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Service-learning-Group-1 (1)

The document outlines the concept of Community Service-Learning (CSL), which integrates service experiences with academic learning and structured reflection. It details essential elements, types of service, principles of high-quality service-learning, and steps for initiating projects in K-12 settings. Key aspects include collaboration, student ownership, and the importance of reflection and assessment in the learning process.

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Marissa Talento
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2 views

Service-learning-Group-1 (1)

The document outlines the concept of Community Service-Learning (CSL), which integrates service experiences with academic learning and structured reflection. It details essential elements, types of service, principles of high-quality service-learning, and steps for initiating projects in K-12 settings. Key aspects include collaboration, student ownership, and the importance of reflection and assessment in the learning process.

Uploaded by

Marissa Talento
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Getting Started in

Service Learning
Clarifying terms

Volunteer
Community Service

Community based
learning
Community service
learning
Community
Service-Learning
Definition:
A method by which people participate
in service experiences that address school
or community needs while also learning
academic skills and/or content connected
to the service, and engaging in structured
reflection on the service experience
Service-learning outcomes
• authentic learning
• self-esteem
• social responsibility
• academic learning
• communication skills
• collaboration skills
• learning from experience
• future civic participation
CSL Essential Elements
• Preparation
• Collaboration
• Student Ownership
• Service
• Curriculum Integration
• Reflection
• Celebration
• Evaluation
Types of Service

Direct - working directly with people


Indirect - fund-raisers and collection programs
Education - teaching those who are affected by
the problem or those who can make a difference
Advocacy - advocating for change through
social or political channels (e.g. letter writing,
petitions, lobbying, campaigns)
Principles of high quality
service-learning
VVaalue
lue
bbased
ased

collaborative intellectual
intellectual
collaborative

naly t icicaal l
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t aacctitvivisist expe
SStutuddeennt experient
riential
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ed
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ulticu
icultu
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Student-centered

State their opinions

Make choices

Make connections
to their lives
Collaborative
with classmates

with the recipients


of the service

on the design and


conduct of the
project
Experiential

Actively engage in:

needs assessment
research
project development
service activities
Intellectual
Seek out a variety of
sources with multiple
perspectives

Study and analyze the


issue

Use subject matter


skills and knowledge
Analytical

Examine the root


causes of the problem

Consider whose voices


have been excluded

Examine their own role


in the problem
Multicultural
Take an inclusive
approach to the
problem

Understand the issue


from diverse
perspectives

Involve a diversity of
people in working
together
Value-based

Acknowledge the
controversial nature of
aspects of the problem

Examine and discuss


the values involved
Activist

Engage in direct action


as well as advocacy or
social change efforts

Aim to create a more


socially just society and
world
Begin a project
with this winning trio

your community students'


curriculum + need + interest
How do K-12 projects begin?
 Community problem or need
 School problem or need

 Area or agency near the school

 Teacher interest

 Parent or student interest

 Curriculum connection

 Current events issue


Next Steps... Planning
Plan for learning and service

Involve community partners and students

Map out roles, responsibilities and time line

Plan ahead for reflection and assessment

Build in time for collaboration


Keys to effective collaboration

Ask about needs


Offer to help
Start small
Meet face to face
Share responsibilities
Reflect and adjust
Work toward mutual ownership
Reflection and Assessment

Reflective thinking
Connecting theory to Students’ learning and
practice attitudes from
Learning from service
experience Students’ learning of
Personal development course content and
Understanding of skills from service
course content

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