Service-Learning

going deeper

service-learning is a method of teaching and learning that uses academic

knowledge and skills to address genuine community needs

High Quality Service-Learning

Community Service

Service SpectrumN

O C

LEAR

LEA

RNIN

G O

BJEC

TIVE

SIN

DEP

END

ENT

FRO

M C

OM

MU

NIT

YLI

TTLE

TO

NO

REF

LECT

ION

YOU

TH N

OT

DEC

ISIO

N-M

AKER

S

FUN

CTIO

NAL

CO

MM

UN

ITY

PART

NER

SHIP

SPR

OJE

CT C

HO

SEN

BY

A FE

WM

INIM

AL R

EFLE

CTIO

NM

INIM

AL Y

OU

TH D

ECIS

ION

-MAK

ING

YOU

TH E

XERI

ENCE

DIV

ERSI

TY

MU

LTIP

LE R

EFLE

CTIO

N M

ETH

OD

S TH

ROU

GH

OU

T G

OAL

S CO

NSI

STEN

T W

ITH

ACA

DEM

IC C

ON

TEN

T YO

UTH

HIG

HLY

INVO

LVED

IN D

ECIS

ION

-MAK

ING

DIV

ERSE

CO

LLAB

ORA

TIVE

PAR

TNER

SHIP

SLE

ARN

ING

GO

ALS

INTR

ICAT

ELY

LIN

KED

TO

SCH

OO

L G

OAL

S SU

FFIC

IEN

T D

URA

TIO

N T

O A

DD

RESS

NEE

D

YOU

TH P

RIM

ARILY

RES

PON

SIBL

E FO

R LE

ADIN

G A

LL

PHAS

ES

Washington Senior High has a food drive in partnership with the local food bank and pizza shop. Ninth, tenth, eleventh, and twelfth graders compete to see which class can collect the most food. They hold their drive during the fall because it helps families during the holidays. Each day of the food drive, class representatives kept track of the amount of food their class collected. The class that collected the most food was given a pizza party and a day at the movies. Students got to choose the movie and the toppings for the pizza.

NO

CLE

AR L

EARN

ING

OBJ

ECTI

VES

IND

EPEN

DEN

T FR

OM

CO

MM

UN

ITY

LITT

LE T

O N

O R

EFLE

CTIO

NYO

UTH

NO

T D

ECIS

ION

-MAK

ERS

FUN

CTIO

NAL

CO

MM

UN

ITY

PART

NER

SHIP

SPR

OJE

CT C

HO

SEN

BY

A FE

WM

INIM

AL R

EFLE

CTIO

NM

INIM

AL Y

OU

TH D

ECIS

ION

-MAK

ING

YOU

TH E

XERI

ENCE

DIV

ERSI

TY

MU

LTIP

LE R

EFLE

CTIO

N M

ETH

OD

S TH

ROU

GH

OU

T G

OAL

S CO

NSI

STEN

T W

ITH

ACA

DEM

IC C

ON

TEN

T YO

UTH

HIG

HLY

INVO

LVED

IN D

ECIS

ION

-MAK

ING

DIV

ERSE

CO

LLAB

ORA

TIVE

PAR

TNER

SHIP

SLE

ARN

ING

GO

ALS

INTR

ICAT

ELY

LIN

KED

TO

SCH

OO

L G

OAL

S SU

FFIC

IEN

T D

URA

TIO

N T

O A

DD

RESS

NEE

D

YOU

TH P

RIM

ARILY

RES

PON

SIBL

E FO

R LE

ADIN

G A

LL

PHAS

ES

Amherst Elementary School is located by a river. The sixth grade science teacher had her students leave the classroom for 5 hours each week for 7 weeks to study the river’s ecology. Students investigated color, clarity, temperature, current and flow, stability, pH and acidity, fish, aquatic insects, as well as the river pollutants. At the end of six weeks the students shared their findings with third graders by creating plays, poster boards, videos, and poems to share what they learned. Students selected the most effective presentations to present to the city’s mayor to acknowledge that they have identified that there is a need to improve the water quality of the river.

NO

CLE

AR L

EARN

ING

OBJ

ECTI

VES

IND

EPEN

DEN

T FR

OM

CO

MM

UN

ITY

LITT

LE T

O N

O R

EFLE

CTIO

NYO

UTH

NO

T D

ECIS

ION

-MAK

ERS

FUN

CTIO

NAL

CO

MM

UN

ITY

PART

NER

SHIP

SPR

OJE

CT C

HO

SEN

BY

A FE

WM

INIM

AL R

EFLE

CTIO

NM

INIM

AL Y

OU

TH D

ECIS

ION

-MAK

ING

YOU

TH E

XERI

ENCE

DIV

ERSI

TY

MU

LTIP

LE R

EFLE

CTIO

N M

ETH

OD

S TH

ROU

GH

OU

T G

OAL

S CO

NSI

STEN

T W

ITH

ACA

DEM

IC C

ON

TEN

T YO

UTH

HIG

HLY

INVO

LVED

IN D

ECIS

ION

-MAK

ING

DIV

ERSE

CO

LLAB

ORA

TIVE

PAR

TNER

SHIP

SLE

ARN

ING

GO

ALS

INTR

ICAT

ELY

LIN

KED

TO

SCH

OO

L G

OAL

S SU

FFIC

IEN

T D

URA

TIO

N T

O A

DD

RESS

NEE

D

YOU

TH P

RIM

ARILY

RES

PON

SIBL

E FO

R LE

ADIN

G A

LL

PHAS

ES

Bayside High School Advanced Technology Education students were studying computer hardware & programming. Students with the support of their teacher found local businesses to donate old computers to their class. The assignment was to assemble and program a functional computer from the donated computers. Once the computers were functioning at the end of the semester, they hosted a community computer session and offered computers to families in need of one. For students that wanted to continue their work, the school offered Advanced Technology Education 2—the class plans to teach computer classes for adults the following semester.

NO

CLE

AR L

EARN

ING

OBJ

ECTI

VES

IND

EPEN

DEN

T FR

OM

CO

MM

UN

ITY

LITT

LE T

O N

O R

EFLE

CTIO

NYO

UTH

NO

T D

ECIS

ION

-MAK

ERS

FUN

CTIO

NAL

CO

MM

UN

ITY

PART

NER

SHIP

SPR

OJE

CT C

HO

SEN

BY

A FE

WM

INIM

AL R

EFLE

CTIO

NM

INIM

AL Y

OU

TH D

ECIS

ION

-MAK

ING

YOU

TH E

XERI

ENCE

DIV

ERSI

TY

MU

LTIP

LE R

EFLE

CTIO

N M

ETH

OD

S TH

ROU

GH

OU

T G

OAL

S CO

NSI

STEN

T W

ITH

ACA

DEM

IC C

ON

TEN

T YO

UTH

HIG

HLY

INVO

LVED

IN D

ECIS

ION

-MAK

ING

DIV

ERSE

CO

LLAB

ORA

TIVE

PAR

TNER

SHIP

SLE

ARN

ING

GO

ALS

INTR

ICAT

ELY

LIN

KED

TO

SCH

OO

L G

OAL

S SU

FFIC

IEN

T D

URA

TIO

N T

O A

DD

RESS

NEE

D

YOU

TH P

RIM

ARILY

RES

PON

SIBL

E FO

R LE

ADIN

G A

LL

PHAS

ES

K-12 Service-Learning Standards for Quality Practice

types of service-learning

Direct

Research and Advocacy

Indirect

Investigate

Plan

Act

ReflectDemonstrate

Evaluate

Celebrate

Service-Learning CycleIPARD-EC

Investigate

P

A

RD

E

C

Service-Learning Cycle

I

Plan

A

RD

E

C

Service-Learning Cycle

I

P

Act

RD

E

C

Service-Learning Cycle

I

P

A

ReflectD

E

C

Service-Learning Cycle

I

P

A

RDemonstrate

E

C

Service-Learning Cycle

I

P

A

RD

Evaluate

C

Service-Learning Cycle

I

P

A

RD

E

Celebrate

Service-Learning Cycle

I______

P____

A________

R________D_______

E________

C______

Service-Learning Cycle IPARD-CE Review

Questions?

Resources

Lift: www.lift.nylc.orgGSN: www.gsn.nylc.orgNYLC: www.nylc.org/resources