In addition, these same construction students also learned about
another country, deep in the throws of a civil war, and the impact of such an experience on its citizens and the personal experience of a refugee from that country.
While the ILSSL have received extensive attention since their appearance in the summer of 1998, much of the attention--understandably--has been devoted to practice as the field learned about
and tried to implement the new national guidelines.
For example, while University pre-service teachers served as tutors, they learned about service-learning as a teaching pedagogy and philosophy, implemented service learning projects with the middle school students, and learned how to individualize instruction to reach all students and address their needs.
They learned about resources and other factors, both living and nonliving, that promote and limit growth of populations in an ecosystem.
I learned about
the history that these people experienced before I was even born!" Remarked Alex, "I doubted the importance of students' role in community building.
Greater responsibility and greater interest resulted in a third virtue of summary/reaction journals: We learned about our own beliefs and ourselves.
We learned about the "whys" of our own professional activities.
I have also learned about
my personal learning strengths and weaknesses."
The coders created categories that represented the paraphrases and synonyms as well as the diversity of reported actions so that all actions were categorized (e.g, "I learned about lack of state funding for schools.
I liked being able to encourage the children."), Negative affect ("I felt sad and depressed for the clients' families."), Mixed affect ("Felt uncomfortable yet excited about working with students"), Neutral affect--No emotion is inferred or expressed by the student ("I learned about human interaction.")
A required paper includes the students' description of what they learned about
themselves as they interacted in a multicultural environment.
Further, the lessons learned about
using these approaches to assessing distance teaching and learning are highlighted.