Service-Learning: Service-Learning: Meaningful Meaningful

Service Service

Meaningful Service Experience

• Sustained Duration– Minimum of 40 hours

• Connection between Service and Learning – Service Supports Learning and Learning

Supports Service – Clearly Identified Knowledge, Skill and

Goals– Skills Learned are Practiced In Multiple

Settings • Curriculum Connection

– Purposeful Instruction Linked to Educational Objectives

Meaningful Service Experience

• Reflection – Should be Before, During and After the

Project – Establish a Connection Between

Students’ Service and Learning • Youth Voice and Involvement

– Choose and Plan the Project – Have Meaningful Roles

• Strong Community Partnerships – Involved in Planning the Project

• Service and Learning Emphasis– Both Support Each Other

Meaningful Service Exercise

• Divide into Head, Heart, Hands and Health Groups

• Evaluate the Assigned Scenario Using the Meaningful Service-Learning Checklist.

• Identify Strengths and Weaknesses. • Identify Ways to Enhance the

Scenarios.• Share the Results

"Service-learning is a great example of a learning strategy that

creatively engages kids to learn in a meaningful way. By providing students a context for learning

that is relevant and authentic, they learn more and learn more

effectively."» Laurie Lang, former Executive Director,

Disney Learning PartnershipMember, National Commission on

Service-Learning

References• Conrad, D., and Hedin, D. (1989). High School

Community Service: A Review of Research and Programs. Washington, DC: National Center on Effective Secondary Schools.

• Civic and Political Health of the National: A Generational Portrait

• Indiana Department of Education Study on Youth Voice (1997-1998).

• Lopez, M. H. (June 2003, Updated February 204). Volunteering Among Young People. College Park, MD: The Center for Information and Reseaerch on Cific Learning and Engagement. http://www.civicyouth.org/PopUps/FactSheets/FS_Volunteering2.pdf

References

• Lopez, M. H. (October 2002). Youth Attitudes towards citic engagement and community service requirements. College Park, MD: The Center for Information and Reseaerch on Cific Learning and Engagement. http://www.civicyouth.org/PopUps/FactSheets/FS_Youth_Attitudes_Civic_Education.pdf

• Monitoring the Future (2002). Michigan State University Institute for Social Research Survey Research Center.

• Pocket Guide to Service Learning, National Dropout Prevention Center, Clemson University.

• Scales, P., Blyth, D., Berkas, T & Kielsmeier, J. (2000, August). The effects of service learning on middle school students' social responsibility and academic success. Journal of Early Adolescence, 20 (3), pp 331-358.

References• Scales, P. C., Blyth, D. A., Berkas, T. H., &

Kielsmeier, J. C. (2000). The effects of service-learning on middle school students' social responsibility and academic success. Journal of Early Adolescence, 20, 332-358.

• "Service-Learning: An Essential Component of Citizenship Education," (2000). Social Education 65 (4), pp. 240-241, NCSS Position Statement.

• The National and Community Service Trust Act of 1993

References• Service Learning-Making a World of Difference for

Students, Georgia Department of Education, February, 1997

• Service Learning 101, http://www.fulton.k12.mo.us/programs/sl101.html

• The Power of Assets. The Search Institute. http://www.search-institute.org/research/assets/assetpower.html

• Service Learning: An Essential Component of Citizenship Education, (Social Education 65 (4), pp. 240-241, NCSS Position Statement 2000).

• World Wise School Educators, http://www.peacecorps.gov/wws/service/index.html