Learning with consequences service and service learning
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Learning with Consequences: Service and Service-Learning. Professor Barbara A. Holland Pro Vice-Chancellor University of Western Sydney. Service and Service-Learning Around the World. USA - 55% of teenagers participate in service through a school requirement

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Learning with consequences service and service learning

Learning with Consequences: Service and Service-Learning

Professor Barbara A. Holland

Pro Vice-Chancellor

University of Western Sydney


Service and service learning around the world

Service and Service-Learning Around the World

  • USA - 55% of teenagers participate in service through a school requirement

  • National service-learning goal: half of all schools 2010

  • Global uptake of service-learning:

    • Argentina, Chile, Mexico, South Africa, Ireland, UK, Spain, Germany, France, India, Philippines, Hong Kong, Japan, USA, Canada


Service and service learning in australia

Service and Service-learning in Australia

New South Wales

  • Premier's Community Service Volunteer Award was announced for Year 9 and 10 DET students who complete 20 hours of community service. Starts 2009.

    Western Australia

  • Mandatory community service for year 10 students. Some schools incorporate elements of service-learning. Implemented 2007.

    Queensland

  • Service-learning encouraged as learning strategy linked to values education and overall achievement; workshops and resources


The australian values framework

The Australian Values Framework

  • Care and compassion

  • Doing your best

  • Fair go

  • Freedom

  • Honesty and trustworthiness

  • Integrity

  • Respect

  • Responsibility

  • Understanding, tolerance, and inclusion


Service learning defined

Service-Learning Defined

Service-learning combines service activities with learning objectives with the intent that the activity benefit both the recipient and the provider of the service. This is accomplished by combining service with structured reflection that facilitates the acquisition and comprehension of values, skills, and academic content.


A shorter definition

A Shorter Definition

Service-learning is an instructional approach whereby students learn important learning objectives as they address a genuine community need.


Service learning

Service-learning

  • links service to academic content and objectives

  • involves young people in choosing and meeting real community needs

  • includes on-going, meaningful reflection

  • promotes a sense of caring and community

  • can be used in any subject area

  • works at all ages, even among young children

  • Service-learning is learning with consequences!


Service learning is not

Service-learning is not

  • an episodic volunteer program

  • A disconnected add-on activity

  • logging a set number of community service hours

  • compensatory service assigned as a form of punishment

  • only for high school or tertiary students

  • only for “at risk” students

  • one-sided - benefiting only students or only community


A service project

A Service Project…

Service Program:

For Clean Up Australia Day, a teacher decides that students will clean up part of the banks of a local river by picking up rubbish.


Becomes service learning

Students consult with the local community

They do research on the river and issues

Students define the specific need

They create and vote on the project plan

Clean up the river bank !

Analyse pollutants/trash; what are the sources?

Note the impact on flora, fauna, humans

Share results with the local council and residents

Take action: informational brochure, web site

…Becomes Service-Learning


Links to curriculum

Links to curriculum

  • Maths – analysing survey results

  • Citizenship – voting, contacting the council

  • Science – analysing water and pollutants

  • Geography – comparing water quality of different rivers and maps of watersheds

  • English – writing a plan, brochure or a report

  • Art – designing a brochure or a map

  • Information Technology – developing a web site with resources for preventing pollution.


Reflection connects service to learning and development

Reflection Connects Service to Learning and Development

  • Investigate a wide range of concepts and values including, for example: “respect” “doing your best” and “responsibility”. 

  • Draw distinctions between different kinds of responsibility – students may not be responsible for the pollution, but do they have a social or moral responsibility to improve the situation? 

  • Examine how knowledge & education can be used to create change in communities


Link to learning objectives

Link to Learning Objectives

  • Academic Learning

    • Academic content in any subject

  • Learning to be a Learner

    • Critical thinking skills

    • Problem-solving skills

    • Communications skills

  • Learn about community

    • People, issues, resources, policies


Learning objectives continued

Learning Objectives (Continued)

  • Inter and Intra-personal Learning

    • Working collaboratively with others

    • About other cultures

    • Exploring personal values, ethics

    • Developing self-efficacy and empathy

    • Learning to appreciate different views

  • Career learning

    • Discovering talents and interests

  • Civic Learning

    • Knowledge, skills and attributes


Reflection is the link

Reflection is the Link

  • Connect experience with learning

  • Develop a sense of community in the school/class

  • Improve observation and communication skills

  • Develop an appreciation of community assets

  • Deepen knowledge of issues or policy

  • Develop a penchant for taking action

  • Understand personal values

  • Develop inquiry skills


Reflection strategies

Reflection Strategies

  • Reflective writing: key phrase; critical incident; structured questions

  • Directed Readings and written reaction

  • Writing for others – stakeholders

  • Teaching others

  • Presentation

  • Group debriefing

  • Creative activities

    • Art, music, skits, poetry


Effective reflection

Effective Reflection

  • Reflection should be:

    • Continuous – throughout the project

    • Connected – to specific learning objectives

    • Challenging – demand high quality student effort;

    • Contextualized – appropriate to the subject and student age level

    • Consequential


Meaningful purposeful service

Meaningful & Purposeful Service

Most effective: Actions that require knowledge and skills such as

Leading, communicating, organising, tutoring/mentoring, creating/producing

Less effective: Actions that involve time more than knowledge such as

Picking up trash, handing something out, washing/cleaning, making copies, stuffing envelopes, filing, chores


Why quality practice matters

Why Quality Practice Matters

Without attention to proven practices, students may lack motivation, do minimal service, wait until the last minute…etc.

Simple service rewards motivated students.

Quality service linked to learning and reflection will ALSO transform many students who are less successful.


Resources

Resources

  • UWS Office of University Engagement – 4620-3612

  • National Service-Learning Clearinghouse www.servicelearning.org

  • Center for Information and Research on Civic Learning and Engagement (CIRCLE) www.civicyouth.org


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