• Community Service Learning
    • Brief Overview
    • SERVICE LEARNING PARTICIPATION
    • SERVICE LEARNING LEARNING OUTCOMES
    • How to Complete SERVICE LEARNING
  • WHAT IS SERVICE LEARNING
    • HOW CAN I BE SUCCESSFUL WITH SERVICE PROJECTS>
      • What are my responsibilities?
    • SERVICE LEARNING GUIDELINES>
      • Personal Inventory
      • SL ACTIVITY PROPOSAL CHECKLIST>
        • PROJECT TIMELINE
      • SL RELFECTION
      • MANAGEBAC>
        • MANAGEBAC STUDENT GUIDE
      • Complete ME before you meet?
  • Global Citizens Program
    • GCP/ CSL Course Learning Objectives:
    • WHY COMMUNITY SERVICE LEARNING>
      • GCP/CSL CHARACTER BUILDING
    • GCP UNIT>
      • Unit 1 – WHO AM I?
      • UNIT 2 -The World Around us>
        • How does Unit 2 relate to CSL
      • Unit 3- Effective Communication>
        • Authentic dialogue
        • Effective Team Project Planning
      • Unit 4 – FIVE Stages of Service Learning>
        • 5 STAGES OF SERVICE LEARNING>
          • GETTING YOUR PROJECT STARTED
          • CSL ACTIVITY PROPOSAL
          • CSL RELFECTION
      • Unit 5 – Social Justice and Global Issues
    • Assessment Rubrics
  • SERVICE LEARNING TOOLBOX
    • Request to Initiate Campus-Community Partnership>
      • Risk Management in Service Learning
    • INVESTIGATION PREPARATION>
      • Initial INVESTIGATION Planning List
      • Community Needs Assessment Guide
    • Importance of Student Reflection>
      • Student Skills Framework Reflection Guide
      • REFLECTION MODELS>
        • Writing a Reflection for CSL
        • Writing Reflection for CAS
        • REFLECTION QUESTION MODELS
        • ORID MODEL
      • How can reflection be facilitated in the classroom?
    • Essential Community Service Toolkit
  • SERVICE LEARNING PHOTO GALLERY
    • Service Photo Gallery
    • AFRIKA TIKKUN TREE PLANTING
    • VIDEO GALLERY
  • DISCUSSION FORUM
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Community Service Learning
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IB Learner Profile 

The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet help to create a better and more peaceful world. IB learners strive to be:

Inquirers

They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives

Knowledgeable

They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers

They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators

They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled

They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded

They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring

They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers

They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced

They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective

They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.


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