service-learning: meaningful service. meaningful service experience sustained duration –minimum of...
TRANSCRIPT
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