Difference between revisions of "Service learning" - New World Encyclopedia
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[[Category:Education]] | [[Category:Education]] | ||
{{Contracted}}{{Status}} | {{Contracted}}{{Status}} | ||
| − | '''Service learning''' is a | + | |
| + | '''Service learning''' is a form of experiential education characterized by student participation in a service activity that is connected to learning outcomes, meets identified community needs and provides time for student reflection and connection of the service experience to learning. It helps students to master important curriculum content through making meaningful connections between what they are studying and its many applications. | ||
==Key components== | ==Key components== | ||
| − | Service learning combines | + | Service learning combines service objectives with learning objectives with the intent that the activity changes both the recipient and the provider of the service. This is accomplished by combining service tasks with structured opportunities that link the task to self-reflection, self-discovery, and the acquisition and comprehension of values, skills, and knowledge content. |
| + | |||
| + | During the 1980s and 1990s, service learning spread rapidly in the United States through all levels of education. A report from the National Commission on Service-Learning (Fiske, 2001) noted that the National Center for Education Statistics found that between 1984 and 1997, the number of K-12 students involved in service learning programs rose from 900,000 to over 12.6 million. During the same period, the proportion of high school students participating in service learning grew from 2 percent to 25 percent. | ||
| + | |||
| + | In 1990, the Corporation for National and Community Service reported that service learning: | ||
| + | *Promotes learning through active participation in service experiences | ||
| + | *Provides structured time for students to reflect by thinking, discussing and/or writing about their service experience | ||
| + | *Provides an opportunity for students to use skills and knowledge in real-life situations | ||
| + | *Extends learning beyond the classroom and into the community | ||
| + | *Fosters a sense of caring for others | ||
| + | Because of its connection to content acquisition and student development, service learning is often linked to school and college courses, and it encourages these educational organizations to build strong partnerships with community-based organizations. Service learning can also be organized and offered by community organizations with learning objectives or structured reflection activities for their participants. Whatever the setting, the core element of service learning is always the intent that both providers and recipients find the experience beneficial, even transforming. It enhances the community through the service provided, but it also has powerful learning consequences for the students or others participating in providing a service. | ||
| + | |||
| + | ==Community service versus service learning== | ||
| + | |||
| + | The key point that differentiates service learning from community service is the intentional learning experience. For example, if students clear garbage from a stream, they are providing a valuable service to the community. However, if those same students clear the stream, analyze and discuss what they found, identify possible sources, share the results with local residents and suggest steps for reducing pollution, they are engaging in service-learning. In addition to providing a valuable community service, they are developing an understanding of pollution issues and learning to explain those issues to the public. They may also be encouraged to reflect on their personal and career interests in science, the environment, public policy or other related areas. In this way, service learning combines service with learning in intentional ways. | ||
| + | |||
| + | ==Service and character== | ||
| − | + | Research shows that effective service-learning experiences foster the values and behaviors that are the goal of character education. For instance, studies show that students who take part in service learning strengthen not only their academic skills, but also civic attitudes and citizenship skills. In addition, there is evidence that service learning provides the key experiences that lead to resiliency and helps develop a sense of social responsibility. | |
| + | |||
| + | In 2000, RMC Research Corporation produced a compilation of evidence from the past 10 years on the impact service-learning has on students, schools and communities (Billig, 2000). The results indicated that service-learning experience helps students to realize the goals of character education: | ||
| + | |||
| + | *Service learning helps develop students' sense of civic and social responsibility, as well as their citizenship skills. | ||
| + | *Teachers and students have greater respect for one another. | ||
| + | *School climate improves. | ||
| + | *Students are less likely to engage in risky behaviors. | ||
| + | *Service learning has a positive effect on students' interpersonal development and the ability to relate to culturally diverse groups. | ||
| + | *Service learning provides an avenue for students to become active, positive contributors to society. | ||
| − | + | ==References== | |
| − | '' | + | *Billig, Shelley (2000). ''Service-Learning Impacts on Youth, Schools and Communities: Research on K-12 School-Based Service-Learning, 1990-1999''. Denver, CO: RMC Research Corporation. |
| − | ''Community | + | *''Corporation for National and Community Service 1990'' - as adapted from the National and Community Service Act of 1990 http://www.nationalservice.org/pdf/cncs_statute.pdf |
| − | '' | + | *Fiske, E. B. (2001). ''Learning in Deed. The Power of Service-Learning for American Schools.'' Battle Creek, MI: W.K. Kellogg Foundation. |
==External links== | ==External links== | ||
Revision as of 01:52, 8 November 2005
Service learning is a form of experiential education characterized by student participation in a service activity that is connected to learning outcomes, meets identified community needs and provides time for student reflection and connection of the service experience to learning. It helps students to master important curriculum content through making meaningful connections between what they are studying and its many applications.
Key components
Service learning combines service objectives with learning objectives with the intent that the activity changes both the recipient and the provider of the service. This is accomplished by combining service tasks with structured opportunities that link the task to self-reflection, self-discovery, and the acquisition and comprehension of values, skills, and knowledge content.
During the 1980s and 1990s, service learning spread rapidly in the United States through all levels of education. A report from the National Commission on Service-Learning (Fiske, 2001) noted that the National Center for Education Statistics found that between 1984 and 1997, the number of K-12 students involved in service learning programs rose from 900,000 to over 12.6 million. During the same period, the proportion of high school students participating in service learning grew from 2 percent to 25 percent.
In 1990, the Corporation for National and Community Service reported that service learning:
- Promotes learning through active participation in service experiences
- Provides structured time for students to reflect by thinking, discussing and/or writing about their service experience
- Provides an opportunity for students to use skills and knowledge in real-life situations
- Extends learning beyond the classroom and into the community
- Fosters a sense of caring for others
Because of its connection to content acquisition and student development, service learning is often linked to school and college courses, and it encourages these educational organizations to build strong partnerships with community-based organizations. Service learning can also be organized and offered by community organizations with learning objectives or structured reflection activities for their participants. Whatever the setting, the core element of service learning is always the intent that both providers and recipients find the experience beneficial, even transforming. It enhances the community through the service provided, but it also has powerful learning consequences for the students or others participating in providing a service.
Community service versus service learning
The key point that differentiates service learning from community service is the intentional learning experience. For example, if students clear garbage from a stream, they are providing a valuable service to the community. However, if those same students clear the stream, analyze and discuss what they found, identify possible sources, share the results with local residents and suggest steps for reducing pollution, they are engaging in service-learning. In addition to providing a valuable community service, they are developing an understanding of pollution issues and learning to explain those issues to the public. They may also be encouraged to reflect on their personal and career interests in science, the environment, public policy or other related areas. In this way, service learning combines service with learning in intentional ways.
Service and character
Research shows that effective service-learning experiences foster the values and behaviors that are the goal of character education. For instance, studies show that students who take part in service learning strengthen not only their academic skills, but also civic attitudes and citizenship skills. In addition, there is evidence that service learning provides the key experiences that lead to resiliency and helps develop a sense of social responsibility.
In 2000, RMC Research Corporation produced a compilation of evidence from the past 10 years on the impact service-learning has on students, schools and communities (Billig, 2000). The results indicated that service-learning experience helps students to realize the goals of character education:
- Service learning helps develop students' sense of civic and social responsibility, as well as their citizenship skills.
- Teachers and students have greater respect for one another.
- School climate improves.
- Students are less likely to engage in risky behaviors.
- Service learning has a positive effect on students' interpersonal development and the ability to relate to culturally diverse groups.
- Service learning provides an avenue for students to become active, positive contributors to society.
ReferencesISBN links support NWE through referral fees
- Billig, Shelley (2000). Service-Learning Impacts on Youth, Schools and Communities: Research on K-12 School-Based Service-Learning, 1990-1999. Denver, CO: RMC Research Corporation.
- Corporation for National and Community Service 1990 - as adapted from the National and Community Service Act of 1990 http://www.nationalservice.org/pdf/cncs_statute.pdf
- Fiske, E. B. (2001). Learning in Deed. The Power of Service-Learning for American Schools. Battle Creek, MI: W.K. Kellogg Foundation.
External links
- National Service Learning Clearinghouse provides the world's largest database of Service-Learning materials, electronic resources, and job listings.
- National Service-Learning Partnership is a national network of members dedicated to advancing service-learning as a core part of every young person's education. Service-learning is a teaching method that engages young people in solving problems within their schools and communities as part of their academic studies or other type of intentional learning activity. The Partnership concentrates on strengthening the impact of service-learning on young people's learning and development, especially their academic and civic preparation.
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Comments
This is currently an unfinished work in progress.—Jennifer Tanabe 18:10, 16 Sep 2005 (CDT)
