3. Service Learning Linked to the Formal Curriculum and Classroom Instruction
Service learning has evolved from community service and voluntary activities
to a more structured experience that includes a strong relationship between
service and classroom learning objectives. Such experiences enable students
to venture into the community and perform work that is explicitly connected to their
academic work through writing, discussion and reflection. Service experiences
help reinforce classroom learning and allow students to make connections
between what is being learned and the world they will enter as adults.
Indicators
Successful integration of service learning in schools is marked by the following indicators:
- Part of the broader educational philosophy of the school, reflected in the school’s mission statement, and linked to academic learning and the broader curriculum.
- Intentional focus on civic outcomes encourages civic commitment (i.e., taking action to solve problems, participating in civic dialogue, working for the common good).
- Meaningful student work on public issues with a chance of seeing positive results.
- Student role in selecting and designing their projects and strategies, and reflecting on their experiences and work.
- Focus on increased student knowledge of the community (i.e., identifying key organizations and individuals in the community, policies and issues that affect the community, and the community’s strengths, needs and challenges.)
- Opportunities for student assessment of political problems and pursuit of political responses within a nonpartisan classroom setting.
Evidence
Since civic engagement is most likely to occur during adult years, and service
learning programs and research are still relatively young, we do not have the
same compelling evidence about relationships to civic behaviors that we do
for other promising approaches. However, research suggests that:
- Carefully structured service learning does appear to enhance civic attitudes; especially those related to tolerance and respect for others’ opinions.
- Service learning with a more explicitly political focus appears to produce better civic engagement results than those that are more apolitical.
- Service learning is most effective when students have a legitimate voice in the project, supporting the point that civic skills (communication and collective decision making) can be learned through service learning.
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