Download A Glorious Revolution for Youth and Communities: by George I. Whitehead III, Andrew P. Kitzrow PDF

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By George I. Whitehead III, Andrew P. Kitzrow

A wonderful Revolution integrates the guidelines of service-learning, optimistic adolescence improvement, and version groups right into a ebook with a entire message approximately making groups extra democratic. particularly, the e-book argues that via service-learning an educator can educate higher-order pondering, corresponding to details literacy, problem-solving, and significant and artistic pondering. Educators the way to educate each one of those abilities. The e-book additionally argues that service-learning fosters abilities for occupation luck. The booklet additionally introduces a brand new approach to take into consideration what constitutes a version neighborhood. The authors use present and classical examine, books, and sites at the themes offered within the publication and hire examples of ways varied groups at present have interaction their teenagers. the tip of every bankruptcy comprises routines designed to foster serious pondering.

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

Sample text

For example, the teacher could ask: Does this book suggest some unmet need that our team can address in the community? The members of the team may say something about feeding the poor at a shelter. At this point, the teacher can then ask them to use the elements of reasoning for their project. Team members may respond as follows: Member: The concept of our service project is poverty. Member: The purpose of a service-learning project is to help feed poor, hungry people. Member: The central problem is to find a place close to school where we can do this.

Students should establish that they understand this complexity. • Breadth: Students want to make sure that they need to look at other aspects of the issue. Many issues besides hunger relate to poverty. For example, they might reflect on other health issues and educational issues. • Precision: Students want to show that they provide sufficient detail. If students are discussing the prevalence of poverty in their community, they may want to provide a number or a percentage. CRITICAL REFLECTION To this point, the teaching of critical-thinking skills using service-learning was described.

First, they have learned a problem-solving strategy. Second, they have learned how to brainstorm ideas. Third, they have learned how to use consensus to make a decision. Fourth, they have learned much about the issues in their community. Fifth, they are becoming independent learners. Sixth, they have learned to work together as a team. Thus, by problem solving through using service-learning, students have learned to become competent or had their competence enhanced. Similarly, 36 • CHAPTER 3 they have become confident or had their confidence reinforced.

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