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Service-Learning: Meaningful Service

Service-Learning: Meaningful 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

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Service-Learning: Meaningful Service

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  1. Service-Learning: Meaningful Service

  2. 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

  3. 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

  4. 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

  5. "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

  6. 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

  7. 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.

  8. 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

  9. 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

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