Introduction to Service Introduction to Service LearningLearning

Training Provided By:Training Provided By:

Fran HollonFran Hollon NYS LSA Statewide Coordinator NYS LSA Statewide Coordinator New York Department of EducationNew York Department of Education Learn & Serve America ProgramLearn & Serve America Program 89 Washington Ave. 89 Washington Ave. Room 965 Education Building AdditionRoom 965 Education Building Addition Albany, New York 12234Albany, New York 12234 (518) 486-5781(518) 486-5781 fhollon@mail.nysed.govfhollon@mail.nysed.gov

Definition of Service Learning Definition of Service Learning

The National and Community Trust Act The National and Community Trust Act passed by Congress in 1990 defines service passed by Congress in 1990 defines service learning as a methodlearning as a method::

under which students learn and develop under which students learn and develop through active participationthrough active participation in thoughtfully in thoughtfully organized service experiences that meet actual organized service experiences that meet actual community needs that are coordinated in community needs that are coordinated in collaboration with the school and communitycollaboration with the school and community ;;

that is integrated into students’ academic curriculum and provides structured time for students to think, talk or write about what the student did and saw during the actual service activity;that provides students with opportunities to use newly acquired skills and knowledge in real-life situations in in their own communities;that enhances what is taught in school by extending student learning beyond the classroom into their communities and;

;

helps foster a sense of caring in others.

In other words, service learning is made up of activities that connect serving your community with the learning you already do in your classrooms. Service learning provides real life application of knowledge and skills to real life community needs.

Key DefinitionsKey Definitions

Volunteerism Volunteerism

Volunteerism refers to people who of their own Volunteerism refers to people who of their own free will and without pay, perform some free will and without pay, perform some service or good work (such as with charitable service or good work (such as with charitable institutions or community agencies). Many of institutions or community agencies). Many of you may have volunteered while growing up you may have volunteered while growing up through scouting, 4-H, church youth groups or through scouting, 4-H, church youth groups or other organizations.other organizations.

Community ServiceCommunity Service

Community service is a form of volunteerism. Community service is a form of volunteerism. The important point here is that the community The important point here is that the community service is done within in a defined community. service is done within in a defined community. This community can take many forms. Some This community can take many forms. Some examples could include: your classroom, your examples could include: your classroom, your school, the town where your students live their school, the town where your students live their city, etc. There does not have to be an city, etc. There does not have to be an intentional tie to learning; her the emphasis is intentional tie to learning; her the emphasis is placed strictly on the service that is performed.placed strictly on the service that is performed.

Community Based LearningCommunity Based Learning

Community based learning is the term used to Community based learning is the term used to describe any learning experience that occurs in the describe any learning experience that occurs in the community. Common forms of community based community. Common forms of community based learning include:learning include:

internships and apprenticeships. internships and apprenticeships. Although internships and apprenticeships do not Although internships and apprenticeships do not

have any formal service purpose, they offer important have any formal service purpose, they offer important experiences for students to master skills in a real-life experiences for students to master skills in a real-life setting. Community based-;learning may or may not setting. Community based-;learning may or may not include service.include service.

In order for service learning In order for service learning to indeed be that, it is key to indeed be that, it is key to understand the to understand the distinction between it and distinction between it and other forms of service.other forms of service.

Service LearningService Learning

Service Learning is the method of instruction Service Learning is the method of instruction that emphasizes both the service and the that emphasizes both the service and the learning goals in such a way that both occur learning goals in such a way that both occur and are enriched by each other. Key and are enriched by each other. Key components in Service Learning are:components in Service Learning are:

PreparationPreparation ActionAction ReflectionReflection Celebration/DemonstrationCelebration/Demonstration

There are other elements that should be part of strong service learning method as well. These elements include: student ownership, a genuine community need, school and community partnerships, as well as clear connections to curricular learning objectives.

The service should drive the learning it should not be an “add on” but an “add to.”

Service learning projects emphasize service and learning outcomes and are designed to incorporate both. Most prominently, programs that emphasize learning always include a strong post reflective element in which students are encouraged to utilize higher order thinking skills to make sense of as well as extend the formal learning that took place through participating in the learning experience.

Elements of Service Elements of Service LearningLearning

Process ElementsProcess Elements

PARC/DPARC/D

Preparation includes everything Preparation includes everything that is done to help the that is done to help the participants develop the participants develop the necessary skills and knowledge necessary skills and knowledge for the project.for the project.

PreparationPreparation

ActionAction

The meaningful service performed by The meaningful service performed by participants can take many forms and participants can take many forms and may include teaching others, creating a may include teaching others, creating a product or performance, providing a product or performance, providing a service or advocating for change. The service or advocating for change. The action can occur in one day, over a action can occur in one day, over a particular week, as well as over the particular week, as well as over the course of several months.course of several months.

ReflectionReflection

Processing or reconstructing the service Processing or reconstructing the service experience helps to make the experience helps to make the connection to learning. This occurs connection to learning. This occurs through out the service learning through out the service learning process and can take many different process and can take many different forms. Participants can reflect by forms. Participants can reflect by writing, doing, telling, and reading etc.writing, doing, telling, and reading etc.

Celebration/DemonstrationCelebration/Demonstration

It is important that we celebrate/demonstrate to It is important that we celebrate/demonstrate to acknowledge that participant and communities acknowledge that participant and communities have completed their project and done a have completed their project and done a GREAT job. Everyone that participated in GREAT job. Everyone that participated in doing the service should be included in the doing the service should be included in the celebration/demonstration. This should celebration/demonstration. This should include public officials, site personnel and the include public officials, site personnel and the media. Students now have the opportunity to media. Students now have the opportunity to show what they have accomplished.show what they have accomplished.

This is also the place where all participants can feel as well as see the impacts that their service learning has had on themselves, those they assisted, their school and communities.

Other Important ElementsOther Important Elements

Participant VoiceParticipant Voice

Participants should play an Participants should play an active role in the selection, active role in the selection, design, implementation, as design, implementation, as well as evaluation of the well as evaluation of the service learning project.service learning project.

Genuine NeedGenuine Need

It is important that the It is important that the service learning project service learning project meet a genuine/true meet a genuine/true community need.community need.

Connection to LearningConnection to Learning

Effective service learning Effective service learning establishes clear learning establishes clear learning outcomes that require application outcomes that require application of concepts, content and skills, as of concepts, content and skills, as well as involve participants in the well as involve participants in the construction of their own construction of their own knowledge.knowledge.

PartnershipsPartnerships

Promoting communication and Promoting communication and interaction with the community interaction with the community encourages partnerships and encourages partnerships and collaboration. Partnerships can include: collaboration. Partnerships can include: businesses, community organizations, businesses, community organizations, historical societies, colleges/universities, historical societies, colleges/universities, public or private school, social service public or private school, social service agencies and National Service Programs.agencies and National Service Programs.

Effective Service Learning FrameworkEffective Service Learning FrameworkPreparation Action Reflection Celebration

Preparation consists of the learning activities, orientation, training and analysis done prior to and as needed throughout service.

Action is the meaningful service being done by youth -- for their school, their community, or other youth.

Reflection is processing, integrating, and contextualizing the service experience through the use of creative and critical thinking skills.

Celebration is the recognition that students and communities deserve for a job well done.

Examples of tasks Questions to Ask What makes up good reflection

Some Recognition Ideas

Analyzing of community’s assets and needs, and then selection and planning of a project.

Note: it is important to be considerate of the community’s needs and not just the needs of the educators.

Are programs designed around real community needs? Does the project have academic integrity?

The activities should have the four “C”s. They should be Continuous, Connected, Challenging and Contextualized – always integrating the service and related learning with the rest of one’s life.

Host community events – done publicly with officials, participants and perhaps the service recipients.

Gathering information about the service site – agency/school, and its purpose of function, and the individuals being served – and any social or contextual issues related to the service.

Is the service work engaging, challenging and meaningful for the student?

The activities utilize Reading, Writing, Telling and Doing strategies.

Honor students for their responsible actions by organizing a project which includes a trip.

Specific skills training and the establishing of basic competencies.

Are the students significantly involved in defining and designing the service experience?

The activities should offer adequate time to review, ponder, contemplate, evaluate and analyze the feelings and the processes involved.

Give students T-shirts, certificates, pins, pizza parties, etc.

Problem-solving around difficult situations which may arise.

Is there adequate supervision? Do the school or agency contact people work effectively with the students?

The activities should help students make sense out of their experiences and clarify values as new issues are confronted.

Honor participants through the media – an appearance on he local news, or in the newspaper, or a feature done for radio.

Group building among participants. Is the project developmentally appropriate?

The activities should help students to community-build among participants.

Have special school assemblies.

Constructing ongoing reflection activities, evaluation exercises and assessment tools.

Has the project built in reflection and assessment into the model?

The activities should have assessment through portfolio, self-assessment and peer assessment.

Complete final evaluations both objective and subjective as a part of the end to a successful project

ReflectionReflection

Reflection consists of the use of creative critical Reflection consists of the use of creative critical thinking skills in order to prepare for think about and thinking skills in order to prepare for think about and learn from the service learning experience. learn from the service learning experience.

What is it? – Structured, objective, critical thinking, What is it? – Structured, objective, critical thinking, sharing and learning.sharing and learning.

When?—throughout, before, during, as well as after.When?—throughout, before, during, as well as after. Where?—anywhere – classroom, site, bus.Where?—anywhere – classroom, site, bus. Why?—connect and crystallize real world service and Why?—connect and crystallize real world service and

learning experience.learning experience. How?—individually, group using a variety of activitiesHow?—individually, group using a variety of activities

Guiding PrinciplesGuiding Principles

• Most effective when done throughoutMost effective when done throughout• Actively Involve both recipients and Actively Involve both recipients and

studentsstudents• Utilize a wide array of reflection Utilize a wide array of reflection

strategiesstrategies• Post service reflection ASAP after the Post service reflection ASAP after the

eventevent• Reexamine insights a week, month, Reexamine insights a week, month,

semester, or year later.semester, or year later.

Basic Reflection TechniquesBasic Reflection Techniques

KWLDKWLD What do we What do we KKnow?now? What do we What do we WWant?ant? What have we What have we LLearned? earned? What can weWhat can we D Do now?o now?

What?What? So What?So What? Now What?Now What?

Connecting Service LearningConnecting Service Learning

Start With The LearningStart With The Learning

Start With The ServiceStart With The Service

Connect to the ServiceConnect to the Service

Connect with the Connect with the LearningLearning

Start With The LearningStart With The Learning If you are attempting to find opportunities to integrate a service If you are attempting to find opportunities to integrate a service

component into your regular academic program here are three questions component into your regular academic program here are three questions by which you can explore possible connections around any unit of by which you can explore possible connections around any unit of instruction.instruction.

1.1. Teach others—Could students teach what they have learned Teach others—Could students teach what they have learned (skill, knowledge) to others?(skill, knowledge) to others?

2.2. Product Performance—Could the results of the students Product Performance—Could the results of the students efforts be contributed to a product or presented to someone?efforts be contributed to a product or presented to someone?

3.3. Addressing Community Need/Issue—Could the classroom Addressing Community Need/Issue—Could the classroom learning be applied to provide a service or to help solve a learning be applied to provide a service or to help solve a real concern in the school or community?real concern in the school or community?

Start With LearningStart With Learning

If you are attempting to find service opportunities that you If you are attempting to find service opportunities that you can then integrate into your academic program, here are a can then integrate into your academic program, here are a few ways to find community needs or problems to address few ways to find community needs or problems to address

through servicethrough service.. Needs/Assets ListNeeds/Assets List – With students create a – With students create a

list of all of the good and badlist of all of the good and bad things about the community.things about the community.

WalkaboutWalkabout – Take a walk around the – Take a walk around the community recording observations of what is community recording observations of what is seen, heard, etc.seen, heard, etc.Media SearchMedia Search – Scan newspapers, listen to – Scan newspapers, listen to radio or TV reports for informationradio or TV reports for information about the community.about the community.VisitVisit – Visit important sites in the – Visit important sites in the community; soup kitchens, thrift stores, community; soup kitchens, thrift stores, nursingnursing homes, and any agencies where people can homes, and any agencies where people can get help. get help.

MapMap – Have students make a map including – Have students make a map including points of interest and concern, alsopoints of interest and concern, also indicate the locations of important resources.indicate the locations of important resources.SurveySurvey – Create, conduct, and share the results – Create, conduct, and share the results of a variety of surveys that willof a variety of surveys that will help students gain a better understanding of the help students gain a better understanding of the community.community.InterviewInterview – various members of the community – various members of the community to determine their ideas for service projects as to determine their ideas for service projects as well as the rolewell as the role they could play in a project. they could play in a project.

Curriculum ConnectionCurriculum Connection

Curriculum/DisciplineCurriculum/Discipline Social Studies Unit on Social Studies Unit on

Local Town History Local Town History Science Unit on Water Science Unit on Water

Quality Quality Math Unit on Math Unit on

Measuring Measuring Spanish Unit on Spanish Unit on

GrammarGrammar

Project/ServiceProject/Service Interviewing local Interviewing local

Senior Citizens on Town Senior Citizens on Town History for CentennialHistory for Centennial Celebration Clean-Up of Celebration Clean-Up of

Stream Behind SchoolStream Behind School Constructing Picnic Constructing Picnic

Tables for Community Tables for Community ParkPark

Translating Children’s Translating Children’s Books for local Head Books for local Head Start ProjectStart Project

The Curriculum ConnectionThe Curriculum Connection

Social Studies Unit on Social Studies Unit on Vandalism Vandalism

Health Unit on SafetyHealth Unit on Safety Science Unit on Local Science Unit on Local

Flora & FaunaFlora & Fauna Science/Social Studies Science/Social Studies

Unit on AgingUnit on Aging Science Unit on Science Unit on

ConservationConservation

Painting Mural on Public Painting Mural on Public Building DowntownBuilding Downtown

Lobby for a Traffic Light Lobby for a Traffic Light Near SchoolNear School

Creating a Nature TrailCreating a Nature Trail

Making and Playing Games Making and Playing Games With Residents at a Nursing With Residents at a Nursing HomeHome

Developing a School-Wide Developing a School-Wide Recycling ProgramRecycling Program

The Curriculum ConnectionThe Curriculum Connection

Social Studies Unit on Social Studies Unit on Hunger and PovertyHunger and Poverty

Language Arts Unit on Language Arts Unit on Letter WritingLetter Writing

Social Studies Unit on Social Studies Unit on Laws Protecting Those Laws Protecting Those With DisabilitiesWith Disabilities

Organizing Canned Organizing Canned Food Drive for the Food Drive for the Homeless ShelterHomeless Shelter

Writing Letters to Writing Letters to Nursing Home Nursing Home ResidentsResidents

Building A Ramp for Building A Ramp for Wheelchairs at a Local Wheelchairs at a Local Community Agency.Community Agency.

Evaluation of StudentsEvaluation of StudentsPortfolios are a great way to document and evaluate service-learning projects. The Portfolios are a great way to document and evaluate service-learning projects. The

contents are evidence of learning and may include:contents are evidence of learning and may include:

Reflections activitiesReflections activities Written work such as:Written work such as: Journal entriesJournal entries EssaysEssays Research Papers, dataResearch Papers, data Outlines of presentationsOutlines of presentations Scored rubricsScored rubrics Evaluation checklistsEvaluation checklists Teacher’s anecdotal recordsTeacher’s anecdotal records

Attendance logAttendance log Test resultsTest results Constructed products such Constructed products such

as:as: VideotapesVideotapes BooksBooks ChartsCharts Pamphlets, BrochuresPamphlets, Brochures

Project EvaluationProject EvaluationProject Name:__________Project Name:__________

Service Learning Component

Important Questions to Ask

Evidence from Project

PREPARATION Were there specific learning activities, training, orientation, or needs

assessment done before the project?

ACTION Was a service provided to someone else?

REFLECTION Were there opportunities for participants to review, evaluate, or analyze their

feelings and learning from the project?

CELEBRATION Were the participants recognized for their efforts? Were others (recipients &

partners) included?

PARTICIPANTVOICE

Were the participants given opportunities to have a voice in selecting, designing,

or implementing the project?

GENUINE NEED Did the project meet a real, recognized need in the community?

CONNECTION TO LEARNING Is there a clear connection to real skills, knowledge, or content learned by the

participants?

PARTNERSHIPS Was there interaction and collaboration with others in the community?

Examples of Service LearningExamples of Service Learning

Fourth and fifth grade classes at Clinton Elementary School teamed up to contribute something to celebrate the centennial of their town, Clinton, Wisconsin. They interviewed senior citizens to gather stories that related to the town history. They did library research and obtained records from the city government. From their research, they developed a multi generational play of the town entitled “Clinton, Our Town”. The play was created and performed in partnership with a local theater group. Support from other businesses was also solicited for props, costumes and other aspects of the play. The play was such a success it is now put on annually by the school and the theater group.

The Academy for Science and Foreign Language is a k-8 school in Huntsville Alabama. Students there discovered that the early history of African Americans in the building of their community had never been documented. Though interdisciplinary, cross grade projects this school has taken on the researching and recording of that history. Students helped with the restoration of an old African American cemetery that had been neglected and forgotten. With community support they have restored headstones, written books and created plays about the lives of the people buried there. Their work included interviews with senior citizens whose ancestors were among those unrecorded heroes as well as library and land deed research. This project has unified the community in many ways .

Students at an alternative high school in Miami, Fla. had been tutoring third graders in language arts at a nearby elementary school. At the close of the first year, the students initiated, designed, and implemented a science component to improve and expand the tutoring program. The high school students hosted the elementary students at the UM/Knight Center to view their seven marine aquariums and participate in student-designed activities. Student presentations at the elementary school on marine biology and oceanography, and a visit to local recreation area to see examples of marine communities were also planned. Finally, students decided to give the third grade an aquarium for their classroom as well as printed materials and a CD-ROM they had developed.

History students in Los Angeles, California discovered their high school grounds once included a beautiful Japanese garden. The garden was built during the 1930s and early 40s by Roosevelt High School students. Then, during World War II, the federal government ordered Japanese-Americans relocated to internment camps. Roosevelt High lost many Japanese-American students to the camps, and the Japanese garden was vandalized and destroyed. Few Japanese-American students attend Roosevelt High School today. The population is predominately Latino. But when the students learned of the garden they decided to rebuild it as a tribute to the Japanese-Americans who died fighting for the country or who were interned during the war. Students researched and mapped out the original garden. Then they went into the community looking for help. They were able to complete the garden with much donated materials and labor.

Why Service LearningWhy Service Learning

What the Research What the Research SaysSays

Potential Outcomes of Involvement Potential Outcomes of Involvement in Service Learningin Service Learning

Academic Academic Problem SolvingProblem Solving Ethical Ethical

DevelopmentDevelopment Social Social

ResponsibilityResponsibility AssertivenessAssertiveness Career GoalsCareer Goals

Political EfficacyPolitical Efficacy Critical ThinkingCritical Thinking Moral ReasoningMoral Reasoning Self EsteemSelf Esteem Civic ResponsibilityCivic Responsibility Tolerance For Tolerance For

DiversityDiversity

Benefits To StudentsBenefits To Students

Students develop a habit of critical reflections in their Students develop a habit of critical reflections in their experiences, enabling them to learn throughout lifeexperiences, enabling them to learn throughout life

Students become more curious and motivated to Students become more curious and motivated to learn.learn.

Students increase their sense of social and civic Students increase their sense of social and civic responsibilityresponsibility

Students feel more committed to addressing the Students feel more committed to addressing the underlying problems behind social issuesunderlying problems behind social issues

Students understand problems in a more complex Students understand problems in a more complex way and can imagine alternative solutionsway and can imagine alternative solutions

Benefits To StudentsBenefits To Students

Students demonstrate more sensitivity to how Students demonstrate more sensitivity to how decisions are made and how institutional decisions are made and how institutional decisions affect people’s livesdecisions affect people’s lives

Students learn to respect cultural differencesStudents learn to respect cultural differences Students learn to work more collaboratively Students learn to work more collaboratively

with other people on real problemswith other people on real problems Students realize that they can make a Students realize that they can make a

difference.difference.

Benefits and Impacts of Service Benefits and Impacts of Service LearningLearning

National:National:““Service Learning produces an array of positive impacts Service Learning produces an array of positive impacts

in the areas of pro-social behavior including: in the areas of pro-social behavior including: acceptance of diversity,acceptance of diversity, connection to cultural heritage,connection to cultural heritage, development of ethics anddevelopment of ethics and Strengthening of protective factors related to Strengthening of protective factors related to

resilience.resilience.Service Learning clearly helps students to develop Service Learning clearly helps students to develop

caring, altruism, and other social emotional learning.”caring, altruism, and other social emotional learning.”(Billig, 2000) (Billig, 2000)

Melchior and Ballis (2002) found that service learning programs had a statistically significant impact on;students’ civic behaviors, particularly in the areas of responsibility for the welfare of others;personal and social responsibility for community involvement,service leadership,acceptance of diversity, and communication skills.

New York State:

The FY 2003-2004 Learn and Serve America Program evaluation surveyed over 500 teachers who reported moderate and great positive changes in students in various areas as follows :

Attendance (30%);

Academic performance (47%)

Class participation(70%)

Fewer number of discipline problems (38%) -- research conducted by CASE @ CUNY Graduate Center

CUNY Research continued…CUNY Research continued… HHow students treat one anotherow students treat one another

(66%) (66%) SeveritySeverity of discipline problems of discipline problems

(less severe)(30%)(less severe)(30%) HHow students treat adults (65%) ow students treat adults (65%) Students’ willingness to take Students’ willingness to take

responsibility (77%)responsibility (77%) Students’ understanding of the Students’ understanding of the

service need addressed by the service need addressed by the project (77%);project (77%);

Interactions between students and Interactions between students and teachers (71%)teachers (71%)

Students’ connection with Students’ connection with population served ((70%) population served ((70%)

General classroom climate(59%)General classroom climate(59%) Number of at-risk behaviors Number of at-risk behaviors

((decreased)decreased) (24%) (24%) Empathy expressed by students Empathy expressed by students

(60%);(60%); Conflict resolution skills(36%)Conflict resolution skills(36%) Reduction in bullying in Reduction in bullying in

class(22%)class(22%)

Student TestimonialsStudent Testimonials

““Service learning has taught me to give someone a chance.”Service learning has taught me to give someone a chance.”““Service Learning connected me to others.”Service Learning connected me to others.”

““Service learning has helped me not to be so mean.”Service learning has helped me not to be so mean.”

““Our service learning program has impacted me as an Our service learning program has impacted me as an individual because individual because I feel moreI feel more important, likeimportant, like I have an I have an actual place and purpose. I have a actual place and purpose. I have a higherhigher self esteemself esteem and and greater tolerancegreater tolerance for all types of people. As a student our for all types of people. As a student our program has taught me to program has taught me to do oral presentationsdo oral presentations better, to better, to be be more organizedmore organized and to and to balance my timebalance my time better. As a member better. As a member of society it has made me realize how everyone affects of society it has made me realize how everyone affects everyone else, whether they know it or not.”everyone else, whether they know it or not.”

A Parent's PerspectiveA Parent's Perspective

As a parent , I have seen my daughters benefit from As a parent , I have seen my daughters benefit from service learning in the following ways:service learning in the following ways:

an increase in their knowledge,an increase in their knowledge, awareness, compassion, tolerance awareness, compassion, tolerance empathy for those that are handicapped or disadvantaged empathy for those that are handicapped or disadvantaged development of critical thinking, time management, development of critical thinking, time management,

leadership and communication skills.leadership and communication skills.

All of these are key to success in college and the world All of these are key to success in college and the world of work; and a growth in personal self esteem which of work; and a growth in personal self esteem which is so important for young people today.”is so important for young people today.”

What Americans Want from What Americans Want from Public EducationPublic Education

In a survey of 1000 Americans, research found:In a survey of 1000 Americans, research found: 94% agreed a good education is much more than just 94% agreed a good education is much more than just

learning to read, write and do math, andlearning to read, write and do math, and 89% agreed that schools need to teach in different ways to 89% agreed that schools need to teach in different ways to

reach different types of students.reach different types of students. When given a definition of service learning, 90% agreed When given a definition of service learning, 90% agreed

they were likely to support it in their local public schools,they were likely to support it in their local public schools, 90% said they were likely to support service learning if 90% said they were likely to support service learning if

academic skills were tied to service, andacademic skills were tied to service, and 90% agreed that service learning helps students build the 90% agreed that service learning helps students build the

skills they need to be successful later in life.skills they need to be successful later in life. (Roper Starch Worldwide for the W. K. Kellogg Foundation, 2000)(Roper Starch Worldwide for the W. K. Kellogg Foundation, 2000)