1. DESIGNING A SERVICE-LEARNING
PROGRAM
‫تصًيى برنبيج تعهى ببنخذيت‬
Planning and Preparation
Service Activities
Reflection
Demonstration/Celebration
Assessment
‫تخطٌط وتحضٌر‬
‫أنشطة الخدمة‬
‫مراجعة/شرح واحتفال /وتقٌٌم‬

2. Seven Best Practices for Service-Learning
‫أفضم سبع يًبرسبث نهتعهى ببنخذيت‬
• Meet a recognized need in the community
‫ثوتٌة ادثٌبج يوخ فً اهيجثيع‬ •
• Achieve curricular objectives through service-learning
‫• ثدلٌق اهداف اهيٌهبج يً خالل اهثعوى تبهخدية‬
• Reflect through the service-learning experience
‫• اهفهى عً ظرٌق ثجبرة اهثعوى تبهخدية‬
• Develop student responsibility
‫• ثظوٌر يسؤوهٌة اهظبهة‬
• Establish community partnerships
‫• تٌبء شرانبت يجثيعٌة‬
• Plan ahead for service-learning
‫• اهثخظٌظ اهيستق هوثعوى تبهخدية‬
• Equip students with knowledge and skills needed for service
(from State of Maryland’s “Seven Best Practices for Service-Learning.”)
‫• ثزوٌد اهظالة تبهيعرفة واهيهبرات اهالزية هوخدية‬
‫(يً (أفطل ستع ييبرسبت هوثعوى تبهخدية) يً والٌة يٌرٌالٌد‬

3. Planning and Preparation
‫انتخطيط وانتحضير‬
• Identify the community to serve
‫• تحدٌد المجتمع الذي سنخدمه‬
• Assess community needs
‫• دراسة احتٌاجات المجتمع‬
• Teachers and students collaborate with community
partners in planning and preparation
‫• ٌتعاون المعلمون والطالب مع شركائهم فً المجتمع فً التخطٌط والتحضٌر‬
• Select a community need for service-learning project
(based on urgency, importance, student interest, etc.)
‫• اختٌار حاجة للمجتمع لمشروع التعلم بالخدمة (حسب الحاحها، اهمٌتها، اهتمام‬
)‫الطالب ...الخ‬

4. Planning and Preparation (2)
)2( ‫انتخطيط وانتحضير‬
• Identify academic, civic, and other learning
goals
‫• تحدٌد غاٌات اكادٌمٌة ومدنٌة وتعلٌمٌة اخرى‬
• Develop a plan to assess student learning
‫• تطوٌر خطة لتقٌٌم تعلم الطالب‬

5. Questions Related to Planning Process
‫أسئهت يرتبطت بعًهيت انتخطيط‬
• What is the overall purpose of the project?
‫ما هو الهدف الكلً للمشروع ؟‬ •
• What impact do you hope it will have on students and the
communities they serve?
‫ما األثر الذي ترجو أن ٌحققه المشروع على الطالب والمجتمعات التً ٌنفذ فٌها؟‬ •
• How will you facilitate student choice of the community they want
to serve?
‫كٌف ستساعد طالبك فً اختٌار التجمعات التً سٌخدمونها؟‬ •
• What activities and resources will you provide to assist students in
assessing community needs?
‫ما هً األنشطة والموارد التً ستوفرها لتساعد فٌها الطالب فً تقٌٌم احتٌاجات‬ •
‫مجتمعاتهم؟‬

6. Questions Related to Planning Process
‫)2( أسئهت يرتبطت بعًهيت انتخطيط‬
• How will you use the criteria of relevance to academic
learning, urgency, importance, and interest value to
help students select the problem for their project?
‫• كٌف ستستخدم المعاٌٌر المرتبط بمالئمة العمل للتعلٌم األكادٌمً، إلحاح‬
‫القضٌة، األهمٌة، وقٌمة المصلحة لمساعدة الطالب فً اختٌار المشكلة‬
‫التً سٌعالجونها فً مشروعهم؟‬
• What content standards and benchmarks will working
on this problem allow students to meet?
‫• ما هً معاٌٌر المضمون والمحطات التً سٌقوم الطالب بتحقٌقها عند‬
‫العمل علٌها فً حل هذه المشكلة؟‬
• What civic goals will the project address?
‫• ما هً الغاٌات المدنٌة التً ٌعالجها المشروع؟‬

7. Questions Related to Planning Process (3)
)3( ‫أسئهت يرتبطت بعًهيت انتخطيط‬
• What other learning do you hope students will gain from
the project?
‫ما هو التعلٌم اإلضافً الذي ترغب أن ٌكتسبه الطالب من هذا المشروع؟‬ •
• How do you plan to diagnose students’ readiness for the
project?
‫كٌف تخطط ان تشخص استعدادٌة الطالب للمشروع؟‬ •
• How do you plan to assess student progress during the
course of the project (formative evaluation)?
‫كٌف تخطط تقٌٌم تقدم الطالب خالل دورة المشروع (تقٌٌم لالثر)؟‬ •
• How will the final (summative) evaluation be conducted?
‫كسٌف سٌتم اجراء التقٌٌم النهائً (الشمولً) للمشروع؟‬ •

8. Getting Started
!‫انبذء ببنعًم‬
• How will you help the student identify a community problem?
‫• كٌف ستساعد الطالب فً تحدٌد مشكلة المجتمع؟‬
• How will you help students develop investigation or research skills?
‫• كٌف ستساعد الطالب فً تطوٌر مهارات االستقصاء والبحث؟‬
• How will you come to consensus on one or two community
problems to address?
‫• كٌف ستصل إلى إجماع على مشكلة أو مشكلتٌن مجتمعتٌن سٌتم معالجتهما؟‬
• How will you ensure that the project has
a link to curricular objectives, urgency and importance, student
interest and engagement?
‫• كٌف ستضمن ان المشروع ٌرتبط مع أهداف المنهاج وإلحاحه وأهمٌته واهتمام الطالب‬
‫ومشاركته؟‬

9. Establishing a Baseline
‫بنبء أسبس وخط انطالق نهعًم‬
• Baseline information documents the problem
‫معلومات لخط البدء فً المشروع توثق المشكلة‬ •
• It should be quantifiable to assess impact of project (as it
proceeds and as it ends)
‫ٌجب أن ٌكون هناك معلومات نوعٌة لتقٌٌم اثر المشروع (طٌلة فترة تنفٌذ‬ •
)‫المشروع وعند نهاٌته‬
• Baseline statement should include sources of evidence
‫ٌجب أن تتضمن عبارة خط البدء للمشروع مصادر إثبات للمعلومات‬ •
• Pre-testing students establishes a baseline for their
progress in doing the project
‫الفحص القبلً للطالب ٌؤسس لخط البدء فً قٌاس تقدمهم فً تنفٌذ المشروع‬ •

10. Administrative Tasks
‫يهبو إداريت‬
• Scheduling the Service-Learning Experiences
‫ضع جدوال لتجارب التعلم بالخدمة‬ •
• Obtaining parent permission and involvement
‫الحصول على موافقة األهل ومشاركتهم‬ •
• Gaining administrator permission and support
‫الحصول على موافقة اإلداري ودعمه‬ •
• Arranging for transportation
‫الترتٌب للمواصالت‬ •
• Determining material and equipment needs
‫تحدٌد المواد واألدوات الالزمة‬ •
• Managing potential risks
‫ادارة التهدٌدات الممكنة‬ •
‫ولكل مهمة قم بوضع قائمة بالتحدٌات، المصادر، واالستراتٌجٌات‬ •
(For each task, make a list of challenges, resources, and strategies.)

11. Guiding Questions
‫أسئهت يسبعذة‬
• What questions related to the project should students
try to answer through library and Internet research?
‫• ما هً األسئلة المتعلقة بالمشروع التً ٌحاول الطالب إجابتها من خالل‬
‫الرجوع للمكتبة والبحث على االنترنت؟‬
• What service-learning activity will be undertaken.
‫• ما هً أنشطة التعلم بالخدمة التً سٌتم القٌام بها؟‬
• How does this activity address the areas of impact you
hope it will have on the student and the community?
‫• كٌف تعالج هذه األنشطة مجاالت األثر الذي ترغب أن تصل إلٌه عند‬
‫الطالب والمجتمع؟‬

12. Guiding Questions (2)
)2( ‫أسئهت يسبعذة‬
• How will you and the student decide on the type of
service to be provided and the division of labor needed
to implement the project?
‫• كٌف ستقرر أنت والطالب نوع الخدمة التً ستوفره وتقسٌم العمل الالزم‬
‫لتنفٌذ المشروع؟‬
• What content standards and benchmarks will be met
as students plan and provide the service activities?
• What civic goals will the project address?
• What civic knowledge and skills will be acquired?

13. Guiding Questions (3)
)3( ‫أسئهت يسبعذة‬
• What other learning do you hope students will gain
from the project?
• How can you ensure that the community partners are
part of the vision, planning, and preparation phases?
• How will you assess the students’ readiness for the
project?
• How will you weave reflection activities into the
service-learning project?
• What type of assessment will you use to determine
progress toward meeting specific goals?

14. Conducting the Service Activity
• Students should be engaged, actively
exploring, using inquiry and hands-on
approaches.
• Students should be given opportunities to
work with an adult other than a family
member or a teacher.
• Students should be given the opportunity to
see that the service is genuinely meeting
community needs.

15. Possible Service-Learning Activities
• Tutoring/mentoring younger children
• Teaching elderly and other non-student
population to use the computer and Internet
• Gardening (planting crops and flowers)
• Cleaning up the environment (roads, parks,
community facilities, etc.)
• Painting and decorating in public facilities.
• Recycling projects

16. Service-Learning Activities (2)
• Visits to the elderly and disabled to read to them,
help them write letters or use email, etc.
• Oral history projects
• Research projects on Palestinian history, heritage,
and culture—including participation in
neighborhood discussion groups
• Food and clothing collections for the needy
• Healthy living activities (proper diet; anti-drugs)

17. Service-Learning Activities (3)
• Students should be trained so they know how
to conduct the service they plan to perform,
and know what is expected of them.
• All students involved in the project should
have meaningful roles to play.
• Students should be given guidance on how to
work well together in performing group tasks.
• The community partner should understand
and support all activities.

18. Service-Learning Activities (4)
• Students should engage in trouble-shooting
conversations ahead of time, so they know
how to respond to specific types of problems.
• Transportation should be arranged as needed.
• Needed material and supplies should be
secured. There should be sufficient adult
supervisors
• All safety and other risk protections should be
in place.

19. Service-Learning Activities (5)
• Parental permission forms should be obtained.
• Permission for photos and publications should be
obtained.
• The media should be invited if appropriate.
• Reflection activities to take place during the
service project should be planned.
• Explicit links to the curriculum should be made.
• Administrators should be aware of and
supportive of the activity.

20. Reflection
• All phases of service-learning should have a
reflection component.
• Students should keep a reflective journal of their
service-learning activities and use it for class
discussion.
• Students should create a storyboard to tell the
story that is unfolding, reflecting on the planning
and specific action steps and their results.
• Students should identify what they liked, what
they did not like, and what they would change.

21. Reflection (2)
• Students should connect classroom learning
with learning from service.
• Older students may reflect on the causes and
solution of social problems.
• Reflection should improve student problem-
solving skills.
• Students should develop a deeper
understanding of themselves and their
responsibilities as citizens.

22. Guiding Questions
‫أسئهت يسبعذة‬
• What reflection activities could you use to
support the academic, civic, social-emotional
learning goals of the service-learning project
before, during, and after completion?
• What reflection prompts (questions) before,
during, and at the end of the project would
encourage your students to go beyond simply
describing or reporting their experiences?
• How could you make reflection more
collaborative among your students?

23. Demonstration/Celebration
• Students have a public forum to show how
they impacted the community and how they
themselves have changed as a result of their
service-learning activities.
• Demonstration and celebration events
recognize and reward students and enhance
their motivation to serve.
• These events reinforce community members’
commitments to your program

24. Possible Demonstration and Celebration Events
‫أوقبث يًكنت نهشرح واالحتفبل‬
• Recognition at a school-wide ceremony, including a traditional ceremony
like graduation
‫االعتراف بما تم عمله من خالل احتفال مدرسً واسع ممكن ان ٌكون حفل تخرٌج تقلٌدي‬ •
• Awards
‫تقدٌم جوائز‬ •
• Letters of recognition from community partners
‫رسائل امتنان من الشركاء المجتمعٌٌن‬ •
• Service credits on student diplomas
‫عالمات الخدمة على شهادات الطالب‬ •
• Development of products such as Power Points, oral presentations,
websites, videos, booklets, testimonials by service recipients.
،‫، عروض شفوٌة، مواقع الكترونٌة، فٌدٌو، كتٌبات‬Power Point ‫تطوٌر منتجات مثل عروض‬ •
‫شهادات من متلقً الخدمة‬
• Sharing insights through issues forums.
‫المشاركة برؤى من خالل منتدٌات تناقش مواضٌع ذات صلة‬ •

25. Guiding Questions
‫أسئهت يسبعذة‬
• Who should plan the demonstration and
celebration and what roles will each
participant have?
• What activities would be most meaningful for
your students and community partners, and
why?
• How can the demonstration relate to the
academic goals of the project?

26. Guiding Questions (2)
)2( ‫أسئهت يسبعذة‬
• How could the demonstrations be used as
summative assessment, and who would evaluate
student performance and with what criteria?
• Which options for planning would contribute
most to your students’ civic and socio-emotional
learning?
• Which options would contribute most to the
community?
• How will you evaluate the success of the
demonstration and celebration events and
engage in continuous improvement?

27. Assessment
‫انتقييى‬
(from Service-Learning: Student’s Guide and Journal) –
student self-reporting questionnaire
“Charting My Progress”
‫(من مذكرات ودلٌل الطالب فً التعلم بالخدمة- استمارة تقٌٌم فردٌة للطالب‬
)‫(رسم بٌانً لتقدمً فً العمل‬
I am on target to successfully accomplish the service-learning
project
‫أنا على هدفً فً تحقٌق مشروع التعلم بالخدمة بنجاح بنسبة‬
0% 50% 100%
My leadership skills are improving
‫مهاراتً فً القٌادة تتحسن بنسبة‬
0% 50% 100%

28. Assessment (2)
)2( ‫انتقييى‬
My communication skills are improving
‫مهارات االتصال الخاصة بً تحسنت‬
0% 50% 100%
I feel good about the direction my life is going
ً‫اشعر برضا عن المنحى الذي تأخذه حٌات‬
0% 50% 100%
I find school to be meaningful
ً‫أجد ان للمدرسة مغزى وأهمٌة بحٌات‬
0% 50% 100%
My grades are improving
‫عالماتً آخذة بالتحسن‬
0% 50% 100%

29. Assessment (3)
)3( ‫انتقييى‬
I get along well with my parents
‫أتفاهم مع والدي بشكل جٌد بنسبة‬
0% 50% 100%
I get along well with my friends
‫أتفاهم مع أصدقائً بشكل جٌد بنسبة‬
0% 50% 100%

30. Assessment (4)
)4( ‫انتقييى‬
(from Louisiana State University Center for Academic Success) – student self-reporting questionnaire)
‫من المركز الجامعً للنجاح األكادٌمً فً والٌة لوزٌانا – استبٌان ذاتً لتقٌٌم الطالب‬
Student Assessment of Service-Learning Form
‫نموذج تقٌٌم الطالب فً التعلم بالخدمة‬
‫أ = ممتاز، ب =جٌد، ج = متوسط، د= ضعٌف‬
A=excellent, B=good, C=fair, D=poor
1. Overall, how would you rate your service-learning experience? ABCD
Comments: The best part of my service experience was….
‫أبج د‬ ‫1.بشكل إجمالً، كٌف تقٌم تجربتك فً التعلم بالخدمة؟‬
.............‫تعلٌقات: أفضل جزء من التعلم بالخدمة كان‬
2. Were goals for the service-learning activities and grading procedures
for those activities clearly defined by your instructor? ABCD
‫2. هل كانت غاٌات أنشطة التعلم بالخدمة وإجراءات وضع العالمات‬
‫أبج د‬ ‫لهذه األنشطة واضحة بالنسبة لك من قبل معملك؟‬
3. Were sufficient opportunities to apply practical service-learning
to academic concepts provided through journals, reports, discussions
or other assignments ABCD
‫3.هل تم تقدٌم فرص كافٌة لتطبٌق التعلم بالخدمة بشكل عملً حسب المفاهٌم األكادٌمٌة‬
‫أبج د‬ ‫من خالل تطبٌق المذكرات، التقارٌر،النقاشات وغٌرها من المهام ؟‬
Comments: What types of assignments helped you to learning from
your service experience?
‫تعلٌقات: ما هً أنواع المهام التً ساعدت ان تتعلم من تجربتك فً التعلم بالخدمة؟‬

31. Assessment (5)
)5( ‫انتقييى‬
4. How helpful was the staff at your service site in helping you fulfill
Course goals? ABCD
Comments: What could this agency do to improve the service
experience for future students?
‫4.ما هو مدى تعاون ومساعدة العاملٌن فً موقع الخدمات‬
‫أبج د‬ ‫الذي عملت فٌه فً مساعدتك فً تحقٌق غاٌات المساق؟‬
‫تعلٌقات: ما الذي ٌمكن لهذه المؤسسة فعله لتحسٌن تجربة الخدمة للطالب فً المستقبل؟‬
5. Did your agency provide adequate orientation or training and
Supervision? Comments: ABCD
‫أبج د‬ _____:‫5. هل قامت مؤسستك بتقدٌم شرح كاف او تدرٌب او اشراف؟ تعلٌقات‬
6. How meaningful were tasks you performed for the agency? ABCD
Comments: What tasks did you perform most often?
‫أبج د‬ ‫6. هل كانت المهام التً قمت بتنفٌذها ذات معنى بالنسبة للمؤسسة؟‬
‫تعلٌقات: ما هً المهام التً قمت بها فً غالبٌة الوقت؟‬
7. Did you receive sufficient assistance in performing your service
and preparing your project? ABCD
Comments: What types of assistance are most needed?
‫أبج د‬ ‫7. هل تلقٌت دعما كافٌا عند تنفٌذك للخدمة والتحضٌر لمشروعك؟‬
‫تعلٌقات: ما هو نوع المساعدة الذي تحتاجه بشكل كبٌر؟‬
8. Do you think service-learning experiences should be required for all
students? Comments: ABCD
‫أبج د‬ ‫8. هل تعتقد ان تجارب التعلم بالخدمة مطلوبة من كافة الطالب؟‬
:‫تعلٌقاتك‬

32. Assessment (6)
)6( ‫انتقييى‬
• In instructor assessment of student, determine what you will assess
and how you will assess it.
‫• فً تقٌٌم المعلم للطالب قم بتحدٌد ما الذي ستقوم بتقٌٌمه وكٌف ستقوم بذلك‬
• Considering developing pre-tests as a baseline for the project, and
post-tests at the end of the project.
‫• فكر فً تطوٌر امتحانات قبلٌة كخط ابتدائً للعمل وامتحانات بعدٌة فً نهاٌة المشروع‬
• Do formative evaluations during the course of the project to
determine how things are going and what adjustments need to be
made.
‫• قم باجراء تقٌٌم لالثر الذي حققه المشروع لتحدد كٌف تسٌر االمور وما هً التغٌٌرات‬
‫الواجب اجراؤها‬
• Do a summative evaluation to determine the degree of success in
the project.
‫• قم بتقٌٌم شمولً لتحدٌد درجة النجاح فً المشروع‬

33. Assessment (7)
)7( ‫انتقييى‬
• Assess content of student journals for description and reflection of service work. ‫كى‬
.‫تثلٌٌى يطيوً نثبتبت اهظالة هوعيل اهخديبثً اهوصفً واهثعويً اهذي كبيوا ته‬
• Evaluate quality of student demonstration (oral presentation, posters, storyboard)
)‫• كى تثلٌٌى ٌوعٌة شرح اهظبهة (اهعرض اهشفوي، اهتوسثرات اهيسثخدية، هودة اهلصة‬
• Get evaluation of student work from community field supervisor (prepare
questionnaire for evaluation)
)‫• ادصل عوى ثلٌٌى هعيل اهظبهة يً يشرف يٌداًٌ يجثيعً (دطر اسثتٌبٌب ههذا اهثلٌٌى‬
• Do an interview with student to determine the depth of the student's
understanding related to the work that has been undertaken
‫• كى تبجراء يلبتوة يع اهظبهة هثددٌد فهى اهظبهة هوعيل اهذي ثى اهلٌبى ته‬
• Have students do peer evaluations of one another
‫• دع اهظالة ٌلويوً تثلٌٌى عيل أكراٌهى‬
• If the student has been engaged in a problem-solving activity, do an evaluation of
the student's thinking process and final product.
‫• اً شبرم اهظوة فً ٌشبظ هدل يشنوة كى تثلٌٌى هعيوٌة ثفنٌر اهظبهة واهٌثٌجة اهٌهبئٌة‬