The Global Service
Learning (GSL)
Project
2012-2013
Frank C. Martin
International
K-8 Center
Curriculum Night
Wednesday,
October 10, 2012
Why is Community Service linked
to the 8th Grade Project?
 It makes sense!
 To help the students to gain a global
understanding of how their service
improves the world around them
 To demonstrate that service can make
an impact on others, including onesself
Why is Community Service
Important?
 The projects balance the emphasis on academic
achievement with the experiences that benefit
others who need help.
 The projects challenge and extend each student
to develop a spirit of discovery and selfreliance, to further develop interpersonal skills,
and to inspire awareness and responsibility to
the community.
What Community May the
Students Serve?
 Outside Community (Animal Shelters;
church; scouts; libraries; youth
organizations)
 FCM Community (Develop a plan for
school improvement or beautification
and submit it for approval).
When and How are Hours Earned?
 Served outside of FCM class time
 Include activities for which the student
does not receive payment, school credit,
recognition awards, internship or which
personally benefits a family member
What are the Steps?
 Step I: Brainstorm community service ideas/desires
 Step II: Discuss your ideas with a parent/guardian
and identify realistic opportunities
 Step III: Secure service organization
 Step IV: Complete Topic Notification form
 Step V: Enjoy your experience
 Step VI: Document experience in the Process
Journal and Documentation Log
Frank C. Martin International K-8 Center
Community Service Log
Minimum Expectations
8th Grade -20 hours
Community Service
Date
Start
Time
End
Time
Supervisor’s
Signature and
Contact Number
Make sure
to include
the dates
and
times that
service was
performed
Examples of Action Plan Ideas
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Organize an annual talent showcase
Fundraising for a cause
Educational awareness
Invention
Create a sport or game
What is the Global
Service Learning Project?
It is a requirement for all 8th Grade students
It is a significant body of work produced over a period of
time, which is linked to the student’s Community Service
activities
It is a culmination of the student’s community service
experience in the Middle Years Programme (MYP), and
his/her involvement with the five Areas of Interaction.
It is a product of the student’s own initiative and creativity,
reflecting a personal appreciation of the Areas of Interaction
and the application of Approaches to Learning.
Aims of the GSL Project
The aims of the Global Service Learning Project
are to:
 demonstrate the personal abilities and skills
required to produce and present an extended
piece of work
 engage in personal inquiry, action and reflection
on specific topics and issues
 focus on, and demonstrate an understanding of,
the areas of interaction
 reflect on learning and share knowledge, views
and opinions.
The GSL Project must:
 deal with a topic to which the student is committed
 include a report in the form of a structured piece of
writing
 have a clear and achievable action plan
 be focused on at least one other Area of Interaction
 reflect the student’s concerns about a particular issue
encountered during community service activities
 be the result of the student’s ability to organize and
plan
 be the student’s own work.
Structure of the Global Service
Learning Project Report
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Typed
Title page
Well organized with a table of contents
Introduction, defining the goal of the project and an explicit
focus on the chosen area(s) of interaction, and providing an
outline of how the student intends to achieve the goal
Description of the process, including production steps (project
must reflect steps of the Design Cycle)
Analysis of the inspiration, research and influences guiding the
work, the findings and decisions made
Reflection/conclusion, where the student reflects on the impact
of his/her project
Works Cited
Appendices, where appropriate
The Design Cycle
Guide to Writing the
Global Service Learning Report
Length of paper
It needs to be:
 between 800-1000 words (not including appendices and
Works Cited)
double-spaced, using Times New Roman, font size 12
Research/documentation of paper
 minimum of three - five sources
 all three - five sources must be cited within the paper
Assessment of paper
 Criteria set by the IB
Process Journal
 Students will be required to maintain a process
journal, which is a necessary part of the GSL Project.
 It is the place for students to record their thoughts,
decisions, research, and actions regarding their
projects.
 The journal contains the information needed to write
the final paper.
 Possible Headings for the journal might include:
o Work completed this week
o Resources consulted
o Challenges/difficulties faced
o Evaluation of progress
Process Journal Entries
A typical journal entry might look like this:
December 10, 2011
 I discussed my essay plans again with my supervisor, as
I am thinking I would like to adapt them to include
more examples. Problem is, if I do that, it will become
too long. After discussions and thinking it over, I have
decided to cut one of my subtopics in order to leave
space for more examples.
 Over the next week, I need to decide which subtopic to
cut, and start researching for more examples. I will
start with the library, and then search the internet.
Next holidays, I plan to visit the museum and public
library to get ideas and check for more resources.
Areas of Interaction
Key Questions
Approaches to learning
How do I learn best? How do I know? How
do I communicate my understanding?
Environments
Where do we live? What resources do we have
or need? What are my responsibilities?
Health and social
education
How do I think and act? How am I changing?
How can I look after myself and others?
Human ingenuity
Why and how do we create? What are the
consequences?
Community and service
How do we live in relation to each other?
How can I contribute to my community?
How can I help others?
Assessment Criteria
Criterion A
Planning and development
Maximum
level: 4
Criterion B
Collection of information/resources
Maximum
level: 4
Criterion C
Organization of the written work
Maximum
level: 4
Criterion D
Analysis of process and outcome
Maximum
level: 4
Criterion E
Personal engagement
Maximum
level: 4
Global Service Learning Project
Timeline
DATE
TASK
PURPOSE
Focus 1
October 15 & 16, 2012
Global Service Learning
(GSL) Project Informational
Session (conducted in
Language A classes)
To find out what the GSL
Project is about; to learn
your responsibilities and
our expectations.
October 15 – 30, 2012
Explore topics of interest
and available community
service opportunities
To discover possible topics
for your GSL Project.
October 29 & 30, 2012
Topic notification due
(page 10 – graded in LA
class)
To indicate your topic of
choice and request your
GSL Project supervisor.
Timeline cont’d.
October 30, 2012—
November 30, 2012
Begin conducting your SERVICE
HOURS
 Meet with your supervisor—
summarize in Process Journal
Gather ideas for resources and
contact persons
Begin working on your ACTION
PLAN
Complete at least one journal
entry every two weeks
To compile information for
the first portion of your
Process Journal, to meet
with and schedule
meetings with your
supervisor, and to begin
your plan of action.
November 29 & 30, 2012 Process journal check point 1 To check that students are
on task.
(grade in LA class)
Timeline cont’d.
FOCUS 2
December 1–10, 2012
December 10 & 11, 2012
December 17 & 18, 2012
Conduct and gather research
(background info on your topic)
Printed resources and/or notes due
(grade in LA class)
Works Cited page due (grade in
LA class)
Complete at least one journal entry
every two weeks
To gather background
information on your
topic, to locate
challenges that may
present themselves
Timeline cont’d.
FOCUS 3
December, 2012 – March, Schedule meetings with your
2013
supervisor—one per month
Record dates in your journal,
summarize, supervisor initials
Continue working on your
SERVICE HOURS
Continue working on your
ACTION PLAN
Complete at least one journal
entry every two weeks
December, 2013
To understand that
projects require
collaboration; to
discuss the progress
of your project; to set
reasonable goals; to
relate your goals to
the AOIs.
Process journal check point 2 To document the
process you are going
(grade in LA class)
through.
Timeline Cont’d.
To document the
process you are going
through.
To document the
process you are going
through.
January, 2013
Process Journal check point 3
(grade in LA class)
February, 2013
Process Journal check point 4
(grade in LA class)
March 13 &14, 2013
Community Service Log with 20
hours due (grade in
HUMANITIES)
Be sure to make a photocopy of
your log BEFORE submitting
To gain proper credit
for service hours; to
make arrangements to
complete any missing
hours.
March 15 – 31, 2013
Begin typing up the GSL Report
Have your supervisor give
suggestions and edit your report
To describe the journey
you made in creating
your project from start
to finish.
Timeline cont’d.
April 1–14, 2013
Complete the final copy of your To describe challenges you
GSL Report – including Appendix may have run into; to relate
your project to the AOIs.
(documentation, certificates,
photos, log, etc.)
April 15, 2013
April 29 & 30, 2013
GSL Report due to your
supervisor
GSL Report due to Ms.
Wasielewski (grade in LA
class)
To be evaluated on your
project using the IB criteria
for Language A
FOCUS 4
May 6-13, 2013
MAY TBD, 2013
 GSL Presentations (in LA class
– grade)
Top 5 GSL Projects
Presentations (in Cafetorium).
To express yourself
through the written word
as well as to deliver a wellprepared speech for a
designated audience, and
to celebrate the completion
of your GSLP.
The Student’s Responsibilities
 Select a project of interest; one that evokes
passion, enthusiasm, curiosity
 Study the goals and objectives of the project and
their direct relationship to the assessment criteria
 Read and study the student guide and follow
all directions concerning the process
 Offer personal analysis of each step of the process
or research
 Be punctual and prepared for all meetings with
your supervisor
 Stay current with assignments in the process
journal
 Record accurately and consistently, all thoughts,
discussion, and research in the process journal.
Supervision
 Each student will receive direct supervision
throughout the project from a qualified teacher
within the middle school
 The supervisor is not expected to be an expert in
the chosen project
 Supervisors are there as facilitators to guide
students on their journey of learning
 Students will be allowed to get expert help from
outside.
Global Service Learning Project
Resources on our Website:
Please go to:
http://fcmartin.dadeschools.net.
Click on:
Students→MYP→GSL Project.
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GSL Project PowerPoint Presentation
GSL Project Guide
Timeline
Design Cycle Documents
Thank You!