Teacher(s): _Kelsey Jennett, Kendra Asher, Julia Ruggirello Mentor Teacher: Matthew Ceo, Saline School District Main

Contact: Kelsey Jennett First Trimester: __________ Phone: (248) 892 0292 Second Trimester: __________ Email: jennettk@msu.edu Grade Level: 6-7 Third Trimester: __________ Date: 4/24/12_ Building: Michigan State University First Semester: _____X______ Second Semester: ____X______

Name of Project: Accessibility Assessment Theme: Disability Awareness/Equality Type of Service: Direct Service, Advocacy, Research Point of Entry: From a theme or unit of study, identify content and skill connections. ! Begin with a broad theme or topic, often with obvious service implications. ! Identify specific content and skill areas. ! Select a service application. Project Overview
Give a brief overview of the project you are planning.

The project we are planning is based around the central question of Is our town truly handicap accessible? The lesson will start with the students reading stories about people who overcame the obstacles they faced because of their disability. Then, students will hear from a panel of people with a variety of disabilities from their community about the obstacles they have faced in the city. Afterwards, the students will learn about what adaptions people with different disabilities need to have the same accessibility to buildings and areas. They will make report cards to grade buildings on their accessibility to people with that disability. The students will then go out to different local businesses and evaluate their accessibility. Lastly, the students

will return their finished report cards to the business owners with recommendations on what can be done to improve the accessibility of their building or business.

Rationale & Goal

State the goal of your SL project.

The goal of the service learning project is disability awareness and advocacy. It is also important that students identify the need of better accessibility in the community and decide to evaluate local businesses and show local business owners how they can adapt their stores to accommodate all people.

Effective Practice: MEANINGFUL SERVICE

Service learning actively engages participants in meaningful and personally relevant service activities.

What community need will you address and how did you determine the need? We will address the need of accessibility for all citizens to buildings in the community. The need will first be noted by the students when they read about all the obstacles that the people in the short stories faced. It will then be determined that this need is present in the community when the panel comes in and shares their personal stories the obstacles they faced. The extensiveness of the need is determined when students examine buildings in the community for their handicap accessibility. What service will you provide to address the need? To address the need the students will be going out into the community with an evaluation sheet. The students will grade the buildings on their accessibility to people who have disabilities in the group they are studying. The students will then report to the local business owners of their findings and what they can do to improve their handicap accessibility.

Effective Practice: LINK TO CURRICULUM

Service learning is intentionally used as an instructional strategy to meet learning goals and/or content standards.

How is this project related to your curriculum? Students will be discussing and researching the public policy of disabilities and how the issue has been handled. In addition, students will be learning about diversity and social problems through their research, reading, and the panel. When students complete the grading sheets and share with the business owner, they will be spreading knowledge to the local level. Through the implementation of the service learning project students will be again participating in projects to inform others.

What are the educational goals? Inform students about disabilities and increase their acceptance of diversity. Students will learn about equality with the goal of increasing their openness to those not like them. Another goal for the students is to educate the public about what they have learned and create more acceptance to diversity in the community.

Common Core Curriculum

List standards and benchmarks met by this project. (You may attach a copy of the Content Standards and
Benchmarks highlighting the items met by this project.)

Standards: http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf pg 71 K1 General Knowledge K1.3 Understand the diversity of human beings and human cultures K1.5 Understand social problems, social structure, institutions, class, groups, and interaction. P3.1 Identifying and Analyzing Issues, Decision Making, Persuasive Communication About a Public Issue, and Citizen Involvement 7 P3.1.1 Clearly state an issue as a question or public policy, trace the origins of an issue, analyze and synthesize various perspectives, and generate and evaluate alternative resolutions. Deeply examine policy issues in group discussions and debates to make reasoned and informed decisions. Write persuasive/argumentative essays expressing and justifying decisions on public policy issues. Plan and conduct activities intended to advance views on matters of public policy,report the results, and evaluate effectiveness. *Clearly state the issue as a question of public policy orally or in written form *Use inquiry methods to acquire content knowledge and appropriate data about the issue. *Identify the causes and consequences and analyze the impact, both positive and negative. *Develop an action plan to address or inform others about the issue at the local to global scales. P4 Citizen Involvement P4.3 Plan and conduct activities intended to advance views on matters of public policy, report the results, and evaluate effectiveness. P4.2 7 P4.2.1 Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in matters of public policy, report the results, and evaluate effectiveness. 7 P4.2.3 Participate in projects to help or inform others (e.g., service learning projects).

Effective Practice: REFLECTION

Service learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and ones relationship to society.

What form(s) of reflection will you use with the students to help them identify what they have learned and accomplished? Students will write letters to parents describing the service learning project. Students will need to summarize the activities and goals into their own words. Students will also write reflections about how they felt and what do they thought about the accidents that Dan, Cival and Jason encountered according to prompts. Other journals involve students writing about their changing views after a panel of disabled people. There are multiple occurrences of students Think-PairSharing, which involves students thinking then sharing with another student.

Effective Practice: DIVERSITY

Service learning promotes understanding of diversity and mutual respect among all participants.

What types of diverse perspectives and experiences will be explored as part of your project?
(i.e.: cultural, generational, abilities/disabilities, learning styles, etc)

Students will become more informed about abilities and disabilities. Many disabilities will be presented and there will be people of different generations ans cultures (preferably). It would be beneficial for students to hear from people that have experienced disabilities in other cultures or countries for this allows an inlet for global education. The panel and the books students read will expose them to a variety of experiences and perspectives.

Effective Practice: YOUTH VOICE

Service learning provides youth with a strong voice in planning, implementing, and evaluating service learning experiences with guidance from adults.

How will students gain ownership of the project? Students will suggest and give ideas of the service learning project. They were be able to chose the project, with teacher approval, that will be implemented. Students will vote on their favorite ideas and also discuss the ideas in class. Students are the ones determining the scores of that the buildings receive. They also define what a disability means. Students also have autonomy when they chose a disability to research. Furthermore, students will be taking charge of the panel session, when they ask questions that direct the discussion.

Effective Practice: RECIPROCAL PARTNERSHIPS

Service learning partnerships are collaborative, mutually beneficial, and address community needs.

Who will you partner with for this project? We will partner with different local business owners when we present them with the prompt report cards. These report cards will serve as guidelines for these business owners to hopefully take initiative into improving their business to accommodate needs of the disabled. Also, in order to gain insight on different disability accommodations, we will partner with local people in the area who are willing to talk about their disability and their day to day routines.

How will students benefit from this partnership? Students will benefit from these partnerships tremendously. Having the first hand experience of having one on one conversations with people who are actually disabled will allow students to have a clearer vision of how life is. Also, they will have the opportunity to ask questions they may be unsure about. As for the partnering with local business owners it will allow for a more well rounded community, enhancing the city or town for all citizens. How will the partner benefit from this collaboration? The partner will benefit I think the most from this collaboration. The disabled people who are so willing to come to talk will realize that students are on their side for bettering the community as a whole. The businesses will have a greater sense of community because they are allowing students to interact with them on a different level. We believe the community will grow as a whole because of the interactions between businesses, students and community members with specific limitations.

Effective Practice: PROGRESS MONITORING

Service learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability.

How will you assess the student learning goals? We will assess the students through their journal entries and how they grow as a whole. This project is aimed toward the bettering of the community and growth can be told through the students. Because the students are the ones filling out the report cards, and choosing the disabilities and choosing the businesses they will be the ones to report on them. We believe that the students will become very involved seeing that they are making a direct impact on their community. How will you assess your service goals? We will assess our service goals through repeated report cards. If you are able to take this project further you can fundraise to make the costs of revamping local businesses to accommodate needs a little bit easier. If you choose this option, you can continue to assess your service goals by the amount of work that has been done. Students can go throughout the community and take pictures documenting the success of the businesses.

Effective Practice: DURATION AND INTENSITY

Service learning has sufficient duration and intensity to address community needs and meet specified outcomes.

How will you prepare students for this experience?

We will prepare the students for this experience by extensive research and opportunities to become aware of how disabilities are represented in the community. Students will have the opportunity to read, research and personally hear stories of how disabilities affect society. They will also have the opportunity to research different areas in the community and how they accommodate specific needs.

What are some sample possible activities students might do as part of this project? Students will be able to participate in listening to a panel of local community members who have disabilities and have the opportunity to ask questions. Also, students will be granted the opportunity to do research on different disabilities (how it affects people, friends, family, restrictions, laws, etc.) Students will have the opportunity to create their own report cards in which they will then take throughout the local neighborhood and grade local businesses.

SUSTAINABILITY
The three arms of sustainability are environmental stewardship, economic growth, and social progress. Think planet, profit, and people.

Describe how your project addresses the issue of sustainability? Our project addresses sustainability as it promotes social equality for people of disabilities. Through the project students will become aware of the needs for people with disabilities. Also, this project has the potential to promote economic growth for local businesses because it will allow upgraded accommodations to be made for all patrons of the community. The bulk of this project may even inspire local officials to create new laws that require businesses to meet certain expectations. What the students take from this project will not only benefit them now, but rather a long time down the road as well. Knowing how to incorporate different accommodations and to respect the needs of others who are different than them will allow life building skills that you cannot teach.

Lesson Plan: Day 1- Neckbone1- Session 1

Disability Service Learning Project: Accessibility Assessment

Specific Objectives: ! Define what disability means to the students ! Read short stories about people who have overcome disability ! Have students reflect on the story the feelings they had during the story and how they would feel in that situation ! Get students thinking about service learning projects/how they would like to help disabled people Materials: ____ Whiteboard ____ What to Think About prompt questions

____ Short stories ____ Paper and pencils

Anticipatory Set: In your class notebook, write down when you hear the word disability. Try to make up your own definition for the word. Consider the different forms of disability like mental and physical disability. Step-by-Step Procedures: 1. Have students complete the anticipatory set. Afterwards come together as a group and share the definitions the students came up with. As a class, take the best parts from different definitions to create a final definition for the word disability. Realize it is hard to define. 2. Pass out the short stories to the students 3. Choose students to read the students 4. Have students write a reflection on their feelings in the story using the prompt questions Plan for Independent Practice: N/A Closure (Reflect Anticipatory Set): Reinforce that disability is something that is hard to define. It takes a lot to overcome disability but many people do it. Leave the students thinking about the obstacles they would have to overcome everyday if they were disabled and if they would have the perseverance or courage to do things like the people in the stories. Assessment Based on Objectives: Students will share their thoughts on disability, create an assessment for the handicap accessibility of the buildings in the city, and perform an experiment around that assessment. Adaptations (For Students with Learning Disabilities): Students could just write out words that they associate with disability instead of trying to come up with their own definition. Extensions (For gifted Students): Students could study the differences between physical and mental disabilities and go into detail about one disability in each category. They could research the adoptions that people with those disabilities use in their everyday life to live as normally as possible. Possible Connections to Other Subjects: Science, Language Arts

What To Think About Prompts How did you feel when you heard about the accidents that left Dan and Cival disabled? What about when Jason was diagnosed with autism? ! How did you feel when you read the accomplishments that Dan, Jason, and Cival had? ! What do you think it would be like to have a disability like Dan, Jason, or Cival? ! What do you think we can do to make less obstacles in the everyday life of disabled people?
!

1) They said he'd never walk again

Dan Cummings Dan Cummings was only 19 years old when his life changed forever. He broke his neck in an accident that left him paralyzed from the chest down. The doctors diagnosed him as quadriplegic and told him that he would never be able to walk again. Instead of accepting their opinion as truth, he was determined to beat the odds and regain his ability to walk. He went to physical therapy for 3 years without any remarkable progress. His insurance refused to pay for more. But he refused to give up. He moved to California so he could take part in a much more intensive rehabilitation program called Project Walk, which uses innovative therapies to help patients with spinal cord injuries regain and improve motor skills. After 4 years of hard work, he proved the doctors wrong- with the help of a walker, he could walk again. He decided to dedicate his life towards helping others who have also suffered spinal cord injuries. He founded a physical rehabilitation center called Journey Forward to support other patients with spinal cord injuries. And then, 10 years after he got injured, he managed to walk a mile in support of the center, raising $75 000 for the organization. This was all made possible by his remarkable drive and determination to never give up.

2) A great team player, despite his autism

Jason McElwain Jason McElwain didn't talk until he was 5. He was diagnosed as having high functioning autism. Since then, his biggest passion and hobby has been basketball. Considered too small to be on the high school team, he started working as the team manager instead. He was satisfied with his job and was good at it, but his dream was always to play in the team. For his very last home game, the coach decided to let him wear the team suit so he could feel like a part of the team. At the end of the game, with only 4 minutes left to play, the coach surprised everybody by calling him onto the court to play in the game! His first 2 shots failed. But for his third, he threw a three pointer at 20 feet. And that was just the beginning. He went on to throw 5 more three pointers. At the buzzer, Jason's teammates took him onto their shoulders as the amazed audience gathered around him. In just 4 minutes, he went from a kid with a dream of playing in the team to a hero and a sports celebrity. His inspiring story made the news and in 2006 he won an ESPY award for Best Moment of Sports. Jason also wrote a book about his inspirational story, titled "The Game of My Life".

3) Living life to the fullest with locked-in syndrome

Dr. Cival Mills At 26 years old, Cival Mills had a great life. He had always been a high achiever, successful in both sports and academics. He had recently earned a medical degree and looked forward to a great future. It all changed on December 8th, 2000. Only a couple of days away from finishing his hospital internship, he was driving to go see his girlfriend and got into an accident. When he woke up in the hospital, he found himself unable to move. Even though he was completely conscious, he wasn't able to move any muscle in his body except for his eyes. It was like a nightmare come true. Nobody was aware he was conscious until he laughed at a cartoon his sister showed him. He was diagnosed with locked-in syndrome and started learning how to communicate with his eye movements using a spelling chart. His first sentence was "Love you mom". It took him 20 minutes to spell out. After 2 years of physical therapy, he regained the ability to move his left thumb. With a gadget he invented himself, he managed to type out his first inspirational book, titled "This Too Shall Pass". He has since also managed to regain movement in his neck, left arm and partial movement in his legs. In 2009, Cival completed a 350- mile bike ride across South Africa on a specially adapted quad bike for charity. He also scuba dives as a hobby and has written another book called "The Truth About Wheels". He is currently working as a motivational speaker. You can find out more about Cival on his website at www.civalmills.co.za.

Lesson Plan: Day Neckbone 2--Session 1

Disability Service Learning Project: Panel Discussion

Specific Objectives: ! Ethics discussion " What is the appropriate ways to communicate with people of disabilities?

! Panel discussion " Learn how parents, children, and people of the community are effected by disabilities " Understand what may hinder people with disabilities in the community " Stress the importance of differences, but everyone should have same opportunities
Materials: _____ Note cards to write questions _____ Journal to write a response for after panel leaves Anticipatory Set: Have students begin class with filling out a note card to ask a panel of parents of children with disabilities, students and other community members with disabilities and how their lives are affected by it. (Approx. 7-12 minutes) *Make sure that questions are classroom appropriate* Step-by-Step Procedures: 5. Greet students, have a motivational quote on the board 6. Have students complete the anticipatory set--see above (7-12 minutes) 7. Introduce panel (5 minutes) 8. Have panel begin sharing own personal stories (20 minutes) 9. Allow students opportunity to ask questions (20 minutes) 10. Wrap up class with thanking panel and having students thank panel (3 minutes) Plan for Independent Practice: N/A Closure (Reflect Anticipatory Set): Have students write a brief journal entry on their own experience with disabilities and how the panel may have changed their views. Assessment Based on Objectives: Have students share their journal entries and how their views have changed. Adaptations (For Students with Learning Disabilities): Allow them extra time to generate questions. Provide them with assistance into developing questions. Extensions (For gifted Students): Have students write a more detailed journal entry potentially discussing how it is important to have panel discussions, and hear from others point of views. Possible Connections to Other Subjects: Math (ramps for wheelchairs), History/Social Studies (how disabilities have really come a long way in our society)

"

Lesson Plan: Day Neckbone 2--Session 2

Disability Service Learning Project: Accessibility Assessment

Specific Objectives: ! Figure out who helps with disability needs in the community ! How are accommodations met for people with disabilities? ! blind ! deaf ! wheelchairs ! mental disabilities ! Find proper steps to begin solving problems ! Who needs to be contacted? ! How it will be funded? ! Who will benefit? Materials: _____ Internet access _____ Computer lab _____ Library books Anticipatory Set: Have students brainstorm brainstorm specific words that could be easily researched on the different topics stated above. Continue on with having students doing a think-pair-share to swap ideas. (8 minutes) Step-by-Step Procedures: 1.Have students complete anticipatory set. 2.Break students up into four groups a. blind, deaf, wheelchair, mental illness (based on their own preference). Try to make groups have the same amount of people. Allow students to choose own groups. 3.After students are broken off into groups have them brainstorm ideas with their group on different ways to accomodate the specific needs of a certain disability. 4.Once students have enough times to come up with ideas, take them to the library/computer lab. 5.In our society today with technology rapidly increasing it is important to make use of it! 6.Spend time in the lab allowing stuents to look at a variety of things a. history of certain disabilites b. specific accomodations c. famous people who have helped to advocate for certain disabilites d. challenges faced with certain disability e. people involved in progress of disabilities i. how was it funded? ii. who initiated it? iii. what were the benefits? iv. do areas still struggle with accomodating specific needs? 1. If so, explain. What kinds of needs are not being met? 2. Who can help make these changes possible? Plan for Independent Practice: N/A _____ Notebooks

Closure (Reflect Anticipatory Set): Have students share three interesting facts they found out about their disability in front of the class. Allow each group adequate time to explain how important the disability is in our society. Have students begin brainstorming ideas for next class on problems that can be addressed in their community [school, home, work environment] Assessment Based on Objectives: Have students begin to take what they have learned and realize the problems. Begin to bring up the idea of problems in our own community. Adaptations (For Students with Learning Disabilities): Allow them to wear headphones or listen to music while in the computer lab/library. Allow them to work with a partner potentially allowing them to learn/work together. Extensions (For gifted Students): Have students research a prominent person who helped their certain disability. Have them present this person to their group, and use that person as a role model for that certain disability. Possible Connections to Other Subjects: Social studies [researching history of disabilities], science [how and why disabilities occur, brief introduction to genetics, injury to human body, etc.]

Students Name:

Teachers Name:

Accessibility Assessment

Wheelchair Accessibility

Ramps available in at least one access Doors are wide enough to accommodate average wheelchairs Elevators available if building is at least two stories Handrails are present in bathroom facilities

Students Name:

Teachers Name:

Accessibility Assessment

Visually Impaired Assessment

Signs are in brail Obstacle free walking zones Service dog friendly environment Large print/ Electronic signs Adjusted lighting (natural, incandescent, halogen, fluorescent)

Students Name:

Teachers Name:

Accessibility Assessment

Mental Illness Assessment

Space to isolate themselves when needed (private office, etc.) Modified work spaces (special lighting, etc.) If company is large enough have someone to accommodate needs if a situation were to occur

Students Name:

Teachers Name:

Accessibility Assessment

Hearing Impaired Assessment

Use of service dogs Large captions available for easy clarification Use of interpreters (if needed in certain location)

Lesson Plan: Day Neckbone 3: Day 1 Disability Service Learning Project: Accessibility Assessment Specific Objectives: Determine the specific service project Student completion of Brainstorming Worksheet Voting for Project Determine approximate time frame Materials: ____Index Cards ____Chalk Board ____Brainstorm Worksheets ____Small Pieces of Paper

Anticipatory Set: Students will think about someone they know (friend, family, celebrity) that has a disability. With this person in mind, students will write a list of any challenges that they believe this person encounters on a daily basis. Step-by-Step Procedure: 1. Hand out the brainstorm sheet 2. On overhead or chalk board, write out the Problem Statement a. Meanwhile, students will write this on their worksheet 3. Give time for students to ask questions they may have 4. Since it is important to chose a project that fits the time allowed: a. Students will look at their planners and look at upcoming events such as days off of school and school events b. Determine the length the project will be (weeks, months.) c. Students will write the time decided on their worksheet 5. Introduce the Elements of the Problem Statement, which is used to aid in student brainstorming 6. Give students 5 minutes to fill in the boxes of the Elements of the Problem Statement 7. Students will Think-Pair-Share for 5 minutes the information they included in the boxes 8. Give students 7 minutes to brainstorm ideas while filling in the brainstorming idea section of the worksheet 9. Again, students will share with a partner their ideas for 5 minutes 10. Students will then chose their top 3 to share with the class a. Their top 3 ideas will be written on index cards and taped to the chalk board 11. Teacher will read the ideas that are on the board while students write down their favorite ideas on their worksheet (15-20 minutes) 12. A vote is then held where students will vote for their favorite 3 ideas. Each idea will be numbered and students will cast their votes on three separate pieces of paper (one for each vote). 13. The results will be tallied and a top 5 will be determined 14. Students will then be given time to talk and ask questions about these ideas. They may lobby for their ideas, but grounds will be presented in which no one may insult or speak harshly about an idea. (1520 minutes) 15. A final vote will be casted with one vote per person 16. The final project will be the idea with the most votes, unless the teacher determines that this is not the best choice and will advise the group other wise a. Students will fill in their worksheet with the final project

Plan for Independent Practice: N/A Closure (Reflect Anticipatory Set): With the project determined, students will write by the list how the investigation and grading of facilities for handicap accessibility would affect the specific issues they had listed. Assessment Based on Objectives: Students create a letter to give to their parents that describes the Problem and the project. It will also ask parents for help. Adaptations (for students with learning disabilities): Students do not need to create as many ideas and may work in pairs to complete the worksheet. They may also volunteer to be the specific person that students use for the anticipatory set. Extensions (for Gifted Students): Students may wish to look for local agencies or organizations that could help our project and thus begin the planning process Possible Connections to Other Subjects: Writing, Reading, Math,

Lesson Plan: Day Neckbone 3: Day 2

Disability Service Learning Project: Accessibility Assessment

Objectives:

Create poster for classroom Send out letter to parents Finalize Time Frame
____Markers

Materials ____Poster Paper ____Letters for Parents

Anticipatory Set: Students will brainstorm areas that they can grade a local business or school classrooms. Inform students that these will be areas that they will be putting on a grading sheet that they will be using. Students will remain in their disability groups to come up with questions that pertain to their disability. To prompt students ask questions such as can a disabled person enter the building with ease? Are there brail options available? Step-by-Step

1. A time frame will be created, with a number of weeks set for preparation, implementation, and sharing 2. 2 or 3 students will create a poster to put up in the classroom:

Accessibility Assessment

Problem!
Description!

Project!
Description!

Time Frame!
Description!

3. Review the letters that students wrote for their parents in class to ensure that the dates, project, problem, and asking for volunteers is stated. Students will give these to their parents after class and be required to have the letter signed for homework.
Plan for Independent Practice: N/A Closure (Reflect Anticipatory Set): Students will create a grading sheet that includes grade points that cover all disability groups.

Assessment Based on Objectives: Parents will need to sign the letter and return it to the teacher. This ensures that students have shared the project with their parents. Adaptations (for students with learning disabilities): The poster in the classroom may be distracting if brightly colored and flashy. One solution is to keep it simple and another option is to give these students a print out to put on their desks or to keep with them to use as reference. Extensions (for Gifted Students): They may be chosen to write the official class letter to parents if the class is struggling or chooses for one student to write the letter Possible Connections to Other Subjects: Writing, Art, Math

Service Learning Brainstorming Sheet

Problem Statement:

Time Length: Brainstorming: Problem Statement Elements

A) Where is help needed? B) When does the issue occur?

C) Who does this affect?

D) Why is there an issue?

Think about these four squares. How can these be combined or be inspiration for a service project?

Project Ideas 1) 2) 3) 4)

5) 6) 7) 8) 9) 10) Ideas I like:

Final Project:

Kendra Asher Prof. Kim Keglovitz TE 291A 28 April 2012 One thing I learned that makes service learning different from regular classroom assignments is that is gives students more autonomy in their learning. The class chooses some of the components of the project and can decide much of the community involvement. In my groups project, students would have the opportunity to choose how to inform the community about their results. In addition, students can take control of administration tasks such as educating their parents and keeping track of money. Unlike regular classroom lessons, students can also gain life skills that may not be taught in typical lessons. Students get the opportunity to choose the direction of their learning and how they want to learn. Service learning in the respect also allows students to adjust the mechanism to meet the goal to meet their learning style. With more autonomy in their learning I believe students will be more engaged and excited about learning. Another differences can arise from students getting a break from lectures, homework, and worksheets. Instead, there is variation that can lengthen their attention. This is a good aspect for students with ADD or ADHD whom need different learning materials other than the typical forms. Students also have more reflection on their learning that I feel is not as evident in the normal lessons. I feel gratified about creating this lesson plan and project because I feel more prepared to incorporate a service-learning project into my future classrooms. I had been confident that I would not be prepared to do a service learning project until I had been teaching for quite a few years, but now I am more confident that I could manage one sooner. Further gratification comes from the overall completion of the project. I am proud that I was able to find ways to connect a project idea to the curriculum. I was so excited when I found ways that connected. It was also not as challenging as I had thought once my group and I broke down the parts into more manageable steps. This was also gratifying. I was also excited to get more experience creating lessons plans. As of the starting of the class, I had only written one lesson plan. I feel more confident in my abilities to be a teacher.

Kelsey Jennett Prof. Kim Keglovitz TE 291A 28 April 2012 Service Learnings Contribution to a Students Learning Compared to In-Class Instruction Regular classroom assignments and service learning projects are both wonderful ways to teach students, each type of teaching has its advantages and disadvantages. I think the biggest advantage that service learning has over regular in-class work and assignments is the emotional connections and impact students gain through service learning. For our service learning project in particular, students are able to discuss the issues of accessibility with the people it affects the most. They also get to go in to the community and experience for themselves the difficulties these people face in their everyday lives. The issues of equality and accessibility for disabled people could easily be taught through textbook readings and worksheets, but I do not think the unit would have the same outcome. The service learning project not only supplies students with first hand information about the topic, but also an opportunity to change what is wrong. Students would not get the same feeling of accomplishment from regular in-class lessons. Another advantage of service learning over in-class assignments is youth voice. In service learning, students have the authority to decide on different aspects of the project. I think this results in the students being more interested in the content and a greater willingness to learn. Pre-planned in-class lessons like readings and worksheets can allow for students to give their

opinions on a topic, but do not allow for the freedom of youth voice like in service learning projects.

Gratification From Developing a Service Learning Project During the development of this service learning project, I feel I gained a lot of understanding about what teachers really do. Even though I have written lesson plans for other courses, this was the first time that I was part of developing an entire unit of lessons and incorporated the state mandated curriculum. The whole project seemed closer to the reality of lesson planning than what I had done previously, and I liked feeling as though I was doing something useful. This project has boosted my confidence in my ability to make fun, creative, interactive lesson plans and my future as a teacher.

Julia Ruggirello Kim Keglovitz TE 291 A 29 April 2012 As a future educator it is extremely important to realize that all learning cannot just take place inside a classroom. It is the hands on experience and the work that stimulates a childs brain and engages them in learning. Service learning is a wonderful classroom tool to make this happen. Not only will a service learning project benefit the students but the community as a whole too. Through my experience with service learning I have found it to be extremely rewarding. It allows the student to explore their own passions and make it become a reality. Service learning offers opportunities of community and team building throughout the classroom. Also it allows students who may not speak up in class a lot to engage in the project and really offer their input. Throughout this course I had a very enjoyable time. At first I was a little taken a back because of different expectations that I previously had for the course. However, as the term developed further I think this class offered more value than participating in someone elses service learning. This course allowed not only myself, but my group to find our creative juices and create a project that inspired all of us. It was gratifying to know that our project may be eventually used in schools all throughout Michigan as well as my own future classroom one day. Because the bulk of this course was revolved around creating our own service projects I now have the experience and knowledge to continue this. Rather than merely participating in a service learning project, I can create my own. I know all of the steps that I should be addressing, the different points I should strive to achieve and the type of paperwork that goes along in making a service project successful. I am thankful that I have had the opportunity to take this course, as I feel it will make me a more marketable candidate in the job market.