NLCS - Community & Service in the MYP

What is service learning and how does it benefit students?

Teresa Tung, MYP Community & Service Coordinator

By the end of this session, you will:

What is service learning? Why do we engage students in service learning? What is NISTs vision for service learning? What defines a good service action? What knowledge/skills/attitudes will my child develop by participating in service learning? How and when does my child get involved in service learning? How can I, as a parent, support service learning for my child?

What is service learning? How does it benefit your child?

What is service learning?

Activities for which students are paid Activities for which students receive substantial benefit Religious devotion Patriotic duty Family duty Work experience Travel time relating to a service activity Counting hours

not

What is service learning?

Rooted in deep understanding of a global issue Both in and out of the formal school curriculum Develops students knowledge, skills, and attitudes Intrinsically motivated Action-oriented, in different forms Based on learning outcomes

Why do we do service learning?

Why do we do service learning?

Why do we do service learning?

Why do we do service learning?

Different types of service

Charity
Fundraising and giving to a cause that helps somebody.

Volunteerism
Giving time, energy, or talents to an individual or group for which you are not paid.

Advocacy
Examples: letter writing, organizing petitions, awarenessraising posters and displays. Connects students to issues or community or global importance.

Direct Service
Opportunities for students to connect directly with issues of community or global importance. Connections with local community, involves going off campus.

Often lacks deep understanding of May or may not underlying involved causes and understanding of community or solutions global importance.

What defines good service action?

What do these keys mean? If they are meant to unlock service, what are they, really?
What does it mean to be empowered? If Im looking for empowerment what would I see? What does it mean to connect with others? If Im looking for connections what would I see? What does it mean to take action? If Im looking for action what would I see? What does it mean to enrich someone? If Im looking for enrichment what would I see?

The meaning of the keys

How empowered do you feel to make decisions in collaboration with adults and others?
Do you feel that we help you Identify your values/ beliefs/ passion Develop the skills you need to be successful Understand your role in C&S Make you aware of the resources available to help you

Was your action inclusive, connected beyond itself, and sustainable?

Did your action . Build on existing links/ connections? Involve collaboration between student and adult organizers? Involve personal connections with the beneficiaries? Empower the beneficiaries by giving them an equal role? Invite wide participation from the NIST community? Allow for future development and sustainability?

What was done? How was it done?

Was your action . . .

What kind of an impact did your event make?

Did your action . . .

DO YOU FEEL YOU HAVE A CHOICE AND A VOICE? DO YOU FEEL SUPPORTED AND CHEERED ON?

Based on actual needs? Move your group towards its objective/purpose Environmentally conscious? Financially sustainable and accountable? Culturally appropriate? Completed within an appropriate timeframe? Accountable student leaders and adult mentors took full responsibility?

Have a positive impact on the beneficiaries? Have a positive impact on those involved in the event? Increase the participants understanding of the issue? Think globally, act locally?

Case Study #1: Poo for Pandas

At the Not-Too-NewInternational-School-ofThailand (NTNIST), four good friends in year 13 have gotten together to form the new Panda Power group. Concerned about the global issue of endangered animals, especially pandas, the friends want to raise awareness of the declining panda population in China and raise money to help them. They also needed to earn some more CAS hours.

Case Study #1: Poo for Pandas

The friends decided to run a Poo for Pandas event at school, based on something one of them saw at her previous school. Panda Power got permission to use the school field (out in the open with real grass) and got permission from one of the group members fathers to borrow his cow. Panda Power then advertised for their fundraiser: they created a map of the field and marked it off into a grid. People could buy a square of the grid for 100baht a piece (there were 500 squares to be auctioned off the grid). If the cow pooped in the square that the person bought, the lucky buyer would win 2000baht. The remaining money would be donated to a charity to help pandas.

Case Study #1: Poo for Pandas

The event was a huge success. Every single square was sold, raising a whopping total of 48,000baht in one day. Panda Power also invited their friends in another group, Cookies for Cancer to bake cookies to sell at the event and had some of the school bands playing by the field. 300 people came out during the day to watch the cow poo. When the event was finished, Panda Power collected the money and asked their parents of a good organization to donate the money. Their parents suggested the World Wildlife Fund (WWF), an organization theyd all seen on TV. Panda Power agreed and donated 48,000THB to WWF. Younger students said they may want to try running Poo for Pandas next year.

Was your action inclusive, connected beyond itself, and sustainable?

Did your action . Build on existing links/ connections? Involve collaboration between student and adult organizers? Involve personal connections with the beneficiaries? Empower the beneficiaries by giving them an equal role? Invite wide participation from the NIST community? Allow for future development and sustainability?

What was done? How was it done?

Was your action . . .

What kind of an impact did your event make?

Did your action . . .

How does Poo for Pandas rate against our service keys? What could be changed? What should be kept?

Based on actual needs? Move your group towards its objective/purpose Environmentally conscious? Financially sustainable and accountable? Culturally appropriate? Completed within an appropriate timeframe? Accountable student leaders and adult mentors took full responsibility?

Make a positive impact on the beneficiaries? Increase the participants understanding of the issue? Think globally, act locally?

Case Study #2: Growing Hope

Namin and Jared, in year 13, concerned about the lack of service CAS activities they had completed, decided to get together and do community and service. The two friends discussed what was important to them, and decided that they were both extremely bothered by the beggars they saw every day on the way to school.

Namin, contacted a few local NGOs to see if any of them were helping beggars. He identified an NGO located about 30 minutes away from school called Hope House that gave free housing to beggars theyd managed to free from the streets by making deals with the gangs that controlled them. Namin and Jared decided to visit Hope House.

Case Study #2: Growing Hope

There, they saw about 20 people, mostly women and even some young children, living in the house. These women and children were given clothes, food, and shelter by Hope House. Namin and Jared then interviewed the director of Hope House about the challenges and successes of running the organization. The director said the most difficult things about keeping Hope House running was making sure there were enough funds to feed, clothe, and shelter everyone, as well as keeping the gang leaders from coming to take back the former beggars. Returning to school, Namin and Jared decided that they couldnt do much about the gang leaders, but instead could help with the funding. They asked around to see if a few more friends would want to help them and put a notice out to get other students. A total of 10 people volunteered, and the 12 of them made another visit to Hope House. This time, with some of the Thai students translating, they interviewed the people living in the house directly. They discovered that most of them were intelligent and able bodied, but had no education.

Case Study #2: Growing Hope

The group of 12 returned to school and brainstormed many different ways to help. One of the students had the idea to help Hope House plant a garden in the plot of land next to them and have the people living in the house plant easy-to-grow vegetables and herbs, like morning glory and basil. Over the course of the next few weeks, the group of 12, dubbed Growing Hope visited Hope House weekly in order to make a plan for the garden. They interviewed the staff and former beggars about what the garden should be like, what types of food they should grow, and came up with a plan. They then returned to school and asked for help from the biology teacher, whom they knew liked gardening, and the design tech teacher to help them with their project. To raise money to buy the initial seeds and tools for gardening, Growing Hope ran a seed drive at school, putting together a video of the people at Hope House describing what they wanted out of the garden and urging their school community to donate seeds, tools, and money. They set up a display at the front of school where people could donate seeds, tools, and money. Also at the display, they showed photographs and stories of each of the people living at Hope House.

Case Study #2: Growing Hope

In total, they were able to get enough donations of tools and seeds to begin the garden, and a total of 5,000baht in donations. They were able to use the donation to hire skilled laborers to help them plant the garden, and one afternoon, went out to plant it together with Hope House.

Since then, the Hope House garden generates enough income to pay for all of the food for the people staying at Hope House. Growing Hope visits weekly to oversee the progress of the garden and brings the food back to their school for a weekly farmers market. Growing Hope has increased to 20 members, with more joining every week. They are planning on doing more projects in the future, such as opening an arts & crafts center at Hope House and raising money to send the children to school.

Was your action inclusive, connected beyond itself, and sustainable?

Did your action .

What was done? How was it done?

Was your action . . .

What kind of an impact did your event make?

Did your action . . .

How does Growing Hope rate against our service keys? What could be changed? What should be kept?

Build on existing links/ connections? Involve collaboration between student and adult organizers? Involve personal connections with the beneficiaries? Empower the beneficiaries by giving them an equal role? Invite wide participation from the NIST community? Allow for future development and sustainability?

Based on actual needs? Move your group towards its objective/purpose Environmentally conscious? Financially sustainable and accountable? Culturally appropriate? Completed within an appropriate timeframe? Accountable student leaders and adult mentors took full responsibility?

Make a positive impact on the beneficiaries? Increase the participants understanding of the issue? Think globally, act locally?

Development of Community and Service in Secondary School at NIST

All

Adult Responsibility

Years 7, 8, 9 APS program

Some

Years 12 and 13 CAS and leadership

None

Years 10,11 Student choice

None Some All

Student Responsibility

Year Level

KNOWLEDGE
Knowledge What defines a community? How does a community get built? Animal endangerment Cultural significance of elephants Habitat destruction Impact of consumer choices (i.e., responsibilities of tourists)

Year 7 Looking after our NIST Community Year 8 Chang Change

Year 9 Changing Cities

Cities have grown incredibly over the last few decades Necessity drives many to come and live in cities The systems in place in our cities are often inadequate leading to a huge number of problems. Quality of life can differ greatly for a inhabitants of cities from country to country Planning sustainable cities is necessary for present and future generations

KNOWLEDGE
Year Level Year 10 Oceans and their Margins Knowledge Oceans play an important role in natural and human systems. The ocean is comprised of many interconnected systems. Why is health so closely linked to levels of development? What are the biggest global health concerns today, and how are they managed? Why is health a key issue in population change and development? How can we use data to test the relationship between health and development?

Year 11 Development and Health

SKILLS THINKING SKILLS

Creativity and innovation Reflection Transfer
Interacting Literacy

COMMUNICATION SKILLS

SKILLS

SELF-MANAGEMENT

Organization Affective skills managing emotions Collaboration

SOCIAL SKILLS

SKILLS

ATTITUDES Learner Profile

Knowledgeable . . . Explore concepts, ideas, and issues that have local and global significance . . .

ATTITUDES Learner Profile COMMUNICATORS . . . Express ideas and information confidently and creatively . . . Work effectively and willingly in collaboration with others . . .

ATTITUDES Learner Profile

PRINCIPLED . . . Act with integrity and honesty, with a strong sense of fairness ,justice, and respect for the dignity of the individual, groups, and communities . . .

ATTITUDES Learner Profile OPEN-MINDED . . . Open to perspectives, values, and traditions of other individuals and communities . . .

ATTITUDES Learner Profile

CARING
. . . Show empathy, compassion, and respect towards the needs and feelings of others. The have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

ATTITUDES Learner Profile

BALANCED . . . Importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others . . .

ATTITUDES

Clean Up the Reef Day Flip the Tide/YEN eWaste Collections Free the Birds Bully Busters Elephant Nature Park

Earth Day Ocean Marine Guardians April MushieMushie

PAWS

Concordia Welfare

AIDs Day Mercy Center DWBI, Dec. F4F, Mercy Arts

Samitivej Volunteer Smile Club

Dance Team (Friends of the Arts)

Intl Day for the NIST Eradication Development Bank of Poverty October
2 Develop

SMA

Intl Womens Day of the Forest Children Baan Mae Lid Peace Matunda March Isara
Thai Craft Fair

Habitat for Humanity Amnesty International

Everyone is an Equal

Service: Children of the Forest

The group will focus on helping the organisation Children of the Forest. We aim to create fundraising activities in order to buy commodities that the organisation and find out what they are in need of and help them relationships with the children at the organisation and strengthen old ones. We hope that we can plan a visit to Children of the forest at the end of year, in order to deliver the goods we have fundraised from sessions 1-3 and get to know the children we have helped. This activity will be related to the Flip the Tide service group that originally exists. Our aim is to raise awareness about dolphin captivity and take action particularly in Bangkok, Thailand. In this iChoice we will be doing activities and planning for events specifically related to Flip the Tide. This will give us more time to work as a service group on our projects and discuss on future plans/ideas. Students will work with Friends International to help marginalized people, in particular street children and women. They will work to help provide skills training, education, medical care and reintegration into society. Representatives from Friends International will come to work with us. Students can visit and connect with the women and children in the Friends International shelters in Bangkok. Students in Yr. 11 are particularly invited to this iChoice! The aim of the activity is to organize student activities to help in ocean and marine conservation. Ideas include another CUTR day, mangrove planting and a trip to the Moken sea gypsies. It helps students raise awareness and understand the importance of reusing and recycling. Students will be involved in paper making and recycling through 4 different phases: making, sorting, collecting and designing Opportunity for those students interested in leadership opportunities to be involved with the Service component of Year 7 APS. Students will work with a house room to develop and implement an action plan designed to improve the school community. The students selected to be Wise Guides will get the opportunity to help guide Year 8 students to make responsible choices by facilitating small group, gender segregated discussions in an informal setting. By creating a fun and nopressure environment, Wise Guides will guide Year 8 students to choose wisely as they encounter new freedom and experiences and to gain a sense of self-respect. This is the base of this activity, but everything else is whatever the Wise Guides want to make of it. House Reps will get together and plan house events. These events include: Spirit Day., APS, Year 12 and 13 special ichoices, Sports Day (Open ONLY to HOUSE Reps)* This I-choice activity is for organizing, planning and sharing ideas about events that could help fund raise for the operation smile organization here in Thailand. Operation smile pays for surgeries to fix cleft lips for children whose families cannot afford it. This group will give the people in smile group at NIST a time where we all can meet to get some work done. (Even people who arent in the service group at NIST can join the ichoice) This iChoice existed all last year. We focus on raising funds and awareness for children with cancer in Thailand. We work closely alongside doctors and others at the Chulalangkom Red Cross hosiptal which is where less priveliged patients go to have treatment. This service iChoice will work on developing awareness and supporting ATCC in Pattaya. We will plan some trips to Pattaya leaving at 1pm on A and F days.

Service: Flip the Tide

Service: Friends International

Service: Ocean& Marine Guardians (OMG!) Service: Paper Recyling and Paper Making Service: Student Leaders for Yr.7 Service

Service: Wise Guides

Service: Hanging w/ My House Service: Operation Smile

Service: Kids Fighting Cancer

Service: ISARA- NIST Anti Human Trafficking Club

NLCS - Community & Service in the MYP

What is service learning and how does it benefit students?

Teresa Tung, MYP Community & Service Coordinator