ATTACHMENT 4
Definition
•
),
•
•
knowledge or skills they have gained, and
•
Helps foster civic responsibility.
of learning.
Elements
In a school context, the
1.
•
Needs identification/
•
Learning the context for the need(s) to be
addressed.
•
Issue discussion and selection.
•
•
subsequently provide.
derived from this new knowledge, involves student
2. Action
•
Research- and knowledge-based service
•
•
Activities are often fluid and evolve as the
addressed, and others are identified.
•
Students work collaboratively with service
recipients and partners.
•
construction, etc.
3.
is integrated into successful projects
It allows students
to process and absorb what they have experienced
Reflective
4.
Demonstration
service learning that involves students in
educating others about the issues they are
addressing.
learning projects in themselves—including
Elements of Effective School-Based Service Learning
Florida Learn & Serve awards support the use of school- and curricular-based service learning, a
method by which students learn and develop through active participation in thoughtfully organized
service that
Is conducted in and meets real needs of a community (schools may be defined as communities
Is integrated into and enhances the academic curricula of students,
Provides structured time for students to reflect on their service experiences and demonstrate
In service-learning projects, students practice the skills and behaviors they need to learn (i.e., that
teachers want them to learn) through the service they do. The service is both a means and application
What distinguishes service learning from other service and volunteering?
service is directly related to curricula. Activities are design to address and apply specific learning
objectives, standards, and curriculum frameworks. Effective service-learning projects have the
following elements:
Preparation/Planning/Design
assessment—those being
served help define their needs and how to meet
them.
Examination of stakeholders, policies, and
systems impacting the need(s) to be addressed.
Designing activities to meet identified needs.
Teachers assign students work/projects/tasks to learn
about the context for the service the students will
The service that follows is
voice and design, but remains within the curricular
framework the teacher has established.
activities.
Student leadership in conducting and
leading project activities.
project progresses, original needs are
Application of multiple learning styles
including individual work, teamwork,
using technology, tactile/manual work, oral
presentations, data collection, writing,
Reflection
from beginning to end as students form and test
opinions, project outcomes, measure results and
impacts, discuss actions and reactions, and make
improvements and future plans.
and is critical to meaningful learning.
is another application of
Demonstration takes various
forms—many of which are actual service-
the following:
activities include the following:
•
Journaling,
•
Projecting project impacts,
•
Discussion,
•
Conducting formative and summative evaluation,
•
Making project refinements, and
•
Conducting future planning.
•
Advocacy campaigns
•
Putting on public forums/presentations
•
Performance on the service issues
•
Teaching others about the project and the
issues behind it
•
Creating films, portfolios, books, web sites,
publications, works of art, etc.
5. Recognition/Celebration
Throughout the project but especially at the end, students should be recognized for their efforts. In
successful projects, all participants join together to reflect and to plan future efforts.
6. Youth Empowerment
An implicit or explicit component of the above elements, youth empowerment and leadership enrich
every aspect of service learning. The greater the voice students have in identifying needs and
designing activities, the more motivated they will be about the project. Having to demonstrate to (i.e.,
teach) others about the needs and issues being addressed requires a higher assimilation of learning.
Effective projects have students conduct much of the evaluation, saving teachers labor and making
students responsible for determining whether or not their efforts were successful.
7. Reciprocity
Reciprocity (could also be defined loosely as collaboration) ensures that activities actually provide
service that is necessary, exposes student to people different from themselves, provides different
perspectives on the needs and service, and brings outside assistance, expertise, match, publicity, and
coordination to service-learning projects. In effective projects, teachers and students design activities
based on what they hear and learn from those in need and not based on preconceived notions.
When these elements are in place, the impacts of curriculum-based service learning go far beyond
those of traditional community service and volunteering. Service learning combines academic and
affective learning to engage students hands-on in the real world. This combination—not to mention
the incentive to get out of class—is what makes service learning such a powerful tool, pedagogy, and
strategy.
For Examples and More Information
The Florida Learn & Serve web site (www.fsu.edu/~flserve) has a list (with descriptions) of awards
issued in 2003-2004. The web site also offers
•
?
A compendium of examples showing links between service learning and the Florida Sunshine
State, Goal 3, and Applied Technology Standards,
•
?
Awards students and teachers can receive for participating in service learning,
•
?
The full 2004-2005 Florida Learn & Serve Request for Proposals packet,
•
?
Research showing dramatic improvements in the attendance, conduct, and grades of students
who participated in 382 service-learning projects in Florida,
•
?
An excellent tool developed by service-learning teachers showing how to make connections
across subject areas/disciplines in service-learning projects, and
•
?
Links to other web sites with valuable information on service learning. One example is a series
of free service-learning curricula and lessons to promote the values of Cesar Chavez, the
renowned organizer and civil rights leader. Activity areas include peer mediation, migrant
worker issues, non-violence, civic participation, voter registration, homelessness, and social
and economic justice. The information is also available to download at
http://www.chavezfoundation.org/spotlight.html.