Teachers and Schools - Service-Learning

	Service-Learning

	Service-Learning FAQs 1. What is serving-learning? 2. What are some examples of service-learning? 3. How is service-learning different from community service, internships, and cooperative learning? 4. Is service-learning like mandatory service? 5. Does service-learning hinder academic performance by taking students out of the classroom? 6. How do teachers learn to incorporate service-learning into the curriculum? 7. What resources do teachers need? 8. How does the community (organizations and individuals) get involved with and benefit from service-learning? 9. What percentage of school-age students engage in service-learning? 10. What if I have more questions on service-learning?
	1. What is serving-learning? Service-learning is a teaching method that combines meaningful service to the community with curriculum-based learning. Critical to this type of learning is building in time for students to reflect on their service experience. Reflection time helps students make the connection between classroom and community learning, and ensures they understand the extent to which they can impact positive change.

	2. What are some examples of service-learning? High school foreign language students create English vocabulary books for elementary English as a Second Language students and other local organizations to help the community's growing Spanish-speaking population, learn English. Through creating the books, the high school students increase their knowledge of Spanish vocabulary and Hispanic culture. As part of a history class, middle school students conduct research on the history of their community and write stories that are then displayed at the town hall. The students interview townspeople and visit local libraries to collect information. In addition to enhancing their writing and research skills, the students gain an understanding of their community history through their work and the subsequent classroom reflection. As part of their science curriculum, students take water samples of their local waterway. They analyze the amount and nature of pollutants in the water and look for the source of that pollution. They write letters to their local government to inform the city officials of the problem and encourage them to take action.

	3. How is service-learning different from community service, internships, and cooperative learning? The key to service-learning is the link between community service and classroom studies. In other words, student service is designed around meeting curriculum objectives. Students improve their academic skills by applying what they learn in school to the real world; they then reflect on their experience to reinforce the link between their service and their learning. While internships and cooperative education are experiential and include a classroom component, they generally do not focus on service to the community.

	4. Is service-learning like mandatory service? Service-learning is very different from mandatory service. Mandatory service is a school, district, or state requirement that is typically not closely linked with classroom instruction. Most often it takes place after school or on the weekends and is usually a stand-alone volunteer activity. Service-learning is not necessarily mandatory. Because it is intimately connected to classroom learning, it is a natural part of a student's everyday classroom curriculum. With quality service learning, the focus is on meeting a real community need while also providing a hands-on learning experience. Mandatory service often focuses on completing a required number of hours.

	5. Does service-learning hinder academic performance by taking students out of the classroom? To the contrary, service-learning generally enriches a student's educational experience. Service-learning can boost academic achievement by helping students to learn new concepts and skills through hands-on, creative, real-life learning in and beyond the classroom. For example, Florida Learn & Serve has gathered data about the impact of service-learning on students for the last three academic years. Each year students have shown strong improvement in three key areas: attendance, grades and conduct. Attendance improved in 83 percent of reporting sites, and 80 percent of sites had fewer discipline referrals. For those students characterized as "at-risk," 89 percent showed improved attendance, while 89 percent showed fewer discipline referrals. (Florida Learn and Serve K-12 Report-Executive Summary) To learn more about this issue, visit the Tools, Guides, and Research section of this website.

	6. How do teachers learn to incorporate service-learning into the curriculum? Several organizations provide training to teachers who are interested in finding out how to incorporate service-learning into their classes or schools. In addition, curriculum examples and other tips for faculty are available. For more information on such resources, contact the National Service-Learning Clearinghouse at 1-800-808-SERVE or www.servicelearning.org

	7. What resources do teachers need? The most important resource for service-learning is imagination. Teachers must carefully revise their curriculum so that learning is experiential, and students must help determine community needs. Actual costs of developing a service-learning program can be relatively small, especially if service activity takes place within the school. Generally, expenses include teacher training, supplemental curriculum materials, transportation to service sites, substitute teacher pay (if necessary) and recognition items for students (e.g., T-shirts, badges).

	8. How does the community (organizations and individuals) get involved with and benefit from service-learning? Community partnerships are a critical element in successful service-learning activities. Community-based organizations can lend expertise in a specific issue area. They can also provide sites for students to engage in service activities; e.g. hospitals, daycare centers, nursing homes, parks and recreation facilities. Adult volunteers can drive students to service sites. Businesses can provide financial and in-kind support to programs. Service learning helps to break down the separation between schools and communities, and youth and communities.

	9. What percentage of school age students engage in service-learning? Today, schools in all 50 states have service-learning programs. A 1999 survey released by the National Center for Education Statistics found the 32% of all public schools organize service learning as part of their curriculum, including nearly half of all high schools. A recent report from the University of Minnesota examined the progress of service learning from 1984-1997. The report documents the dramatic increase in the number of students involved in service programs - 900,000 in 1984 to 12,605,740 in 1997. The percentage of all high school students involved in service learning activities rose from a mere two percent in 1984 to nearly 25 percent in 1997.

	10. What if I have more questions on service-learning? You may find what you're looking for in the Tools, Guides, and Research section of this website. If you don't find the answer to your questions there, you can always email us at info@childrenforchildren.org.


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