Sharing the Results—We Did Make a Difference, Didn't We?

Grades: 
9, 10, 11, 12

Students will share the results of the Service-Learning project and reflect on successes and failures.

Duration 
PrintOne or Two Forty-Five Minute Class Periods
Objectives 

The learner will:

  • develop an oral presentation summarizing their experiences.
  • draw conclusions about the impact of the Service-Learning project.
  • make recommendations on future projects.
Materials 

Student Evaluation of the Community Service Project (Attachment One)

Instructions

Print
  1. Anticipatory Set:

    Ask for a volunteer or two, who would like to share an answer to the statement, "Performing community service taught me…”

  2. Allow at least one day for students to make an oral presentation to the class or an outside group (such as the School Board) on their projects. The presentations must include:

    • an evaluation of the success of the Service-Learning project based on answers to the following questions:
      • What was the goal of the Service-Learning project?
      • How did the Service-Learning project attempt to meet the goal?
      • Was the Service-Learning project successful in meeting the goal?
      • How did the community benefit from the Service-Learning project?
      • How did the students in the class benefit from the Service-Learning project?
      • a videotape or storyboard summarizing the various elements of the project;
      • a group reflection on the value of the Service-Learning project to the community and to the individual students in the group;
      • an evaluation done by a community member (this includes the possibility of having the community member participate directly in the presentation).
    • Students should each complete a Student Evaluation of the Community Service Project (see Attachment One).
Assessment 

Students should be given credit for the actual performing of the service hours, either as a percentage of the grade or a certain number of points depending on the system used by the individual teacher. Final presentations should be evaluated based upon successful completion of the four required parts of the presentation. If a four-point rubric were being used, it would include the following: 4 points: All four required elements were included in the presentation. The presentation met or exceeded the minimum time requirements. The videotape or storyboard was done creatively. The presentation was interesting and kept the audience's attention. 3 points: All four required elements were included in the presentation. The presentation met minimum time requirements. The presentation was clear and easy to understand. 2 points: Two or three of the required elements were included. Most of the presentation was clear and relevant. Time requirements were almost met. 1 point: One required element was included. An oral presentation was made. Students should be given credit for completing the Student Evaluation of the Community Service Project (see Attachment One).

Philanthropy Framework

  1. Strand PHIL.IV Volunteering and Service
    1. Standard VS 05. Integrating the Service Experience into Learning
      1. Benchmark HS.2 Evaluate progress on the service-learning project before, during, and after the project.