1. Service Learning Today we will explore:
the definition of service learning (the what),
why should we use it as a teaching strategy, (the so what?), and
how we can implement it in our classrooms and schools (the now what?)

2. Service learning is a particularly fertile way of involving young people in community service, because it ties helping others to what they are learning in the classroom. In the process, it provides a compelling answer to the perennial question: “Why do I need to learn this stuff?” General Colin Powell Founding Chairman of America’s Promise

3. The achievement problem we face in this country is not due to a drop in the intelligence or basic intellectual capacity of our children, but to a widespread decline in children’s interest in education and their motivation to achieve in the classroom; it is a problem of attitude and effort, not ability.
Laurence Steinberg, Professor of Psychology, Temple University

4. The Circle of Courage
“The circle is a sacred symbol of life...individual parts within the circle connect with every other; and what happens to one, or what one part does, affects all within the circle."
Virginia Driving Hawk Sneve

5. The Appeal of Service Learning
Service learning accomplishes the following:
It reverses student disengagement from schooling by giving students responsibility
It reinforces and extends the standards-based reform movement by providing a real-life context for learning
It promotes the public purposes of education by preparing students for citizenship
It builds on the growing willingness of students to become involved in service to their communities
It contributes to young people’s personal and career development by increasing their sense of responsibility and workplace skills

6. The Impact of Service Learning

7. For Students
Studies show that when service learning is explicitly connected to curriculum, young people make gains on achievement tests, complete their homework more often, and increase their grade point averages.
Service learning is associated with both increased attendance and reduced dropout rates.
Students who engage in service learning show less alienation and exhibit fewer behavior problems than their peers.

8. Students who engage in service learning activities increase their knowledge of community needs, become committed to an ethic of service, and develop a more sophisticated understanding of politics and morality.
Students involved in service learning learn about career and communication skills, increase awareness of career possibilities, and develop more positive workplace attitudes than fellow students.

9. For Schools As a result of service learning:
Teachers and students tend to become more cohesive as a group.
Students report feeling more connected to their school.
Teachers report having more and deeper conversations about teaching and learning, and how learning best occurs.

10. For Communities
Service learning strengthens the connection between communities and their schools.
Studies show that community members who participate as partners in service learning tend to change their perception of young people, viewing them as important resources and contributors.
Communities also gain by being the direct recipients of the service.

11. For the Future

12. Framework for 21st Century Learning
Every generation of Americans wants our schools to prepare students for success in work and life. Today, business and education leaders agree that some content is missing from state
and local standards and requirements for most students. This
new content represents essential knowledge for the 21st century.

13. 21st Century Content
Several significant, emerging content areas are critical to success in communities and workplaces. These content areas typically are not emphasized in schools today:
Global awareness
Financial, economic, business and entrepreneurial literacy
Civic literacy
Health and wellness awareness

14. Learning and Thinking Skills
As much as students need to learn academic content, they also need to know how to keep learning - and make effective and innovative use of what they know - throughout their lives. Learning and Thinking Skills are comprised of:
Critical Thinking and Problem Solving Skills
Communication Skills
Creativity and Innovation Skills
Collaboration Skills
Information and Media Literacy Skills
Contextual Learning Skills

15. Life Skills
Good teachers have always incorporated life skills into their pedagogy. The challenge today is to incorporate these essential skills into schools deliberately, strategically and broadly. Life skills include:
Leadership
Ethics
Accountability
Adaptability
Personal Productivity
Personal Responsibility
People Skills
Self Direction
Social Responsibility

16. What does service-learning look like?

17. Three Types of Service-Learning Projects
Direct
Indirect
Advocacy
Working directly with the people, places, or things served.
Example:
The Joy of Reading Program where students read to younger children.
Serving people, places or things through fundraising, recruitment, or other donations, however, you do provide direct service.
The Cowboy Café Tsunami Fundraiser
Researching and then reporting through writing, oral presentations, videos, posters, music or drama information to help address a need.
The Freedom to Belong puppet show and video

18. Critical Elements of Service Learning
Community Need/Voice
Learning Objectives
Youth Voice & Planning
Training & Orientation
Action
Reflection
Evaluation
Celebration & Recognition

19. Necessary Steps in Project Planning
Preparation
Defining
Creating Community
Planning/Researching
Action
Decide on a project
Plan the project
Implement the plan
Celebration/Reflection
Acknowledge
Evaluate
Next Steps

20. Service Learning “Big” Picture
What will be the:
Service and learning goals
Direct and indirect advocacy
Community served
Steps and strategies

21. Create a Community
Use teambuilding and experiential learning activities to promote:
Character-based expectations
Importance of team and individual roles
Decision-making and problem-solving skills
Reflection and feedback

22. Identify and Plan Collect information and investigate: Community needs
Available resources
Project ideas
Discuss problems/issues
Determine viable solutions

23. Come to Consensus Evaluate and rank possible projects and
Decide on a project
Draft project goals
Service
Learning
Reflect on experience

24. Gather Information Get to the heart of the situation by:
Understanding the problem’s root cause
(the what?)
Realizing why it is a problem
(the so what?)
Deciding next steps
(the now what?)

25. Implement the Project
Create and carry out an action plan that has students:
Identifying tasks and persons responsible
Provide a timeline
Revisit and refine project goals
Showing completed the tasks and outcomes
Reflect on their experiences

26. Completion and Wrap-up
Publish, present, perform, produce, or deliver the service
Evaluate the process and product
Celebrate and recognize the experience
Reflect on what was done
What went well
What could have been better
What still needs to be done

27. What is the evaluation criteria for a service-learning project?

28. Is it a real service?
Is it meeting a real need? Is it sustained over time?
Is it collaborative? Does everyone agree it needs to be done? Does it link students to the community in a meaningful way?
Does it meet a community need and not just the need of the classroom?

29. Is the learning explicit?
Are the students learning why the problem exists and the conditions that surround the service?
How is the learning shared? (Learning is never complete unless it is shared).

30. Is time sufficient for reflection?
Reflection must happen frequently. Students should talk to each other about their feelings.
Reflection is student centered whereas knowledge is classroom centered.
Students should discover what it means to be an active citizen. Teachers should be engaged to make reflection work well.

31. Service Learning Continuum
From teacher-lead to student-driven
From lecture-based to project-based
From classroom simulation to a real-world authentic experience
From not connected to relevant to students’ lives
From serving no “real” purpose to making a difference

32. Tips Start small Engage the community Collaborate Stay positive
Survey community for needs and wants
Find outside partners
Use their expertise
Collaborate
Stay positive
Scaffold student learning and responsibility
Ask for help when needed
Have fun!

33. Contact Information
Donna Drasch
EASTCONN
322 Main Street, Building #1
Willimantic, CT 06226