Choosing a Service Campaign

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Do curso por University of Colorado Boulder

Compassionate Leadership Through Service Learning with Jane Goodall and Roots & Shoots

33 classificações

University of Colorado Boulder

Compassionate Leadership Through Service Learning with Jane Goodall and Roots & Shoots

33 classificações

Join us for an action-oriented online teacher professional development course! This course will teach participants how to identify and implement a local service-learning campaign using the Roots & Shoots program model. The service learning curriculum equips participants with teacher resources to discover the differences between service-learning and community service, and apply the Roots & Shoots model to help youth have a voice in identifying and addressing needs in their community. At Roots & Shoots, our goal is to develop compassionate leaders to make the world a better place for people, other animals and the environment. Help us achieve that goal! Complete the course and mentor young people to lead change in their communities using community mapping, collaborating with stakeholders, and designing practical solutions in the form of campaigns. Connect young people to Dr. Jane Goodall’s message of hope while facilitating a sense of empowerment that comes from helping others!

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Step 3: Taking Action

Identifying Needs in Your Community3:37

Choosing a Service Campaign3:54

Planning a Service Campaign3:15

Collaborating with the Community1:33

Reflections with Dr. Jane0:56

Conheça os instrutores

Hope Martinez
Youth Leadership Council Manager, Jane Goodall's Roots & Shoots
the Jane Goodall Institute
Dr. Jane Goodall, Ph.D., DBE
Founder, the Jane Goodall Institute
the Jane Goodall Institute
Brad McLain
Research Scientist, Co-Director Experiential Science Education Research Collaborative, University of Colorado, Boulder
Center for STEM Learning
Erin Viera-Orr
Vice President, Jane Goodall's Roots & Shoots
the Jane Goodall Institute

The next part of step three is choosing what your community campaign will be.

After mapping, it's likely that your students found more than one need or campaign idea.

Well, we started by throwing out some ideas of what we wanted to do

like helping the homeless or bike lanes or gardening.

Your group will need to narrow down the community needs to find

the one your class will develop into a campaign.

Don't forget, you can remind all your students that every need is important and

through community mapping they've all been documented and not forgotten.

But to get started they will need to decide on one starting point.

Let us give you a few examples of easy ways to do this.

After mapping your community,

there are many ways to narrow down your identified needs and campaign ideas.

For example, the sticker decision.

List each campaign idea on a card and place it around the room.

Each student gets three stickers to place on their top three favorite ideas.

At the end of the activity,

collect the cards and count the stickers to see which was voted for most.

Next, the full group vote.

This is best for group members who feel

comfortable saying what they think in front of their peers.

Each student cannot vote more than three times but must vote at least once.

Read the list one at a time and ask

the group to vote for the ideas by raising their hands.

Record the number of votes each idea receives.

Select the top three ideas with the most votes and repeat the process with only those.

This time give each person only one vote.

There should be a clear winner once all the votes have been made.

Last is lobbying for a campaign.

Post the list of campaign ideas for your entire group to see.

Each student picks their favorite and joins the others with

the same opinion to research the issue further and prepare a persuasive case.

Next, each group makes their case to

their peers and lobbies for the campaign of their choice.

Once everyone is presented,

vote using one of the methods mentioned earlier.

So let's do a quick recap.

Three ways to narrow down your campaign if you have

more than one idea are to use the sticker decision,

for group vote, or lobby for a campaign.

And a few tips for success.

There is a chance that your students might find so many problems

they want to fix through community mapping that they can become frustrated.

We actually had some great feedback from one teacher whose class

experienced this after they mapped

the community because students were overwhelmed by all the needs.

If you find yourself in that situation,

what you can do is first emphasize to them that to make change

you need to start in one place even if it feel small in the beginning.

So focus using the methods of narrowing

down ideas and don't be overwhelmed by the possibilities.

Once your young people see that they can have a real impact through

focused dedication then suddenly everything seems possible.

We've also had a few teachers come back and

say that their students are struggling to come up

with an idea even after mapping and answering the questions.

They've had success circling back to

the original observation activities and asking

the students to imagine being a local animal for the day.

Where do they sleep?

What do they eat? What issues are they running into?

And then repeating this for the local human population and the environmental habitats.

There's really no one way to choose a campaign.

It depends on what your curricular goals are and how your group is set up.

In some cases, you might have to provide more direction

in order to steer your group towards the project that will fit

your programmatic goals and that's okay as long as you maintain

youth leadership and youth voice so that students

feel connection to the resulting campaign.

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