Cathy Berger Kaye- Service Learning model
Cathy’s service learning model encourages creativity through service. Students address a local or global issue and take action based on their skills, interests and talents. The entire process is grounded in reflective practice and social constructivism. Through this process of developing and refining ideas learners have the opportunity to creatively tackle an issue and express themselves.
The five stages of Service Learning are:
- Investigation: A skills, interests and talents survey then leads into Media, Interview, Survey and Observational research.
- Preparation: Along with deepening their understanding of an issue, students develop an action plan.
- Action: Students take direct or indirect action or undergo primary research or become advocates for an issue or group
- Reflection: Throughout the process and at its conclusions students actively reflect on their journey. Cathy has a range of clever reflective strategies that are worth checking out.
- Demonstration: Students present their process and product as a way of sharing their story.
The JUMP! foundation aims to inspire and empower global citizens to engage with development programs. Like Cathy Berger Kaye's Service Learning model they tap into students creativity to unleash their potential.
JUMP! design student centered experiences that enable them to tackle global concerns in innovative ways.
The Power of Experience site has a set of tools and models to facilitate student growth in collaboration and creativity as well as develop positive mindsets to drive change.
The Buck Institute for Education believe in Problem Based Learning. They offer a slew of resources to get others to believe in its power too.
BIE set the gold standard for PBL based on:
- Student Learning Goals
- Essential Project Design Elements
- Project Based Teaching Practices
As part of the 4 Cs of 21st Learning (Critical thinking, collaboration, communication and creativity) the BIE provide a number of resources dedicated to teaching and assessing creativity.