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Service Learning Curriculum Unit

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dc.contributor.author Mills, Jennifer
dc.date.accessioned 2011-10-06T21:30:08Z
dc.date.available 2011-10-06T21:30:08Z
dc.date.issued 2011-06-15
dc.identifier.uri http://hdl.handle.net/1803/4933
dc.description Teaching and Learning Department capstone project en_US
dc.description.abstract This 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.iso en_US en_US
dc.publisher Vanderbilt University. Peabody College en_US
dc.subject service learning en_US
dc.subject curriculum design en_US
dc.subject informal education en_US
dc.subject.lcsh Service learning -- Study and teaching en_US
dc.subject.lcsh Curriculum planning -- Study and teaching en_US
dc.subject.lcsh Non-formal education -- Study and teaching en_US
dc.title Service Learning Curriculum Unit en_US
dc.type Capstone en_US
dc.description.college Peabody College of Education and Human Development en_US
dc.description.department Department of Teaching and Learning en_US


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