Key Components of Service Learning, Research Paper Example

What is service Learning?

Service learning may be defined as a method of teaching that facilitates students applying their academic skills and  the acquisition of knowledge, in order to address real-life situations,  within their own specific communities.  It has a large degree of ethical dimension  in the fact that it  teaches the student civil responsibilities and placement within their own community.  As such, the students provide a much-needed service to both local schools and communities.  The teaching concept provides a great deal more authenticity to classroom learning.  It emphasizes the habits and skills more associated with that of community volunteers.

Evidence supporting Service Learning as an effective teaching tool?

Over the last several years research to be compiling evidence on the benefits to be derived from service learning.  They examined 477 students who completed and introductory child development lecture course and compared service learning to that of non-service learning.  The results yielded differences in overall student performance, with grades significantly favouring the students placed in service learning. ” It should not be surprising that this instructional method is effective. Rooted in Deweyan principles of experiential learning (1938), academic service-learning contains three essential elements: students learn course content as they serve their community, and reflect on the connections between explicit course content and their experiences in the field. This process enables students to “gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility”  (Strage).

Another dimension of study is whether such benefits last and stand the test of time. At this point there appears to be insufficient research to draw any firm conclusions in this area. ” “too little is known about how service-learning experiences can be designed to have longer term effects, and indeed what the longer term effects are on dispositions, attitudes and behaviours”.  (Strage).

The components of effective practices in service learning

It was Burns  in 1998, who identified the essential faces two big Floyd within the context of a service learning program.  (Champion)  He defines these as being:-

1. Preparation.
2. Action.
3. Reflection.
4. Demonstration recognition.

During the preparation phase, the objective is to understand the needs of the community and identify what the viable outcomes may be.  Here we identify the core content curriculum and how the service learning project will be identified. The teacher must clearly identify the civil or social skills that are required to be demonstrated during  the learning project.

In the action phase, the teacher will be responsible for the facilitation of the students knowledge and skills to effectively demonstrate completion of the learning project.  This is a process of continuous assessments involving the teacher, student and the community members.  Any corrections or adjustments required on me.  The action program.

In the reflection phase the  students and teachers reflect on the evaluation of the project and discuss the meaning and impact of the joint efforts.  Research has indicated that where this is performed properly.  Students are less likely to quit school at the learning program.  The reflection component is the bridge between what the student is learning what is actually being achieved in real terms.

The last component of demonstration and  recognition is that the students and others should be recognized for achievements and a job well done.  One such way is by getting the student contribution, local newspapers or journals publicly recognizing the accomplishments of the learning program.

The Benefits of Service Learning

The benefits to be derived from Services Learning may really be split into three distinct categories:

1. The Students
2. The Community
3. Faculty Members and Teachers

The Students:

• Enriches the student learning process
• Highlights the importance of academic work in both life experience and career choices.
• Raises awareness of society and community concerns.
• Increases knowledge of diverse city issues.
• Develops the students interpersonal skills and builds confidence in dealing with the community.
• Development of civic responsibility and active community involvement.

The Community:

• Professional human resources to meet local community education needs.
• Injects  energy, new ideas and contribution of students to community projects.
• Foster’s the ethics of public services, the students of which  are tomorrow’s volunteers and civic leaders
• Provides a forum whereby partnerships can be  formed with the education campus

Faculty and Teachers

• enrichment of the learning/tracking process.
• Partnership building with the local community.
• Opportunity generation for researcher scholarships.
• Promotional professional recognition and rewards.
• Extends the campus activities into the community and highlights the value of the scholarship engagement.
• Provides an open door access to the community and integrates them into the education learning process.

What funding sources are available?

The current funding for service learning component comprises the following sources:

1. learning and leadership grants — opportunities for leaders and support professionals, who reside and work in the US.  Applicable to public school leaders of grades K-12, faculty of higher education institutes.  Maximum award is $2000 for individuals and $5000 for groups and collegial study.
2. Student achievement grants — the national education agency.  [NEA] provides awards to students involved in critical thinking and problem solving subject matter.  Applicants must reside and work in the US and be a public school teacher in grades K-12 or  faculty in higher education Institute.
3. State Farm project ignition grants –” Project Ignition is a chance for high school students, teachers, and community-program leaders to implement new, creative service-learning projects promoting teen driver safety. Teams will create awareness campaigns using their choice of media”  (National Service Learning partnership). Grant checks are normally $2000 for annual based projects.
4. My Hometown Helper Grants — Mainly community help grants with projects where they are looking for student help. ” Individuals from communities and organizations across America can submit a written essay of 250 words or less describing how the “My Hometown Helper” grant would help improve their community project.
   Maximum Award: $15,000. Applicants can request a one-time award between $500 and $15,000 during any single month.
   Eligibility: All requests for funding must be sponsored by a municipal or civic organization or public school.(National Service Learning partnership)
5. All State Grants — A foundation that supports national and local programs. These must fall within one of three focus areas: (1) Safe and Vital Communities (2) Economic Development (3) Tolerance Inclusion and Diversity. ” The Allstate Foundation makes grants to nonprofits, tax-exempt organizations under Section 501(c)3 of the Internal Revenue Code.  Deadline: Rolling. Allstate accepts proposals all year round.

Difference between simple volunteering and learning services

There is a difference between volunteering and learning services – ” Service learning projects emphasize both the service and the learning. By applying classroom content to community settings, service-learning is a way to provide more authenticity and purpose for classroom learning. By contrast, community service emphasizes the habits and skills of volunteerism.”  (McPherson).

I believe that my selected service project will be an extremely rewarding experience and contribute both to my self development and the services within my community.  Service Learning is an extremely effective means of gaining contribution from the Teacher, Student and the Community at large.  My initial perceptions were somewhat sceptical in the value that this process would represent but it later became evident that this structural approach has a great deal of advantages and benefits.

It was interesting to research the experience of others that have undergone a similar learning experience and I cite as an example:

” Regina Teat, 1995 Dorchester County, Maryland, Vienna Elementary School

Last year, children designed “Winter Holiday” cards which were sold to family and friends. Profits from the boxes sold went to two local churches. This class project involved cooperative learning groups – each group was responsible for designing one card. The activity integrated math, writing, language and social studies. This year we will be doing an interdisciplinary project with the Humane Society dealing with the care and protection of animals.

Judy O’Connell, 1994 Baltimore County, Maryland, Hebbville Elementary School

1997: We have expanded our service-learning projects to include storm drain painting infused with our social science unit on the Chesapeake Bay. We also have service-learning project with the Johns Hopkins Hospital – Kids Helping Kids, and Our Daily Bread soup kitchen. We have completed our fifth year of service-learning with the Genesis ElderCare Nursing Center.”  (good character.com)

The importance of Service Learning

Perhaps the most illuminating comments in this area were provided by the University of Montana President George Dennison in an interview with student Joy Montelban. He was quoted as saying ” Dennison cited a survey that showed that students who are involved in community service do better in school. He also pointed out that getting students involved in civic projects will likely increase their political involvement. Dennison said students who opt for a strictly technological education, rather than a traditional liberal arts curriculum — of which service learning is a part — miss out on crucial character-building”  (Montelban)

Perhaps conflicts can arise where there is not a clear sense of objectivity between the community and the Education service provider. This can be avoided by gaining consensus to the planned outcomes in the Action Phase.

Works Cited

Champion, Fran. “Service Learning.” Educational Psychology Interactive (1999).

good character.com. The Strawberry Point School. 2010. 22 6 2010 <http://www.goodcharacter.com/SERVICE/primer-10.html>.

McPherson, Kate. New Horizons for Learning. 10 2005. 22 6 2010 <http://www.newhorizons.org/strategies/service_learning/front_service.htm>.

Montelban, Joy. Dennison outlines importance. 3 1999. 22 6 2010 <http://www.umt.edu/urelations/mainhall/399/dennison.htm>.

National Service Learning partnership. Funding and Awards . 2007. 22 6 2010 <http://www.service-learningpartnership.org/site/PageServer?pagename=tr_funding>.

Strage, Amy. “Long-Term Academic Benefits of Service-Learning: When and Where Do They Manifest Themselves.” College Student Journal, (2004): Vol. 38.