By George I. Whitehead III, Andrew P. Kitzrow

ISBN-10: 1607095963

ISBN-13: 9781607095965

ISBN-10: 1607096218

ISBN-13: 9781607096214

A wonderful Revolution integrates the information of service-learning, optimistic formative years improvement, and version groups right into a publication with a finished message approximately making groups extra democratic. in particular, the booklet argues that via service-learning an educator can train higher-order considering, similar to details literacy, problem-solving, and demanding and inventive pondering. Educators the way to train each one of those talents. The publication additionally argues that service-learning fosters abilities for occupation good fortune. The ebook additionally introduces a brand new technique to take into consideration what constitutes a version group. The authors use present and classical examine, books, and sites at the issues awarded within the booklet and hire examples of the way various groups presently interact their youth. the tip of every bankruptcy comprises workouts designed to foster serious considering.

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Extra info for A Glorious Revolution for Youth and Communities: Service-Learning and Model Communities

Sample text

Buchen, 2005). It is a collective opinion derived by a group whose members have listened carefully to the opinions of others, communicated openly, and have been able to state their opposition to other members’ views and seek alternatives in a constructive manner. When a group reaches a decision by consensus, all members should feel they understand the decision and can support it because they have had the opportunity to influence it. At this point, a service-learning team knows how to problem solve.

Pritchard and Whitehead, 2004, p. 4) The first problem for the teacher to solve is whether or not to use servicelearning as an instructional strategy. When deciding upon a style, teachers should select service-learning. Service-learning projects teach students a set of skills, such as problem solving. These skills are assets that a community needs to include in its decision-making processes. The teacher then decides what concept she wants to teach using servicelearning. She can then introduce that concept and service-learning to her class.

Second, they have begun to learn more about themselves by reflecting on the assumptions they make about other people and organizations. Third, they have learned about a segment of their community previously foreign to them. Fourth, they have begun to think about how they can change their community. They want to make the community a better place for themselves and others. Perhaps they are thinking globally but acting locally. Students may see hunger as a worldwide problem but choose to improve the volunteer efforts at the local food bank and soup kitchen.

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A Glorious Revolution for Youth and Communities: Service-Learning and Model Communities by George I. Whitehead III, Andrew P. Kitzrow

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