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Component

Details

Definition

Service-learning is an inquiry-based, experiential learning approach that teaches curriculum- based objectives through meaningful service to the community. Service learning is more complex than community service – students engage in meaningful opportunities to apply what they learn to issues that matter to them. In addition, service learning involves investigation, preparation, action, and reflection. High-quality service learning goes beyond a requirement of minimum hours of service in a course. Students are required to use academic skills and knowledge to understand community needs to complete a service-learning project that serves the greater good of the community and to reflect upon their role as members of their community.

³§±ð°ù±¹¾±³¦±ð-±ô±ð²¹°ù²Ô¾±²Ô²µÌýprojects are typically organized into five stages:

1. Investigation - conduct research on a community-based problem or needs
2. Preparation - create a plan to address these needs
3. Conduct Action
   1. Direct service - Service involves hands-on, face-to-face interactions
   2. Indirect service - Action is not seen by the people who may directly benefit from the service; however, the action meets a real need.
   3. Advocacy - Students educate others about a particular issue with the goal of inspiring action to address the issue
4. Reflection - required to earn the point for the Â鶹¹ÙÍø Civics Diploma Seal
5. Demonstration/celebration - can be combined with the presentation of the project and reflection

*Students may earn these points more than once.

Seal of Civic Readiness Committee Responsibilities

• Support teachers in the development of an inquire-based 2b. Service-Learning Project that reflect the criterion for students to earn accreditation.
• Collaborate with teachers to develop standard assessment tools to evaluate students work products.
• Evaluation criteria for the reflective essay/presentation will be locally developed, as they will reflect how the service-learning project was organized.
  • The evaluation of a student’s reflective essay/presentation should include an evaluation of selected student’s Civic Knowledge, Civic Skills and Actions, Civic Mindset and Experiences listed in the Civic Readiness Domains.
• Track student hours completed with external organizations.
• Track student point progress towards overall Seal of Civic Readiness accreditation.

Teacher Responsibilities

• Create an inquiry-based unit plan where students:
  • Research a specific community and identify an area of need or challenge.
  • Identify who is working to impact change.
  • Collaborate with relevant organizations to develop a plan to positively impact the chosen community.
• Develop a project template and assessment tool to facilitate students as they work towards:
  • Participating in 25 hours of service-learning.
  • An actionable plan, or advocation that impacts the issue in a positive manner.

Student Responsibilities

• Complete a minimum of 25 hours of demonstrated service to the community.
• Write and submit a reflective essay/presentation.

Reflection opportunities must be incorporated before, during, and after the service-learning experience. Reflection activities completed prior to the service-learning experience can focus on helping students anticipate what their service-learning experience will be like and what assumptions they are bringing into the situation. Reflection that occurs during and after the service-learning experience helps students understand the actual outcome of their experience in relation to their academic experiences. Reflection questions can help students understand themselves, the population they are serving, the social issue driving their service activity, and the relationship between the service and their civics knowledge, skills, and mindset.

Resources

• See Toolkit Appendix K: Sample Service-Learning Project EvaluationÌý
• See Toolkit Appendix L: Sample Service-Learning Rubric
• See Toolkit Appendix M: Service-Learning Resources

Introduction, Background, Definition, and Domains

Criteria to Earn the Seal of Civic Readiness

Civic Knowledge Components

Civic Participation Components

2a. High School Civic Project

2b. Service-Learning Project

2c. Elective Coursework

2d. Work-Based Learning Experience

2e. Middle School Capstone Project

2f. High School Capstone Project