Service Learning at Lincoln
High School Service Learning Co-coordinators
Silvina Lopez Fernandez
Phil Giansante
Middle School Service Learning Co-coordinator
Jennifer Heisler
Elementary School Service Learning Team
Monica Oliver
Maria Camogli
Agustina Matavos
Silvina Lopez Fernandez
Phil Giansante
Middle School Service Learning Co-coordinator
Jennifer Heisler
Elementary School Service Learning Team
Monica Oliver
Maria Camogli
Agustina Matavos
What is Service Learning?
Simply put, Service Learning connects school-based curriculum with the inherent caring and concern young people have for their world - whether on their school campus, at a local food bank, or in a distant rain forest. The results are memorable, lifelong lessons for students and foster a stronger society for us all.
Service Learning involves real world application of academic learning, utilizing content to address community issues while learning from the experience through reflection.
Source: "Service Learning vs Community Service" presentation to Lincoln Staff, Silvina López Fernández, September 27, 2015
Service learning can be defined in part by what it does for students. When service learning is used in a structured way that connects classroom content, literature, and skills to community needs, students will:
Sources:
"A Definition of Service" (p. 9) in The Complete Guide to Service Learning, Cathryn Berger Kaye, Free Spirit Publishing, 2004.
"Five Stages of Service Learning" in The Complete Guide to Service Learning, Cathryn Berger Kaye, Free Spirit Publishing, 2004.
Service Learning involves real world application of academic learning, utilizing content to address community issues while learning from the experience through reflection.
Source: "Service Learning vs Community Service" presentation to Lincoln Staff, Silvina López Fernández, September 27, 2015
Service learning can be defined in part by what it does for students. When service learning is used in a structured way that connects classroom content, literature, and skills to community needs, students will:
- apply academic, social, and personal skills to improve the community.
- make decisions that have real, not hypothetical, results.
- grow as individuals, gain respect for peers, and increase civic participation.
- experience success no matter what their ability level.
- gain a deeper understanding of themselves, their community, and society.
- develop as leaders who take initiative, solve problems, work as a team, and demonstrate their abilities while and through helping others.
Sources:
"A Definition of Service" (p. 9) in The Complete Guide to Service Learning, Cathryn Berger Kaye, Free Spirit Publishing, 2004.
"Five Stages of Service Learning" in The Complete Guide to Service Learning, Cathryn Berger Kaye, Free Spirit Publishing, 2004.
Service + Learning = Service Learning
Presidents of the United States Issue a Call to Service
Never before has man had such a great capacity to control his own environment,
to end hunger, poverty and disease, to banish illiteracy and human misery.
We have the power to make the best generation of mankind in the history of the world.”
John F. Kennedy, 1963
We need your service, right now, at this moment in history.
I’m not going to tell you what your role should be; that’s for you to discover.
But I’m asking you to stand up and play your part.
I’m asking you to help change history’s course.
Barack Obama, 2009
to end hunger, poverty and disease, to banish illiteracy and human misery.
We have the power to make the best generation of mankind in the history of the world.”
John F. Kennedy, 1963
We need your service, right now, at this moment in history.
I’m not going to tell you what your role should be; that’s for you to discover.
But I’m asking you to stand up and play your part.
I’m asking you to help change history’s course.
Barack Obama, 2009
Benefits of Service Learning
Who benefits from service learning? Students, teachers, the school population as a whole, and the community benefit from well-designed service learning programs. Benefits vary depending on program design and what occurs through preparation, implementation, reflection, and demonstration. These lists have been compiled by school and community stakeholders based on their service learning experiences. While research continues to examine the benefits of service learning, presently service learning is known to promote resilience, empowerment, pro-social behaviors, motivation for learning, and engagement. These are mediators of academic success and help create the conditions for students to do better academically.
Through service learning programs, students may:
Through service learning programs, teachers may:
Through service learning programs, schools can:
Through service learning programs, communities can:
Source:
The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action (Revised and Updated Second Edition), Cathryn Berger Kaye, Free Spirit Publishing Inc. 2010.
Through service learning programs, students may:
- increase motivation and desire to learn.
- develop responsibility, think critically, make decisions, and solve problems.
- improve academic knowledge and performance, including writing and communication skills.
- cultivate self-perception.
- develop ability to work well with others.
- experience reciprocity.
- replace stereotypes with respect for others.
- interact with adults who have different roles in society.
- be exposed to career options including those in public service.
- become more knowledgeable about their community and the resources available for themselves and their families.
- experience civic responsibility.
- begin to develop a lifelong commitment to public service and to learning.
Through service learning programs, teachers may:
- observe students’ enthusiasm for learning.
- improve communication and understanding among students.
- increase the relevancy of education for students.
- develop curriculum through collaboration with other teachers and community partners.
- learn about many different community organizations and how they serve the populace.
- identify resources to enhance educational opportunities for students.
- bring the classroom and community together.
- feel inspired professionally and personally.
- participate in professional development and become mentors for other teachers.
Through service learning programs, schools can:
- combine academic development with civic and social responsibility.
- strengthen career outreach programs.
- develop community partnerships.
- publicize educational opportunities available for students.
- involve more parents.
- give students a sense of the practical importance of what they are learning.
- develop a more inclusive and cooperative school climate and culture.
- invite students to become active community members.
- increase confidence in the school system.
- improve public relations.
Through service learning programs, communities can:
- increase resources to address problems and concerns.
- lend expertise in a particular issue area.
- become more knowledgeable about school programs and needs.
- collaborate in planning service learning projects.
- participate in student learning.
- publicly acknowledge the contributions of young people.
Source:
The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action (Revised and Updated Second Edition), Cathryn Berger Kaye, Free Spirit Publishing Inc. 2010.
Research on Service Learning
There is an abundance of educational research that has connected service learning with benefits such as heightened student learning, academic retention, civic engagement, long-term volunteerism, tolerance, and values reflection. Clearly there can be huge benefits to the integration of academic learning with meeting genuine community needs.
Source: "Unpacking Service-Learning Efforts", The International Educator - October 2015 (p. 8), Sarah Lillo
Research has shown that Service Learning impacts students.
1. Learning Outcomes
2. Personal Outcomes
3. Social Outcomes
4. Career Development
5. Relationship with institution
6. Impact of service-learning classes with a political focus
Sources:
At a Glance: What We Know About the Effects of Service-Learning on College Students, Faculty, Institutions and Communities,
Janet S. Eyler, Dwight E. Giles, Jr., Christine M. Stenson, and Charlene J. Gray.
The Place of Political Learning in College, Anne Colby. Spring / Summer 2008 Peer Review.
Center for Community Engagement at Sonoma State University.
Source: "Unpacking Service-Learning Efforts", The International Educator - October 2015 (p. 8), Sarah Lillo
Research has shown that Service Learning impacts students.
1. Learning Outcomes
- Increases academic learning
- Increases ability to apply what they've learned in real world
- Some studies show a positive impact and some no impact on grades and GPA
- Increases critical thinking and problem analysis skills
- Some studies show a positive impact and some no impact on cognitive moral development
2. Personal Outcomes
- Increases personal efficacy
- Increases understanding of identity
- Supports spiritual growth
- Supports moral development
- Supports interpersonal development such as team work, leadership, and communication skills
3. Social Outcomes
- Reduces or supports stereotyping
- Facilitates cultural and racial understanding
- Increases social responsibility, activism and citizenship skills
- Increases commitment to service
- Service in college is associated with involvement in service after graduation
4. Career Development
5. Relationship with institution
- Stronger faculty relationships
- Improves student satisfaction with college
- Increases graduation rates
6. Impact of service-learning classes with a political focus
- Both students with an interest in politics and those without experience significant gains in just about every dimension of every civic learning
- Students with little prior interest in the political process have larger and more consistent gains in civic learning
- No impact on political ideology
- No impact on political party affiliation
Sources:
At a Glance: What We Know About the Effects of Service-Learning on College Students, Faculty, Institutions and Communities,
Janet S. Eyler, Dwight E. Giles, Jr., Christine M. Stenson, and Charlene J. Gray.
The Place of Political Learning in College, Anne Colby. Spring / Summer 2008 Peer Review.
Center for Community Engagement at Sonoma State University.
The Five Stages of Service Learning
1. Inventory and Investigation
Using interviewing and other means of social analysis, students:
2. Preparation and Planning
With guidance from their teacher, students:
3. Action
Through direct service, indirect service, research, advocacy, or a combination of these approaches, students take action that:
4. Reflection
During systematic reflection, the teacher or students guide the process using various modalities, such as role play, discussion, and journal writing. Participating students:
5. Demonstration
Students showcase what and how they have learned, along with demonstrating skills, insights, and outcomes of service provided to an outside group. Students may:
Source:
The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action (Revised and Updated Second Edition), Cathryn Berger Kaye, Free Spirit Publishing Inc. 2010.
Using interviewing and other means of social analysis, students:
- catalog the interests, skills, and talents of their peers and partners.
- identify a need.
- analyze the underlying problem.
- establish a baseline of the need.
- begin to accumulate partners.
2. Preparation and Planning
With guidance from their teacher, students:
- draw upon previously acquired skills and knowledge.
- acquire new information through varied, engaging means and methods.
- collaborate with community partners.
- develop a plan that encourages responsibility.
- recognize the integration of service and learning.
- become ready to provide meaningful service.
- articulate roles and responsibilities of all involved.
- define realistic parameters for implementation.
3. Action
Through direct service, indirect service, research, advocacy, or a combination of these approaches, students take action that:
- has value, purpose, and meaning.
- uses previously learned and newly acquired academic skills and knowledge.
- offers unique learning experiences.
- has real consequences.
- offers a safe environment to learn, to make mistakes, and to succeed.
4. Reflection
During systematic reflection, the teacher or students guide the process using various modalities, such as role play, discussion, and journal writing. Participating students:
- describe what happened.
- examine the difference made.
- discuss thoughts and feelings.
- place experience in a larger context.
- consider project improvements.
- generate ideas.
- identify questions.
- encourage comments from partners and recipients.
- receive feedback.
5. Demonstration
Students showcase what and how they have learned, along with demonstrating skills, insights, and outcomes of service provided to an outside group. Students may:
- report to peers, faculty, parents, and/or community members.
- write articles or letters to local newspapers regarding issues of public concern.
- create a publication or Web site that helps others learn from students’ experiences.
- make presentations and performances.
- create displays of public art with murals or photography.
Source:
The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action (Revised and Updated Second Edition), Cathryn Berger Kaye, Free Spirit Publishing Inc. 2010.
Service Learning Standards
service_learning_standards.pdf | |
File Size: | 815 kb |
File Type: |
Source:
National Youth Leadership Council, www.nylc.org, 2008.
National Youth Leadership Council, www.nylc.org, 2008.
Service Learning Rubric
service_learning_rubric.pdf | |
File Size: | 87 kb |
File Type: |
Source:
This rubric is taken from the Coverdell World Wise Schools publication Looking at Ourselves and Others (Washington, DC: Peace Corps, 1998, p. 6)
This rubric is taken from the Coverdell World Wise Schools publication Looking at Ourselves and Others (Washington, DC: Peace Corps, 1998, p. 6)
Service Learning and the IB Learner Profile
So many school visions in the international education realm focus on global citizenship. Increasingly, schools turn to service learning as a key mechanism for cultivating community engagement. This is especially the case as the International Baccalaureate Organization (IBO) continues to make service learning a central pedagogy. The IBO's newest iteration of the Creativity, Activity, and Service (CAS) guide demonstrates its most explicit focus on service learning yet.
Source: "Unpacking Service-Learning Efforts", The International Educator - October 2015 (p. 8), Sarah Lillo
The aim of all IB programmes is to develop internationally-minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more
peaceful world.
Source: "IB Learner Profile", www.ibo.org
Source: "Unpacking Service-Learning Efforts", The International Educator - October 2015 (p. 8), Sarah Lillo
The aim of all IB programmes is to develop internationally-minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more
peaceful world.
Source: "IB Learner Profile", www.ibo.org