TEED 520
TEED 520
A course syllabus for Service Leadership for Social Justice/
Service-Learning Course Criteria Matrix
Service-Learning Course Criteria Matrix
UC Berkeley Faculty Policy Committee on Service-Learning (2002)
Service-Learning: A Pre-Service Teacher’s Guide
Service-Learning: A Pre-Service Teacher’s Guide
The Essential Elements of Service-Learning by Cathryn Berger Kaye.
Linking Service Learning and Standards
Linking Service Learning and Standards
This website demonstrates four approaches to linking service-learning and standards from the Florida Learn and Serve program.
How do I get started?
Preparation consists of the learning activities that take place prior to the service itself. Prior to their service experience, students must understand what is expected of them as well as what they can expect from the service project. Preparation components include the following:
- identifying and analyzing the problem
- selecting and planning the project
- training and orientation
Action is the service itself and needs to meet certain criteria. It must:
- be meaningful
- have academic integrity
- have adequate supervision
- provide for student ownership
- be developmentally appropriate
Reflection enables students to critically think about their service experience. When students reflect on their experiences, they think about them, write about them, share them with others, and learn from them. The reflection time is a structured opportunity for students to learn from their experiences. They can reflect through:
- discussion
- reading
- writing
- projects
- the arts
Celebration/Demonstration is the component of service learning which recog nizes students for their contributions and provides opportunities for them to demonstrate mastery of skills, insights, and accomplishments. It also provides closure to an ongoing activity. Society needs to let young people know that their contributions are valued. There are many ways that this final component of service learning can be implemented:
- school assemblies
- awards and certificates
- special media coverage
- public or small group presentations
- joint celebration with service recipients
What differences in approach exist?
Direct Service is provided when students work one-on-one helping others in the school or community.
Indirect Service does not require one-on-one work, but still provides valuable services to the community.
Advocacy occurs when students take an informed stand on social issues and disseminate information about the issue in their community.
What are the benefits to students?
Service learning enriches the lives of all students. This teaching methodology provides developmental opportunities that promote personal, social, and intellectual growth, as well as civic responsibil ity and career exploration. Most young people have critical needs in each of these areas that must be met if they are to make a successful transition from childhood to adulthood. Many favorable outcomes occur in each developmental area through participation in service-learning activities. These are listed below.
Personal Growth applies to the development of characteristics related to self-improvement and self-actualization:
- self-confidence and self-esteem
- self-understanding
- a sense of identity
- independence and autonomy
- openness to new experiences and roles
- ability to take risks and accept challenges
- a sense of usefulness and purpose
- personal values and beliefs
- responsibility for one’s self and actions
- self-respect
Social Growth includes the social skills which are necessary for relating to others in society:
- communication skills
- leadership skills
- ability to work cooperatively with others
- a sense of caring for others
- a sense of belonging
- acceptance and awareness of others from diverse and
- multicultural backgrounds peer group affiliation
Intellectual Growth encompasses the cognitive skills necessary to enhance academic learning and acquired higher level thinking skills:
- application of knowledge, relevance of curriculum
- problem-solving and decision-making skills
- critical thinking skills
- skills in learning from experience
- use of all learning styles
- development of a positive attitude toward learning
Citizenship refers to the responsibilities of participation in a multicultural society and of citizenship in a democracy:
- a sense of responsibility to contribute to society
- democratic participation (informed citizen, exercises voting privileges)
- awareness of community needs
- organizational skills
- social action skills (persuasion, policy research, petitioning)
- empowerment, belief in ability to make a difference
Preparation for the World of Work comprises skills that help students gain work experience and make choices about possible career directions:
- human service skills
- realistic ideas about the world of work
- professionalism (dress, grooming, manners)
- ability to follow directions
- ability to function as a member of a team
- reliable working skills (punctuality, consistency, regular attendance)
- contacts and references for future job possibilities
What is the International Center for Service Learning and Teacher Education?
A method whereby students learn and develop through active participation in thoughtfully organized service that:
- Is conducted in and meets the needs of communities;
- Is coordinated with an elementary school, secondary school, institution of higher education, or community service program and the community;
- Helps foster civic responsibility;
- Is integrated into and enhances the academic curriculum of the students, or the education components of the community service program in which the participants are enrolled;
- and provides structured time for students or participants to reflect on the service experience.
Who is the National Commission on service-learning?
A philosophy of education, a community development strategy, and an approach to teaching and learning which actively engages learners in addressing vital community issues through academic study
Who are the National Youth Leadership Council?
A teaching and learning approach that integrates community service with academic study to enrich learning, teach civic responsibility, and strengthen communities.
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COPYRIGHT © 2003 International Center for Service Learning in Teacher Education
Clemson University
Eugene T. Moore School of Education
102 Tillman Hall
Clemson, SC 29634-0702
864-656-0480
