Teaching Sequence

25 minutes – Part A: What do we know about community service?
20 minutes – Part B: Community service and initiative in action
5 minutes – Part C: Introduction to La Trobe University’s Aspire Program and Aspire Generation
10 minutes – Reflection

Work through this resource material in the following sequence:

Part A: What do we know about community service?

Step 1.

Introduce the lesson by asking students to consider what they think or know when they hear the phrases ‘community service’ or ‘volunteer work’. Explain to students that before they complete a collaborative activity, they should spend a couple of minutes thinking individually and refining some of their thoughts. That this can help them to communicate more clearly and purposefully when in a collaborative work situation. Students can record their thoughts in the space provided on their Student Worksheet.

Step 2.

Explain to students that they will now be participating in a Hexagonal thinking session. Point out to students that this is a visible thinking tool that will help them list what they understand about a topic and then form connections between those ideas about a specific topic. As an extra challenge, ask students to think about why a hexagonal pattern that reminds them of a beehive might be used for this activity (at the end of the session explain that like beehives, community service and volunteerism rely on different groups or people contributing in different ways to achieve successful or positive outcomes for the community).

Invite students to form pairs, and distribute one copy of the Hexagonal Thinking template to each pair. They will see that ‘volunteering’ and ‘community service’ are already written in two of the hexagons. Challenge students to fill in as many of the remaining hexagons with words and phrases that they know or associate with volunteering and community service.

Remind students that they are not required to be experts – they only need to to share their prior knowledge and experience around the topic. Give students enough time to think about, discuss and write down as many different ideas as they can.

If required, prompt student thinking with the following questions:

Who does volunteering/community service benefit?
What does volunteering/community service look like?
Who can engage in volunteering/community service?
What are some of the ongoing effects of volunteering/community service?
What can be changed through volunteering/community service?

Further prompting to fill in the remaining hexagons could be to include specific examples. For example, students might refer to school working bees, meals on wheels type programs or charity collections. Encourage students to think both about types of community work and some local or regional organisations that might provide some kind of community service or rely on volunteers.

Step 3.

Invite students to cut out the hexagons. While they are doing so, give each pair a piece of blank A4 paper (and a glue-stick if required).

Step 4.

Explain to students that the next phase of the activity builds on their listing of ideas by getting them to actively process and organise the list by identifying and making connections between ideas. Challenge students to create a ‘concept chart’ with their hexagons by moving the hexagons around to link in different places and in different ways. Explain to students that this encourages them to think differently, to scrutinise and extend their thinking about the concepts and the links that can be made. Encourage them to play around and have critical discussions about how the concepts intertwine, and how their first attempt should not be their only attempt.

Step 5.

Once students are happy with how they have placed their hexagons, invite them to glue them in that formation to their A4 paper.

Step 6.

Invite pairs to join together to create a group of four, and take turns to explain their hexagonal thinking around the concepts of volunteering and community service. Explain to students that articulating and explaining ideas to a new audience is an effective way to both synthesis their own thinking about a topic AND test how well they know it by explaining it clearly to someone else.

Step 7.

Summarise the activity and extend individual understanding of the concepts by asking for volunteers to share their Hexagonal thinking. Encourage class members to ask questions and seek clarification about what their peers are contributing.

Hexagonal thinking charts can be displayed around the room so students can examine their peers’ work. Alternatively, one member of the pair can remain with the chart while the other moves around the room and investigates or discusses the work of others.

Part B: Community service and initiative in action

Step 1.

Having considered and discussed what community service and volunteering mean to them, explain to students that they will now watch a short TED talk by the founders of Orange Sky Laundry – the world’s first free mobile laundry service for people experiencing homelessness. Point out to students that in the talk, the founders of Orange Sky Laundry, Lucas Patchett and Nicholas Marchesi, explain their motives and rationale for their community service initiative. They also talk about the benefits and outcomes their initiative has had for all those involved.

As students watch the talk, encourage them to note some of the key points made and anything they find interesting about the project or the way in which it was communicated (e.g. use of props and verbal emphasis, anecdotes, etc). There is space provided on the student worksheet.

Orange Sky Laundry - 2 Years On (https://youtu.be/ac53TxhgGrY)

Step 2.

At the end of the video, facilitate a brief discussion and encourage students to share their notes or thoughts about the initiative or outcomes of Orange Sky Laundry. Where possible, help students make connections back to their hexagonal thinking about community service and volunteering.

Direct students to the Orange Sky website if they would like to find out more!
https://orangesky.org.au/volunteer
This link is also provided on the Student Worksheet.

Part C: Introduction to La Trobe University’s Aspire Program and Aspire Generation

Step 1.

Introduce this part of the lesson by reminding students that volunteering and community service is a really valuable and positive thing to do and that the contribution made by individuals can benefit the community in so many ways. Explain to students that in addition to this, school-age volunteers who make an ongoing and meaningful contribution to their community are highly valued by the Aspire Program at La Trobe University. Establish with them that this unit will equip them with the skills and encourage them to think about how they can contribute to their community and engage with the values and mission of the Aspire Program.

Aspire Generation (https://youtu.be/inK1lgRMZBQ)

La Trobe University values volunteerism and community service in secondary school-age students, and seeks to support them throughout school through the Aspire Generation – an initiative that students can be part of when they are still in school. Students in Year 9-12 who volunteer and/or contribute to their community are encouraged to join the Aspire Generation, and look to applying for a place in the Aspire Program at La Trobe University.

Reflection

Invite students to consider how they would now define community service and volunteering. Ask them to write a short definition (30 words or less) in the space provided on their Student Worksheet.

Invite students to complete the Colour, Symbol, Image Visible Thinking Routine to illustrate and represent their understanding of ‘Volunteering and Community Service’. There is also space for students to write a short explanation for each of their choices.

The Colour-Symbol-Image Visible Thinking routine helps students to think about and represent ideas in abstract ways.

Aspire Generation - Tuning In to Community Service

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