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Service Learning Curriculum Unit

dc.contributor.authorMills, Jennifer
dc.date.accessioned2011-10-06T21:30:08Z
dc.date.available2011-10-06T21:30:08Z
dc.date.issued2011-06-15
dc.identifier.urihttp://hdl.handle.net/1803/4933
dc.descriptionTeaching and Learning Department capstone projecten_US
dc.description.abstractThis paper details the theoretical underpinnings of the curriculum unit designed. The basic structure and components of successful service learning inform the unit, which is designed in response to features of the informal learning context. One such feature is the lack of content standards in informal settings, which results in the selection of learning outcomes by the designer as part of the curriculum design process. In this case, outcomes were informed by skills demanded by the modern workforce and developmental needs of adolescents. Finally, specific themes of cooperative and collaborative learning, student choice, reflection as formative assessment, and use of authentic assessments are discussed. Some components of this paper and the curriculum unit appeared in coursework completed in Education 3620 Principles of Curriculum Design, and Education 3200 Foundations of Learning and Development.en_US
dc.language.isoen_USen_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectservice learningen_US
dc.subjectcurriculum designen_US
dc.subjectinformal educationen_US
dc.subject.lcshService learning -- Study and teachingen_US
dc.subject.lcshCurriculum planning -- Study and teachingen_US
dc.subject.lcshNon-formal education -- Study and teachingen_US
dc.titleService Learning Curriculum Uniten_US
dc.typeCapstoneen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Teaching and Learningen_US


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