1. An Introduction to Service-Learning

2. What skills do you want America’s youth to have when they complete their formal education?

3. © NYLC, 2005 2 Usually the list is long and includes many skills beyond academic. Service- Learning is a teaching strategy that has the potential to engage students in a broad spectrum of outcomes while focused on academic skills.

4. © NYLC, 2005 3 It’s important to understand the difference between Service-Learning and other forms of Community involvement. Consider these definitions and how they may differ from Academic Service-Learning!  Service Definitions about service vary across ethnic groups and cultures, but it basically refers to helping without asking for payment in kind or money. Service-learning effective practice supports a basic understanding of different cultural contexts of service.  Volunteerism Volunteerism refers to individuals who, of their own free will and without pay, perform some service or good work (such as with charitable institutions or community agencies). Many of you may have volunteered while growing up through scouting, 4-H, church youth groups, or other organizations.  Community Service Community service is a form of volunteerism. It is done within a defined community, which could be a classroom, school, town, city, etc. It does not have any intentional ties to learning; the emphasis is strictly on the service.  Community-Based Learning Community-based learning is a term for any learning experience that occurs in the community. Common forms of community-based learning are school field trips, internships and apprenticeships, which, although they have no formal service purpose, offer important experiences for youths to master skills within a real life setting. Community based-learning may or may not include service.

5. © NYLC, 2005 4 What is Service-Learning? Former U.S. Senator and astronaut, John Glenn recently described service-learning as “academics in action.” It is an educational method in which students learn and apply academic knowledge and critical thinking skills to meet real community needs.

6. © NYLC, 2005 5 For example…. Cleaning up a river is service. Cleaning up a river is service. Sitting in a science classroom looking at water samples under a microscope is learning. Sitting in a science classroom looking at water samples under a microscope is learning. Youth taking samples from local water sources, analyzing the samples, documenting the results and presenting scientific findings to a local pollution control agency to not only call for action, but to develop a project to correct the problem is service-learning.

7. © NYLC, 2005 6 The new K-12 Service-Learning Standards for Quality Practice The K-12 Service-Learning Standards for Quality Practice were released by the National Youth Leadership Council in 2008, as a product of a year-long series of refinements to the Principles of Effective Practice for K-12 Service-Learning. They provide practitioners concrete guidelines to develop research and proven Service-Learning practice. 1. Meaningful Service 2. Link to Curriculum 3. Reflection 4. Diversity 5. Youth Voice 6. Partnerships 7. Progress Monitoring 8. Duration and Intensity

8. © NYLC, 2005 7 K-12 Standards for Quality Practice 1. Meaningful Service: experiences are appropriate to participant age and development experiences are appropriate to participant age and development Addresses issues that are personally relevant Addresses issues that are personally relevant Provides participants with interesting and engaging service activities Provides participants with interesting and engaging service activities Encourages participants to understand their service experiences in the context of underlying societal issues being addressed Encourages participants to understand their service experiences in the context of underlying societal issues being addressed Leads to attainable and visible outcomes that are valued by those being served Leads to attainable and visible outcomes that are valued by those being served

9. © NYLC, 2005 8 K-12 SL Standards for Quality Practice K-12 SL Standards for Quality Practice 2. Link to Curriculum: Has clearly articulated learning goals Has clearly articulated learning goals Is aligned with the academic and or programmatic curriculum Is aligned with the academic and or programmatic curriculum Helps participants learn how to transfer knowledge and skills from one setting to another Helps participants learn how to transfer knowledge and skills from one setting to another Taking place in schools is formally recognized in school board policies and student records Taking place in schools is formally recognized in school board policies and student records

10. © NYLC, 2005 9 K-12 SL Standards for Quality Practice 3. Reflection: Includes a variety of verbal, written, artistic, and nonverbal activities to demonstrate understanding and changes in participants knowledge, skills, and/or attitudes. Includes a variety of verbal, written, artistic, and nonverbal activities to demonstrate understanding and changes in participants knowledge, skills, and/or attitudes. Occurs before, during, and after the service experience Occurs before, during, and after the service experience Prompts participants to think deeply about complex community problems and alternative solutions Prompts participants to think deeply about complex community problems and alternative solutions Encourages participants to examine their preconceptions and assumptions in order to explore and understand their roles and responsibilities as citizens Encourages participants to examine their preconceptions and assumptions in order to explore and understand their roles and responsibilities as citizens Encourages participants to examine a variety of social and civic issues related to their service-learning experience so that participants understand connections to public policy and civic life. Encourages participants to examine a variety of social and civic issues related to their service-learning experience so that participants understand connections to public policy and civic life.

11. © NYLC, 2005 10 K-12 SL Standards for Quality Practice 4. Diversity: Helps participants identify and analyze different pints of view to gain understanding of multiple perspectives Helps participants identify and analyze different pints of view to gain understanding of multiple perspectives Helps participants develop interpersonal skills in conflict resolution and group decision-making Helps participants develop interpersonal skills in conflict resolution and group decision-making Helps participants actively seek to understand and value the diverse backgrounds and perspectives of those offering and receiving service Helps participants actively seek to understand and value the diverse backgrounds and perspectives of those offering and receiving service Encourages participants to recognize and overcome stereotypes Encourages participants to recognize and overcome stereotypes

12. © NYLC, 2005 11 K-12 SL Standards for Quality Practice K-12 SL Standards for Quality Practice 5. Youth Voice: engages youth in generating ideas during the planning, implementation, and evaluation processes engages youth in generating ideas during the planning, implementation, and evaluation processes Involves youth in the decision-making process throughout the service-learning experiences Involves youth in the decision-making process throughout the service-learning experiences Involves youth and adults in creating an environment that supports trust and open expression of ideas Involves youth and adults in creating an environment that supports trust and open expression of ideas Promotes acquisition of knowledge and skills to enhance youth leadership and decision -making Promotes acquisition of knowledge and skills to enhance youth leadership and decision -making Involves youth in evaluating the quality and effectiveness of the service-learning experience Involves youth in evaluating the quality and effectiveness of the service-learning experience

13. © NYLC, 2005 12 K-12 SL Standards for Quality Practice K-12 SL Standards for Quality Practice 6. Partnerships: Involves a variety of partners, including youth, educators, families, community members, community-based organizations and/or businesses Involves a variety of partners, including youth, educators, families, community members, community-based organizations and/or businesses Partnerships are characterized by frequent & regular communication to keep all partners well-informed about activities and progress Partnerships are characterized by frequent & regular communication to keep all partners well-informed about activities and progress Partners collaborate to establish a shared vision and set common goals to address community needs Partners collaborate to establish a shared vision and set common goals to address community needs Partners collaboratively develop and implement action plans to meet specified goals Partners collaboratively develop and implement action plans to meet specified goals Partners share knowledge and understanding of school and community assets and needs, and view each other as valued resources Partners share knowledge and understanding of school and community assets and needs, and view each other as valued resources

14. © NYLC, 2005 13 K-12 SL Standards for Quality Practice 7. Progress Monitoring Participants collect evidence of progress toward meeting specific service goals and learning outcomes from multiple sources throughout the service-learning experience Participants collect evidence of progress toward meeting specific service goals and learning outcomes from multiple sources throughout the service-learning experience Participants collect evidence of the quality of service-learning implementation from multiple sources through the service- learning experience Participants collect evidence of the quality of service-learning implementation from multiple sources through the service- learning experience Participants use evidence to improve service-learning experiences Participants use evidence to improve service-learning experiences Participants communicate evidence of progress toward goals and outcomes with the broader community, including policy- makers and education leaders, to deepen service-learning understanding and ensure that high quality practices are sustained Participants communicate evidence of progress toward goals and outcomes with the broader community, including policy- makers and education leaders, to deepen service-learning understanding and ensure that high quality practices are sustained

15. © NYLC, 2005 14 K-12 SL Standards for Quality Practice K-12 SL Standards for Quality Practice 8. Duration and Intensity: Includes the processes of investigating community needs, preparing for service, action, reflection, demonstration of learning and impacts, and celebration. Includes the processes of investigating community needs, preparing for service, action, reflection, demonstration of learning and impacts, and celebration. Is conducted during concentrated blocks of time across a period of several weeks or months Is conducted during concentrated blocks of time across a period of several weeks or months Provides enough time to address identified community needs and achieve learning outcomes Provides enough time to address identified community needs and achieve learning outcomes

16. © NYLC, 2005 15 Research Based Service-Learning Outcomes Findings from the service-learning research report that youth, adults and communities benefit in specific ways: YOUTH: Higher Grade Point Average Goal Oriented Higher Self-Esteem Connected to Community in a Positive Way Enjoys learning ADULT: More connected to Youth Increase in Positive Behaviors Decrease in Negative Behaviors Enjoys Job More COMMUNITY: More positive attitude toward ALL youth Community challenges begin to be addressed More connected to schools and agencies that serve youth Sources: Brandeis University Study, UC Berkley Study in California, Wisconsin Fostering Resiliency Study

17. © NYLC, 2005 16 Learning Pyramid LectureReadingAudio-VisualDemonstration Discussion Group Practice by Doing Teach Others/Immediate Use of Learning 5% 10% 20% 30% 50% 75 % 90% National Learning Laboratories, Bethel Maine Dale’s Cone of Experience Model (1969)

18. © NYLC, 2005 17 Learning Connections Learning Process Service Learning Components Personal Meaning Student Ownership Genuine Community Need Genuine Community Need Content Integrated Curriculum Application Project Development and Implementation New Understanding Reflection

19. © NYLC, 2005 18 The Four Stages of Service-Learning These 4 stages are helpful in planning your project and your curriculum. PreparationActionReflectionDemonstration

20. © NYLC, 2005 19 Service-Learning Cycle NOW WHAT? Pre-Service Reflection Reflection During Service Post-Service Reflection New Application New Understanding Analysis Observation Meaningful Service Experience Planning and Preparation Identifying a Project SO WHAT? WHAT? Learning Objectives Established Copyright ©2000 by NYLC and Compass Institute. All Rights Reserved. Youths & Community identify Community Need

21. © NYLC, 2005 20 Preparation The Questions: What preparation will youths need to be both successful and safe in implementing the service project? The Questions: What preparation will youths need to be both successful and safe in implementing the service project? The more you can include youths in generating a list of what they need to know and have in place before they start the service project, the more likely their commitment to preparation. Preparation is a critical part of the service-learning cycle. In order to have maximum buy-in by your youths,it can be helpful to visit the service site or have some type of beginning experience to help youths discover the need for further preparation. What can I do to build a sense of team with my youths? What can I do to build a sense of team with my youths? Many service project require team work. The more you do on the front end to build a commitment to the service and a cohesive classroom team, the easier the task will proceed. This might begin by having youths brainstorm a list of behaviors that might lead to a true sense of “team.” It is helpful to do some initiative games which require a team to work together to solve a given problem or dilemma. What skills will they need? What skills will they need? These may range from communication and team working skills to training in skills that are specific to the task such as repairing a house, making a toy or creating an environmental trail. What context or social issues will they need to understand? What context or social issues will they need to understand? For example, a project around the topic of homelessness may need to explore statistics related to the number of homeless in your state or in the nation. An intergenerational project may convert the issue of aging in our country, both physiologically as well as culturally. Any project that includes service with a particular agency would benefit by an orientation to the agency covering its mission and goals and its successes and challenges as well as an orientation to the population with whom they will be working. The latter may include a discussion of stereotypes and concerns along with factual information.

22. © NYLC, 2005 21 Project Preparation continued … What roles or responsibilities will need to be understood before we begin? What roles or responsibilities will need to be understood before we begin? Some projects will lend themselves to small groups taking on different responsibilities and roles Other projects may involve everyone in taking on the same task. Youths will still need to be clear about their responsibilities and any expectations of them for any given role. What are some of the difficult issues that we may encounter while performing this service? What are some of the difficult issues that we may encounter while performing this service? We refer to these as the “What If’s?” We typically have youths brainstorm possible problems and we do role plays of how they might be handled. Examples might be that when you are doing an oral history with a senior citizen and she starts to cry, or you are tutoring a younger child and he wants you to do all of the work, or you are eating lunch at a homeless shelter after working on your service project at the shelter and you are sitting by someone who keeps staring at you, but says nothing. What safety issues might we encounter at the service site? What safety issues might we encounter at the service site? It is critical for issues of liability that youths be made aware of and trained to handle issues that may arise. This includes such things as being sure they know the resources available to help them at the site as well as safety procedures for handling tools or equipment or simply the protocol for crossing streets. Do not assume that youths know how to behave at a work site. It is best to have this discussion through a collaborative effort between the teacher and community based personnel with whom you will be working.

23. © NYLC, 2005 22 Action Service can be direct, indirect, research or advocacy Service should be purposeful and have meaning Service should have real consequences

24. © NYLC, 2005 23 Action Engaging Youth in Appropriate Service Service should offer a unique learning experience Service should build on previously learned and newly acquired skills, both academically and developmentally Service environment needs to be safe

25. © NYLC, 2005 24 Reflection The use of critical thinking skills to insure learning Continuous (before, during and after) Connected (to the activity and the learning) Challenging (think in new ways and develop deeper thinking) Contextualized (designed to correspond to the experience) Coached (young people need to be supported as they seek to understand and learn)

26. © NYLC, 2005 25 Hierarchy of Questions for Reflection Knowledge (what do you know?) What were your first impressions of the nursing home? Comprehension (what do you understand?) How was the nursing home similar or different from what you expected? Application (can you use the knowledge you have learned?) How was volunteering at the senior home changed your perspective on an older person you know well? Analysis (have you given the knowledge meaning and sense beyond the obvious?) What parts of the experience have been most challenging to you? Synthesis (have you taken in the knowledge and personalized it?) What have you personally learned about yourself from the placement site? Evaluation (have you appraised the value and worth of the project?) What changes would you recommend in how your service site operates?

27. © NYLC, 2005 26 Benefits of Reflection Academic Learning Higher level thinking and problem solving (Root causes of complex issues) Learning to learn from experience See connections to broader social and global issues More motivated learning of subject matter Life long learning skills Personal Development Awareness of change in oneself Clarification and internalization of values shaped by service Understanding of Purpose/Meaning Taking charge of life/power to change things Program Improvement Improve service Improve program Improve community

28. © NYLC, 2005 27 Demonstration Culminating the Learning Experience Write letters or articles Create a Web Site Create a Publication Make a Presentation Create a Performance Create Art Report to other stakeholders

29. © NYLC, 2005 28 Generating Ideas for Infusing Service into Curriculum Teaching Others: Could Students teach what they have learned (skills or knowledge) to others? Product or Performance: Could the results of the students effort be contributed or presented to someone? Address Community Needs/Issues: Could the classroom learning be applied to provide a service or to help solve a real concern in the school or community?

30. © NYLC, 2005 29 For more information: Contact the Service-Learning Coordinator or the Service-Learning Coach in your building for more information. Contact the Service-Learning Coordinator or the Service-Learning Coach in your building for more information.