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If you're ready to initiate a service learning program with your students and want to know where to begin, you've come to the right place! This section will give you a step-by-step guide to starting a service learning program.
It's important to note that, while there are consistent elements of successful service learning programs, there is not one right way to make one work in the classroom. Many of the steps you take will depend on your student population; the support of your administration, parents, and community; and your objectives. Our hope is that this section can be a helpful road map that you can follow exactly, or take in a direction that makes the most sense for you! Before you begin, you may want to review "Things to Consider."
According to service learning researcher and expert Shelly Billig, Ph.D., "Service learning practitioners typically have the same desired outcomes as other educators: Students should be motivated to learn and engage in subject matter, acquire important knowledge and skills, and be able to demonstrate their knowledge and skills on a performance measure. The particular knowledge and skills that students demonstrate depend upon the way that the service and learning experience is planned, implemented, and followed up."
This section reviews eight steps to help you and your students effectively plan, implement, and evaluate your program. Within each step you will be given tips and ideas for practitioners (that's you) and students. Each step also includes ideas for structured reflection, a critical component of the service learning process. Several of the steps also include learning logs to be completed by your students.
Step One: Self-assessment -- Students identify their strengths, interests, talents, and experiences.
Step Two: Community assessment -- Students explore their community to identify problems and needs.
Step Three: Choose an issue -- Students identify one need or problem they'd like to address.
Step Four: Conduct research -- Students learn about the need or problem they've identified.
Step Five: Create a plan -- Students create a plan of action for service.
Step Six: Implement the plan -- Students carry out their service action plan.
Step Seven: Celebration -- Students celebrate what they've given and learned.
Step Eight: Evaluation -- Students evaluate what they've done and how they could improve it.
While this site was written for educators of students in grades 4-8, the ideas and activities within the eight step areas easily can be adapted for older or younger students and those with different ability levels. Activities also can be adapted for service efforts that will be implemented by an entire district, a class, a small group within the class, an afterschool program, or individual students. Obviously, all aspects of the service experience -- including duration and type of service, desired outcomes, and structured reflection -- should be age and developmentally appropriate.
Students should be responsible for the eight steps of the process, with you serving as the guide or facilitator, and should be at the center of as many decisions as possible. Even if you have students with special needs, their involvement in all stages of the process will help to move them from the passive role of service recipient to the active role of service provider.
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A primary goal of service learning pioneers was to have students learn knowledge, skills, and self-awareness through structured reflection, so they would be more effective both in their service and throughout their lives.
Reflection is the framework within which students process and synthesize the information and ideas they have gained through their service experience. They analyze concepts, evaluate their experiences, and form opinions.
The service experience alone does not ensure that either significant learning or effective service have occurred. Thoughtful reflection throughout the process encourages students to deliberately think about their role in this project and their role in the larger community. Reflection also provides a connection between the project and the students' academic goals. For students with special needs, it provides teachers and students with a sound way to examine progress toward Individualized Education Plan (IEP) goals. Sample reflection questions are included within each step of the process.
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