• Lesson goal
• Flow of the class
• Service learning sequence
• Service learning credits
• Community partners
• Grouping
• Standards
• Total community quality
• Assessment
• Importance of curriculum
• Affective domain
• Constructivism
• His development as a teacher
• Evolution of his teaching strategies
• Presenting projects to the City Council
• Commuter rail project
• River clean-up project
• The mayor on service learning

Bill Mittlefehldt: We begin with an overview for the week, outlined on the board so the kids have a cognitive map of where we’re going. Then we jump into the learning activities, called Connection Points, where the kids have to share orally or in written form how they connect the curriculum, the vocabulary, the theories, and the examples with things they see going on around them. Then we make a transition, usually to some teacher-structured activity that would look a little like a mini-lecture or presentation, where I’ve organized the learning resources. Then we make [another] transition [in which the students work on their projects]. It starts off kind of slowly but as we get deeper (we’re in the sixth week of a nine-week term), more class time is devoted to getting ready for the projects.