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• W271574994 abstract "Is the anticipated move of a school to a new location a source of curious excitement and optimism or an occasion for trepidation, recrimination, and anxiety? plans to relocate the Walworth Barbour American International School in Israel from Kfar Shmaryahu (its location for over 40 years) to Even Yehuda became more immediate, teachers and administrators began talking about the stresses and difficulties the move would entail. There would be a great deal of additional work in an already busy year. In the back of our minds, however, we worried about losing the close family feeling we enjoyed on our current campus and wondered how the move would affect the culture of the school. If the adults were asking these questions, what were students thinking, I wondered? These musings and a newly sparked interest in community service prompted me to pursue implementing a service project connected to our school's anticipated move in March 2007. The project took place in the month following completion of the AP U.S. history syllabus, and although it was not connected to the curricular content, it did match our school wide strategic goal of working towards full student participation in making contributions to society by 2010. My immediate goal was to engage students in a project that would provide an authentic service to the community through an interdisciplinary collaborative experience. In the process, they would be applying many of the cognitive and affective skills that we had addressed during the year. In addition, I intended to build in many of the featured hallmarks of successful service programs, including enabling youth to have a voice, reflection activities, establishing partnerships, and developing and celebrating finished products. First Steps I introduced the project by conducting a reflection activity that tapped student attitudes towards the planned move. At this stage, the class had no idea what this was all about, but the novelty of the activity piqued their interest. As seniors next year, you will be the leaders of the student body, I said. As you know, the school is planning to move in March, and I was wondering how you feel about it. I have prepared an activity that I think you will find interesting; let's see where it leads us. On the bulletin board, I posted a horizontal line of signs that read: Sad, Mad, Worried, Don't Care, Excited, Happy, Can't Wait, So Cool. Each student received four strips of colored construction paper of different lengths. I invited students to tack the longest strip above the word that best expressed how they felt about the move and the remaining three strips of decreasing lengths adjacent to other words that expressed less intense feelings. The shortest strip was to be affixed next to the sentiment of least significance from their perspective, but one that was relevant nevertheless. This reflection activity produced a visual bulletin board display that graphed students' attitudes regarding the move to the new location, Even Yehuda. (1) The longest strips were clustered about the negative or indifferent feelings, while the shortest ones were tacked above the neutral and positive signs. There was clearly a great deal of anger, and concern about how the relocation of their school in the middle of their senior year was going to impact their lives. The discussion that followed helped the community service project to emerge and take form. Dialoguing with one another, students learned that most of the negative feelings stemmed from a fear that students' lives would be inconvenienced. Students also expressed a feeling of impending loss. I introduced the metaphor of the travel trunk. What do you believe we should take with us when we make the move and what can be left behind? Two defining sentiments emerged from this dialogue and gave direction to the project. The first was: Why should we be enthusiastic about something we know very little about? …" @default.
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• W271574994 date "2009-01-01" @default.
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• W271574994 title "Get in the Groove, Let's Make a Move!: Students in Israel Confront a Transition with Service Learning" @default.
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