An Introduction to Service-Learning Angie Martínez Bernard Gill November 15, 2006 What is Service-learning? Former U.S Senator and astronaut, John Glenn recently described service-learning as “academics in action.” It is a method of teaching that enriches learning by engaging youths in meaningful service to their schools and communities through careful integration with established curricula and/or learning objectives A Philosophy Service-learning embraces young people as a community resource and asset It views all people in a democratic society as citizens with the capacity to contribute – no matter their age A Community Development Model Service-learning takes on real issues such as pollution control, hunger and homelessness, and diversity Communities change for the better when service and learning are joined As well as a Teaching and Learning Method Service-Learning is a form of active learning that values critical thinking and problemsolving It involves taking the content from the classroom and putting it to work in the community Research shows that when service-learning is effectively implemented, youths gain in measures of academic achievement, school engagement,citizenship and character © NYLC, 2005 What is Service-Learning? Cleaning up a river is service Sitting in a science classroom, looking at water samples under a microscope is learning Youths 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 © NYLC, 2005 Commonly Used Terms In The Service Field 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 Diversity Diversity embodies a broad range of definitions and highlights community inclusion Understanding diversity and its impact on service-learning is critical to effective practice For example, NYLC in its recent research on diversity and equity chose to focus on cultural and ethnic diversity © NYLC, 2005 Types Of Service Direct Service: Activities that require youths to establish personal contact with the people in need For example: Peer Tutoring, Assisting Habitat for Humanity to build a home, or Working with senior citizens to create oral histories Indirect Service: Activities that commonly take place at the school site, channeling resources to the area of need rather than working directly with those in need of the service For example: •Beautifying the school grounds •Writing children’s books to be donated to a homeless shelter or hospital •Creating a school recycling program Advocacy: Requires youths to lend their voices and talents to help eliminate the causes of a specific problem For example: •Making a presentation to the city council or school board about a particular need (such as the speed limit in front of the school); or •Advocating on behalf of a specific social issue in support of a solution © NYLC, 2005 Core Components of Service-Learning The essential components of service-learning as an instructional strategy for use with youths are: Youth Voice: Youths are fully involved in the identifying and planning of the learning and service activities, as well as the doing This not only brings ownership, but it more deeply internalizes the learning process through the connection of emotions to the learning Age Appropriate Service: Tasks related to the service-learning project should challenge and stretch youths cognitively and developmentally, and should also be age appropriate Genuine Community Needs: Service-learning, to be meaningful, must be an activity that “addresses” a genuine community need, such that youths see the community as a better place and understand that reciprocal learning will take place Learning Objectives (Curriculum Integration): The service activity not only addresses a genuine community need, but it also satisfies learner outcomes and objectives Youths understand the “why” of the learning as well as the “what.” Learning becomes experiential and applied, rather than rote Preparation & Safety: Preparing youths for their service experience includes ensuring they understand their role, the skills and information required, safety precautions, and are sensitive to the people with whom they will be working Youth Assessment: Assessment strategies should enhance youth learning as well as documenting and evaluating how well youths have met academic content and skills standards Program Evaluation: Evaluation of the service effort and its outcomes through formative and summative methods allows everyone involved to understand the programs impact on youths and the community Reflection: Reflection is the use of critical thinking skills to cement the learning that began with the various applications of the project process Reflection activities occur continuously before, during and after the service project and include celebration Diversity: Diversity is represented through participants, practice, and outcomes in that the service values and includes all community cultures and is not “doing it to” recipients, but “with” them 10 Partnerships: Identifying community partners who will work with youths to meet the jointly identified community need and assist with the project Community-based partnerships insure that youths are meeting a “real” need in the community and not “doing it to” the community © NYLC, 2005 Service-Learning Research Based Principles of Effective Practice (2005) Curriculum Integration Diversity Meaningful Service Reflection Youth Voice Process Monitoring Duration Community Partnership © NYLC, 2005 Service-Learning Cycle New Application W WHAT? New Understanding SO WHAT? Analysis Identifying a Project Post-Service Reflection Pre-Service Reflection Reflection During Service Observation WHAT? Planning and Preparation Learning Objectives Established Meaningful Service Experience Copyright ©2000 by NYLC and Compass Institute All Rights Reserved © NYLC, 2005 Service-Learning Component: Youth Voice Incorporating youth ownership into the service-learning process is essential By giving youths a "voice" or "ownership" of the learning, we increase their intrinsic motivation and enable them to find meaning and value in the learning experience Youth voice addresses three factors that influence the attention a person gives to learning; they are: choices, relevance, and engagement Choice- If we want to see decreased apathy and resentment towards learning and increased motivation, commitment, and participation, youths need to have some say in the content, timing, and process of the learning experience Youth voice gives them a say! Relevance- Youth need to see how a situation relates to themselves personally, to their family, neighborhood, city, life, interests, etc Youth Voice allows them to select projects and issues that are personally relevant! Engagement - Learners must make an emotional connection to the learning experience and have opportunities to interact with others When youth have a voice and ownership of a project, they become emotionally connected! The following questions will help to guide the process: How were youths involved in determining the community need? How were youths involved in the project planning? How were youths given leadership roles in the project preparation and implementation? © NYLC, 2005 Degrees of Youth Ownership Full Ownership: Youths Identify community needs and partners, select the need to be addressed, identify learning objectives, plan, prepare for and project Youths select from to 10 already identified agencies to determine need and project youths plan and implement Teacher gives 2-3 choices around need and allows youths to choose one and help with the planning process Teacher selects the topic and youths select emphasis Teacher has determined the project and plan No Ownership – Teacher has identified need, project and established the learning objectives © NYLC, 2005 10 Hierarchy of Questions for Reflection Knowledge What were your first impressions of the nursing home? Comprehension How was the nursing home similar or different from what you expected? Application How was volunteering at the senior home changed your perspective on an older person you know well? Analysis What parts of the experience have been most challenging to you? Synthesis What have you personally learned about yourself from the placement site? Evaluation What changes would you recommend in how your service site operates? © NYLC, 2005 20 Service-Learning Cycle New Application W WHAT? New Understanding SO WHAT? Analysis Identifying a Project Post-Service Reflection Pre-Service Reflection Reflection During Service Observation WHAT? Planning and Preparation Learning Objectives Established Meaningful Service Experience Copyright ©2000 by NYLC and Compass Institute All Rights Reserved © NYLC, 2005 21 Post Reflection Questions WHAT? OBSERVATIONS What were your first impressions when we arrived at the service site? How similar or different was it form what you expected? Describe exactly what you did for the service project SO WHAT? ANALYSIS How did you feel about the service project? Did it seem like a genuine need? How meaningful was it for you? Was it an educational experience? In which ways was it similar or dissimilar to other educational activities? What, if anything, did you learn about the task on which you worked? Were there any critical incidents or challenges related to this service project? How did you resolve them? Did you learn anything about yourself from doing this project? NOW WHAT? NEW or FURTHER APPLICATIONS 10 If you were involving your youths in this or a similar project for the first time, what type of preparation would you like them to have? If you had done today’s service project with your youths, in what ways might you use the experience for further learning in the classroom? If you were to return to this service project/site, can you see additional services that you could provide? CLOSING SYNTHESIS 11 If you could take away one photograph from today’s project what would it be? © NYLC, 2005 22 The Learning Pyramid 5% Lecture 10% Reading 20% Audio Visual 30% Demonstration 50% Discussion Group 75% 90% Practice by Doing Teaching Others Source: National Training Laboratories of Bethel, Maine (now the NTL Institute of Alexandria, Virginia) © NYLC, 2005 23 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 © NYLC, 2005 24 Service-Learning Outcomes Youths Personal Development Self image Internal Locus of Control Values Development Team responsibility Social responsibility Civic responsibility Academic and Cognitive Social and Interpersonal Development Development Basic academic skills Social comfort Specific subject matter knowledge Critical thinking skills Group work Engages learner Social sensitivity Intergenerational connectedness Career Development Career exploration Job-Related skills Service-Learning Outcomes Schools New resources provided to the schools by the community Improved school climate Greater community/taxpayer support for schools More engaged and motivated learners © NYLC, 2005 25 Increased staff morale Higher attendance rates More strategies for facilitating learning and improving critical thinking skills Decreased youth behavioral issues Service-Learning Outcomes Community Additional resources and enthusiasm Creative and new solutions to genuine community needs Future citizens who are positively connected to their communities Help fulfill the mission and needs of local agencies Youth are more likely to volunteer as adults Less crime and vandalism More positive recognition to the community Intergenerational connections A new view of youth as resources and contributors Service-Learning Outcomes Curriculum More relevant and meaningful learning Uses problem-based learning Teaches critical thinking skills Makes school-to-work connections Lends itself to thematic and interdisciplinary units © NYLC, 2005 26 Lends itself to more flexible scheduling Enhances character and citizenship education Is youth-driven Creates an expanded classroom Youths learn to work in a team setting 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 Higher Self-Esteem Goal Oriented 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 © NYLC, 2005 27 Service-Learning Builds Developmental Two Studies Assets In 1989 Search Institute surveyed more than 49,000 youths in grades 612 in communities across the United States looking at 30 assets In 1996 another 100,000 youths in 312 towns in 25 states took a revised survey with 40 assets What was the research framework for developing the assets? The assets build on the work and research of people in the area of child and adolescent development, prevention, youth development and resiliency Focus of Studies They focused on why some youths prevail, not fail What positive factors allow some to beat the odds, while others get trapped? Why some get involved in dangerous activities while others lead productive lives? They found the effect of assets to be cumulative The more assets a young person has, the more likely he/she is to succeed The assets promote outcomes such as doing well in school or having successful peer relationships The more assets a person has, the less likely it is that he/she will engage in problem behaviors such as illicit drug use or cutting school The study also found that assets are built primarily through relationships Efforts to build assets should focus on providing children with caring relationships in as many arenas of their lives as possible External and Internal Assets There are 40 assets grouped into two categories, external and internal The external assets are outer factors that a young person needs as an influence in his/her life such as family support or the community values youth The internal assets are items that a person needs in him/herself such as interpersonal competence and planning and decision making skills The average 6th through 12th grader surveyed has 18 of the 40 assets Youth with 30 or more assets were found to be more successful at avoiding high risk behaviors www.searchinstitute.org © NYLC, 2005 28 Service-Learning As a Dropout Prevention Strategy How does service-learning help to meet the critical needs of youth at risk of dropping out of school today? Fact: One of the major indicators of whether a youth will drop out of school is lack of success in school Dropouts frequently have failed one or two grades, with retention as a common characteristic Sixteen year-old ninth graders are right on track for dropping out of school These youths frequently fail because of difficulty in learning It is not that these youths are incapable of learning; rather, their need to learn in a different way (I.e using their preferred learning style) is often ignored in a traditional educational setting Research shows that youths retain 5% of what they hear; 10% of what they read; 30% of what is demonstrated; 50% of what is discussed in a group setting; and 75% of what they practice by doing It is no wonder that we have so many academic failures, and it is also obvious how service-learning can create many more successful learners Service-Learning Enhances Academic Performance: Service-learning employs a variety of teaching strategies, with particular emphasis on the experiential and reflective components that make learning more lasting and meaningful Fact: Youths who drop out of school tend to be youth who are alienated from their schools and communities They lack the healthy connections that successful children have enjoyed over the years Service-Learning Helps Make Connections For youths: Service-Learning can provide the sense of belonging that is so desperately needed by adolescents Working with a team of classmates on a meaningful activity where a real difference is being made in the community can have enormous impact Solving problems with peers can bond these youths together and provide the support base so needed by these young people Fact: A common characteristic of the dropout is low self-esteem The potential dropout has not achieved much, if any, success in life This lack of success in school and other activities in life substantiates feelings of inadequacy Research has shown that youth self-esteem is more highly correlated with youth success than is IQ Service-Learning Promotes Real Success: The opportunities for growth in selfesteem are enormous in service-learning To actually live the act of being helpful to another person is to gain in self-esteem The development of social skills used in service-learning situations also provides the youth with the confidence needed Fact: Another characteristic of the youth who drops out of school is a feeling of helplessness S/He feels s/he no longer has control of his/her life Youths who fall in this category have not learned any skills that would make them feel empowered Service-Learning Empowers Youths: Service-learning provides opportunities to teach young people the skills they need to become empowered They learn to solve real world problems, while working as a team and interacting with positive adults Used with permission from the National Dropout Prevention Center © NYLC, 2005 29 Service-Learning Resources: NYLC Website www.nylc.org NYLC’s ‘The Generator’ The Generator: Journal of Service-Learning and Youth Leadership is an essential tool for servicelearning practitioners from all sectors, including those from K-12, Community-Based Organizations, and Higher Education settings Each issue focuses on a timely theme and includes: Insightful articles from the field; Program examples; Research; Resources and News Sample issues are available for download at www.nylc.org To order a subscription, call (651) 6313672 or download the order form at www.nylc.org © NYLC, 2005 30 Service-Learning Resources: NYLC National Service-Learning Conference Celebrating 16 years of service-learning leadership, the National Service-Learning Conference highlights and promotes service-learning as a way of teaching and learning that builds academic and citizenship skills while renewing communities It is the only major national education conference that provides service-learning professional development to a diverse audience of K-H educators, administrators, pre-service teacher education staff and faculty, researchers, youth leaders, parents, program coordinators, national service members, community-based organization staffs, policy makers, and corporate and foundation officers Please join us next year for the 17th National ServiceLearning Conference in Albuquerque, NM March 2831, 2006 For registration and further information, visit www.nylc.org or call the Conference Hotline at 1-800366-6952 or email nslc@nylc.org © NYLC, 2005 31 Service-Learning Resources: National Service-Learning Exchange “Need Help? Just Ask! The National Service-Learning Exchange supports high quality service-learning programs in schools, colleges and universities, and community organizations The Exchange has developed a network of over 400 volunteer Peer Mentors who are experience in service-learning in different settings and who have volunteered to assist others Five Regional Centers select, coordinate, and train Peer Mentors along with experienced trainers in each region If you need assistance implementing service-learning programs, have questions, or simply want to speak with someone who has "been there," call or e-mail the Exchange at: 1-877-572-3924 or exchange@nylc.org © NYLC, 2005 32 Sample K-12 Service-Learning Projects Elementary School (ages 6-10) “Clinton, Our Town” In this project, youths took oral histories from senior citizens in order to gain knowledge of the town’s history to celebrate the centennial anniversary of the town They also did other research on the town’s history by accessing local town documents and files They then planted trees in honor of the town’s founders in addition to writing and producing a play about the history of the town to celebrate the centennial The play is still being enacted to date as a community festival activity Related Curricula: Language Arts, Social Studies, Science, Math, Art & Technology Middle School (ages 11-13) Tables” “Gathering Place Picnic In this project, youths identified the need for outdoor picnic tables around the school, which could also be used for community gatherings in this small, northern town youths designed and built the tables for the gathering place as well as for the local handicapped shelter At the same time, youths interacted with the local township government and suppliers to gain needed approvals and materials Related Curricula: Language Arts, Science, Math, Social Studies, Art & Technology High School (ages 14-18) “A Clean Lake Again” Through a biology class on water quality, youths identified the fact that their local lake was polluted They decided on a multi-year, multi-faceted community awareness and clean-up campaign In the first year of the project and in order to gain community ownership, they met individually with lakeshore residents to discuss the problem and ways the residents could assist with the water clean-up Youths had researched environmentally friendly activities that would reduce local pollution In subsequent years, youths created a clean lake brochure, met with local farmers to discuss and determine ways to reduce field run-off, worked with local builders to insure non-pollution of the watershed, and worked with the state department of natural resources to increase non-pollution efforts Related Curricula: Language Arts, Science, Math, Art & Technology © NYLC, 2005 33 Sample K-12 Service-Learning Projects That Promote Diversity Elementary School - K – 6th Grade “Cooking Club” – Benjamin E Mays Magnet Elementary School – St Paul, MN In this project, youths with special needs each chose a non-disabled peer buddy to assist them in mastering the skills necessary to shop for groceries and prepare a nutritious meal The youths began by practicing their ability to read labels and recipes, along with the mathematical skills necessary to make change for food purchases As a group, they chose an ethnic theme and search to appropriate recipes They planned their meal, made the grocery list, purchased the items, then prepared the food and served it at a multicultural celebration The guests of honor were senior citizens from a nearby senior center The youths shared their ethnic dishes with the seniors and their knowledge of various cultures and ethnic customs they had studied Related Curricula: Language Arts, Social Studies, Science, Math, Practical Arts, Reading Middle School - Grades - “Diversity in our Community” – Washington Middle School - St Paul, MN In this project, youths read, analyzed, discussed and wrote about diversity in the book Seedfolks The youths also brainstormed needs in the community regarding diversity and formulated three service projects, based on their own strength and interests: youths read diverse children’s books to kindergarten youths at a nearby elementary school, designed and created a mural about diversity at their middle school, and made “Book Talkers” for the local library, writing book summaries and reviews about literature reflecting diversity in the community The youths also teamed up with another classroom engaged in service-learning and celebrated a the local library with Hmong and Mexican food, speeches and games Related Curricula: Language Arts, Science, Math, Social Studies, Art & Technology High School - Grades - 12 “Education for Justice” – Malcolm Shabazz City High School – Mound Bayou, Mississippi In this project, youths in the Education for Justice class studied the history of Mound Bayou, Mississippi – one of the few remaining Historic Black Townships From their research and experiences visiting Mound Bayou, the youths created K-12 curriculum packets and trained teachers about this relatively unknown chapter in African-American history Related Curricula: Language Arts, Social Studies, Science, Reading, Communication, Math, Art & Computer Technology © NYLC, 2005 34