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Elementary Service-Learning Project Example

Elementary Service-Learning Project Example

Alyssa N. Palazzolo (University of Windsor, Canada) and Dana L. Pizzo (University of Windsor, Canada)
Copyright: © 2020 |Pages: 13
DOI: 10.4018/978-1-7998-2430-5.ch008
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Abstract

Every year, the L.E.A.D. program requires teacher candidates to plan and implement a Service Learning Project that meets a need in his or her placement school. The progression of the projects has been outlined in Chapter X. This chapter includes an example of a Service Learning Project implemented at a local elementary school by two L.E.A.D. teacher candidates: Kaitlynn Dunn and Katie Polkosnik. The idea to combine mathematics and mindfulness came from their own observations of the school, conversations with staff and administration, and a review of the school's EQAO scores, school improvement plan, and school climate survey.
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Background

Dunn and Polkosnik (2018) were placed at a compensatory school in Windsor from September 2016 until the conclusion of their program in April of 2018. As described in Chapter 5, outside of practicum time, they spent most Fridays when they were not in placement volunteering in their school where needed, and also spent time developing and implementing their service-learning project. They followed the assignment progression outlined in Chapter 6, where they conducted a needs assessment, proposed their project, and then implemented the idea, flexibly adapting it to meet the changing needs and expectations in the school.

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