We are all somehow familiar with the term community service, we have seen it in our schools, clubs, religious organizations and governmental institutions however the current challenge in education is now transforming community service into service learning. The main difference: service learning is academic, meaningful and sustainable. Service-learning expands on community service by enabling students to explore and examine the needs of others before providing service.
In her book titled The Complete Guide to Service Learning, Catheryn Berger Kaye recognizes five stages in the dynamic process of Service Learning.
Investigation: Includes both the inventory of student interest, skills and talents, and the social analysis of the issue being addressed. This analysis requires gathering information about the identified need through action research that includes use of varied approaches: media, interviews of experts, survey of varied populations, and direct observation/personal experiences.
Preparation: Includes the continued acquisition of knowledge that addresses any resultant questions from investigation, identification of groups already working towards solutions, organization of a plan with clarification of roles, responsibilities and timelines, and ongoing development of any skills needed to successfully carry the plan to fruition.
Action: Includes the implementation of the plan that usually looks like direct service, indirect service, advocacy, or research.
Reflection: In this presentation, reflection is seen as the connector between each stage of service and as a summative (overarching) intention addressing any essential question or inquiry that is a driving force of the total experience. Reflection always includes cognitive and affective aspects, informs how the process develops, and employs varied multiple intelligences.
Demonstration: As seen in this visual, student demonstration captures or contains the totality of the experience. From the initial conception, the student documents all parts of the process so there is a complete and comprehensive ability to tell the story of what took place in each stage and include key informative reflection. Students draw upon their skills and talents in the manner of demonstration however integration of technology should be expected and included
Investigation: Includes both the inventory of student interest, skills and talents, and the social analysis of the issue being addressed. This analysis requires gathering information about the identified need through action research that includes use of varied approaches: media, interviews of experts, survey of varied populations, and direct observation/personal experiences.
Preparation: Includes the continued acquisition of knowledge that addresses any resultant questions from investigation, identification of groups already working towards solutions, organization of a plan with clarification of roles, responsibilities and timelines, and ongoing development of any skills needed to successfully carry the plan to fruition.
Action: Includes the implementation of the plan that usually looks like direct service, indirect service, advocacy, or research.
Reflection: In this presentation, reflection is seen as the connector between each stage of service and as a summative (overarching) intention addressing any essential question or inquiry that is a driving force of the total experience. Reflection always includes cognitive and affective aspects, informs how the process develops, and employs varied multiple intelligences.
Demonstration: As seen in this visual, student demonstration captures or contains the totality of the experience. From the initial conception, the student documents all parts of the process so there is a complete and comprehensive ability to tell the story of what took place in each stage and include key informative reflection. Students draw upon their skills and talents in the manner of demonstration however integration of technology should be expected and included
** From The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action (Revised & Updated Second Edition) by Cathryn Berger Kaye, M.A., copyright © 2010. Free Spirit Publishing Inc., Minneapolis, MN; 800-735-7323; www.freespirit.com.