to reach
their potential. The intent of this curriculum is to foster future citizens with the tools to tackle
issues that confront society by managing service-learning projects that work towards building
solutions with the end-goal of improving communities.

INCORPORATING SERVICE LEARNING CURRICULUM 66
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Appendix A

Evaluation Instrument (Immediate)

Course
Evaluation

Date and Location: _____________________________________________________________
Context: Please complete this survey at the completion of the workshop Service-Learning
Curriculum . Your responses will be used to improve this course for future participants.
Directions : Please circle the
appropriate rating to indicate the degree
to which you agree with each statement.
Strongly
disagree
1

2

3

4
Strongly
agree
5
Statements:
I took responsibility for being actively
participating in this workshop.
1 2 3 4 5
This program held my interest. 1 2 3 4 5
The presentation style of the facilitator
contributed to my learning experience.
1 2 3 4 5
The information in this program is
applicable to my work.
1 2 3 4 5
I would recommend this program to
others.
1 2 3 4 5
Open-Ended Questions:
How can this program be improved?

What additional help would you like in order to be successful?

Co-Adapted by:
Gilligan R., Graham, J., & Naudin, M. (2020). Delayed Course Evaluation Tool.
Co-Adapted from:
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick's four levels of training evaluation .
Association for Talent Development.
Appendix B

Evaluation Instrument (Delayed)

Course
Evaluation

Date and Location: _____________________________________________________________
Context: Please complete this survey at the completion of the workshop Service-Learning
Curriculum . Your responses will be used to improve this course for future participants.
Directions : Please circle the
appropriate rating to indicate the degree
to which you agree with each statement.
Strongly
disagree
1

2

3

4
Strongly
agree
5
Statements:
After the course, I spent adequate time
with fellow participating teachers to
discuss how they use the new
knowledge gained in this course.
1 2 3 4 5
I now have adequate resources on the
job to successfully incorporate
service-learning projects within my
curriculum.
1 2 3 4 5
I am already seeing positive results from
my student(s) as a result of these
workshops.
1 2 3 4 5
Rate your level of agreement with this statement : Each item listed below is a significant
factor that contributed to my students successfully applying what they learned.
I have been able to incorporate the
brainstorm sheet to better organize
potential partners for service-projects.
1 2 3 4 5
I now am able to identify and link
content standards to proposed projects.
1 2 3 4 5
I can create S.M.A.R.T. goals that align
to the overall project and vision of
proposed projects.
1 2 3 4 5
The use of job aids has helped guide my
pacing and instruction.
1 2 3 4 5

Course
Evaluation

Open-Ended Questions:

What early signs of success have you noticed from your efforts?

Describe any challenges you are experiencing in applying what you learned to your work, and
possible solutions to overcome them.

Co-Adapted by:
Gilligan R., Graham, J., & Naudin, M. (2020). Delayed Course Evaluation Tool.
Co-Adapted from:
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick's four levels of training evaluation .
Association for Talent Development.

Appendix C

Integrated Instructor’s Guide to the Unit Lesson Plans, Materials, and Assessments

The lesson materials include the Google Slides aligned with each lesson within this curriculum
design. Each presentation follows the instructional lesson plans that accompany instruction, and
have videos and handouts embedded into the presentation. Facilitators should use the
presentation in conjunction with instructional plans in order to maximize learning.

INCORPORATING SERVICE LEARNING CURRICULUM TO ENHANCE COLLEGE AND
CAREER READINESS:
A PROFESSIONAL DEVELOPMENT FOR TEACHERS
Course Overview
Lesson Plan and Instructor’s Guide

Duration: 30 minutes

Lesson Materials
Presentation tools: videos, images, slides; handouts

Learner Characteristic Accommodations
Learners are adults who are motivated to gain new skills that are tied to current
English-Language Arts (ELA) Common Core Content Standards. As adult learners, the
practicality and usefulness of the training must be emphasized throughout.

Facilitator’s Notes
To informally assess their prior knowledge, before beginning, ask questions of your learners
relating to: their prior experience in tutoring; what subjects they plan to tutor; their knowledge
of these subjects and any teaching or pedagogy courses.

Presentation Notes
A google slides presentation has been created to aid in the instruction of this curriculum design.
Direct Link : Service Learning Presentation Slides for Overview and Units 1-5
Course Overview Slides : Slides 1-11.

Instructional Activities

Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention

5 Begin an ice breaker
activity and will lead a
“community circle” in
which each member of the
circle answers a question
based on their own
experiences.

Guide teachers
through a brief
community circle
activity in order
to tap into their
prior knowledge
and to begin to
develop a
dialogue that
focuses on their
own service
related
Teachers also
begin to draw
connections that
are based on
their own
experiences and
begin to form a
community of
trust within the
participants in
the session.

1

Course Overview and Lesson Plan Templates

experiences.

Discussion
Question :
When was the last
time you helped
someone or
someone has
helped you?
Briefly explain.

Everyone stands
up and forms a
circle and each
person within the
circle shares their
experiences.
Instructor will
connect between
the course and the
teacher’s
experiences
whenever
possible. This
places the teacher
learner in an
immediate
“expert” position.

Introduction

10

(15)
Provide motivation by
drawing the learner’s
attention to the overall
impact of service-learning
initiatives and community
service partnerships.

Discuss the overall
purpose of the course to
teach a person who
already has knowledge of
a subject, how to embed
service-learning initiatives
Introduce the
course and
purpose and goal
using images and
Video 1
highlighting the
benefits of
service-learning.

The video will
show images of a
teacher working
with a student and
Learners write
down their
personal goals
for the course
and how they
can immediately
apply it.

Teachers listen
and acknowledge
the class norms
for the sessions.
And if necessary,

2

Course Overview and Lesson Plan Templates

into their coursework as a
way to help foster and
expand college and career
readiness skills.

Direct Link to Video :
Chicago Public Schools's
Service Learning Project
(7 min)

Encourage motivation by
drawing the learner’s
attention to a variety of
relevant community
issues.

Instructor shares class
norms and answers any
questions or concerns that
the teachers may have.

Norms include:

•Treat each other with
respect
•Participate
•Keep cell
phone/electronics usage to
a minimum
•Engage each other’s
thoughts, ideas, and
opinions
•Stay focused

a final image of
the student’s “ah
ha” moment of
understanding.

Ask the teachers
to write down
their personal
goal of what they
want to get out of
the course and
how they would
immediately
apply it.

Materials Link:
Overview
Introduction
Handout

Before moving
on, instructor
shares class
norms (the
conditions to
support learning)
and asks learners
for
feedback/addition
s and their
consensus.
asks clarifying
questions.
Course Goal

5

(20)
Introduce the course goals
and outcomes by
reviewing the syllabus.
The Serve to Learn Job
Aid will serve as the
syllabus for this course.

Materials Link:
Serve to Learn Job Aid
Present the course
goals and
outcomes.

Remind the
participants that
the Serve to Learn
Job Aid will serve
as the syllabus for
Teachers connect
and match the
goal and
outcomes to their
own experiences
and interests.

As the syllabus
is reviewed as a

3

Course Overview and Lesson Plan Templates

The course is designed to
provide teachers with the
knowledge, skills, and
attitudes to develop
lessons and employ best
practices that implement
college and career
readiness skills.

this professional
development.

Materials Link:
Serve to Learn
Job Aid
class, learners
will actively
write notes
and/or questions
directly onto the
syllabus.
Purpose for the
Course

5

(25)
Ask the participants to
review the purpose of the
course (from the
syllabus):

The purpose of this course
is to support high school
teachers with best
practices by providing an
alternative approach
aligned to the ELA
content curriculum within
grades 11-12.

Provide a description of
the activities, tools, and
artifacts that will be used
in this course.

Stimulate motivation by
describing the opportunity
being provided to the
student and the risk that
will be avoided if the
course is mastered.

Benefits:
● The benefit for
this training will
assist teachers
with the early
steps that are
required for the
Posts the
purpose of the
course on a
slide.

Explains the
units of the
course by
showing a
course overview
visual aid
outlining each
session.

Materials Link:
SL Job Aid with
ELA Standards
and Visual
Guide

Ask the teachers
to answer
questions such
as: “What is the
value for me in
this course” and
“Can I do it?”
and
“Will I need and
use what I will
learn in my job.

Ask teachers to
Teachers write
down their
answers and
connect their
personal goals
with the course
goals on their
syllabus.

Teachers will
share their
responses with
their elbow
partner.

4

Course Overview and Lesson Plan Templates

development of a
service learning
project.

Risks avoided:
● The risk is that the
teachers will not be
able to provide
their students with
this specific
instructional
strategy.
make notes of
their responses
on the syllabus.
Course
Overview

5

(30)
Show all the units in the
course to provide a course
overview visual aid and
assist the teacher learners
to organize their learning
connecting the units with
the section/themes.

The instructor will also
share the extended version
of the course overview
visual aid which includes
the curriculum alignment
to the ELA Common Core
State Standards for
students in grades 11-12

Provide a brief description
of the activities, tools, and
artifacts that will be used
in each unit, such as
generating a list of
potential partnerships, a
list of service-learning
criteria and methods and
strategies on how best to
market service-learning
projects.

Use a visual
model to show the
units in the course
and how each
relates to
achieving the
course goals.

Materials Link:
SL Job Aid with
ELA Standards
and Visual Guide

Describe how the
units are
structured, the
overarching
design of the
units, and some of
the common
components and
activities that
each unit
provides.

Explain how the
curriculum aligns
with ELA
Common Core
State Standards
for students in
Teachers reflect
on the session
and share
their responses
with the full
class.

Ask questions as
needed.

5

Course Overview and Lesson Plan Templates

grades 11-12 by
sharing an
extended Course
Overview Aid for
Lesson Planning:
Overview of
Sessions and
Alignment of
CCSS.
Total Time 30 min. Unit 1 will begin
immediately after the
conclusion of the Course
Overview.

6

Course Overview and Lesson Plan Templates

Extended Visual Course Overview Aid for Lesson Planning: Overview of Sessions and Alignment of CCSS
Session # Units
Covered
Unit
Objectives
Soft Skill
Spotlight
Common Core State Standards (CCSS):
ELA - Grade 11-12
Session 1

Morning
and
Afternoon
Unit 1

Discovering
Connections
to your
Community
Gain insights
on how to
discover and
build
service-learnin
g partnerships
within your
community

Analyze
worked
examples and
review best
practices
Work Ethic

Positive Attitude

Interpersonal
Skills

Problem Solving
CCSS.ELA-LITERACY.W.11-12.7 -
Conduct short as well as more sustained
research projects to answer a question
(including a self-generated question) or
solve a problem; narrow or broaden the
inquiry when appropriate.

CCSS.ELA-LITERACY.SL.11-12.1 -
Engage in Collaborative Discussions
Unit 2

Building
Viable
Partnerships
Session 2

Morning
and
Afternoon
Unit 3

Service
Learning and
College and
Career Goals
Attain useful
tips on how
best to manage
service-learnin
g projects

Generate a
practical set of
criteria for
goal setting

Learn how to
adjust to time
constraints
Leading a Team

Organizational
Skills

Goal Setting

Time
Management

CCSS.ELA-LITERACY.SL.11-12.1.B -
Work with peers to promote civil,
democratic discussions and
decision-making, set clear goals and
deadlines, and establish individual roles as
needed.

CCSS.ELA-LITERACY.W.11-12.2.A -
Introduce a topic; organize complex ideas,
concepts, and information so that each new
element builds on that which precedes it to
create a unified whole; include formatting
(e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to
aiding comprehension.
Unit 4

Setting and
Maintaining
Project
Management
Goals
Session 3

Morning
Only
Unit 5

Capstone and
Reflection
Gain skills on
how best to
market
service-learnin
g initiatives on
social media

Create
dynamic
presentations
that focus on
reflection
Effective

Communication
Skills

Building
Self-Confidence

Attention to
detail
CCSS.ELA-LITERACY.SL.11-12.4 -
Present information, findings, and
supporting evidence, conveying a clear and
distinct perspective

CCSS.ELA-LITERACY.SL.11-12.5 -
Make strategic use of digital media (e.g.,
textual, graphical, audio, visual, and
interactive elements) in presentations to
enhance understanding of findings,
reasoning, and evidence and to add interest.

7

Course Overview and Lesson Plan Templates

Session 1, Unit 1: Building Coalitions: How to gain best practices on how best to discover
potential organizations or business partnerships within the local, national and/or global
community and develop strategies to foster working relationships with the identified
organizations. (CTA Step 1 and 2)

The first part of Session 1 will focus on the exploration of identifying potential
organizations that spark the students’ interests and experiences within the context of
service-learning initiatives. The overall objective for this unit is to develop sound inquiry skills
that will enable the teacher learner to gain a deeper understanding of how to develop useful
partnerships with outside organizations. Teachers will also gain insights on how best to foster
relationships with the identified outside organizations.

Terminal learning objective.
● Learners will gain best practices on how best to research potential non-profit or
business partnerships and to develop a list to better assist how to foster working
relationships with identified organizations based on the interests and experiences
of the students.

Prerequisite analysis (enabling objectives) .
● Know the meaning of community needs and issues
● Understand the difference between nonprofit and business organizations
● Know students’ interests and experiences in the context of service-learning
initiatives
● Be able to generate a list of nonprofit and business organizations based on
students’ interests and experiences

Learning activities.
● After introductions and attention activities, assess prior knowledge of the meaning of
service-learning initiatives, understand the difference between non-profit or business
partnerships, and recognize students’ interests and experiences.
● Teach any necessary prerequisite knowledge by providing definitions and examples and
nonexamples.
● Provide opportunities for learners to generate their own examples and nonexamples.
● Model the procedure for generating a set of non-profit and business organizations based
on learners interests and experiences.
● Provide practice and feedback for generating a set of non-profit and business
organizations based on their interests and experiences using a rubric.
● Provide opportunities to transfer knowledge to create the first part of developing a list to
better assist with methods on how to foster working relationships with identified
organizations.

Assessment.
Learners will create a list of potential community needs to assist with the early stages of
developing a service learning initiative per the rubric.

8

Course Overview and Lesson Plan Templates

INCORPORATING SERVICE LEARNING CURRICULUM TO ENHANCE COLLEGE AND
CAREER READINESS:
A PROFESSIONAL DEVELOPMENT FOR TEACHERS
Lesson Plan and Instructor’s Guide
Session 1, Unit 1: Conduct Research

Unit Duration: 3 Hours - Morning Session including 2 breaks

Introduction: The first unit will focus on the exploration of identifying potential organizations
that spark the students’ interests and experiences within the context of service-learning
initiatives. The overall objective for this unit is to develop sound inquiry skills that will enable
the teacher learner to gain a deeper understanding of how to develop useful partnerships with
outside organizations. Teachers will also gain insights on how best to foster relationships with
the identified outside organizations.

Learning Objective(s)
Terminal Objective:
Teachers will gain service-learning best practices and gain knowledge on how to identify
potential non-profit or business partnerships and develop a list to better assist how to foster
working relationships with identified organizations based on the interests and experiences of the
students.
Enabling Objective(s):
● Know the meaning of community needs and issues
● Understand the difference between nonprofit and business organizations
● Know students’ interests and experiences in the context of service-learning
initiatives
● Be able to generate a list of nonprofit and business organizations based on
students’ interests and experiences

Lesson Materials
The course is taught in a classroom setting allowing learners to self-select seating in order to
accommodate vision, hearing and attention needs. Instructor will use a projection and speaking
system to enhance audio and visual aides. Participants will be provided handouts of job aides for
active note-taking and review for personal pacing outside of class. Additional prerequisite
knowledge materials will be provided to scaffold learning.

Learner Characteristic Accommodations
Learners will take the course in person using multiple modalities in an effort to increase
engagement.

Facilitator’s Notes
This is an in-person, synchronous course. The presentation, practice, and feedback will occur
in-person. The instructor needs to provide a context for the teachers to engage in community
issues and generate interests and connections that can apply to their own community.

9

Course Overview and Lesson Plan Templates

Presentation Notes
A google slides presentation has been created to aid in the instruction of this curriculum design.
Direct Link : Service Learning Presentation Slides for Overview and Units 1-5
Unit 1 Slides : Slides 12-30.

Instructional Activities

Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention

20 After briefly welcoming the
students, the instructor shares an
attention-gaining video (9
mins).

Video 1: Service is Connecting
your Passion to Someone Else's
Need Ted Talk

At the conclusion of the video
the participants will begin to
brainstorm the concept of
service-learning and develop a
working list of service-learning
projects first within small
groups and then share their
insights with the full group.
Ask the teachers to
reflect on a brief
video they will
view together as a
class.

Ask participants to
write brief notes
during the video
and be ready to
share in a small
group setting at the
conclusion of the
video.

Ask the participants
to consider the
following:
- What are some
examples of
service-learning
projects that were
provided by the
speaker within the
video?
- Do you yourself
have prior
experience
organizing
service-oriented
projects?
Participants
listen and
watch video.

Teachers begin
to think about
their insights
and begin to
brainstorm how
service-learnin
g can be
applied within
their own
community as
they currently
understand
them.

Teachers will
engage with
the class
discussion and
generate
examples of
service-learnin
g projects.

Teachers will
share their
responses and
introduce
themselves.

10

Course Overview and Lesson Plan Templates

- What types of
projects do you see
your own students
developing within
their own
community?
Learning
Objectives

3

(23
min)
Objectives for Session 1 in Unit
1 are shared on a slide. The
instructor will also write the
terminal objective for this unit
on the front board.

Learning Objective:
Teachers will gain
service-learning best practices
and gain knowledge on how to
identify potential nonprofit or
business partnerships and
develop a list to better assist
how to foster working
relationships with identified
organizations based on the
interests and experiences of the
students.

Transition the
discussion to the
objectives for this
unit which will be
shared via slide and
also on the board.

Prompts the
learners and asks if
there are any
questions or
comments.
Teachers listen
to and read
course
objectives.

Participants ask
questions to
gauge their
understanding.
Purpose for
Learning
- Benefits
- Risks

2

(25
min)
Engages the participants in a
discussion about the value of
embedding service-learning
curriculum as a method to help
develop college and career
readiness skills.

Benefits of completing this unit:
● Participants will gain
insights on the
differences between
nonprofits and business
organizations.
Participants will also
gain tips on how to
develop potential
partnerships within their
communities.
ask via slide:

Discussion
Question:
Think about a
student that plays
music each week at
the local senior
home and consider
what types of
college and career
readiness skills
they are gaining
through this
experience.

Teachers
respond and
discuss with
elbow partners
to the question
posed via slide
about the types
of skills
students can
gain by serving
others and
what students
may lose by
not
participating in
these types of
learning
experiences.

11

Course Overview and Lesson Plan Templates

Risks that are avoided by
completing this unit:
● Participants will not gain
insights and best
practices on how best to
identify the differences
between nonprofits and
business organizations.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)

10

(35
min)
As members of society each
teacher has their own definition
of service as it relates to their
own personal experiences. The
specific prior knowledge found
in their personal experiences
will serve as the background
knowledge necessary to help
them learn and motivate their
own students to create their own
service learning projects.

The instructor will be tasked
with communicating a single
working definition that can be
used for the purpose of this
curriculum.

Working Definition of
Service-Learning:
A teaching and learning
experience that integrates
meaningful community service
with academic instruction
focused on critical, reflective
thinking and personal and civic
responsibility (Zlotkowski,
2002; Fiume, 2009).

Activities will include:
- Vocabulary Review and
terms review via Kahoot
Recall “Gain
Attention” activity
and have learners
retell activity
experiences.

Display the visual
overview of the
curriculum to
remind teachers
what will be
reviewed including
a brief summary of
the activities within
the session.

Teachers share
their
experiences
and relate those
experiences to
the Instructor
in order to
create a
working
definition of
service-learnin
g.

Participants ask
questions to
gauge their
understanding.

12

Course Overview and Lesson Plan Templates

- Brainstorm Strategy
Discussions in both
small and large groups
- Journal Writing
Prerequisite
Knowledge

20

(55
min)
In the event participants do not
have the prerequisite knowledge
in this unit, then the instructor
will teach the concepts by
giving examples and
non-examples.
● Know the meaning of
community needs and
issues
● Understand the
difference between
nonprofit and business
organizations
○ http://bit.ly/32vi0
r2
● Know students’ interests
and experiences in the
context of
service-learning
initiatives
● Be able to generate a list
of nonprofit and
business organizations
based on students’
interests and experiences
Provide definitions
and an example of
nonexample of
each term.

Teachers generate
their own examples
and nonexamples.

This will be done
through a short
Kahoot style quiz
with key word
grading and/or
multiple choice
questions for each
of the categories in
this course.

Each wrong answer
will be corrected.

Materials Link
(Game Link):
https://create.kahoo
t.it/share/unit-1-voc
abulary-review/813
89e97-cc5b-4098-b
a88-af84242fa87c
Teacher reads
and watches
short
presentation of
prerequisite
and prior
knowledge in
order to
prepare for
learning
material.

Teachers
generate
examples and
nonexamples.

Teacher
engages in
quick check for
understanding
on learning
quiz to review
prerequisite
knowledge.
BREAK 10 mins
Learning
Guidance
- Lecture
- Demo.
20

(85
min)
Instructor will ask participants
to share and reflect on their own
prior experience in regards to
any noted differences between
nonprofit and business
partnerships.

Model the procedure for
generating a set of non-profit
Script:
Today your goal is
to create a list of
local (nonprofit
and business)
organizations to
assist with the
early stages of
developing a
Teachers
reflect on their
prior
experience in
developing and
maintaining
local and
community
partnerships

13

Course Overview and Lesson Plan Templates

and business organizations
based on learners interests and
experiences.

service- learning
initiative.

First let’s create a
working list
together.

This list will
become step #1 of
your Learn to
Serve service
project . I’ve
provided you a job
aid so you are
aware of the future
steps.

Google Doc: Serve
to Learn Job Aid

Shows a few
examples and
highlight the
difference between
a non-profit and a
business
organization on a
google document.

Next, share the
document with the
participants. To
help support the
learning process the
instructor will walk
around and offer
corrective feedback
about the procedure
by asking questions
and will offer
additional support
to anyone who may
not be familiar with
and begin to
share examples
of both
nonprofit and
business
organizations
on a shared
google
document.

Then, they will
share their
insights with
the whole
group.

Teachers will
also recall the
differences
between
nonprofit and
business
organizations
and the merits
of working
with both.

Teachers will
share their
responses.

Teachers will
be able to see
their progress
during each
unit by
reviewing the
Learn to
Serve job aid.

14

Course Overview and Lesson Plan Templates

Google documents.

Engage the teachers
to discuss the
importance of
maintaining a
strong work ethic
and/or positive
attitude and how it
applies to service
learning.

Practice and
Feedback

35

(120
min)
Instructor asks the teachers to
create a list of potential
community needs to assist with
the early stages of developing a
service-learning project.

Instructor will ask the group to
first brainstorm in small groups
before they add their notes to
their own individual graphic
organizer.

Model a worked
example of the
graphic organizer
via a slide.

Walk around and
assist the teachers
as needed.

Discuss in small
groups and then
write their findings
in a graphic
organizer.

Engage in small
group discussions
and will rotate two
members within
each group in order
to gain new
perspectives (two
total rotations at 10
minutes each).
Teachers will
engage in small
group
discussions and
rotate (twice)
to hear the
perspectives of
a variety of
participants
within the
group.

Teachers will
actively take
notes with a
graphic
organizer in
small groups
that
incorporates
the insights of
various
participants
within the
session.
Authentic
Assessment
10

(130
min)
Teachers will create a list of
potential community needs to
assist with the early stages of
developing a service learning
initiative which will serve as the
summative capstone for Unit 1.
Participants
responses will vary
after new
knowledge was
presented in this
course.
Teachers will
then complete
a graphic
organizer on
their own that
incorporates

15

Course Overview and Lesson Plan Templates

Walk around and
make sure that all
participants have at
least 3 needs that
match the needs of
their own particular
community as
noted on their
graphic organizer.

the needs of
their own
particular
community.
BREAK 5 mins
Retention
and Transfer

10

(145
min)
Participants will continue to
participate in whole group
discussions and look for
connections between their own
experiences and those shared
within the group.
Post three large
pieces of chart
paper in various
locations within the
room.

On each piece of
chart paper the
instructor will write
down (1) the
working definition
of service-learning
curriculum, (2) the
power of building
soft skills and (3)
tips on building
coalitions. The
teachers will be
tasked with
formulating their
responses on sticky
notes and will
carousel to each
poster.

Facilitate whole
group discussion
after each group
had the opportunity
to visit each chart.
Teachers will
participate in
whole group
discussion and
identify any
patterns that
were revealed
through the
comments.

Teachers will
make
comments on
sticky notes
and attach to
charts.

16

Course Overview and Lesson Plan Templates

Instructor will ask
the group to
consider any
potential patterns
that they may find
as they analyze the
responses.
Big Ideas

10

(155
min)
Review the takeaways from this
unit on best practices and how
best to build coalitions.

Teachers will be asked to keep a
reflective journal and are
expected to use this resource to
continually reflect and apply
their new learning within their
own practice.

Provide it as the prompt for
reflective journal. Journal
responses do not have a
particular word or page limit but
must be comprehensive enough
to display reflection on new
knowledge.

Responses maybe a narrative,
poem, or take any other
expressive form such as
illustration (however,
illustrations must be
accompanied with at least 100
words to describe).

The rubric for journal grading
will be explained and discussed.
Teachers can ask clarifying
questions about the rubric as
needed.
Provide a worked
example for the
teachers to consider
as they begin to
answer the
following prompt:

Journal Entry #1
What are the pros
and cons of
working with
nonprofit
organizations?

What are the pros
and cons of
working with
business
organizations?

Teachers will
begin to
brainstorm and
think of ideas
on how best to
respond to the
reflective
journal prompt.

Teachers will
begin to make
connections
between the
lesson goals
and the new
information
that was
acquired.

17

Course Overview and Lesson Plan Templates

Advance
Organizer
for the Next
Unit
5

(160)
Connections made in this
session will build onto the next
lesson where learners will begin
to learn how best to establish
viable service-learning
partnerships within their own
communities.

Teachers will create a short list
of potential partnerships that fit
the needs of their own
community in preparation for
the next session.

Ask teachers to consider a brief
check out question.
Display the course
overview and
engages the
learners to reflect
on today’s class.

Journal Entry #2:
Ask teachers to
create a list of their
potential
partnerships within
their reflective
journal as provided
by the instructor.

Teachers listen
to a preview of
the next
module and ask
any clarifying
questions they
may have.

Teachers
answer a check
out reflective
question:

State one new
thing that you
learned today .
Total Time 160
mins
Unit 2 will begin after a lunch
break.

18

Course Overview and Lesson Plan Templates

19

Course Overview and Lesson Plan Templates

Visual Aid for Lesson Planning: Overview of Sessions and Alignment of CCSS
Session # Units
Covered
Unit
Objectives
Soft Skill
Spotlight
Common Core State Standards (CCSS): ELA -
Grade 11-12
Session 1

Morning
and
Afternoon
Unit 1

Discovering
Connections to
your
Community
Gain insights
on how to
discover and
build
service-learning
partnerships
within your
community

Analyze
worked
examples and
review best
practices
Work Ethic

Positive Attitude

Interpersonal
Skills

Problem Solving
CCSS.ELA-LITERACY.W.11-12.7 - Conduct
short as well as more sustained research projects to
answer a question (including a self-generated
question) or solve a problem; narrow or broaden
the inquiry when appropriate.

CCSS.ELA-LITERACY.SL.11-12.1 - Engage in
Collaborative Discussions
Unit 2

Building
Viable
Partnerships
Session 2

Morning
and
Afternoon
Unit 3

Service
Learning and
College and
Career Goals
Attain useful
tips on how
best to manage
service-learning
projects

Generate a
practical set of
criteria for goal
setting

Learn how to
adjust to time
constraints
Leading a Team

Organizational
Skills

Goal Setting

Time
Management

CCSS.ELA-LITERACY.SL.11-12.1.B - Work
with peers to promote civil, democratic discussions
and decision-making, set clear goals and deadlines,
and establish individual roles as needed.

CCSS.ELA-LITERACY.W.11-12.2.A - Introduce
a topic; organize complex ideas, concepts, and
information so that each new element builds on that
which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding
comprehension.
Unit 4

Setting and
Maintaining
Project
Management
Goals
Session 3

Morning
Only
Unit 5

Capstone and
Reflection
Gain skills on
how best to
market
service-learning
initiatives on
social media

Create dynamic
presentations
that focus on
reflection
Effective

Communication
Skills

Building
Self-Confidence

Attention to
detail
CCSS.ELA-LITERACY.SL.11-12.4 - Present
information, findings, and supporting evidence,
conveying a clear and distinct perspective

CCSS.ELA-LITERACY.SL.11-12.5 - Make
strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements)
in presentations to enhance understanding of
findings, reasoning, and evidence and to add
interest.

20

Course Overview and Lesson Plan Templates
INCORPORATING SERVICE LEARNING CURRICULUM TO ENHANCE COLLEGE AND CAREER READINESS:
A PROFESSIONAL DEVELOPMENT FOR TEACHERS

Session # Units Covered Unit Objectives Soft Skill
Spotlight
Common Core State Standards (CCSS): ELA - Grade
11-12
Session 1

Morning
and
Afternoon
Unit 1

Discovering
Connections to
your
Community
Gain insights on how to
discover and build
service-learning
partnerships within your
community

Analyze worked
examples and review best
practices
Work Ethic

Positive Attitude

Interpersonal Skills

Problem Solving
CCSS.ELA-LITERACY.W.11-12.7 - Conduct short as well
as more sustained research projects to answer a question
(including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate.

CCSS.ELA-LITERACY.SL.11-12.1 - Engage in
Collaborative Discussions
Unit 2

Building Viable
Connections
Session 2

Morning
and
Afternoon
Unit 3

Goal Setting
and Outlining
Projects
Attain useful tips on how
best to manage
service-learning projects

Generate a practical set of
criteria for goal setting

Learn how to adjust to
time constraints
Leading a Team

Organizational Skills

Goal Setting

Time Management

CCSS.ELA-LITERACY.SL.11-12.1.B - Work with peers to
promote civil, democratic discussions and decision-making, set
clear goals and deadlines, and establish individual roles as
needed.

CCSS.ELA-LITERACY.W.11-12.2.A - Introduce a topic;
organize complex ideas, concepts, and information so that each
new element builds on that which precedes it to create a
unified whole; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding
comprehension.
Unit 4

Maintaining
and Pacing
Projects
Session 3

Morning
Only
Unit 5

Capstone and
Reflection
Gain skills on how best to
market service-learning
initiatives on social media

Create dynamic
presentations that focus
on reflection
Effective

Communication
Skills

Building
Self-Confidence

Attention to detail
CCSS.ELA-LITERACY.SL.11-12.4 - Present information,
findings, and supporting evidence, conveying a clear and
distinct perspective

CCSS.ELA-LITERACY.SL.11-12.5 - Make strategic use of
digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add
interest.
INCORPORATING SERVICE LEARNING CURRICULUM TO ENHANCE COLLEGE AND CAREER READINESS:
A PROFESSIONAL DEVELOPMENT FOR TEACHERS

Visual Course Overview
Session
1
Unit 1
Discovering
Connections to your
Community
Brainstorm
Partnerships

Determine your Need
Unit 2
Building Viable
Connections
Build Connections

Project Tips
Session
2
Unit 3
Goal Setting and
Outlining Projects
Set S.M.A.R.T. Goals

Outline Project Plan
Unit 4
Maintaining and
Pacing Projects
Manage Projects

Create Timelines
Session
3
Unit 5
Capstone and
Reflection
Reflect and Share
your Story

Serve to Learn Job Aid
Step 1:
Discover
Session 1, Unit 1
● Create a brainstorm sheet and
list various organizations that
could serve as potential partners
for your project. (Session 1, Unit
1)
● Research the Topic: Research 3
articles on your topic selection.
(Session 1, Unit 1)

Step 2:
Write
Session 1, Unit 2
Session 2, Unit 3
● Complete a written proposal that:
1. Identifies the problem that you
wish to solve
2. Provides evidence that your
proposed solution could be
effective
3. Summarizes what you intend to
share and provide
(Session 2, Unit 3)
● Draft a list of 3 ELA content
standards that align with the needs of
your proposed project.

Reflect in writing how each of these
standards link to your suggested
proposed project.
(Session 1, Unit 2)
Step 3:
Goals
Session 2, Unit 3
● Create a list of tangible goals
(both long and short-term) to help
spread awareness about your
proposal to potential partners
(Session 2, Unit 3)
● Create a S.M.A.R.T. goal that aligns to
the overall goals and vision of your
proposed project.
(Session 2, Unit 3)
Step 4:
Manage
Session 2, Unit 4
● Begin to lay out a plan on how
you intend to manage this project
by considering the following:
1. Time-Management
2. Number of Volunteers
3. Supply Needs
4. Leadership responsibilities
(Session 2, Unit 4)
● Draft a flyer to highlight the key
management components of your
proposed service project.

● Establish a hashtag to be used for
social media to better market your
project from start to finish.
(Session 2, Unit 4)
Step 5:
Reflect
Session 3, Unit 5
● Draft a reflective summary of
what you did, where you went,
who you helped, and an
explanation of how it quantifies
the impact that you had based
on your S.M.A.R.T. goal and
written proposal.
(Session 3, Unit 5)
● Prepare a presentation with
audio and visual elements,
research, and creativity to present
to the class.

● Share your project with your peers
and celebrate your success and
growth .
(Session 3, Unit 5)

Facilitator Notes:
A 3-Day Professional Development for Teachers
1
Course
Overview
Facilitator Notes:
Guide teachers through a brief community circle activity in order to tap into their prior
knowledge and to begin to develop a dialogue that focuses on their own service related
experiences.
Everyone stands up and forms a circle and each person within the circle shares their
experiences. Instructor will connect between the course and the teacher’s experiences
whenever possible.
Image Retrieved from:
https://pixabay.com/vectors/circle-community-hands-holding-159252/
2
Community Circle and Introductions
1. State your name and how
many years you have been a
classroom teacher.
2. Answer the following
question.
Community Circle Question:
When was the last time you
helped someone or someone has
helped you? Briefly Explain.
3
Facilitator Notes:
Introduce the course and purpose and goal using images and Video 1 highlighting the
benefits of service-learning. The video will show images of a teacher working with a
student and a final image of the student’s “ah ha” moment of understanding.
Facilitator Notes:
Ask the teachers to write down their personal goal of what they want to get out of the
course and how they would immediately apply it.
Materials Link:
Overview Introduction Handout
4
Personal Goals
● Write down your
personal goals for this
course.
● Note any potential
applications for
service-learning
curriculum to be used
within your current
classroom.
Personal Goals Flyer
* Copy in your PD Folder
Facilitator Notes:
Before moving on, instructor shares class norms (the conditions to support learning)
and asks learners for feedback/additions and their consensus.
5
Class Norms
• Treat each other with respect
• Participate
• Keep cell phone/electronics usage to a
minimum
• Engage each other’s thoughts, ideas, and
opinions
• Stay focused
Facilitator Notes:
The course goal for this curriculum is shared and briefly discussed. The instructor
will also write the terminal objective for this unit on the front board.
Remind the participants that the Serve to Learn Job Aid will serve as the syllabus for
this professional development.
Materials Link:
Job Aid Steps for Service Learning
6
Course Goal
The course is designed to provide teachers with the
knowledge, skills, and attitudes to develop lessons
and employ best practices that implement college
and career readiness skills.
Serve to Learn Job Aid
* Copy in your PD Folder
The “syllabus” is the Serve
to Learn Job Aid for this PD.
Facilitator Notes:
Display the visual overview of the curriculum to remind teachers what will be
reviewed including a brief summary of the activities within the session.
Materials Link:
Job Aid Steps for Service Learning
7
Purpose for the Course
• The purpose of this
course is to support
high school teachers
with best practices
by providing an
alternative approach
aligned to the ELA
content curriculum
within grades 11-12.
Serve to Learn Job Aid
* Copy in your PD Folder
Facilitator Notes:
Display the visual overview of the curriculum to remind teachers what will be
reviewed including a brief summary of the activities within the session.
As the teachers listen to a preview of the upcoming modules allow time for the
participants to ask any clarifying questions they may have.
Materials Link:
SL Job Aid with ELA Standards and Visual Course Overview
8
Purpose for the Course
Visual Course Overview
* Copy in your PD Folder
Discussion Questions:
Add notes to your syllabus and share
with your elbow partner.
1. What is the value for me in
this course?
2. Can I do it?
3. Will I need and use what I
will learn in my job?
9
Risks that are
avoided by
completing this
unit:
● The risk is
that the
teachers will
not be able to
provide their
students with
this specific
instructional
strategy.
Benefits of
completing this
unit:
● The benefit for
this training
will assist
teachers with
the early steps
that are
required for the
development of
a service
learning
project.
Risks and Benefits
Facilitator Notes:
Present the benefits and the risks for learning on the overhead projector of this unit
while discussing briefly the value and the risks avoided by engaging in this learning.
Motivate the teachers to consider how both the benefits and the risks avoided will
impact their own teaching practices.
Image Retrieved from:
https://pixabay.com/illustrations/weigh-plus-minus-horizontal-2856321/
Facilitator Notes:
Display the extended course overview of the curriculum to remind teachers what will
be reviewed including a brief summary of the activities within the sessions. This
overview also reflects connections to ELA common core state standards.
Materials Link:
SL Job Aid with ELA Standards and Visual Course Overview
10
Extended Course Overview
Extended Visual Course
Overview
* Copy in your PD Folder
Upcoming Activities:
- Generate a list of
potential partnerships
- Establish a list of
service-learning criteria
- Develop S.M.A.R.T. goals
for your project
- Create methods and
strategies on how best to
market service-learning
projects at your school.
Facilitator Notes:
The Course Overview ends by giving the participants time for questions and/or
comments.
Session 1, Unit 1 will begin immediately after all questions or comments are
addressed.
11
Questions or Comments
Questions??
Comments??
Facilitator Notes:
Welcome the participants to Session 1, Unit 1.
A 3-Day Professional Development for Teachers
12
Session 1,
Unit 1
13
Facilitator Notes:
At the conclusion of the video the participants will begin to brainstorm the concept of
service-learning and develop a working list of service-learning projects first within
small groups and then share their insights with the full group.
Facilitator Notes:
Ask participants to write brief notes during the video and be ready to share in a small
group setting at the conclusion of the video.
14
Video Discussion Questions
What are some
examples of
service-learning
projects that were
provided by the
speaker within in the
video.
Do you yourself
have prior
experience
organizing
service-oriented
projects.
What types of projects
do you see your own
students developing
within their own
community.
Question
1
Question
2
Question
3
Facilitator Notes:
Objectives for Session 1 in Unit 1 are shared and briefly discussed. The instructor will
also write the terminal objective for this unit on the front board.
15
Learning Objective for Unit 1
Teachers will gain service-learning best
practices and gain knowledge on how to
identify potential nonprofit or business
partnerships and develop a list to better assist
how to foster working relationships with
identified organizations based on the
interests and experiences of the students.
16
Risks that are
avoided by
completing this unit:
● Participants will
not gain insights
and best practices
on how best to
identify the
differences
between
nonprofits and
business
organizations.
Benefits of
completing this unit:
● Participants will
gain insights on
the differences
between
nonprofits and
business
organizations.
Participants will
also gain tips on
how to develop
potential
partnerships
within their
communities.
Risks and Benefits
Facilitator Notes:
Present the benefits and the risks for learning on the overhead projector of this unit
while discussing briefly the value and the risks avoided by engaging in this learning.
Motivate the teachers to consider how both the benefits and the risks avoided will
impact their own teaching practices.
Image Retrieved from:
https://pixabay.com/illustrations/weigh-plus-minus-horizontal-2856321/
Facilitator Notes:
Engages the participants in a discussion about the value of embedding service-learning
curriculum as a method to help develop college and career readiness skills.
Image Retrieved from:
https://pixabay.com/vectors/piano-player-jazz-music-silhouette-3611562/
17
Small Group Discussion Question
Think about a student
that plays music each
week at the local senior
home and consider what
types of college and
career readiness skills
they are gaining through
this experience.
Directions: Discuss your initial thoughts
with an elbow partner.
Facilitator Notes:
Display the visual overview of the curriculum to remind teachers what will be
reviewed including a brief summary of the activities within the session.
Materials Link:
Job Aid Steps for Service Learning
18
Unit 1 Overview
Activities will include:
- Vocabulary Review
and terms review via
Kahoot
- Brainstorm Strategy
Discussions in both
small and large
groups
- Journal Writing
Serve to Learn Job Aid
* Copy in your PD Folder
Facilitator Notes:
Engages the participants in a discussion about the value of embedding service-learning
curriculum as a method to help develop college and career readiness skills.
Image Retrieved from:
https://pixabay.com/illustrations/book-read-lesson-2814039/
19
Working Definition of Service-Learning
A teaching and learning
experience that integrates
meaningful community
service with academic
instruction focused on
critical, reflective thinking
and personal and civic
responsibility (Zlotkowski,
2002; Fiume, 2009).
Service
Learning...
Facilitator Notes:
Facilitator will click on the game link below and open the Kahoot game in a separate
window.
Have a brief discussion about each question. Each wrong answer will be corrected.
When the game concludes, return to the service learning presentation (slide 21).
Materials Link (Game Link):
https://create.kahoot.it/share/unit-1-vocabulary-review/81389e97-cc5b-4098-ba88-af8
4242fa87c
Image Retrieved from:
https://pixabay.com/vectors/iphone-cell-phone-phone-160307/
20
Review of Terms with Kahoot
Kahoot Preview and Review of
Concepts:
- Community Needs and Issues
- Non-Profit vs. Business
Organizations
- Sample Student Interests and
Experiences
GAME PIN
ENTER
Kahoot!
Directions:
1. Log into www.kahoot.it
2. Join the Kahoot Game by entering the
game pin on your phone.
21
10 Minute Break
Facilitator Notes:
Remind participants that instruction will begin in 10 minutes.
Image Retrieved from:
22
Discovering Partnerships
● Brainstorm in small groups
● Discuss options that may be
universal to any community
Facilitator Notes:
Instructor asks the teachers to create a list of potential community needs to assist with
the early stages of developing a service-learning project.
Instructor will ask the group to first brainstorm in small groups before they add their
notes to their own individual graphic organizer.
Image Retrieved from:
https://pixabay.com/vectors/question-questions-man-head-2519654/
Materials Link:
Nonprofit vs Business Partnership hand out
23
Discover and Brainstorm
Directions:
● Create your own list that fits
the needs of your own
community.
● Consider the interests of
your own student population
● Feel free to use the back of
the brainstorm planning
sheet if you need more space.
Goals Rubric:
Fill out the brainstorm planning
sheet with at least 3 needs that
match the interests of your own
particular community.
Facilitator Notes:
Teachers will create a list of potential community needs to assist with the early stages
of developing a service learning initiative which will serve as the summative capstone
for Unit 1.
Materials Link:
Nonprofit vs Business Partnership hand out
24
5 Minute Break
Facilitator Notes:
Remind participants that instruction will begin in 5 minutes.
Image Retrieved from:
https://pixabay.com/photos/kermit-cup-drink-coffee-break-3657139/
Facilitator Notes:
Post three large pieces of chart paper in various locations within the room.
On each piece of chart paper the instructor will write down (1) the working definition
of service-learning curriculum, (2) the power of building soft skills and (3) tips on
building coalitions. The teachers will be tasked with formulating their responses on
sticky notes and will carousel to each poster.
Facilitate whole group discussion after each group had the opportunity to visit each
chart.
Image Retrieved from:
https://pixabay.com/illustrations/postit-memo-post-it-notes-memory-1975188/
25
Collaborative Poster Discussion
How does the working
definition of
service-learning
curriculum apply to
your students/school?
In your opinion
what is the power of
building soft skills
and how can they be
incorporated into
service-learning?
As a professional, what
are some best practices
and tips you can share
on how best to build
coalitions?
Topic 1 Topic 2 Topic 3
Directions:
With post-it notes walk around to each poster and write
down your thoughts and feedback to each noted topic.
Facilitator Notes:
Teachers will be asked to keep a reflective journal and are expected to use this
resource to continually reflect and apply their new learning within their own practice.
Materials Link:
Reflective Journal Blank Form
26
What are the pros
and cons of working
with nonprofit
organizations?
What are the pros
and cons of working
with business
organizations?
Journal Entry # 1
Reflective Journal Form
* Copy in your PD Folder
Reflective Journal #1
Facilitator Notes:
The rubric for journal grading will be explained and discussed. Teachers can ask
clarifying questions about the rubric as needed. This is a sample rubric to be used for
students only!
Materials Link:
Reflective Journal Blank Form
27
Reflective Journal Rubric
Reflective Journal Form
* Copy in your PD Folder
Rubric and Grading Criteria:
*FOR STUDENT USE ONLY
Journal responses do not have a
particular word or page limit but
must be comprehensive enough to
display reflection on new knowledge.
Responses maybe a narrative, poem,
or take any other expressive form such
as illustration (however,
illustrations must be accompanied
with at least 100 words to
describe).
Facilitator Notes:
Display the visual overview of the curriculum to remind teachers what will be
reviewed including a brief summary of the activities within the session.
As the teachers listen to a preview of the next module allow time for the participants to
ask any clarifying questions they may have.
For Journal Entry #2: Ask the participants to complete this journal entry before the
afternoon session (Unit 2).
Materials Link:
SL Job Aid with ELA Standards and Visual Course Overview
Reflective Journal Blank Form
28
Preview Unit 2
Reflective Journal Entry
#2
Create a list of your potential
partnerships within your
reflective journal.
Research the Topic: Research 3
articles on your topic selection.
Bring this journal entry to the
afternoon session.
Session 1, Unit 2
Visual Course Overview
* Copy in your PD Folder
Facilitator Notes:
Ask teachers to consider a brief check out question.
Image Retrieved from:
https://pixabay.com/illustrations/checklist-clipboard-questionnaire-1622517/
29
Check out Question
Check Out Question:
State one new thing
that you learned
today.
Reflect and Share
with
your elbow partner.
Facilitator Notes:
Unit 1 ends by giving the participants time for questions and/or comments.
Remind the participants that Unit 2 will begin in the afternoon after a break for lunch.
30
Questions or Comments
Questions??
Comments??
Facilitator Notes:
Welcome the participants back to Session 1, Unit 2.
A 3-Day Professional Development for Teachers
31
Session 1,
Unit 2
Facilitator Notes:
Teachers will utilize the examples they provided in Journal Entry #2 within their
reflective journal. Journal Entry #2 had teachers create a list of potential projects.
(See slide #29 for review).
Instructor will bring the class back together and ask 2-3 groups to share their insights
with the entire group.
Image Retrieved from:
https://pixabay.com/illustrations/man-woman-question-mark-problems-2814937/
32
Discussion Question
Interview one person on a problem/issue they
see in their community that they think needs to
be addressed and what type of service-learning
initiative could help address that need.
Directions:
Find a partner
with someone
you don’t know
and interview
each other.
Facilitator Notes:
Objectives for Session 1 in Unit 2 are shared and briefly discussed. The instructor will
also write the terminal objective for this unit on the front board.
33
Learning Objective for Unit 2
Learners will examine a sample scenario and
formulate connections between student
learning, classroom curriculum and the goals
of the identified organizations per the rubric.
34
Risks that are
avoided by
completing this
unit:
● The participants
will not gain the
opportunity to
discuss and
share potential
links to
curriculum as
they analyze
service-learning
projects.
Benefits of
completing this unit:
● The participants
will receive
hands-on
experience
breaking apart
the key
components of a
service-learning
project and will
identify methods
on how best to
link the project to
ELA curriculum.
Risks and Benefits
Facilitator Notes:
Present the benefits and the risks for learning on the overhead projector of this unit
while discussing briefly the value and the risks avoided by engaging in this learning.
Motivate the teachers to consider how both the benefits and the risks avoided will
impact their own teaching practices.
Image Retrieved from:
https://pixabay.com/illustrations/weigh-plus-minus-horizontal-2856321/
Facilitator Notes:
Teachers respond and discuss with elbow partners the benefits of working together
with fellow educators on methods to enhance academic curriculum and differentiated
instructional practices.
Instructor will bring the class back together and ask 2-3 groups to share their insights
with the entire group.
Image Retrieved from:
https://pixabay.com/vectors/business-idea-strategy-marketing-4271251/
35
Discussion Question
What are the benefits of working alongside
fellow educators on topics relating to
instructional strategies and best practices?
Directions:
Discuss your initial
thoughts with an
elbow partner.
Facilitator Notes:
Display the visual overview of the curriculum to remind teachers what will be
reviewed including a brief summary of the activities within the session.
Materials Link:
Job Aid Steps for Service Learning
36
Unit 2 Overview
Serve to Learn Job Aid
* Copy in your PD Folder
Activities will include:
- Vocabulary and Concepts
review via Poll
Everywhere
- Analyze worked examples
of service projects and
generate a set of
connections to ELA
curriculum in both small
and large groups
- Reflective Journal Writing
Facilitator Notes:
Engages the participants in a discussion about the value of embedding service-learning
curriculum as a method to help develop college and career readiness skills.
Poll Everywhere Directions:
Once all the responses are recorded discuss briefly.
Survey can be accessed via the QR link or at www.PollEv.com/cozywindow646
- Make sure you write the link to the survey on the whiteboard so that the
participants can access the survey.
37
Facilitator Notes:
Engages the participants in a discussion about the value of embedding service-learning
curriculum as a method to help develop college and career readiness skills.
Poll Everywhere Survey Directions:
Have participants rank which choices have potential links to ELA content standards.
Once all the responses are recorded discuss briefly.
Survey can be accessed via the QR link or at www.PollEv.com/cozywindow646
- Make sure you write the link to the survey on the whiteboard so that the
participants can access the survey.
38
Facilitator Notes:
Engages the participants in a discussion about the value of embedding service-learning
curriculum as a method to help develop college and career readiness skills.
Poll Everywhere Directions:
Word Cloud responses can refer to students or organizations or both! Once all the
responses are recorded discuss briefly.
Survey can be accessed via the QR link or at www.PollEv.com/cozywindow646
- Make sure you write the link to the survey on the whiteboard so that the
participants can access the survey.
39
40
10 Minute Break
Facilitator Notes:
Remind participants that instruction will begin in 10 minutes.
Image Retrieved from:
41
● Fill out the first two steps of the
KWHL graphic organizer.
○ K = What you know
○ W= What you want to
know
● Hypothetical
Service-Learning Scenario #1
○ Organize a campus-wide
blood drive to help support
the American Red Cross.
○ Key Components
■ Time Frame
■ Number of Pints of
blood needed
○ ELA Standard Connections
■ CCSS.ELA-LITERACY.W.11-12
.7 - Conduct Research
■ CCSS.ELA-LITERACY.SL.11-1
2.1 - Engage in collaborative
discussions
KWHL Graphic Organizer
KWHL Graphic Organizer
* Copy in your PD Folder
Facilitator Notes:
Instructor will ask participants to share and reflect on their own prior experience in
regards to any noted differences between nonprofit and business partnerships.
Model the procedure for generating a set of non-profit and business organizations
based on learners interests and experiences.
Materials Link:
KWHL Graphic Organizer
42
● Fill out the first two steps of
the KWHL graphic organizer.
○ K = What you know
○ W= What you want to
know
● Hypothetical
Service-Learning Scenario
○ Organize a campus-wide
blood drive to help
support the American Red
Cross.
○ Key Components
■ Time Frame
■ Number of Pints of
blood needed
Based on the sample scenario fill out the first two
sections of the KWHL graphic organizer
Fill out using the information
given from Scenario #1:
community blood drive
Facilitator Notes:
K = What you know
W = What you want to know
H = How do I find out
L = What I learned.
Allow the participants at least 5 minutes to fill out the first half of the KWHL graphic
organizer and will pause for any questions and/or check for understanding.
This lesson based on a hypothetical service-learning scenario will then demonstrate (1)
the key components of a service-learning project followed by (2) how to connect the
steps to current ELA content standards.
Materials Link:
KWHL Graphic Organizer
43
● Fill out the last two steps of the KWHL
graphic organizer.
○ H = How do I find out
○ L = What I learned.
● Consider how this sample
service-project could connect to
current ELA standards
● Hypothetical
Service-Learning Scenario
○ Organize a campus-wide blood
drive to help support the
American Red Cross.
○ Key Components
■ Time Frame
■ Number of Pints of blood
needed
○ ELA Standard Connections
Fill out the last two sections of
the KWHL graphic organizer
Fill out using the information given
from Scenario #1:
Community Blood Drive
CCSS.ELA-Literacy
W.11-12.7
- Conduct
Research
CCSS.ELA-Literacy
W.11-12.1
- Collaborative
Discussions
Facilitator Notes:
K = What you know
W = What you want to know
H = How do I find out
L = What I learned.
Allow the participants at least 5 minutes to fill out the first half of the KWHL graphic
organizer and will pause for any questions and/or check for understanding.
This lesson based on a hypothetical service-learning scenario will then demonstrate (1)
the key components of a service-learning project followed by (2) how to connect the
steps to current ELA content standards.
Materials Link:
KWHL Graphic Organizer
Facilitator Notes:
Engages the participants in a discussion about the value of embedding service-learning
curriculum as a method to help develop college and career readiness skills.
44
Authentic Assessment
Sample Scenario:
Create a tech friendly program
at the local senior retirement
home. The volunteers must
have a basic understanding of
how to set up email accounts
and how best to manage social
media platforms.
Directions:
Read the sample scenario
and consider the key
components. Also within
a KWHL chart link the
sample project to current
ELA standards. Be ready
to discuss your findings
after the break.
Rubric for this task will be:
(1) To generate a set of 3 key components of the service project.
(2) Connect the project to 2 ELA content standards.
45
5 Minute Break
Facilitator Notes:
Remind participants that instruction will begin in 5 minutes.
Image Retrieved from:
https://pixabay.com/photos/kermit-cup-drink-coffee-break-3657139/
Facilitator Notes:
Engages the participants in a discussion about the value of embedding service-learning
curriculum as a method to help develop college and career readiness skills.
Poll Everywhere Directions:
Once all the responses are recorded discuss briefly.
Survey can be accessed via the QR link or at www.PollEv.com/cozywindow646
- Make sure you write the link to the survey on the whiteboard so that the
participants can access the survey.
46
Facilitator Notes:
Engages the participants in a discussion about the value of embedding service-learning
curriculum as a method to help develop college and career readiness skills.
Poll Everywhere Directions:
Once all the responses are recorded discuss briefly.
Survey can be accessed via the QR link or at www.PollEv.com/cozywindow646
- Make sure you write the link to the survey on the whiteboard so that the
participants can access the survey.
47
Facilitator Notes:
Teachers will be asked to keep a reflective journal and are expected to use this
resource to continually reflect and apply their new learning within their own practice.
For Reflective Journal Entry #3: Ask the participants to complete this journal entry
before the start of session 2 (Unit 3).
Materials Link:
Reflective Journal Blank Form
48
What are your major
“takeaways” from
Session 1? Feel free to
provide insights from
either the morning or
the afternoon session
or both.
Journal Entry # 3
Reflective Journal #3
Reflective Journal Form
* Copy in your PD Folder
Facilitator Notes:
Display the visual overview of the curriculum to remind teachers what will be
reviewed including a brief summary of the activities within the session.
As the teachers listen to a preview of the next module allow time for the participants to
ask any clarifying questions they may have.
After the completion of Journal Entry #3:
Ask the participants to consider their goals and add their notes to their reflective
journal before the start of Session 2 (Unit 3).
Materials Link:
SL Job Aid with ELA Standards and Visual Course Overview
49
Preview Unit 3
After you complete:
Reflective Journal Entry #3
To prepare for Unit 3
create a short list of
your potential goals and
your initial thoughts
about goal setting in
preparation for the next
session.
Visual Course Overview
* Copy in your PD Folder
Facilitator Notes:
Ask teachers to consider a brief check out question.
Image Retrieved from:
https://pixabay.com/illustrations/checklist-clipboard-questionnaire-1622517/
50
Check out Question
Check Out Question:
Given our work so far,
what do you feel best
about?
Reflect and Share
with
your elbow partner.
Facilitator Notes:
Session 1, Unit 2 ends by giving the participants time for questions and/or comments.
Remind the participants that Unit 3 will begin roughly two weeks after
the conclusion of Session 1, Unit 2.
51
Questions or Comments
Questions??
Comments??
Facilitator Notes:
Welcome the participants back to Session 2, Unit 3.
Note: This session should be roughly two weeks after the conclusion
of Session 1, Unit 2.
A 3-Day Professional Development for Teachers
52
Session 2,
Unit 3
53
Facilitator Notes:
After briefly welcoming the teachers to the session, the instructor shares an
attention-gaining video (3 mins).
The participants will write brief notes during the video and will be ready to share in a
small group setting at the conclusion of the video.
3: Smart Goals: Quick Overview
At the conclusion of the video the participants will engage in a brief discussion
regarding what types of goals may be needed in their proposed service-learning
projects.
Facilitator Notes:
Teachers respond and discuss with elbow partners the benefits of working together
with fellow educators on methods to enhance academic curriculum and differentiated
instructional practices.
Instructor will bring the class back together and ask 2-3 groups to share their insights
with the entire group.
Image Retrieved from:
https://pixabay.com/vectors/business-idea-strategy-marketing-4271251/
54
Discussion Question
What are some examples used for:
S (specific),
M (measurable),
A (attainable),
R (relevant),
T (time-oriented) within the video?
Directions:
Discuss your initial thoughts with an
elbow partner.
Facilitator Notes:
Participants will create a non-S.M.A.R.T. goal and a S.M.A.R.T goal for a sample
scenario that will be posted via shared slide.
Instructor will bring the class back together and ask 2-3 groups to share their insights
with the entire group.
Image Retrieved from:
https://pixabay.com/vectors/business-idea-strategy-marketing-4271251/
55
Is your goal S.M.A.R.T.?
Create a S.M.A.R.T. goal and one non-S.M.A.R.T.
goal for the sample below:
S (specific),
M (measurable),
A (attainable),
R (relevant),
T (time-oriented).
Sample Scenario:
Local Park clean up with a goal of
filling 3 trash bags of litter.
Facilitator Notes:
Objectives for Session 2: Unit 3 are shared and briefly discussed. The instructor will
also write the terminal objective for this unit on the front board.
56
Learning Objective for Unit 3
Learners will construct a service learning
project and establish a S.M.A.R.T. goal in
order to enhance goal setting and college
and career goals.
57
Risks that are avoided
by completing this unit:
● By not having
access to this
curriculum the
teachers will not
have the
opportunity to gain
feedback and share
insights on how
best to connect
meaningful
S.M.A.R.T. goals to
service learning
projects which may
limit the
motivational
outcomes.
Benefits of
completing this unit:
● By learning this
curriculum you
will be able to
address how best
to craft
S.M.A.R.T. goals
that are aligned
to both the
needs of the
student and the
outside
organization.
Risks and Benefits
Facilitator Notes:
Present the benefits and the risks for learning on the overhead projector of this unit
while discussing briefly the value and the risks avoided by engaging in this learning.
Motivate the teachers to consider how both the benefits and the risks avoided will
impact their own teaching practices.
Image Retrieved from:
https://pixabay.com/illustrations/weigh-plus-minus-horizontal-2856321/
Facilitator Notes:
Teachers respond and discuss with elbow partners the benefits of working together
with fellow educators on methods to enhance academic curriculum and differentiated
instructional practices.
Instructor will bring the class back together and ask 2-3 groups to share their insights
with the entire group.
Image Retrieved from:
https://pixabay.com/vectors/business-idea-strategy-marketing-4271251/
58
Discussion Question
As we work towards crafting S.M.A.R.T. goals
today what are some of the potential benefits
that you see will assist you towards reaching
today’s learning objective.
Directions:
Discuss your initial
thoughts with an
elbow partner.
Facilitator Notes:
Display the visual overview of the curriculum to remind teachers what will be
reviewed including a brief summary of the activities within the session.
Materials Link:
Job Aid Steps for Service Learning
59
Unit 3 Overview
Activities will include:
- Collaborative Poster
Activity focused on
tangible goals
- Alignment strategies of
S.M.A.R.T. goals with
proposed projects
- Peer review of written
proposals and goals
- Reflective Journal Writing
Serve to Learn Job Aid
* Copy in your PD Folder
Facilitator Notes:
Post three large pieces of chart paper in various locations within the room.
On each piece of chart paper the instructor will write down (1) the working definition
of service-learning curriculum, (2) the power of building soft skills and (3) tips on
building coalitions. The teachers will be tasked with formulating their responses on
sticky notes and will carousel to each poster.
Facilitate whole group discussion after each group had the opportunity to visit each
chart.
Image Retrieved from:
https://pixabay.com/illustrations/postit-memo-post-it-notes-memory-1975188/
60
Collaborative Poster Discussion
The top half of the poster
will focus on tangible
goals that are aligned
with college and career
readiness goals.
The bottom half of the
poster will highlight
methods to help broaden
civic leadership skills.
Top Half of
Poster
Bottom Half of
Poster
Directions:
With post-it notes write down your thoughts and feedback to
both the top and bottom half of the poster. Be ready for share
your insights with the full group.
61
10 Minute Break
Facilitator Notes:
Remind participants that instruction will begin in 10 minutes.
Image Retrieved from:
62
S.M.A.R.T. Goal
S.M.A.R.T. Goal Template
* Copy in your PD Folder
● What are S.M.A.R.T. goals?
○ S: State what you’ll do
* use Action Verbs
○ M: Provide a way to measure
○ A: Within your scope
○ R: Improves the project
○ T: State when you’ll get it done
● S.M.A.R.T. Goals Template
● Sample Project:
Create pet bandanas for a local pet
shelter adoption event
● Your Turn:
Fill out the S.M.A.R.T.
Goal template based
on your sample
project
Facilitator Notes:
Instructor will ask participants to share and reflect on their own prior experiences in
regards to goal setting. The discussion will broaden into a conversation about how
best to utilize goal setting to align to the overarching vision of their proposed project.
Instructor will first model how to incorporate a S.M.A.R.T. goal template with the
participants. This will assist the discussion to ensure that it is productive and
task-oriented.
Allow the participant at least 5 minutes to fill out the S.M.A.R.T. goal template and
will pause for any questions and/or check for understanding.
Materials Link:
S.M.A.R.T. and Tangible Goal Template
Image Retrieved from:
63
S.M.A.R.T. Goal & Tangible Goals
Can be found behind the
S.M.A.R.T. Goal Template
* Copy in your PD Folder
● Sample Project:
Create pet bandanas for a local
pet shelter adoption event
● What are tangible goals?
○ Long-Term Goals vs.
○ Short-Term Goals
● Your Turn:
Fill out the Tangible Goals
template based on your sample
project
Facilitator Notes:
This lesson will then demonstrate how best to plan out a list of tangible goals both
(long and short-term) to help spread awareness about their proposal to potential
partners.
Model how to utilize the graphic organizer and walk the participants through each step
of the process.
Worked Example:
Long-Term Goals
1. Reduce the number of pets that are in shelters
2. Remove kill shelters
3. Begin a scholarship drive for students who would like to work with animals
Short-Term Goals
1. Create bandanas for monthly adoption events.
2. Increase awareness of the mindset “adopt” instead of shopping for pets.
3. Build local clubs aimed to raise awareness
Materials Link:
S.M.A.R.T. and Tangible Goal Template
Facilitator Notes:
Instructor asks the teachers to create a collaborative list of shared goals that could be
utilized by a wide range of service projects.
Instructor will ask the groups to first brainstorm in small groups before they apply this
new knowledge onto their own written proposal.
Provide a graphic organizer to each group and allow time for learners to practice
within small groups.
Materials Link:
Collaborative Tangible Goal Template
Image Retrieved from:
https://pixabay.com/illustrations/feedback-group-communication-2044700/
64
Practice and Feedback
Collaborative Tangible
Goals Template
* Copy in your PD Folder
Special Note:
Form groups with participants
that you have not yet interacted
with in order to gain new
perspectives and insights.
Directions:
In small groups, create a list of
shared goals that could be utilized
by a wide range of service projects.
Facilitator Notes:
Teachers will construct a set of goals, including college and career readiness and civic
leadership skills, that are connected to their proposed service learning project.
This will serve as the authentic assessment for Unit 3.
Walk around and ensure that all participants have at least one goal in each category of
the graphic organizer: (1) S.M.A.R.T goal, (2) college and career readiness skills goal,
and (3) civic leadership skills goal.
Materials Link:
Authentic Assessment Project Goals Template
65
Authentic Assessment
Directions:
Complete this chart by drafting
at least one goal in each
category of the graphic
organizer: (1) S.M.A.R.T goal,
(2) college and career
readiness skills goal(s), and (3)
civic leadership skills goal(s).
Authentic Assessment:
Project Goals
* Copy in your PD Folder
66
5 Minute Break
Facilitator Notes:
Remind participants that instruction will begin in 5 minutes.
Image Retrieved from:
https://pixabay.com/photos/kermit-cup-drink-coffee-break-3657139/
Facilitator Notes:
Participants will work with their elbow partner and peer review the google slides and
practice their presentation techniques.
They will then share their slides with the class and will look for connections between
their own experiences and those shared within the group.
Image Retrieved from:
https://pixabay.com/illustrations/man-woman-question-mark-problems-2814937/
67
Peer Review
Share your findings with your elbow partner and
consider any patterns that you may discover as you
take turns analyzing each other’s work.
Note: Be ready to share with the full group in 5
minutes.
Directions:
Work with an elbow
partner and peer
review your google
slides and practice
your presentation
techniques.
Facilitator Notes:
Teachers will be asked to keep a reflective journal and are expected to use this
resource to continually reflect and apply their new learning within their own practice.
For Journal Entry #4: Ask the participants to complete this journal entry before the
start of Session 2, Unit 4.
Materials Link:
Reflective Journal Blank Form
68
Journal Entry # 4
Reflective Journal Form
* Copy in your PD Folder
Reflective Journal #4
What are your major
“takeaways” from
today’s morning session
and what are some tips
you gained about
S.M.A.R.T goals and
methods on how best to
outline a plan for service
learning projects?
Facilitator Notes:
Display the visual overview of the curriculum to remind teachers what will be
reviewed including a brief summary of the activities within the session.
As the teachers listen to a preview of the next module allow time for the participants to
ask any clarifying questions they may have.
After the completion of Journal Entry #4:
Ask the participants to consider their goals and add their notes to their reflective
journal before the start of Session 2 (Unit 4).
Materials Link:
SL Job Aid with ELA Standards and Visual Course Overview
69
Preview Unit 4
After you complete:
Reflective Journal Entry #4
To prepare for Unit 4
create a short list of
your potential goals and
your initial thoughts
about goal setting in
preparation for the next
session.
Visual Course Overview
* Copy in your PD Folder
Facilitator Notes:
Ask teachers to consider a brief check out question.
Image Retrieved from:
https://pixabay.com/illustrations/checklist-clipboard-questionnaire-1622517/
70
Check out Question
Check Out Question:
Given our work so far,
what do you feel best
about? What questions or
concerns do you still
have?
Reflect and Share
with
your elbow partner.
Facilitator Notes:
Session 2, Unit 3 ends by giving the participants time for questions and/or comments.
Remind the participants that Session 2, Unit 4 will begin in the afternoon after a
break for lunch.
71
Questions or Comments
Questions??
Comments??
Facilitator Notes:
Welcome the participants back to Session 2, Unit 4.
A 3-Day Professional Development for Teachers
72
Session 2,
Unit 4
73
Facilitator Notes:
Ask teachers to reflect on a brief video they will view together as a class.
Ask participants to write observational notes during the video and be ready to share in
a small group setting at the conclusion of the video.
Ask the participants to consider the following:
- What are some of the management issues that you see as a result of the video?
- What are some solutions that you would consider prior to having students begin their
service learning project?
- How can you as an instructor help support a student meet or exceed the goals they
outlined for their service project.
Facilitator Notes:
Ask teachers to reflect on a brief video they will view together as a class.
Have the teachers begin to think about their insights and begin to predict the potential
management pitfalls that students may face during their projects.
Ask participants to write observational notes during the video and be ready to share in
a small group setting at the conclusion of the video.
Image Retrieved from:
https://pixabay.com/illustrations/man-woman-question-mark-problems-2814937/
74
Video Discussion Questions
- What are some of the management issues that you see as a
result of the video?
- What are some solutions that you would consider prior to
having students begin their service learning project?
- How can you as an instructor help support a student meet
or exceed the goals they outlined for their service project.
Directions:
Form a small group
and discuss the
questions together.
Facilitator Notes:
Objectives for Session 2: Unit 4 are shared and briefly discussed. The instructor will
also write the terminal objective for this unit on the front board.
75
Learning Objective for Unit 4
Given their interests and experiences,
learners will create a one page flyer to
highlight the key components of a service
project that meet the requirements of the
rubric.
76
Risks that are
avoided by
completing this
unit:
● When goals are
not
implemented
and
management
concerns are not
addressed the
intended goals
of the service
learning project
may be
compromised.
Benefits of
completing this
unit:
● Participants
will be able to
better
understand how
to implement
goals and how
best to lay out a
plan to better
manage service
learning
projects.
Risks and Benefits
Facilitator Notes:
Present the benefits and the risks for learning on the overhead projector of this unit
while discussing briefly the value and the risks avoided by engaging in this learning.
Motivate the teachers to consider how both the benefits and the risks avoided will
impact their own teaching practices.
Image Retrieved from:
https://pixabay.com/illustrations/weigh-plus-minus-horizontal-2856321/
Facilitator Notes:
Describe what will be discussed in this unit by tapping into the participants prior
knowledge, new knowledge, and learning strategies.
Reflecting back on the Gaining Attention video participants will begin to discuss the
potential challenges students will face during the implementation phase of their service
learning project.
Display the Serve to Learn job aid to remind teachers what will be reviewed including
a brief summary of the activities within the session.
Check for understanding by asking if any of the participants have questions.
Materials Link:
Job Aid Steps for Service Learning
77
Unit 4 Overview
Activities will include:
- Gallery Walk focused on
management qualities
through the use of examples
and nonexamples
- Collaborative discussions
both in small and whole
group settings
- Create a flyer that highlights
the key management
components of the proposed
service learning project
- Reflective Journal Writing
Serve to Learn Job Aid
* Copy in your PD Folder
78
Facilitator Notes:
Engages the participants in a discussion about how best to define benchmarks and asks
each of the participants to respond with 1 example and 1 nonexample.
Poll Everywhere Directions:
Once all the responses are recorded discuss briefly.
Survey can be accessed via the QR link or at www.PollEv.com/cozywindow646
- Make sure you write the link to the survey on the whiteboard so that the
participants can access the survey.
79
Collaborative Benchmark Activity
Collaborative Benchmark
Template
* Copy in your PD Folder
● Brainstorm (in small groups)
potential benchmarks that
can be used universally for
any type of service learning
project.
● This activity will serve as a
plan to assist teachers to
better manage and oversee a
variety of service-learning
projects.
● Be ready to share your
insights with the full group.
Facilitator Notes:
Brainstorm (in small groups) potential benchmarks that can be used universally for
any type of service learning project. This activity will serve as a plan to assist teachers
to better manage their service learning projects.
This will be done through the use of a graphic organizer in which participants note
suitable time frames and deadlines that address the overarching goals of service
learning projects.
Instructor will walk around and check for understanding and provide feedback if
necessary.
Materials Link:
Collaborative Benchmark Template
80
10 Minute Break
Facilitator Notes:
Remind participants that instruction will begin in 10 minutes.
Image Retrieved from:
81
Facilitator Notes:
Ask teachers to reflect on a brief video about hashtags that they will view together as a
class.
Ask if there are any questions and if the participants have any experience using
hashtags on social media.
How hashtags work on Social Media
82
Create a Marketing/Info Flyer
Rubric:
Include at least one
item from each of the
Service Learning
Planning Template
categories within
your final marketing
flyer
Include graphics and
color elements to
draw attention to
your overall goals.
Directions:
Take notes on how
you can best
highlight the key
management
components of
your proposed
service learning
project.
Fill out the Service
Learning planning
template with at
least 2 needs that
match the goals of
your proposed
service project.
Service Learning Planning
Template
* Copy in your PD Folder
Facilitator Notes:
Next, model how to create a flyer that highlights the key management components of
the teacher’s proposed service learning project.
Pass out a graphic organizer to help guide the discussion on the key management
components to include on the flyer.
Materials Link:
Service Learning Planning Template
83
GALLERY
WALK
6
5
4
1
3
2
Facilitator Notes:
Allow the participants to join small groups.
Print Sample Posters:
Gallery Walk Flyer Folder
Gallery Walk:
Place the examples and nonexamples around the room and ask that each group review
and analyze each posted flyer.
Moderate a discussion highlighting the merits and flaws of each posted flyer.
Guide the questioning and allow the teachers to formulate their own responses by
using the Gallery Walk Notes form.
Scaffold the discussion by asking probing questions in regards to the rubric as needed.
84
Gallery Walk Activity
Gallery Walk Notes Form
* Copy in your PD Folder
Directions: Walk around to each poster
and take notes on the effectiveness of the
6 key management components.
Reflect on what is working and what isn’t
working.
Consider how you can adjust to meet the
needs of your proposed service project.
6 Key Management Components
● Time Frames
● Volunteer Support Needs
● Supply Needs
● Leadership Roles
● Contact Information
● Use of social media/hashtag
Facilitator Notes:
Allow the participants to join small groups.
Gallery Walk Activity:
Print Sample Posters: Gallery Walk Flyer Folder
Place the examples and nonexamples around the room and ask that each group review
and analyze each posted flyer.
Moderate a discussion highlighting the merits and flaws of each posted flyer.
Guide the questioning and allow the teachers to formulate their own responses by
using the Gallery Walk Notes form.
Scaffold the discussion by asking probing questions in regards to the rubric as needed.
85
Rubric:
Include at least one item from each of the
Service Learning Planning Template
categories within your final marketing
flyer
Include graphics and color elements to
draw attention to your overall goals.
Authentic Assessment
Create a Marketing/Info Flyer
Directions:
1. Create a marketing/info flyer to aid in the development
and/or outreach of your proposed service project.
2. Keep in mind this is only a rough draft. You’ll have time
to adjust to meet your own goals and expectations.
3. Use your notes to help guide your thought process.
4. If you need help accessing technology let me know!
5. Helpful websites (free) for creating flyers:
- www.canva.com
- www.smilebox.com
- www.postermywall.com
Facilitator Notes:
Ask participants to reflect on their learning and begin a rough draft of a flyer by using
the information noted on their service learning planning graphic organizer and any
other notes that may help guide their thought process (ex. gallery walk notes).
Walk around the room and give individualized feedback and suggestions. Allow time
for learners who may need additional support accessing technology.
86
5 Minute Break
Facilitator Notes:
Remind participants that instruction will begin in 5 minutes.
Image Retrieved from:
https://pixabay.com/photos/kermit-cup-drink-coffee-break-3657139/
Facilitator Notes:
Participants will work with their elbow partner and peer review their marketing flyer.
Image Retrieved from:
https://pixabay.com/illustrations/man-woman-question-mark-problems-2814937/
87
Peer Review
Share your findings with your table groups and consider
any patterns that you may discover as you take turns
analyzing each other’ s work.
Note: Be ready to share with the full group in 5 minutes.
Directions:
Work with your table
groups and peer review
your marketing flyer.
Facilitator Notes:
Teachers will be asked to keep a reflective journal and are expected to use this
resource to continually reflect and apply their new learning within their own practice.
For Journal Entry #5: Ask the participants to complete this journal entry before the
start of Session 3, Unit 5.
Materials Link:
Reflective Journal Blank Form
88
What are your major
“takeaways” from today’s
afternoon session and what
are some tips you gained
about implementing
S.M.A.R.T goals and methods
on how best to project
manage service learning
projects?
Journal Entry # 5
Reflective Journal Form
* Copy in your PD Folder
Reflective Journal #5
Facilitator Notes:
Display the visual overview of the curriculum to remind teachers what will be
reviewed including a brief summary of the activities within the session.
As the teachers listen to a preview of the next module allow time for the participants to
ask any clarifying questions they may have.
After the completion of Journal Entry #3:
Ask the participants to consider their goals and add their notes to their reflective
journal before the start of Session 2 (Unit 3).
Materials Link:
SL Job Aid with ELA Standards and Visual Course Overview
89
Preview Unit 5
After you complete:
Reflective Journal Entry #5
Connections made within Unit 4 will
build onto the upcoming lesson where
learners will begin to learn how best
to present and market their service
learning projects.
Teachers will draft a reflective
summary of their service project and
their initial thoughts about their own
presentation style in preparation for
the next session.
Visual Course Overview
* Copy in your PD Folder
Facilitator Notes:
Ask teachers to consider a brief check out question.
Image Retrieved from:
https://pixabay.com/illustrations/checklist-clipboard-questionnaire-1622517/
90
Check out Question
Check Out
Question:
Given our work so far, what do
your students need from you
and how can you best support
their academic growth?
What questions or concerns do
you still have?
Reflect and Share
with
your elbow partner.
Facilitator Notes:
Session 2, Unit 4 ends by giving the participants time for questions and/or comments.
Remind the participants that Session 3, Unit 5 will begin roughly two
weeks after the conclusion of Session 2, Unit 4.
91
Questions or Comments
Questions??
Comments??
Homework:
Bring 5-10 photos relating to your proposed
service project to the final PD session.
Facilitator Notes:
Welcome the participants back to Session 3, Unit 5.
Note: This session should be roughly two weeks after the conclusion
of Session 2, Unit 4.
A 3-Day Professional Development for Teachers
92
Session 3,
Unit 5
93
Facilitator Notes:
Ask teachers to reflect on a brief video they will view together as a class.
Ask participants to write observational notes during the video and be ready to share in
a small group setting at the conclusion of the video.
Ask the participants to consider the following:
- What are some examples of service-learning project outcomes that were provided by
the speaker(s) within the video?
- What types of reflective projects do you see your own students developing within
their own projects?
Video: Making the Connection: The Service Learning Revolution
Facilitator Notes:
Ask teachers to reflect on a brief video they will view together as a class.
At the conclusion of the video the participants will begin to brainstorm the concept of
reflection in relation to their own service projects and will create a community circle
where the participants will share their insights with the full group.
Ask participants to write observational notes during the video and be ready to share in
a small group setting at the conclusion of the video.
Image Retrieved from:
https://pixabay.com/illustrations/man-woman-question-mark-problems-2814937/
94
Video Discussion Questions
- What are some examples of service-learning project outcomes that
were provided by the speaker(s) within the video?

- What types of reflective projects do you see your own students
developing within their own projects?
Directions:
Form a small group
and discuss the
questions together.
Facilitator Notes:
Objectives for Session 3, Unit 5 are shared and briefly discussed. The instructor will
also write the terminal objective for this unit on the front board.
95
Learning Objective for Unit 5
Teachers will engage in a reflective
presentation focusing on the overall service
learning experience including the
development of college and career skills
gained as a result of working alongside the
identified organization(s), per the rubric.
96
Risks that are avoided
by completing this
unit:
● When teachers are
unable to reflect
on the overall
goals of the
service learning
project and/or are
unable to market
the the service
learning project
the growth of this
new initiative may
be compromised.
Benefits of
completing this unit:
● Participants will
be able to better
understand how
to implement
reflective
instructional
strategies and
gain insights on
how to present
and market
service learning
projects.
Risks and Benefits
Facilitator Notes:
Present the benefits and the risks for learning on the overhead projector of this unit
while discussing briefly the value and the risks avoided by engaging in this learning.
Motivate the teachers to consider how both the benefits and the risks avoided will
impact their own teaching practices.
Image Retrieved from:
https://pixabay.com/illustrations/weigh-plus-minus-horizontal-2856321/
Facilitator Notes:
Describe what will be discussed in this unit by tapping into the participants prior
knowledge, new knowledge, and learning strategies.
Reflecting back on the Gaining Attention video participants will begin to discuss the
impact and long standing benefits that will result during the reflection phase of their
service learning project.
Display the Serve to Learn job aid to remind teachers what will be reviewed including
a brief summary of the activities within the session.
Check for understanding by asking if any of the participants have questions.
Materials Link:
Job Aid Steps for Service Learning
97
Unit 5 Overview
Activities will include:
- Collaborative Poster
Activity focused on
reflection and outcomes
- Peer review of reflective
google slides
- Small and large group
collaborative
presentations
- Reflective Journal
Serve to Learn Job Aid
* Copy in your PD Folder
Facilitator Notes:
Teachers brainstorm (in small groups) best practices and methods for delivering
effective presentations that can be used universally for any type of service learning
project.
This will be done through the use of a collaborative poster in which participants note
suitable tips and best practices that address how best to present service learning
projects.
Each poster should cover the following topics:
- Public Speaking Tips
- College and Career Connections
- Tips on enhancing interpersonal relationships
- Connect to at least one ELA standard
Walk around and check for understanding and provide feedback if necessary. If time
permits, allow groups to share with the full group.
Image Retrieved from:
https://pixabay.com/illustrations/postit-memo-post-it-notes-memory-1975188/

https://pixabay.com/vectors/post-it-sticky-note-note-memo-150262/
99
Collaborative Poster Discussion
Directions:
With post-it notes write down your thoughts and feedback
to each topic of the collaborative poster. Be ready for share
your insights with the full group.
Public
Speaking Tips
Tips on
enhancing
interpersonal
relationships
College and
Career
Connections
ELA Content
Standards
Connections
Sample Post-It Note
Students working with our
local hospital will gain
practical hands-on skills in an
environment that directly
pertains to their career
interests. (college and career
connections)

99
10 Minute Break
Facilitator Notes:
Remind participants that instruction will begin in 10 minutes.
Image Retrieved from:
102
Part 1: Reflective Graphic Organizer
Reflective Graphic Organizer
* Copy in your PD Folder
Directions:
- Fill out Part 1 of the
Reflective Graphic
Organizer
- Access any notes to help
guide your thought process
- Be ready to discuss Part 2 in
five minutes.
Facilitator Notes:
Instructor will ask participants to share and reflect on their own prior experiences in
regards to what they already know and what they would like to know.
Instructor will first model how to utilize the reflective graphic organizer with the
participants. This will help gauge the discussion to ensure that the session is both
productive and efficient.
Allow the participants at least 5 minutes to fill out the informational sections of the
graphic organizer and pause for any questions and/or check for understanding.
Informational Sections:
1. Name of Project
2. Name of Community Partner
3. # of Participants
4. Dates
5. S.M.A.R.T. goal
6. ELA Content Standard Connection
Materials Link:
Reflective Graphic Organizer
Image Retrieved from:
101
Part 2: Reflective Graphic Organizer
Reflective Graphic
Organizer
* Copy in your PD Folder
You’ll have time
to complete Part
2 of the reflective
graphic organizer
before starting
today’s authentic
assessment
(google slides).
Facilitator Notes:
Model how to complete the second half of the graphic organizer.
Remind teachers that they will receive time to fill out part 2 of the reflective graphic
organizer before starting today’s authentic assessment.
Walk around and assist the teachers as needed.
Materials Link:
Reflective Graphic Organizer
Image Retrieved from:
https://pixabay.com/illustrations/stop-process-business-solution-1829082/
102
Facilitator Notes:
Transition to the second part of the lesson which will highlight how to prepare a
presentation slide with visual, research, and creative elements.
Show a brief video that participants can access on how to create a google slide.
Remind participants that they will access the photos from their own service project.
Note: This was their homework assignment at the conclusion of Unit 4.
Video: How to Create a Google Slides Presentation
103
5 Tips to Avoid when Giving a Presentation
1
2
3
4
5
Avoid reading every single word off your slides
Be consistent with your font and color choices
Not having a backup plan in case you run into
technical difficulties.
Rushing your presentation but taking too
much time can lead to...
Long-winded presentations. Try to stay
within the allotted time frame.
Facilitator Notes:
Model Dos and Don'ts on how to give an Effective Presentation.

Walk around the classroom and ask if anyone has questions.
104
5 Tips on Giving Great Presentations
1
2
3
4
5
Have a strong opening and be genuine. Find a
way to connect with your audience.
Limit the amount of words on each slide and
be consistent with your font and color choices
Pause for key takeaways and use photos
and/or visuals to tell the story.
Practice beforehand and have others review to
catch small errors.
Conclude with a focus on what the value
and/or purpose is for your intended audience.
Facilitator Notes:
Model Dos and Don'ts on how to give an Effective Presentation.

Walk around the classroom and ask if anyone has questions.
105
Part 2: Reflective Graphic Organizer
Reflective Graphic
Organizer
* Copy in your PD Folder
● Now, begin Part 2 of the
reflective graphic organizer
(back page).
● Use any of your planning
notes to help guide your
thought process.
● Jotting notes and writing
down your quick thoughts are
a great way to begin the
reflective process!
● Please ask questions if you
need anything clarified.
Facilitator Notes:
Ask the teachers to fill out the second half of the reflective summary graphic
organizer.
Questions within the second half of the reflective graphic organizer include:
- What you did
- Where you went
- Who you helped
- How it quantifies the impact that you had based on your S.M.A.R.T. goal and
written proposal.
- Why it matters
Practice with feedback is untimed and ungraded.
Materials Link:
Reflective Graphic Organizer
Image Retrieved from:
https://pixabay.com/illustrations/stop-process-business-solution-1829082/
106
Rubric for this task will be:
(1) To complete at least two google
slides
2) Within each slide incorporate at
least 3 key components from your
reflective graphic organizer.
- Use either Part 1 and/or Part 2
3) Connect your project with at least
one visual by using either a photo or
by embedding a video and/or clip art.
4) Make sure you practice your slides
and the techniques discussed to
ensure that your presentation is
effective.
Authentic Assessment
Task: Create 2 Google Slides for your Project
Part 1: Reflective
Graphic Organizer
Part 2: Reflective
Graphic Organizer
Facilitator Notes:
Teachers will create two google slides which will contain at least 3 key components
from their reflective summary graphic organizer.
Allow teachers time to plan and reflect on how they will apply the best practices that
have been discussed in regards to delivering an effective presentation.
Walk around and assist the teachers as needed.
Materials Link:
Reflective Graphic Organizer
107
5 Minute Break
Facilitator Notes:
Remind participants that instruction will begin in 5 minutes.
Image Retrieved from:
https://pixabay.com/photos/kermit-cup-drink-coffee-break-3657139/
Facilitator Notes:
Participants will work with their elbow partner and peer review the google slides and
practice their presentation techniques.
They will then share their slides with the class and will look for connections between
their own experiences and those shared within the group.
Image Retrieved from:
https://pixabay.com/illustrations/man-woman-question-mark-problems-2814937/
108
Peer Review
Share your google slides with your elbow partner
and consider any patterns that you may discover as
you take turns analyzing each other’s work.
Note: Be ready to share with the full group in 5
minutes.
Directions:
Work with an elbow
partner and peer review
your google slides and
practice your
presentation techniques.
Facilitator Notes:
Review the takeaways from this unit on best practices and how best to market and
celebrate service learning projects.
Teachers will be asked to consider what they gained from each session in their final
reflective journal entry.
Materials Link:
Reflective Journal Blank Form
109
Final Reflective Journal
Reflective Journal
Entry #6
What were your major
takeaways from each session of
this PD? What advice or tips
would you provide to other
teachers who would like to learn
more about service-learning
curriculum?
Visual Course Overview
* Copy in your PD Folder
Facilitator Notes:
Ask teachers to consider a brief check out question.
Image Retrieved from:
https://pixabay.com/illustrations/checklist-clipboard-questionnaire-1622517/
110
Check out Question
Check Out Question:
Given our work within
this course, what do you
feel best about? What
questions or concerns do
you still have?
Reflect and Share
with
your elbow partner.
111
You have officially completed the
Service-Learning PD Sessions!
You are ready to make a big difference!
Enjoy one final pep talk!
Congrats!
Facilitator Notes:
If time permits, share a brief motivational video (2 min) on the impact of
service-learning.
Direct link to Video:
Video: The Why Behind Service Learning
Image Retrieved from:
112
Facilitator Notes:
If time permits, share the brief motivational video on service-learning.
Facilitator Notes:
This concludes the 3-day professional development.
113
Questions or Comments
Questions??
Comments??

Session 1: Course Overview
Personal Course Goals

Potential Classroom Applications

Session 1: Unit 1

Potential Non-Profit Partnerships
Potential Partner Type of Projects Contact Information

Potential Business Partnerships
Potential Partner Type of Projects Contact Information

Sessions 1-3: Units 1-5

Journal Entry #____
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__________________________________________
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__________________________________________
__________________________________________
__________________________________________

Sessions 1-3: Units 1-5
__________________________________________
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Sessions 1-3: Units 1-5
Rubric and Grading Criteria:
Journal responses do not have a particular word or page limit but must be comprehensive enough to
display reflection on new knowledge.

Responses maybe a narrative, poem, or take any other expressive form such as illustration (however,
illustrations must be accompanied with at least 100 words to describe).
Grading Criteria Excellent Acceptable Minimal Unacceptable
Content Response to
assigned topic
thorough and well
written, with
varied sentence
structure and
vocabulary;
opinions are
always supported
with facts.
Response
thoughtful
and fairly
well written;
most
opinions
supported
with facts
Response adequately
addresses some
aspects of the
assigned topic;
opinions sometimes
based on incorrect
information.
Response
consists of
unsupported
opinions only
marginally
related to the
topic.
Idea
Development
Excellent use of
examples and
details to explore
and develop ideas
and opinions.
Good
reliance upon
examples
and details to
illustrate and
develop
ideas and
opinions.
Incomplete
development of ideas;
details and examples
are not always
evident.
Ideas not
clearly stated
or developed.
Organization Very logically
organized;
contains
introduction;
development of
main idea (or
ideas), and
conclusion.
Contains
introduction,
some
development
of ideas, and
conclusion.
Topics and ideas
discussed somewhat
randomly; entry may
lack clearly defined
introduction or
conclusion.
Entry is blank.

INCORPORATING SERVICE LEARNING CURRICULUM TO ENHANCE
COLLEGE AND CAREER READINESS:
A PROFESSIONAL DEVELOPMENT FOR TEACHERS

Session 1, Unit 2: Building Viable Connections: How to analyze worked examples of
sample service learning initiatives and identify connections between student learning,
classroom curriculum and the goals of the identified organizations. (CTA Step 3 and 4)

The second part of Session 1 will build on the skills gained through the first unit. In addition,
learners will begin to review worked examples of sample service learning initiatives. Through
these activities, learners will be able to identify potential connections to their own classroom
curriculum and the goals of the identified organizations.

Terminal learning objective.
● Learners will examine a sample scenario and formulate connections between
student learning, classroom curriculum and the goals of the identified
organizations per the rubric.

Prerequisite analysis (enabling objectives) .
● Know what a sample scenario means
● Know how to formulate connections between student learning and classroom
curriculum
● Know how to formulate connections between student learning and the goals of the
identified organization
● Be able to generate a set connections based on a worked example

Learning activities.
● After introductions and attention activities, assess prior knowledge of the meaning
of sample scenarios and formulated connections.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
● Be able to create a list of key components of a service project
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for generating a set of connections based on a worked
example using a rubric
● Provide practice and feedback for generating a set connections based on a worked
example using a rubric
● Model the procedure for analyzing and developing connections based on a
worked example using a rubric
● Provide opportunities to transfer knowledge to create their own analysis and
connections on a sample scenario using a rubric

Assessment.
Learners will analyze and develop connections based on a sample scenario per the rubric.

1

Course Overview and Lesson Plan Templates
Lesson Plan Template

Lesson Plan and Instructor’s Guide
Session 1 - Unit 2: Building Connections

Unit Duration: 3 Hours - Afternoon Session including 2 breaks

Introduction: The second unit within this curriculum will build on the skills gained through the
first unit. In addition, learners will begin to review worked examples of sample service learning
initiatives. Through these activities, learners will be able to identify potential connections to
their own classroom curriculum and the goals of the identified organizations.

Learning Objective(s)
Terminal Objective:
● Learners will examine a sample scenario and formulate connections between
student learning, classroom curriculum and the goals of the identified
organizations per the rubric.
Enabling Objective(s):
● Know what a sample scenario means
● Know how to formulate connections between student learning and classroom
curriculum
● Know how to formulate connections between student learning and the goals of the
identified organization
● Be able to generate a set connections based on a sample scenario

Lesson Materials
Presentation tools: videos, images, slides; handouts

Learner Characteristic Accommodations
Learners are adults who are motivated to gain new skills that are tied to current
English-Language Arts (ELA) Common Core Content Standards. As adult learners, the
practicality and usefulness of the training must be emphasized throughout.

Facilitator’s Notes
This is an in-person, synchronous course. The presentation, practice, and feedback will occur
in-person. The instructor needs to provide a context for the teachers to engage in community
issues and generate interests and connections that can apply to their own community.

2

Course Overview and Lesson Plan Templates
Presentation Notes
A google slides presentation has been created to aid in the instruction of this curriculum design.
Direct Link : Service Learning Presentation Slides for Overview and Units 1-5
Unit 2 Slides : Slides 31-52.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
20 Ask the teachers to partner
with someone they don’t
know and interview each
other on a problem they see
in their community that they
think needs to be addressed
and what type of
service-learning initiative
could help address that need.

Teachers will utilize the
examples they provided in
Journal Entry #2 within their
reflective journal. Journal
Entry #2 had teachers create
a list of potential projects.
Establish a
framework that
focuses attention to
a problem that needs
to be addressed or
solved. Have
teachers refer to
their own notes
within their
reflective journal.

Discussion
Question:
Interview one
person on a
problem/issue they
see in their
community that they
think needs to be
addressed and what
type of
service-learning
initiative could help
address that need.

Instructor will bring
the class back
together and ask 2-3
groups to share their
insights with the
entire group.
Teachers
discuss the
guided
question with
a classmate
and begin to
brainstorm the
scenario
together.

Teachers share
their insights
with the whole
group.
Learning
Objectives
3

(23)
Objectives for Session 1 in
Unit 2 are shared on a slide:

Learning Objective:
Transition the
discussion to the
objective for this
unit and share (via
Teachers listen
to and read
course
objective.

3

Course Overview and Lesson Plan Templates
Learners will examine a
worked example and
formulate connections
between student learning,
classroom curriculum and
the goals of the identified
organizations per the rubric.

slide) with the
teachers.

Prompt the learners
and ask if there are
any questions or
comments.

Participants
ask questions
to gauge their
understanding.
Reasons for
Learning
- Benefits
- Risks
2

(25)
Engages the participants in a
discussion about the value of
embedding service-learning
curriculum and
English-Language Arts
Common Core State
Standards.

Benefits of completing this
unit:
● The participants will
receive hands-on
experience breaking
apart the key
components of a
service-learning
project and will
identify methods on
how best to link the
project to ELA
curriculum.
Risks that are avoided by
completing this unit:
● The participants will
not gain the
opportunity to
discuss and share
potential links to
curriculum as they
analyze
service-learning
projects.
State the reasons for
learning the material
and the risk avoided.
Key points should
be read aloud while
others will be bullet
points on screen.

Discussion
Question :
What are the
benefits of working
alongside fellow
educators on topics
relating to
instructional
strategies and best
practices?
Teachers
respond and
discuss with
elbow partners
the benefits of
working
together with
fellow
educators on
methods to
enhance
academic
curriculum
and
differentiated
instructional
practices.
Overview
- Prior
Knowledge
- New
Knowledge
10

(35)
As educators each teacher
has their own method on
how best to utilize worked
examples based on their own
personal experiences. The
specific prior knowledge
Assess prior
knowledge of the
meaning of worked
examples and
formulated
connections.
Teachers share
their insights
and
experiences of
work
examples.

4

Course Overview and Lesson Plan Templates
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
found in their personal
experiences will serve as the
background knowledge
necessary to help them learn
and motivate their own
students to create their own
service learning projects.

Activities will include:
- Vocabulary and
Concepts review via
Quizlet
- Analyze worked
examples of service
projects and generate
a set of connections
to ELA curriculum in
both small and large
groups
- Journal Writing

Display the visual
overview of the
curriculum and the
Serve to Learn job
aid to remind
teachers what will
be reviewed
including a brief
summary of the
activities within the
session.

Google Doc: Serve
to Learn Job Aid

Participants
ask questions
to gauge their
understanding.
Prerequisite
Knowledge
20

(55)
In the event participants do
not have the prerequisite
knowledge in this unit, then
the instructor will teach the
concepts by giving examples
and nonexamples.
● Know what a worked
example means
● Know how to
formulate
connections between
student learning and
classroom curriculum
● Know how to
formulate
connections between
student learning and
the goals of the
identified
organization
● Be able to generate a
set connections based
on a worked example
Provide definitions
and an example of
nonexamples of
each term.

Teachers generate
their own examples
and nonexamples.

This will be done
through a brief
Quizlet style quiz
with key word
grading and/or
multiple choice
questions for each of
the categories in this
course. Each wrong
answer will be
corrected.
Teacher reads
and watches
short
presentation of
prerequisite
and prior
knowledge in
order to
prepare for
learning
material.

Teachers
generate
examples and
nonexamples.

Teachers
engage in
quick checks
for
understanding
on vocab and
concepts quiz
to review

5

Course Overview and Lesson Plan Templates
prerequisite
knowledge.
BREAK 10 mins
Learning
Guidance
- Lecture
- Demo.
20

(85 min)
Instructor will ask
participants to share and
reflect on their own prior
experiences in regards to
what they already know and
what they would like to
know.

Instructor will first model
how to utilize the KWHL
graphic organizer with the
participants. This will help
gauge the discussion to
ensure that the session is
both productive and
efficient.

K = What you know
W = What you want to know
H = How do I find out
L = What I learned.

Allow the participants at
least 5 minutes to fill out the
first half of the KWHL
graphic organizer and will
pause for any questions
and/or check for
understanding.

This lesson based on a
hypothetical service-learning
scenario will then
demonstrate (1) the key
components of a
service-learning project
followed by (2) how to
connect the steps to current
ELA content standards.

Model how to complete the
second half of the graphic
organizer.
Script:
Today we are going
to learn how to
identify and analyze
the key components
of a service project.

Before I begin, I
would like to know
what your current
level of
understanding of
this process is.

Model how to utilize
the KWHL chart.

KWHL Graphic
Organizer Google
Doc

Then, pass out the
KWHL graphic
organizer. Have
teachers fill out only
the first two steps.

First two steps:
K = What you know
W = What you want
to know

Pass out the
hypothetical
service-learning
scenario.
- Review the
key
components.
- Connect
ELA
standards
and discuss
Notes can be
written on the
KWHL
graphic
organizer as
provided by
the instructor.

Teachers
watch the
demonstration
lecture, reads
any captions
or key words
that break up
the scripted
scenario, and
can pause the
discussion at
any time.

Remind
teachers that
they will finish
filling out the
second half of
the graphic
organizer
during the next
section of the
lesson.

Teachers will
ask any
clarifying
questions if
needed.

6

Course Overview and Lesson Plan Templates
potential
links to the
curriculum.

Remind the
participants that
they will complete
the second half will
of their graphic
organizer during the
next section of the
lesson.

Walk around the
classroom and ask if
anyone has
questions.
Practice and
Feedback
35

(120
min)
Instructor asks the teachers
to review a service-learning
scenario in small groups and
practice breaking apart the
key components and
consider how this example
could be linked to current
ELA standards. They will
also determine which
standards provide the best
connections.

Practice with feedback is
untimed and ungraded.
Review how to
analyze a worked
example.

Second Two Steps:
H = How do I find
out
L = What I learned.

Using the same
sample hypothetical
service-learning
scenario.
- Review the
key
components.
- Connect
ELA
standards
and discuss
potential
links to the
curriculum.

Have students work
through the key
components and
consider how they
could link the
Teachers will
engage in
reviewing a
sample
service-learnin
g scenario and
practice
breaking apart
the key
components
and
connecting the
sample to
current ELA
standards in
small groups.

Teachers will
actively take
notes with a
graphic
organizer in
small groups
that
incorporate the
insights of
various
participants

7

Course Overview and Lesson Plan Templates
project to current
ELA standards.

Walk around and
assist the teachers as
needed.

IF learners respond
correctly to the
practice with
feedback, THEN
they can move on to
the authentic
assessment.

IF learners do not
respond correctly,
THEN, feedback
will include a
detailed explanation
about incorrect
answers and learners
can engage in
additional practice.
within the
group.
Authentic
Assessment
10

(130
min)
Teachers will apply new
learning by analyzing and
developing ELA curriculum
connections based on a
worked example per the
rubric.

Rubric for this task will be:
(1) To generate a set of 3 key
components of the service
project.
(2) Connect the project to 2
ELA content standards.

Time will be adjusted if
additional time is needed to
support the needs of all
learners.
Pass out a handout
with a sample
service-learning
scenario and have
teachers work
through the key
components and
consider how they
could link the
project to current
ELA standards.

Walk around and
assist the teachers as
needed.
Teachers will
engage in
reviewing a
sample
service-learnin
g scenario and
practice
breaking apart
the key
components
and
connecting the
sample to
current ELA
standards
based on the
rubric.

Teachers will
ask questions
if needed.
BREAK 5 mins

8

Course Overview and Lesson Plan Templates
Retention
and Transfer
10

(145
min)
Participants will continue to
participate in a whole group
discussion and look for
connections between their
own insights on the authentic
assessment and those shared
within the group.
Have teachers list
the key components
of the KWHL chart
that they noted on
their authentic
assessment using
www.polleverywher
e.com

Next, have the
teachers add the
ELA content
standards that they
identified within
their authentic
assessment using
www.polleverywher
e.com .
Teachers will
participate in
whole group
discussion and
identify any
patterns that
were revealed
through the
comments.

Teachers will
make
comments via
www.pollever
ywhere.com .
Big Ideas

Slides

10

(155
min)
Review the major
“takeaways” from this lesson
and the application of
procedures. Connect back to
the importance of providing
alternative instructional
strategies that support
college and career readiness
skills.

Teachers will reflect on the
lesson and write down their
“takeaways” within their
reflective journal.
Review the rubric
for this assignment
and allow time for
the teachers to
reflect as they begin
to answer the
following prompt:

Journal Entry 3:
What are your major
“takeaways” from
Session 1? Feel free
to provide insights
from either the
morning or the
afternoon session or
both.
Teachers will
begin to
brainstorm and
think of ideas
on how best to
respond to the
reflective
journal
prompt.

Teachers will
begin to make
connections
between the
lesson goals
and the new
information
that was
acquired.
Advance
Organizer
for the Next
Unit
5

(160)
Connections made within the
first day will build onto the
upcoming lesson where
learners will begin to learn
how best to set goals and
begin outlining service
learning projects.

Teachers will create a short
Display the course
overview and
engage the learners
to reflect on today’s
class.

Post the check out
question.

Teachers listen
to a preview of
the next
module and
ask any
clarifying
questions they
may have.

9

Course Overview and Lesson Plan Templates
list of their potential goals
and their initial thoughts
about goal setting in
preparation for the next
session.

Ask teachers to consider a
brief check out question.
Reflective
Question:
Given our work so
far, what do you feel
best about?

Ask if there are any
questions.
Teachers
answer a
check out
reflective
question.
Total Time 160
minutes
Remind the participants will
be roughly two weeks after
the conclusion of Session 1,
Unit 2.

This allows ample time for
the participating teachers to
reflect on the overall
experience.

10

Course Overview and Lesson Plan Templates
Visual Course Overview
Session
1
Unit 1:
Conduct
Research
Brainstorm
Partnerships

Determine your Need
Unit 2:
Build
Connections
Identify Key
Components

Build Connections
Session
2
Unit 3:
Goal Setting &
Outlining
Projects
Set S.M.A.R.T. Goals

Outline Project Plan
Unit 4:
Maintaining
and Pacing
Projects
Manage Projects

Create Timelines
Session
3
Unit 5:
Capstone and
Reflection
Reflect & Share your
Story

11

Course Overview and Lesson Plan Templates
Visual Aid for Lesson Planning: Overview of Sessions and Alignment of CCSS
Session # Units
Covered
Unit
Objectives
Soft Skill
Spotlight
Common Core State Standards (CCSS): ELA -
Grade 11-12
Session 1

Morning
and
Afternoon
Unit 1

Discovering
Connections to
your
Community
Gain insights
on how to
discover and
build
service-learning
partnerships
within your
community

Analyze
worked
examples and
review best
practices
Work Ethic

Positive Attitude

Interpersonal
Skills

Problem Solving
CCSS.ELA-LITERACY.W.11-12.7 - Conduct
short as well as more sustained research projects to
answer a question (including a self-generated
question) or solve a problem; narrow or broaden
the inquiry when appropriate.

CCSS.ELA-LITERACY.SL.11-12.1 - Engage in
Collaborative Discussions
Unit 2

Building
Viable
Partnerships
Session 2

Morning
and
Afternoon
Unit 3

Service
Learning and
College and
Career Goals
Attain useful
tips on how
best to manage
service-learning
projects

Generate a
practical set of
criteria for goal
setting

Learn how to
adjust to time
constraints
Leading a Team

Organizational
Skills

Goal Setting

Time
Management

CCSS.ELA-LITERACY.SL.11-12.1.B - Work
with peers to promote civil, democratic discussions
and decision-making, set clear goals and deadlines,
and establish individual roles as needed.

CCSS.ELA-LITERACY.W.11-12.2.A - Introduce
a topic; organize complex ideas, concepts, and
information so that each new element builds on that
which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding
comprehension.
Unit 4

Setting and
Maintaining
Project
Management
Goals
Session 3

Morning
Only
Unit 5

Capstone and
Reflection
Gain skills on
how best to
market
service-learning
initiatives on
social media

Create dynamic
presentations
that focus on
reflection
Effective

Communication
Skills

Building
Self-Confidence

Attention to
detail
CCSS.ELA-LITERACY.SL.11-12.4 - Present
information, findings, and supporting evidence,
conveying a clear and distinct perspective

CCSS.ELA-LITERACY.SL.11-12.5 - Make
strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements)
in presentations to enhance understanding of
findings, reasoning, and evidence and to add
interest.

12

Course Overview and Lesson Plan Templates
Session 1: Unit 2

Graphic Organizer

Topic:

Know
What do I know?
Wonder
What do I want
to know?
How
How do I find
out?
Learn
What have I
learned?

Potential Common Core State Standard ELA Connections

INCORPORATING SERVICE LEARNING CURRICULUM TO ENHANCE COLLEGE AND
CAREER READINESS:
A PROFESSIONAL DEVELOPMENT FOR TEACHERS

Session 2, Unit 3: Goal Setting & Outlining Projects: How to construct service learning
projects and establish the importance of developing civic leadership skills in order to better
utilize college and career goals. (CTA Step 5 and 6)

As we approach Unit 3, learners will have already developed key background knowledge in
regards to service-learning curriculum. The next steps are to have learners embark on the initial
stages of implementing their own service project. Both in small groups and individually,
learners will engage in activities that direct one on how best to construct a service learning
project.

Terminal learning objective.
● Learners will construct a service learning project and establish a S.M.A.R.T. goal
for the project in order to enhance goal setting and college and career goals.

Prerequisite analysis (enabling objectives) .
● Be able to identify college and career goals
● Be able to create S.M.A.R.T. goals
● Know what civic leadership skills are
● Able to identify potential service learning projects
● Be able to generate a set of college and career goals based on their proposed
service project
● Be able to connect civic leadership skills into their proposed service project

Learning activities.
● After introductions and attention activities, assess prior knowledge of constructing
service learning projects
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for constructing a service learning project proposal based on
their interests and experiences
● Provide practice and feedback for constructing a service learning project proposal
based on their interests and experiences using a rubric.
● Provide practice and feedback for constructing a service learning project based on
their interests and experiences that aligns with a S.M.A.R.T. goal using a rubric.
● Provide opportunities to transfer knowledge to construct their own service
learning project based on a rubric.

1

Course Overview and Lesson Plan Templates

Assessment.
Teachers will construct a set of goals, including college and career readiness and civic
leadership skills, that are connected to their proposed service learning project.

2

Course Overview and Lesson Plan Templates
Lesson Plan Template

Lesson Plan and Instructor’s Guide
Session 2 - Unit 3: Goal Setting & Outlining your Project
Plan and Instructor’s Guide

Unit Duration: 3 Hours - Morning Session including 2 breaks

Introduction: As we approach Unit 3, learners will have already developed key
background knowledge in regards to service-learning curriculum. Participants have also
identified and connected English-Language Arts (ELA) content standards to their proposed
project. The next steps are to have learners embark on the initial stages of implementing their
own service project. Both in small groups and individually, learners will engage in activities that
direct one on how best to construct S.M.A.R.T goals that are aligned with the early development
of a service learning project.

Learning Objective(s)
Terminal Objective:
● Learners will construct a service learning project and establish a
S.M.A.R.T. goal for the project in order to enhance goal setting and
college and career goals.
Enabling Objective(s):
● Be able to identify college and career goals
● Be able to create S.M.A.R.T. goals
● Able to identify potential service learning projects
● Be able to generate a set of college and career goals based on their proposed service
project
● Be able to connect civic leadership skills into their proposed service project

Lesson Materials
Presentation tools: videos, images, slides; handouts

Learner Characteristic Accommodations
Learners are adults who are motivated to gain new skills that are tied to current
English-Language Arts (ELA) Common Core Content Standards. As adult learners, the
practicality and usefulness of the training must be emphasized throughout.

Facilitator’s Notes
This is an in-person, synchronous course. The presentation, practice, and feedback will occur
in-person. The instructor needs to provide a context for the teachers to engage in community
issues and generate interests and connections that can apply to their own community.

3

Course Overview and Lesson Plan Templates

Presentation Notes
A google slides presentation has been created to aid in the instruction of this curriculum design.
Direct Link : Service Learning Presentation Slides for Overview and Units 1-5
Unit 3 Slides : Slides 53- 72.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention

20 After briefly welcoming the
teachers to the session, the
instructor shares an
attention-gaining video (3
mins).

Video 3: Smart Goals: Quick
Overview

At the conclusion of the
video the participants will
engage in a brief discussion
regarding what types of
goals may be needed in their
proposed service-learning
projects.
Ask the teachers to
reflect on the brief
video they will view
together as a class.

The participants will
write brief notes
during the video and
will be ready to
share in a small
group setting at the
conclusion of the
video.

Participants will
consider the
following questions:
- What are some
examples used for
S (specific),
M (measurable),
A (attainable),
R (relevant),
T (time-oriented)
within the video?

Participants will
create a
non-S.M.A.R.T. goal
and a S.M.A.R.T
goal for a sample
scenario that will be
Participants
listen and
watch video.

Teachers
begin to write
brief notes
and engage in
a brief
discussion
about
S.M.A.R.T.
goals.

Teacher will
then
participant in
a brief activity
in which they
will be tasked
to draft
examples and
nonexamples
of S.M.A.R.T.
goals.

Teachers will
share their
responses.

4

Course Overview and Lesson Plan Templates
posted via shared
slide.
Learning
Objectives

3

(23 min)
Objectives for Session 2 in
Unit 3 are shared on a slide:

Learning Objective:
Learners will construct a
service learning project and
establish a S.M.A.R.T. goal
in order to enhance goal
setting and college and
career goals.
Transition the
discussion to the
objectives for this
unit and shares them
via slide and on the
board with the
teachers.

Prompts the learners
and asks if there are
any questions or
comments.
Teachers
listen to and
read course
objectives.

Participants
ask questions
to gauge their
understanding
.
Reasons for
Learning
- Benefits
- Risks

2

(25 min)
Engages the participants in a
brief discussion about the
value of creating goals and
targeting success. Goal
setting also allows the
participants to develop soft
skills such as time
management and problem
solving.

Benefits of completing this
unit:
● By learning this
curriculum you will
be able to address
how best to craft
S.M.A.R.T. goals
that are aligned to
both the needs of the
student and the
outside organization.
Risks that are avoided by
completing this unit:
● By not having access
to this curriculum the
teachers will not
have the opportunity
to gain feedback and
share insights on
State the reasons for
learning the material
and the risks
avoided.

Key points should be
read aloud while
others will be
provided as bullet
points on the
overhead projector
via slide.

Teachers will turn to
their elbow partner
and discuss the
guided question that
is displayed on the
screen.

Discussion
Question:
As we work towards
crafting S.M.A.R.T.
goals today what are
some of the potential
benefits that you see
will assist you
towards reaching
Teachers
respond and
discuss with
elbow
partners the
benefits of
working
collaborativel
y on methods
to build
meaningful
S.M.A.R.T.
goals that are
aligned to
service
learning
projects.

5

Course Overview and Lesson Plan Templates
how best to connect
meaningful
S.M.A.R.T. goals to
service learning
projects which may
limit the motivational
outcomes.
today’s learning
objective.

Walk around the
room and listen to
responses and
provide feedback if
necessary.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)

10

(35 min)
As educators each teacher
has their own method on
how best to utilize worked
examples based on their own
personal experiences. The
specific prior knowledge
found in their personal
experiences will serve as the
background knowledge
necessary to help them learn
and motivate their own
students to create tangible
goals for their own
service-learning projects.

Activities will include:
- Collaborative Poster
Activity focused on
tangible goals
- Alignment strategies
of S.M.A.R.T. goals
with proposed
projects
- Peer review of
written proposals and
goals
- Reflective Journal
Writing
Access prior
knowledge of the
teacher’s prior use of
S.M.A.R.T. goals
and how they apply
them to project
based instructional
strategies.

Display both the
visual overview of
the curriculum and
the Serve to Learn
job aid to remind
teachers what will be
reviewed including a
brief summary of the
activities within the
session.

Google Doc: Serve
to Learn Job Aid

Check for
understanding by
asking if any of the
participants have
questions.
Teachers
share their
insights and
experiences
utilizing
S.M.A.R.T.
goals.

Teachers ask
questions to
gauge their
understanding
.
Prerequisite
Knowledge

20

(55 min)
In the event participants do
not have the prerequisite
knowledge in this unit, then
the instructor will teach
concepts by giving examples
and nonexamples.
Provide definitions
and an example of
nonexamples of each
term.

This will be done
through the use of a
Teachers
engage in the
creation of a
collaborative
poster activity
focused on
goal setting.

6

Course Overview and Lesson Plan Templates
● Be able to
identify college
and career goals
● Be able to create
S.M.A.R.T. goals
● Able to identify
potential service
learning projects
● Be able to
generate a set of
college and
career goals
based on their
proposed service
project
● Be able to
connect civic
leadership skills
into their
proposed service
project
collaborative poster
activity in which
participants
categorize tangible
goals that are aligned
to career and college
readiness skills and
civic leadership
skills.

Teacher will walk
around and check for
understanding and
provide feedback if
necessary.

Teachers
generate their
own examples
and
nonexamples.
The poster
will be
divided into
tangible goals
that are
aligned to
college and
career
readiness
standards and
broadening
civic
leadership
skills.
BREAK 10 mins
Learning
Guidance
- Lecture
- Demo.

10

(75 min)
Instructor will ask
participants to share and
reflect on their own prior
experiences in regards to
goal setting. The discussion
will broaden into a
conversation about how best
to utilize goal setting to
align to the overarching
vision of their proposed
project.

Instructor will first model
how to incorporate a
S.M.A.R.T. goal template
with the participants. This
will assist the discussion to
ensure that it is productive
and task-oriented.

Allow the participant at least
Script:
Today we are going
to review your
written proposal and
create a set of
tangible goals that
are aligned to an
overarching
S.M.A.R.T. goal.

Before I begin, I
would like to know
what your current
level of
understanding of
S.M.A.R.T. goal or
goal setting
development is.

Pass out the
S.M.A.R.T. goal
Notes can be
written on
both the
S.M.A.R.T.
goal template
as well as the
tangible goals
graphic
organizer as
provided by
the instructor.

Teachers
watch the
demonstration
lecture, read
any captions
or key words
that are noted
on the google
slides that are

7

Course Overview and Lesson Plan Templates

5 minutes to fill out the
S.M.A.R.T. goal template
and will pause for any
questions and/or check for
understanding.

S.M.A.R.T. and Tangible
Goal Template
template. Have
teachers fill out the
form based on their
proposed service
project.
posted on the
overhead
projector.
10

(85 min)
This lesson will then
demonstrate how best to
plan out a list of tangible
goals both (long and
short-term) to help spread
awareness about their
proposal to potential
partners.
Model how to utilize
the graphic organizer
and walk the
participants through
each step of the
process.

Provide examples
and nonexamples of
long and short-term
goals.

Walk around the
classroom and ask if
anyone has
questions.
Teachers will
then take
notes on how
best to create
a list of
tangible goals
graphic
organizer to
aid in the
development
of their own
proposed
project.

Teachers will
stop the
instructor as
needed for
clarifying
questions or
feedback.
Practice and
Feedback
35

(120
min)
Instructor asks the teachers
to create a collaborative list
of shared goals that could be
utilized by a wide range of
service projects.

Instructor will ask the
groups to first brainstorm in
small groups before they
apply this new knowledge
onto their own written
proposal.
Display a worked
example of the goals
template for
participants to
review for guidance.

Provide a graphic
organizer to each
group and allow time
for learners to
practice within small
groups.

Check in with each
Teachers will
engage in
small group
discussions
and hear the
perspectives
of a variety of
participants
within the
group.

Teachers will
actively take
notes with a

8

Course Overview and Lesson Plan Templates
group and assist
teachers as needed.

Note : Teachers will
form groups with
participants that they
have not yet
interacted with in
order to gain new
perspectives and
insights.
graphic
organizer in
small groups
that
incorporate
new
perspectives
and build
community
within the
session.
Authentic
Assessment
10

(130
min)
Teachers will construct a set
of goals, including college
and career readiness and
civic leadership skills, that
are connected to their
proposed service learning
project.

This will serve as the
authentic assessment for
Unit 3.
Participants
responses will vary
after new knowledge
was presented in this
course.

Walk around and
ensure that all
participants have at
least one goal in
each category of the
graphic organizer:
(1) S.M.A.R.T goal,
(2) college and
career readiness
skills goal, and (3)
civic leadership
skills goal.
Teachers will
then complete
a graphic
organizer on
their own that
incorporates
the needs of
their proposed
service
learning
project.
BREAK 5 mins
Retention
and
Transfer
10

(145
min)
Participants will work with
their elbow partner and peer
review the goal setting
graphic organizer.

They will then report out
their findings and look for
connections between their
own experiences and those
shared within the group.
Allow 5 minutes for
a brief peer review
of the participants
goal setting graphic
organizer.

Ask for volunteers to
share their findings
with the whole group
and ask the group to
consider any
potential patterns
that they may find as
Teachers will
work with
their elbow
partner to peer
review the
goal setting
graphic
organizer.

Teachers will
engage in a
brief
discussion and

9

Course Overview and Lesson Plan Templates
they analyze the
responses.
consider links
to their own
authentic
assessment.

Teachers can
actively take
notes to
support their
own learning.
Big Ideas

10

(155
min)
Review the takeaways from
this unit on best practices on
how best to create a service
project by setting
S.M.A.R.T. goals and by
outlining goals that are
aligned to the overall project
proposal.

Teachers will reflect on the
lesson and write down their
“takeaways” within their
reflective journal.
Provide a worked
example for the
teachers to consider
as they begin to
answer the following
prompt:

Journal Entry #4:
What are your major
“takeaways” from
today’s morning
session and what are
some tips you gained
about S.M.A.R.T
goals and methods
on how best to
outline a plan for
service learning
projects?
Teachers will
begin to
brainstorm
and think of
the big ideas
on how best to
respond to the
reflective
journal
prompt.

Teachers will
begin to make
connections
between the
lesson goals
and the new
information
that was
acquired.
Advance
Organizer
for the Next
Unit
5

(160
min)
Connections made within
Unit 3 will build onto the
upcoming lesson where
learners will begin to learn
how best to set goals and
begin outlining service
learning projects.

Teachers will create a short
list of their potential goals
and their initial thoughts
about goal setting in
preparation for the next
Display the course
overview and engage
the learners to reflect
on today’s class.

Ask if there are any
questions.

Post the check out
question.

Reflective
Question:
Teachers
listen to a
preview of the
next module
and ask any
clarifying
questions they
may have.

Teachers
answer a
check out

10

Course Overview and Lesson Plan Templates
session.

Ask teachers to consider a
brief check out question.
Given our work so
far, what do you feel
best about? What
questions or
concerns do you still
have?

Collect reflective
journals and inform
participants that the
questions or
concerns will be
discussed at the start
of the next session
(gain attention).
reflective
question.

Instructor will
collect
reflective
journals.
Total Time 160 min Next Session:
Same Day, Afternoon

11

Course Overview and Lesson Plan Templates
Visual Course Overview
Session
1
Unit 1:
Conduct
Research
Brainstorm
Partnerships

Determine your Need
Unit 2:
Build
Connections
Identify Key
Components

Build Connections
Session
2
Unit 3:
Goal Setting &
Outlining
Projects
Set S.M.A.R.T. Goals

Outline Project Plan
Unit 4:
Maintaining
and Pacing
Projects
Manage Projects

Create Timelines
Session
3
Unit 5:
Capstone and
Reflection
Reflect & Share your
Story

12

Course Overview and Lesson Plan Templates
Visual Aid for Lesson Planning: Overview of Sessions and Alignment of CCSS
Session # Units
Covered
Unit
Objectives
Soft Skill
Spotlight
Common Core State Standards (CCSS): ELA -
Grade 11-12
Session 1

Morning
and
Afternoon
Unit 1

Discovering
Connections to
your
Community
Gain insights
on how to
discover and
build
service-learning
partnerships
within your
community

Analyze
worked
examples and
review best
practices
Work Ethic

Positive Attitude

Interpersonal
Skills

Problem Solving
CCSS.ELA-LITERACY.W.11-12.7 - Conduct
short as well as more sustained research projects to
answer a question (including a self-generated
question) or solve a problem; narrow or broaden
the inquiry when appropriate.

CCSS.ELA-LITERACY.SL.11-12.1 - Engage in
Collaborative Discussions
Unit 2

Building
Viable
Partnerships
Session 2

Morning
and
Afternoon
Unit 3

Service
Learning and
College and
Career Goals
Attain useful
tips on how
best to manage
service-learning
projects

Generate a
practical set of
criteria for goal
setting

Learn how to
adjust to time
constraints
Leading a Team

Organizational
Skills

Goal Setting

Time
Management

CCSS.ELA-LITERACY.SL.11-12.1.B - Work
with peers to promote civil, democratic discussions
and decision-making, set clear goals and deadlines,
and establish individual roles as needed.

CCSS.ELA-LITERACY.W.11-12.2.A - Introduce
a topic; organize complex ideas, concepts, and
information so that each new element builds on that
which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding
comprehension.
Unit 4

Setting and
Maintaining
Project
Management
Goals
Session 3

Morning
Only
Unit 5

Capstone and
Reflection
Gain skills on
how best to
market
service-learning
initiatives on
social media

Create dynamic
presentations
that focus on
reflection
Effective

Communication
Skills

Building
Self-Confidence

Attention to
detail
CCSS.ELA-LITERACY.SL.11-12.4 - Present
information, findings, and supporting evidence,
conveying a clear and distinct perspective

CCSS.ELA-LITERACY.SL.11-12.5 - Make
strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements)
in presentations to enhance understanding of
findings, reasoning, and evidence and to add
interest.

13

Course Overview and Lesson Plan Templates

Session 2: Unit 3

Collaborative Notes: Tangible Goals
Project Type Long-Term
Goal
Short-Term
Goal

Notes:

Session 2: Unit 3

S pecific
M easureable
A ttainable
R elevant
T ime Based

SMART GOAL:
__________________________________________
__________________________________________
__________________________________________

Session 2: Unit 3
Service-Learning Project
Tangible Goals
Long-Term
Goals
Short-Term
Goals

Planning Notes:
__________________________________________
__________________________________________
__________________________________________

Session 2: Unit 3

D i r e c t i o n s : Complete this chart by drafting at least one goal in each category of the
graphic organizer: (1) S.M.A.R.T goal, (2) college and career readiness skills goal, and
(3) civic leadership skills goal.
Authentic Assessment: Project Goals
Service-Learning
Proposal

S.M.A.R.T. Goal
* Review your S.M.A.R.T. goals
notes

College and Career
Readiness Skill Goal(s)
ex. communication skills,
teamwork, critical thinking skills

Civic Leadership Skill
Goal(s)
ex. community building, public
education, community service

INCORPORATING SERVICE LEARNING CURRICULUM TO ENHANCE COLLEGE AND
CAREER READINESS:
A PROFESSIONAL DEVELOPMENT FOR TEACHERS

Session 2, Unit 4: Maintaining and Pacing Projects: How best to set benchmarks and
scaffold projects to accommodate for time constraints and the individualized needs of all
students. (CTA Step 7 and 8)

Unit 4 will highlight project management skills. Learners will understand how to implement
both short and long term goals and will practice techniques on how to best utilize time
management skills. By scaffolding each of the steps involved, learners will be able to access and
develop college and career skills through the active management of service projects.

Terminal learning objective.
● Given their interests and experiences, learners will create a one page flyer to
highlight the key components of a service project that meet the requirements of
the rubric.

Prerequisite analysis (enabling objectives).
● Know what benchmarks are
● Be able to create a list of key management components of a service project
● Be able to identify time constraints within a service project
● Be able to create a one page flyer to highlight the key management components of
a service project.

Learning activities.
● After introductions and attention activities, assess prior knowledge of what benchmarks
are.
● Teach any necessary prerequisite knowledge by providing definitions and examples and
nonexamples.
● Provide opportunities for learners to generate their own examples and nonexamples.
● Model the procedure for generating a set of service project criteria based on their interests
and experiences.
● Provide practice and feedback for generating a set of service project criteria based on
their interests and experiences using a rubric.
● Model the procedure for creating a one page flyer to highlight the key management
components of a service project.
● Provide opportunities to transfer knowledge to create their own flyer to highlight the key
management components of a service project.

Assessment.
Students will create a one page flyer to highlight the key management components of a service
project per the rubric.

1

Course Overview and Lesson Plan Templates
Lesson Plan Template

Lesson Plan and Instructor’s Guide
Session 2 - Unit 4: Maintaining and Pacing Projects
Plan and Instructor’s Guide

Unit Duration: 3 Hours - Afternoon Session including 2 breaks

Introduction: Unit 4 will highlight project management skills. Learners will understand how to
implement both short and long term tangible goals and will practice techniques on how to best
utilize time management skills. By scaffolding each of the steps involved, learners will be able
to access and develop college and career skills through the active management of service
projects.

Learning Objective(s)
Terminal Objective: Given their interests and experiences, learners will create a one page flyer to
highlight the key management components of a service project that meet the requirements of the
rubric.

Enabling Objective(s):
● Know what benchmarks are
● Be able to create a list of key management components of a service project
● Be able to identify time constraints within a service project
● Be able to create a one page flyer to highlight the key management components of a
service project.

Lesson Materials
Presentation tools: videos, images, slides; handouts

Learner Characteristic Accommodations
Learners are adults who are motivated to gain new skills that are tied to current
English-Language Arts (ELA) Common Core Content Standards. As adult learners, the
practicality and usefulness of the training must be emphasized throughout.

Facilitator’s Notes
This is an in-person, synchronous course. The presentation, practice, and feedback will occur
in-person. The instructor needs to provide a context for the teachers to engage in community
issues and generate interests and connections that can apply to their own community.

Presentation Notes
A google slides presentation has been created to aid in the instruction of this curriculum design.
Direct Link : Service Learning Presentation Slides for Overview and Units 1-5
Unit 4 Slides : Slides 73 - 92.

2

Course Overview and Lesson Plan Templates
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
20 Gain participants attention by
sharing an attention-gaining
video (5 mins).

Video 4: Sample Service
Learning Project

At the conclusion of the video
the participants will begin to
brainstorm how best to handle
potential management issues
that may occur as a result of
working with others outside
the typical classroom
environment.

Participants will discuss their
observations within a small
group setting and will share
their insights with the whole
group.

Ask teachers to
reflect on a brief
video they will view
together as a class.

Ask participants to
write observational
notes during the
video and be ready
to share in a small
group setting at the
conclusion of the
video.

Ask the participants
to consider the
following:

- What are some of
the management
issues that you see as
a result of the video?
- What are some
solutions that you
would consider prior
to having students
begin their service
learning project?
- How can you as an
instructor help
support a student
meet or exceed the
goals they outlined
for their service
project.
Participants
listen and
watch the
video.

Teachers
begin to think
about their
insights and
begin to
predict the
potential
management
pitfalls that
students may
face during
their projects.

Participants
also consider
possible
solutions
within both a
small group
and whole
group setting.
Learning
Objectives
3

Objectives for Session 2 in
Unit 4 are shared on a slide.
The instructor will also write
Transition the
discussion to the
objectives for this
Teachers
listen to and
read the

3

Course Overview and Lesson Plan Templates
(23
min)
the terminal objective for this
unit on the front board.

Learning Objective:
Given their interests and
experiences, learners will
create a one page flyer to
highlight the key management
components of a service
project that meet the
requirements of the rubric.
unit and display
them on the
overhead projector
via google slides.

Prompt the
participants and ask
if there are any
questions or
comments.
learning
objective for
Unit 4.

Participants
ask questions
to gauge their
understanding
.
Reasons for
Learning
- Benefits
- Risks
2

(25
min)
Benefits of completing this
unit:
● Participants will be
able to better
understand how to
implement goals and
how best to lay out a
plan to better manage
service learning
projects.

Risks that are avoided by
completing this unit:
● When goals are not
implemented and
management concerns
are not addressed the
intended goals of the
service learning
project may be
compromised.
Present the benefits
and the risks for
learning on the
overhead projector
of this unit while
discussing briefly the
value and the risks
avoided by engaging
in this learning.

Motivate the
teachers to consider
how both the
benefits and the risks
avoided will impact
their own teaching
practices.
Teachers will
read and
reflect on both
the benefits
and the risks
for learning.

Teachers will
also consider
how the
instruction
within this
unit will
impact their
own teaching
practices.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
10

(35
min)
Participants already have put
together a service learning
proposal with goals that are
aligned to ELA content
standards.

In this lesson, participants will
reflect on prior knowledge
they have gained through their
own personal experiences to
consider how best to work
Describe what will
be discussed in this
unit by tapping into
the participants prior
knowledge, new
knowledge, and
learning strategies.

Reflecting back on
the Gaining
Attention video
Teachers
share positive
and negative
experiences
working they
may have in
regards to
project
management
by focusing
on strengths

4

Course Overview and Lesson Plan Templates
you are going
to learn...and
how you are
going to learn
it.)
through management issues
that may arise as a result of
conducting service learning
projects.

Activities will include:
● Gallery Walk focused
on management
qualities through the
use of examples and
nonexamples
● Collaborative
discussions both in
small and whole group
settings
● Create a flyer that
highlights the key
management
components of the
proposed service
learning project
● Reflective Journal

participants will
begin to discuss the
potential challenges
students will face
during the
implementation
phase of their service
learning project.

Display the Serve to
Learn job aid to
remind teachers what
will be reviewed
including a brief
summary of the
activities within the
session.

Google Doc: Serve
to Learn Job Aid

Check for
understanding by
asking if any of the
participants have
questions.
and
weaknesses.

Teachers will
ask questions
and listen to
the answer.
Prerequisite
Knowledge
20

(55
min)
In the event participants do
not have the prerequisite
knowledge in this unit, then
the instructor will teach
concepts by giving examples
and nonexamples.

● Know what
benchmarks are
● Be able to create a
list of key
management
components of a
service project
● Be able to identify
time constraints
Generate examples
and nonexamples of
benchmarks by using
poll everywhere.

Brainstorm (in small
groups) potential
benchmarks that can
be used universally
for any type of
service learning
project. This activity
will serve as a plan
to assist teachers to
better manage their
service learning
projects.
Teachers
engage in the
creation of a
collaborative
activity in
which
teachers
brainstorm a
potential
benchmark
template that
could be used
universally for
any type of
service
learning
project.

5

Course Overview and Lesson Plan Templates
within a service
project
● Be able to create a
one page flyer to
highlight the key
management
components of a
service project.

This will be done
through the use of a
graphic organizer in
which participants
note suitable time
frames and deadlines
that address the
overarching goals of
service learning
projects.

Materials Link:
Collaborative
Benchmark
Template

Instructor will walk
around and check for
understanding and
provide feedback if
necessary.

Teachers
work
collaborativel
y in small
groups and
help to create
benchmarks
that could
serve as a plan
to assist
students
aimed to
better manage
their own
service
learning
projects.
BREAK 10 mins
Learning
Guidance
- Lecture
- Demo.
20

(85
min)
Using a graphic organizer,
participants will learn how to
incorporate the key
management components of a
service learning project in
order to create an informative
flyer.

Applying the new knowledge,
participants will learn how
these components will help
allow students align the
management side of their
project with the goals they
specified within the project’s
S.M.A.R.T. goal.

Instructor will also discuss the
value of establishing a
hashtag to be used for social
Ask teachers to
reflect on a brief
video about hashtags
that they will view
together as a class.

Ask if there are any
questions and if the
participants have any
experience using
hashtags on social
media.

Next, model how to
create a flyer that
highlights the key
management
components of the
teacher’s proposed
service learning
Participants
will watch
and listen to
the
demonstration
.
Participants
will read and
follow along
by listening to
the instructor
review how to
fill out the
graphic
organizer.

Participants
will complete
a few sections
of the graphic

6

Course Overview and Lesson Plan Templates
media to better market your
project from start to finish. A
short video will be played to
expand the participants overall
understanding of the concept.

Video : How hashtags work
on Social Media

The key management
components that will be
covered and discussed during
the instructor’s demonstration
will include the following:

● Time Frames
● Volunteer Needs
● Supply Needs
● Leadership Roles
● Contact Information
● Create a HASHTAG
project.

Pass out a graphic
organizer to help
guide the discussion
on the key
management
components to
include on the flyer.

Materials Link:
Service Learning
Planning Template

Allow for questions
and answers
throughout the
discussion.

Ask participants to
discuss and provide
feedback about the
usefulness of the
graphic organizer.

Allow teachers to
adjust the graphic
organizer
accordingly to best
meet the needs of
their own individual
project.

Introduce the rubric
for the assignment
and ask if there are
any questions or
concerns.
organizer
while the
instructor
models how
to complete
each section.

Participants
will ask
questions and
listen to the
answers.

Participants
will actively
take notes
throughout the
presentation
as needed.
Practice and
Feedback
35

(120
min)
Provide practice and feedback
for generating characteristics
of an effective flyer by
reviewing examples and
nonexamples which will be
Allow the
participants to join
small groups.

Teachers will
form small
groups.

Participants

7

Course Overview and Lesson Plan Templates
posted around the room.

The gallery walk activity will
allow participants to form
small groups and discuss both
the merits and flaws of each
flyer that is posted around the
room.

Allow the participants to also
review the samples and apply
their new knowledge by using
the rubric for the flyer
assignment.
Gallery Walk:
Place the examples
and nonexamples
around the room and
ask that each group
review and analyze
each posted flyer.

Print Sample
Posters : Gallery
Walk Flyer Folder

Moderate a
discussion
highlighting the
merits and flaws of
each posted flyer.

Participants will take
notes using the
Gallery Walk Notes
google doc.

Materials Link:
Gallery Walk Notes

Guide the
questioning and
allow the teachers to
formulate their own
responses.

Scaffold the
discussion by asking
probing questions in
regards to the rubric
as needed.
will use the
rubric to
gauge their
content
knowledge of
the key
management
components
of service
learning
projects.
Authentic
Assessment
10

(130
min)
Opportunity for individual
reflection will be conducted
through the creation of a flyer
by using the graphic organizer
and the assignment rubric to
Ask participants to
reflect on their
learning and begin a
rough draft of a flyer
by using the
information noted on
Teachers will
work
independently
on their flyer
and will begin
to organize

8

Course Overview and Lesson Plan Templates
help guide and synthesize
their learning.

The discussion, completion of
the graphic organizer and
rough draft of a flyer will
demonstrate to the instructor
that the participants have
achieved the learning
objective and will also aid in
the early development of
classroom lesson plans and
instructional strategies.
the graphic
organizer.

Walk around the
room and give
individualized
feedback and
suggestions.

Especially for those
learners who may
need additional
support accessing
technology.
and transfer
the
information
found on their
graphic
organizer.

Teachers will
ask for
assistance as
needed.
BREAK 5 mins
Retention
and Transfer
10

(145
min)
Providing opportunities for
transfer will be done by
creating and constructing a
flyer through the use of a
graphic organizer.

Participants will engage in a
collaborative discussion
within a small group setting to
peer review their draft flyer.

Instructor will ask each group
to report out their findings
with the whole group.
Prompt the teachers
to engage in a peer
review of their draft
flyer within their
table groups.

Allow time for each
member within the
small group to share
and explain their
flyer within their
small collaborative
groups.

Walk around as
needed and ask
guided questions to
check the
participants level of
understanding.

Bring the class back
together and have
each group briefly
share their insights.
Participants
will work
within their
table groups
and peer
review each
member’s
work and
share aha’s
and gain ideas
on how to
build onto
their own
flyer.

Within the
peer review
the
participants
will base their
discussion on
similarities
and
differences
within their
draft flyers.
Big Ideas

10

Review the takeaways from
this unit on best practices in
Journal Entry #5: Teachers will
begin to

9

Course Overview and Lesson Plan Templates
(155
min)
regards to assisting students
align the management side of
their project with the goals
they specified within the
project’s S.M.A.R.T. goal
that are aligned to the overall
project proposal.

Teachers will reflect on the
lesson and write down their
“takeaways” within their
reflective journal.
What are your major
“takeaways” from
today’s afternoon
session and what are
some tips you gained
about implementing
S.M.A.R.T goals and
methods on how best
to project manage
service learning
projects?
brainstorm
and think of
the big ideas
on how best to
respond to the
reflective
journal
prompts.

Teachers will
begin to make
connections
between the
lesson goals
and the new
information
that was
acquired.
Advance
Organizer
for the Next
Unit
5

(160
min)
Connections made within Unit
4 will build onto the upcoming
lesson where learners will
begin to learn how best to
present and market their
service learning projects.

After you complete:
Reflective Journal Entry #5
Draft a reflective summary of
your service project and their
initial thoughts about their
own presentation style in
preparation for the next
session.

Ask teachers to consider a
brief check out question.
Display the course
overview and engage
the learners to reflect
on today’s class
within their
reflective journal.

Ask if there are any
questions.

Post the check out
question.

Check Out
Question:
Given our work so
far, what do your
students need from
you and how can you
best support their
academic growth?

What questions or
concerns do you still
have?
Teachers
listen to a
preview of the
next module
and ask any
clarifying
questions they
may have.

Teachers
answer a
check out
reflective
question.

10

Course Overview and Lesson Plan Templates
Total Time 160
min
Next Session:
The group will meet again in
two weeks for the final unit of
this PD.
Homework :
Teachers will be tasked with bringing
5-10 photos relating to their proposed
service project to the final PD
session.

11

Course Overview and Lesson Plan Templates
Visual Course Overview
Session
1
Unit 1:
Conduct
Research
Brainstorm
Partnerships

Determine your Need
Unit 2:
Build
Connections
Identify Key
Components

Build Connections
Session
2
Unit 3:
Goal Setting &
Outlining
Projects
Set S.M.A.R.T. Goals

Outline Project Plan
Unit 4:
Maintaining
and Pacing
Projects
Manage Projects

Create Timelines
Session
3
Unit 5:
Capstone and
Reflection
Reflect & Share your
Story

12

Course Overview and Lesson Plan Templates
Visual Aid for Lesson Planning: Overview of Sessions and Alignment of CCSS
Session # Units
Covered
Unit
Objectives
Soft Skill
Spotlight
Common Core State Standards (CCSS): ELA -
Grade 11-12
Session 1

Morning
and
Afternoon
Unit 1

Discovering
Connections to
your
Community
Gain insights
on how to
discover and
build
service-learning
partnerships
within your
community

Analyze
worked
examples and
review best
practices
Work Ethic

Positive Attitude

Interpersonal
Skills

Problem Solving
CCSS.ELA-LITERACY.W.11-12.7 - Conduct
short as well as more sustained research projects to
answer a question (including a self-generated
question) or solve a problem; narrow or broaden
the inquiry when appropriate.

CCSS.ELA-LITERACY.SL.11-12.1 - Engage in
Collaborative Discussions
Unit 2

Building
Viable
Partnerships
Session 2

Morning
and
Afternoon
Unit 3

Service
Learning and
College and
Career Goals
Attain useful
tips on how
best to manage
service-learning
projects

Generate a
practical set of
criteria for goal
setting

Learn how to
adjust to time
constraints
Leading a Team

Organizational
Skills

Goal Setting

Time
Management

CCSS.ELA-LITERACY.SL.11-12.1.B - Work
with peers to promote civil, democratic discussions
and decision-making, set clear goals and deadlines,
and establish individual roles as needed.

CCSS.ELA-LITERACY.W.11-12.2.A - Introduce
a topic; organize complex ideas, concepts, and
information so that each new element builds on that
which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding
comprehension.
Unit 4

Setting and
Maintaining
Project
Management
Goals
Session 3

Morning
Only
Unit 5

Capstone and
Reflection
Gain skills on
how best to
market
service-learning
initiatives on
social media

Create dynamic
presentations
that focus on
reflection
Effective

Communication
Skills

Building
Self-Confidence

Attention to
detail
CCSS.ELA-LITERACY.SL.11-12.4 - Present
information, findings, and supporting evidence,
conveying a clear and distinct perspective

CCSS.ELA-LITERACY.SL.11-12.5 - Make
strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements)
in presentations to enhance understanding of
findings, reasoning, and evidence and to add
interest.

13

Course Overview and Lesson Plan Templates

Session 2: Unit 4

Collaborative Notes: Creating Benchmarks
Benchmark
Example
Time
Frames/
Deadlines
Service Project
Goal

Notes:

Session 2, Unit 4
Gallery Walk Notes
Directions: Walk around to each poster and take notes on the
effectiveness of the 6 key management components.
6 Key Management
Components
Time Frames, Volunteer Support Needs, Supply Needs,
Leadership Roles, Contact Information, use of social
media/hashtag.
Poster Planning Notes/ Ideas

Poster #1

Poster #2

Session 2, Unit 4
Poster #3

Poster #4

Poster #5

Poster #6

Notes:

Session 2: Unit 4

Service Learning Planning Template
6 Key Management Components
Service Project Needs Planning Notes/ Ideas
Time Frames

Volunteer Support

Supplies

Leadership Roles

Contact Information

Create a #hashtag

Notes:
INCORPORATING SERVICE LEARNING CURRICULUM TO ENHANCE
COLLEGE AND CAREER READINESS:
A PROFESSIONAL DEVELOPMENT FOR TEACHERS

Session 3, Unit 5: Capstone and Reflection -- How to best prepare for the delivery of a
public speaking presentation and reflect on how to better enhance relationships for future
years. (CTA Step 9 and 10)

The final unit will include a capstone assessment in which learners will focus on the overall
service learning experience and reflect on their own development of college and career skills.
By allowing learners an opportunity to synthesize their thoughts enables them to transfer and
reflect upon their own level of learning.

Terminal learning objective.
● Learners will engage in a reflective presentation focusing on the overall service
learning experience including the development of college and career skills gained
as a result of working alongside the identified organization(s), per the rubric.

Prerequisite analysis (enabling objectives).
● Know how to identify public speaking skills
● Know how to identify college and career skills
● Know how to brainstorm tips on how to enhance relationships with outside
organizations
● Be able to develop and make (present) a presentation
● Be able to engage in reflection and synthesize the overall service learning
experience including the development of college and career skills gained by
working alongside the identified organization that meet the rubric.

Learning activities.
● After introductions and attention activities, assess prior knowledge of the meaning
of reflection and presentation.
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for creating and making a presentation
● Provide practice and feedback for generating a presentation
● Model the procedure for creating and making (presenting) a presentation
● Provide opportunities to transfer knowledge to document reflection that
synthesizes the overall service learning experience including the development of
college and career skills gained as a result of working alongside the identified
organization(s), per the rubric.

1

Course Overview and Lesson Plan Templates
Assessment.
Students will engage in a reflective presentation on the overall service learning
experience including the development of college and career skills gained by working
alongside the identified organization(s), per the rubric.

2

Course Overview and Lesson Plan Templates
Lesson Plan Template

Lesson Plan and Instructor’s Guide
Session 3 - Unit 5: Capstone and Reflection
Plan and Instructor’s Guide

Unit Duration: 3 Hours - Morning Session including 2 breaks

Introduction: The final unit will include a capstone assessment in which learners will focus on
the overall service learning experience and reflect on their own development of college and
career skills. By allowing learners an opportunity to synthesize their thoughts enables them to
transfer and reflect upon their own level of learning.

Learning Objective(s)
Terminal Objective:
● Learners will engage in a reflective presentation focusing on the overall service
learning experience including the development of college and career skills gained
as a result of working alongside the identified organization(s), per the rubric.
Enabling Objective(s):
● Know how to identify public speaking skills
● Know how to identify college and career skills
● Know how to brainstorm tips on how to enhance relationships with outside
organizations
● Be able to develop and make (present) a presentation
● Be able to engage in reflection and synthesize the overall service learning experience
including the development of college and career skills gained by working alongside
the identified organization that meet the rubric.

Lesson Materials
Presentation tools: videos, images, slides; handouts

Learner Characteristic Accommodations
Learners are adults who are motivated to gain new skills that are tied to current
English-Language Arts (ELA) Common Core Content Standards. As adult learners, the
practicality and usefulness of the training must be emphasized throughout.

Facilitator’s Notes
This is an in-person, synchronous course. The presentation, practice, and feedback will occur
in-person. The instructor needs to provide a context for the teachers to engage in community
issues and generate interests and connections that can apply to their own community.

3

Course Overview and Lesson Plan Templates

Presentation Notes
A google slides presentation has been created to aid in the instruction of this curriculum design.
Direct Link : Service Learning Presentation Slides for Overview and Units 1-5
Unit 5 Slides : Slides 93 - 114.

4

Course Overview and Lesson Plan Templates
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
20 After briefly welcoming the
teachers to the final session,
the instructor shares an
attention-gaining video
(5 mins).

Video: Making the
Connection: The Service
Learning Revolution

At the conclusion of the video
the participants will begin to
brainstorm the concept of
reflection in relation to their
own service projects and will
create a community circle
where the participants will
share their insights with the
full group.
Ask the teachers to
reflect on a brief
video they will view
together as a class.

Ask participants to
write brief notes
during the video and
be ready to share in a
small group setting at
the conclusion of the
video.

Ask the participants
to consider the
following:
- What are some
examples of
service-learning
project outcomes that
were provided by the
speaker(s) within the
video?
- What types of
reflective projects do
you see your own
students developing
within their own
projects?
Participants
listen and
watch video.

Teachers begin
to think about
their insights
and begin to
brainstorm
how reflection
within
service-learnin
g projects can
be applied
within their
own project as
they currently
understand
them.

Teachers will
engage with
the class
discussion and
generate
examples of
how best to
reflect on
service-learnin
g projects.

Teachers will
share their
responses and
introduce
themselves.

5

Course Overview and Lesson Plan Templates
Learning
Objectives
3

23 min
Objectives for Session 3 in
Unit 5 are shared on a slide.
The instructor will also write
the terminal objective for this
unit on the front board.

Learning Objective:
Learners will engage in a
reflective presentation
focusing on the overall service
learning experience including
the development of college
and career skills gained as a
result of working alongside the
identified organization(s), per
the rubric.

Transition the
discussion to the
objectives for this
unit which will be
shared via slide and
also on the board.

Prompts the learners
and asks if there are
any questions or
comments.
Teachers listen
to and read
course
objectives.

Teachers
reflect on the
session and
share their
responses with
the full class.

Ask questions
as needed.
Reasons for
Learning
- Benefits
- Risks
2

25 min
Engages the participants in a
discussion about the value of
embedding service-learning
curriculum as a method to help
develop college and career
readiness skills.

Benefits of completing this
unit:
● Participants will be
able to better
understand how to
implement reflective
instructional strategies
and gain insights on
how to present and
market service learning
projects.

Risks that are avoided by
completing this unit:
● When teachers are
unable to reflect on the
overall goals of the
service learning project
and/or are unable to
Present the benefits
and the risks for
learning on the
overhead projector of
this unit while
discussing briefly the
value and the risks
avoided by engaging
in this learning.

Motivate the teachers
to consider how both
the benefits and the
risks avoided will
impact their own
teaching practices.
Teachers will
read and
reflect on both
the benefits
and the risks
for learning.

Teachers will
also consider
how the
instruction
within this unit
will impact
their own
teaching
practices.

6

Course Overview and Lesson Plan Templates
market the the service
learning project the
growth of this new
initiative may be
compromised.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
10

35 min
As educators each teacher has
their own method on how best
to utilize worked examples
based on their own personal
experiences. The specific
prior knowledge found in
their own personal experiences
will serve as the background
knowledge necessary to help
them learn and motivate their
own students to reflect on the
outcomes for their own
service-learning projects.

Activities will include:
- Collaborative Poster
Activity focused on
reflection and
outcomes
- Peer review of
reflective summaries
- Small and large group
collaborative
presentations
- Reflective Journal
Describe what will be
discussed in this unit
by tapping into the
participants prior
knowledge, new
knowledge, and
learning strategies.

Reflecting back on
the Gaining
Attention video
participants will
begin to discuss the
impact and long
standing benefits that
will result during the
reflection phase of
their service learning
project.

Display the Serve to
Learn job aid to
remind teachers what
will be reviewed
including a brief
summary of the
activities within the
session.

Google Doc: Serve to
Learn Job Aid

Check for
understanding by
asking if any of the
participants have
questions.
Teachers share
their prior and
new
knowledge
experiences in
regards to
service
learning by
focusing on
best practices.

Teachers will
ask questions
and listen to
responses.

7

Course Overview and Lesson Plan Templates
Prerequisite
Knowledge
20

55 min
In the event participants do not
have the prerequisite
knowledge in this unit, then
the instructor will teach
concepts by giving examples
and nonexamples.
● Know how to
identify public
speaking skills
● Know how to
identify college and
career skills
● Know how to
brainstorm tips on
how to enhance
relationships with
outside
organizations
● Be able to develop
and make (present)
a presentation
● Be able to engage
in reflection and
synthesize the
overall service
learning experience
including the
development of
college and career
skills gained by
working alongside
the identified
organization that
meet the rubric.
If needed, provide
definitions and an
example of
nonexamples of each
term.

Teachers brainstorm
(in small groups) best
practices and
methods for
delivering effective
presentations that can
be used universally
for any type of
service learning
project.

This will be done
through the use of a
collaborative poster
in which participants
note suitable tips and
best practices that
address how best to
present service
learning projects.

Each poster should
cover the following
topics:
- Public
Speaking Tips
- College and
Career
Connections
- Enhancing
interpersonal
relationships
- Connect to at
least one ELA
standard

Walk around and
Teachers
engage in the
creation of a
collaborative
activity in
which teachers
brainstorm (in
small groups)
best practices
and methods
for delivering
effective
presentations
that could be
used
universally for
any type of
service
learning
project.

Teachers work
collaboratively
in small
groups and
will actively
participate in a
collaborative
poster project
in which
participants
note suitable
tips and best
practices that
address how
best to present
service
learning
projects.

Teachers are
encouraged to
ask questions

8

Course Overview and Lesson Plan Templates
check for
understanding and
provide feedback if
necessary.
or to seek the
instructor for
feedback as
necessary.
BREAK 10 mins
Learning
Guidance
- Lecture
- Demo.
25

90 min
Instructor will ask participants
to share and reflect on their
own prior experiences in
regards to what they already
know and what they would
like to know.

Instructor will first model how
to utilize the reflective
graphic organizer with the
participants. This will help
gauge the discussion to ensure
that the session is both
productive and efficient.

Materials Link:
Reflective Graphic Organizer

Allow the participants at least
5 minutes to fill out the
informational sections of the
graphic organizer and pause
for any questions and/or check
for understanding.

Informational Sections :
1. Name of Project
2. Name of Community
Partner
3. # of Participants
4. Dates
5. S.M.A.R.T. goal
6. ELA Content Standard
Connection

This lesson based on each
participant’s individual
service-learning project will
Script:
Today we are going
to learn how to
identify and analyze
the key components
of a service project.

Informational
Sections :
1. Name of Project
2. Name of
Community Partner
3. # of Participants
4. Dates
5. S.M.A.R.T. goal
6. ELA Content
Standard Connection

Check for
understanding by
asking if any of the
participants have
questions.

Notes can be
written on the
reflective
graphic
organizer as
provided by
the instructor.

Teachers
watch the
demonstration
lecture, reads
any captions or
key words that
break up the
scripted
scenario, and
can pause the
discussion at
any time.

Teachers will
finish filling
out the first
half of the
graphic
organizer on
their own.

9

Course Overview and Lesson Plan Templates
then demonstrate (1) the key
components of a
service-learning project
followed by (2) how to
connect the steps to current
ELA content standards.
Then, model how to complete
the second half of the graphic
organizer and explain the
rationale for each section of
the graphic organizer.

Materials Link:
Reflective Graphic Organizer

Questions within the second
half of the reflective graphic
organizer include :
- What you did
- Where you went
- Who you helped
- How it quantifies the
impact that you had
based on your
S.M.A.R.T. goal and
written proposal.
- Why it matters
Model how to
complete the second
half of the graphic
organizer.

Remind teachers that
they will receive
additional time to fill
out part 2 of the
reflective graphic
organizer.

Walk around and
assist the teachers as
needed.
Teachers will
watch a brief
demonstration
on how to
complete the
second half of
the reflective
graphic
organizer.

Teachers will
be reminded
that they will
be given
additional time
to fill out part
2 of the
reflective
graphic
organizer.

If needed,
teachers will
ask clarifying
questions.
Next, model how to prepare a
presentation with visual
elements, research, and
creativity to present to the
class.

Show a brief video that
participants can access on how
to create a google slide. This
will benefit those learners who
may have limited training
utilizing technology.
Transition to the
second part of the
lesson which will
highlight how to
prepare a
presentation slide
with visual, research,
and creative
elements.

Show a brief video
that participants can
Teachers will
watch a brief
video on how
to create
google slides.

Teachers will
review the
worked
example and
the
presentation

10

Course Overview and Lesson Plan Templates

Video: How to Create a
Google Slides Presentation

The google slide(s) along with
a brief presentation will serve
as their authentic assessment
for this unit.

Provide a worked example to
ensure that the learners fully
comprehend the lesson.
access on how to
create a google slide.

Remind participants
that they will access
the photos from their
own service project

Note : This was the
homework
assignment at the
conclusion of Unit 4.

Model Dos and
Don'ts on how to give
an Effective
Presentation .

Walk around the
classroom and ask if
anyone has questions.
tips which will
be displayed
on the
overhead
projector.

If necessary,
teachers will
ask clarifying
questions.
Practice and
Feedback
20

110
min
Instructor asks the teachers to
fill out the second half of the
reflective graphic organizer.

Materials Link:
Reflective Graphic Organizer

Questions within the second
half of the reflective graphic
organizer include :
- What you did
- Where you went
- Who you helped
- How it quantifies the
impact that you had
based on your
S.M.A.R.T. goal and
written proposal.
- Why it matters

Practice with feedback is
untimed and ungraded.
Allow time for
teachers to fill out the
second half of the
reflective graphic
organizer with
information that
pertains to their
proposed service
project.

Walk around and
assist the teachers as
needed.

IF learners respond
correctly to the
practice with
feedback, THEN they
can move on to the
authentic assessment.

IF learners do not
Teachers will
engage in a
reflective
summary
activity by
using a
reflective
graphic
organizer that
was provided
by the
instructor.

Teachers will
actively take
notes with a
reflective
graphic
organizer that
incorporates
various
components of

11

Course Overview and Lesson Plan Templates
respond correctly,
THEN, feedback will
include a detailed
explanation about
incorrect answers and
learners can engage
in additional practice.
their own
service project.

Teachers may
ask questions
or ask for
feedback
during this
portion of the
lesson.
Authentic
Assessment
25

135
min
Teachers will apply new
learning by analyzing and
developing at least two google
slides based on a worked
example per the rubric.

Rubric for this task will be:
(1) To complete at least two
google slides
2) Within each slide
incorporate at least 3 key
components from their
reflective summary graphic
organizer.
3) Connect the project to at
least one visual by using either
a photo or by embedding a
video and/or clip art.

Time will be adjusted if
additional time is needed to
support the needs of all
learners.
Teachers will create
two google slides
which will contain at
least 3 key
components from
their reflective
summary graphic
organizer.

Allow teachers time
to plan and reflect on
how they will apply
best practices in
regards to delivering
an effective
presentation.

Walk around and
assist the teachers as
needed.
Teachers will
engage in an
authentic
assessment by
generating at
least two
google slides
based on the
rubric.

Teachers
should also be
ready to
present their
slides to their
elbow partner
as part of their
authentic
assessment.

Teachers will
ask questions
if needed.
BREAK 5 mins
Retention
and Transfer
10

145
min
Participants will work with
their elbow partner and peer
review the google slides and
practice their presentation
techniques.

They will then share their
slides with the class and will
look for connections between
Allow 5 minutes for a
brief peer review of
the participants
google slides. Ask
the participants to
practice presenting
their slides with their
elbow partner.

Teachers will
work with
their elbow
partner to peer
review and
present google
slides.

Teachers will

12

Course Overview and Lesson Plan Templates
their own experiences and
those shared within the group.
Ask for volunteers to
share their findings
with the whole group
and ask the group to
consider any potential
patterns that they may
find as they analyze
the responses.
engage in a
brief
discussion and
consider links
to their own
authentic
assessment.

Teachers can
actively take
notes to
support their
own learning.
Big Ideas

10

155
min
Review the takeaways from
this unit on best practices and
how best to market and
celebrate service learning
projects.

Teachers will be asked to
consider what they gained
from each session in their final
reflective journal entry.
Display a worked
example for the
teachers to consider
prior to crafting their
own responses. For
this journal entry the
responses will vary.

Journal Entry:
What were your
major takeaways
from each session of
this PD? What advice
or tips would you
provide to other
teachers who would
like to learn more
about
service-learning
curriculum?
Teachers will
begin to
brainstorm and
think of ideas
on how best to
respond to the
final reflective
journal
prompt.

Teachers will
begin to make
connections
between the
lesson goals
and the new
information
that was
acquired.
Advance
Organizer
for the Next
Unit
5

160
min
Connections made within Unit
5 will be built upon the prior
lessons where learners will
begin to learn how best to
present and market their
service learning projects.

Ask teachers to consider a
brief reflective check out
question focusing on the value
Point out the visual
course overview and
celebrate what has
been covered within
each of the sessions.

Display the course
overview and engage
the learners to reflect
on today’s class.
Teachers
celebrate and
reflect on their
progress and
overall growth.

Teachers
answer a check
out question
and share their

13

Course Overview and Lesson Plan Templates
gained from this 3-day
professional development
course.

Ask if there are any
questions.

Post the check out
question.

Check Out
Question:
Given our work
within this course,
what do you feel best
about? What
questions or concerns
do you still have?
insights with
the full class.
Total Time 160
min
This concludes the 3-day
professional development.

If time permits, share a brief (2 min)
motivational video on service-learning.

Direct link: Video: The Why Behind
Service Learning

14

Course Overview and Lesson Plan Templates
Visual Course Overview
Session
1
Unit 1:
Conduct
Research
Brainstorm
Partnerships

Determine your Need
Unit 2:
Build
Connections
Identify Key
Components

Build Connections
Session
2
Unit 3:
Goal Setting &
Outlining
Projects
Set S.M.A.R.T. Goals

Outline Project Plan
Unit 4:
Maintaining
and Pacing
Projects
Manage Projects

Create Timelines
Session
3
Unit 5:
Capstone and
Reflection
Reflect &
Share your Story

15

Course Overview and Lesson Plan Templates
Visual Aid for Lesson Planning: Overview of Sessions and Alignment of CCSS
Session # Units
Covered
Unit
Objectives
Soft Skill
Spotlight
Common Core State Standards (CCSS): ELA -
Grade 11-12
Session 1

Morning
and
Afternoon
Unit 1

Discovering
Connections to
your
Community
Gain insights
on how to
discover and
build
service-learning
partnerships
within your
community

Analyze
worked
examples and
review best
practices
Work Ethic

Positive Attitude

Interpersonal
Skills

Problem Solving
CCSS.ELA-LITERACY.W.11-12.7 - Conduct
short as well as more sustained research projects to
answer a question (including a self-generated
question) or solve a problem; narrow or broaden
the inquiry when appropriate.

CCSS.ELA-LITERACY.SL.11-12.1 - Engage in
Collaborative Discussions
Unit 2

Building
Viable
Partnerships
Session 2

Morning
and
Afternoon
Unit 3

Service
Learning and
College and
Career Goals
Attain useful
tips on how
best to manage
service-learning
projects

Generate a
practical set of
criteria for goal
setting

Learn how to
adjust to time
constraints
Leading a Team

Organizational
Skills

Goal Setting

Time
Management

CCSS.ELA-LITERACY.SL.11-12.1.B - Work
with peers to promote civil, democratic discussions
and decision-making, set clear goals and deadlines,
and establish individual roles as needed.

CCSS.ELA-LITERACY.W.11-12.2.A - Introduce
a topic; organize complex ideas, concepts, and
information so that each new element builds on that
which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding
comprehension.
Unit 4

Setting and
Maintaining
Project
Management
Goals
Session 3

Morning
Only
Unit 5

Capstone and
Reflection
Gain skills on
how best to
market
service-learning
initiatives on
social media

Create dynamic
presentations
that focus on
reflection
Effective

Communication
Skills

Building
Self-Confidence

Attention to
detail
CCSS.ELA-LITERACY.SL.11-12.4 - Present
information, findings, and supporting evidence,
conveying a clear and distinct perspective

CCSS.ELA-LITERACY.SL.11-12.5 - Make
strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements)
in presentations to enhance understanding of
findings, reasoning, and evidence and to add
interest.

16

Course Overview and Lesson Plan Templates

Session 3: Unit 5

D i r e c t i o n s : Complete this chart and feel free to use any planning notes that may help
assist your thought process.
Part 1: Reflective Graphic Organizer
Name of Project:

Name of Community
Partner(s):

Number of Participants/
Volunteers Needed:

Dates:
* Planning Dates
* Actual Date of the Event
* Misc. Timeframes

S.M.A.R.T. Goal:
* Review your S.M.A.R.T. goals
notes

ELA Content Standard
Connections:

Session 3: Unit 5
D i r e c t i o n s : Complete this chart and feel free to use any planning notes that may help
assist your thought process.
Part 2: Reflective Graphic Organizer
WHAT you did...

WHERE you went...

WHO you helped...

HOW it quantifies the
impact that you had
based on your S.M.A.R.T.
goal and the overall
development of college
and career skills.

WHY it matters…

Notes:

Abstract (if available)

Abstract Schools need alternative measures when assessing college and career readiness. Helping students to connect to their academic courses and learning with what they want to explore after high school is a positive step towards achieving true readiness. This curriculum ultimately will help teachers build stronger connections to the curriculum, which, in turn, will assist the overall school community to improve its college and career readiness goals. This five-unit professional development curriculum scaffolds the process of how best to incorporate service-learning curriculum within general education ELA classrooms for grades 11 through 12. Each unit builds on the prior knowledge and experiences of the learner and allows all teachers to actively transfer those newly developed skills to the creation of their own service project. The overall curriculum goal is to supply teachers effective instructional strategies centered on how best to teach, design and implement service-learning initiatives and then apply those strategies into their own classroom instructional practices.

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Asset Metadata

Creator Naudin, Melissa D. (author)

Core Title Incorporating service learning curriculum to enhance college and career readiness: a professional development for teachers

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 05/15/2020

Defense Date 03/03/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag college and career readiness,education,instructional strategies,K-12,OAI-PMH Harvest,professional development,service-learning

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Cash, David (committee member), Seli, Helena (committee member)

Creator Email missynaudin@gmail.com,naudin@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-310733

Unique identifier UC11664187

Identifier etd-NaudinMeli-8511.pdf (filename),usctheses-c89-310733 (legacy record id)

Legacy Identifier etd-NaudinMeli-8511.pdf

Dmrecord 310733

Document Type Dissertation

Rights Naudin, Melissa D.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA