Service-Learning going deeper

service-learning is a method of teaching and learning that uses academic knowledge and skills to address genuine community needs

High Quality Service-Learning Community Service Service Spectrum NO CLEAR LEARNING OBJECTIVES INDEPENDENT FROM COMMUNITY LITTLE TO NO REFLECTION YOUTH NOT DECISION-MAKERS FUNCTIONAL COMMUNITY PARTNERSHIPS PROJECT CHOSEN BY A FEW MINIMAL REFLECTION MINIMAL YOUTH DECISION-MAKING YOUTH EXERIENCE DIVERSITY MULTIPLE REFLECTION METHODS THROUGHOUT GOALS CONSISTENT WITH ACADEMIC CONTENT YOUTH HIGHLY INVOLVED IN DECISION-MAKING DIVERSE COLLABORATIVE PARTNERSHIPS LEARNING GOALS INTRICATELY LINKED TO SCHOOL GOALS SUFFICIENT DURATION TO ADDRESS NEED YOUTH PRIMARILY RESPONSIBLE FOR LEADING ALL PHASES

Washington Senior High has a food drive in partnership with the local food bank and pizza shop. Ninth, tenth, eleventh, and twelfth graders compete to see which class can collect the most food. They hold their drive during the fall because it helps families during the holidays. Each day of the food drive, class representatives kept track of the amount of food their class collected. The class that collected the most food was given a pizza party and a day at the movies. Students got to choose the movie and the toppings for the pizza. NO CLEAR LEARNING OBJECTIVES INDEPENDENT FROM COMMUNITY LITTLE TO NO REFLECTION YOUTH NOT DECISION-MAKERS FUNCTIONAL COMMUNITY PARTNERSHIPS PROJECT CHOSEN BY A FEW MINIMAL REFLECTION MINIMAL YOUTH DECISION-MAKING YOUTH EXERIENCE DIVERSITY MULTIPLE REFLECTION METHODS THROUGHOUT GOALS CONSISTENT WITH ACADEMIC CONTENT YOUTH HIGHLY INVOLVED IN DECISION-MAKING DIVERSE COLLABORATIVE PARTNERSHIPS LEARNING GOALS INTRICATELY LINKED TO SCHOOL GOALS SUFFICIENT DURATION TO ADDRESS NEED YOUTH PRIMARILY RESPONSIBLE FOR LEADING ALL PHASES

Amherst Elementary School is located by a river. The sixth grade science teacher had her students leave the classroom for 5 hours each week for 7 weeks to study the river’s ecology. Students investigated color, clarity, temperature, current and flow, stability, pH and acidity, fish, aquatic insects, as well as the river pollutants. At the end of six weeks the students shared their findings with third graders by creating plays, poster boards, videos, and poems to share what they learned. Students selected the most effective presentations to present to the city’s mayor to acknowledge that they have identified that there is a need to improve the water quality of the river. NO CLEAR LEARNING OBJECTIVES INDEPENDENT FROM COMMUNITY LITTLE TO NO REFLECTION YOUTH NOT DECISION-MAKERS FUNCTIONAL COMMUNITY PARTNERSHIPS PROJECT CHOSEN BY A FEW MINIMAL REFLECTION MINIMAL YOUTH DECISION-MAKING YOUTH EXERIENCE DIVERSITY MULTIPLE REFLECTION METHODS THROUGHOUT GOALS CONSISTENT WITH ACADEMIC CONTENT YOUTH HIGHLY INVOLVED IN DECISION-MAKING DIVERSE COLLABORATIVE PARTNERSHIPS LEARNING GOALS INTRICATELY LINKED TO SCHOOL GOALS SUFFICIENT DURATION TO ADDRESS NEED YOUTH PRIMARILY RESPONSIBLE FOR LEADING ALL PHASES

Bayside High School Advanced Technology Education students were studying computer hardware & programming. Students with the support of their teacher found local businesses to donate old computers to their class. The assignment was to assemble and program a functional computer from the donated computers. Once the computers were functioning at the end of the semester, they hosted a community computer session and offered computers to families in need of one. For students that wanted to continue their work, the school offered Advanced Technology Education 2—the class plans to teach computer classes for adults the following semester. NO CLEAR LEARNING OBJECTIVES INDEPENDENT FROM COMMUNITY LITTLE TO NO REFLECTION YOUTH NOT DECISION-MAKERS FUNCTIONAL COMMUNITY PARTNERSHIPS PROJECT CHOSEN BY A FEW MINIMAL REFLECTION MINIMAL YOUTH DECISION-MAKING YOUTH EXERIENCE DIVERSITY MULTIPLE REFLECTION METHODS THROUGHOUT GOALS CONSISTENT WITH ACADEMIC CONTENT YOUTH HIGHLY INVOLVED IN DECISION-MAKING DIVERSE COLLABORATIVE PARTNERSHIPS LEARNING GOALS INTRICATELY LINKED TO SCHOOL GOALS SUFFICIENT DURATION TO ADDRESS NEED YOUTH PRIMARILY RESPONSIBLE FOR LEADING ALL PHASES

K-12 Service-Learning Standards for Quality Practice

types of service-learning Direct Research and Advocacy Indirect

Investigate Plan ActReflect Demons trate EvaluateCelebrate Service-Learning Cycle IPARD-EC

Investigate P ARDEC Service-Learning Cycle

I Plan ARDEC Service-Learning Cycle

I P Act RDEC Service-Learning Cycle

I P A Reflect DEC Service-Learning Cycle

I P AR Demonstrate EC Service-Learning Cycle

I P AR D Evaluate C Service-Learning Cycle

I P ARDE Celebrate Service-Learning Cycle

I______ P ____ A ________ R ________ D _______ E ________ C ______ Service-Learning Cycle IPARD-CE Review

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Resources Lift: GSN: NYLC: