When I first heard the term Service Learning, it immediately resonated with me. However, when I saw how the term was being interpreted and applied, I was surprised. In most programs that I have seen over the years, there is service, sure. Kids were learning about the importance of community service, no doubt. People are benefitting from the efforts of the kids, absolutely.
But wasn’t it just really the same old community service? Were these experiences really projects? Was it service-oriented learning or service-driven learning? Or even learning oriented/ driven service?
How many of these programs actually allow us to get into our community and serve it by using what we have learned and our talent for problem solving? For me, that is what Service Learning means. A more appropriate term would be Project-Based Service Learning.
A few years back, I developed this personal definition for Service Learning to provide a framework for program development.
Service Learning- An interdisciplinary program that provides for students diverse opportunities to collaborate on projects that serve their community through the use of integral skills acquired in the students’ academic and social experiences in an effort to create, develop, and implement a plan to improve the community (local, national, global) in meaningful and purposeful ways. (JPR 2012)
As I look at where we are in independent school education, we have a tremendous responsibility to provide opportunities that will allow our students to learn, grow, and contribute to our communities. In fact, as I was developing this blog, my little guy asked me what I was doing. If you read my blog, you know that I relish these moments to share a learning relationship with my son because when I have to explain to him in terms that a 5 and half year old can understand, I better understand the concepts, too.
So in response, I told him how important it is to help people in our community, and the best way to do that is to work together and share what we know, our energy, and our creativity in helping to solve a problem.
I told him that there are people out there that don’t have enough to eat. Ryder responded that we should share our bananas with them. I liked his idea, but I took it a little bit further. In doing so, I realized that we were collaborating on solving a real problem using creative strategies.
Me: So if we have 10 people who are hungry, how would we feed them?
Ryder: We can give them bananas!
Me: How many will we need? I mean, how many bananas do you need to make you not feel hungry anymore? (math and empathy)
Ryder: I need 2 bananas.
Me: So 2 bananas each for 10 people? That’s more bananas than we have- how many is it? (we use some pennies to solve this mulitplication problem- Ry needs a little help on this one)
Me: So if we don’t have 20 bananas, what are some of the ways we can get them?
And so on down the line, we make a plan to get bananas. With older kids, maybe we get to the nutritional value of bananas and then determine the most efficient way to get them to people. In any event, the point is that there is no age-restriction for this type of project based service learning experience.
Using skills from Algebra, 21st century skills, the Vietnam example of positive deviants (http://www.positivedeviance.org/about_pd/Monique%20VIET%20NAM%20CHAPTER%20Oct%2017.pdf), agricultural geometry, and many other skills, we can provide high level project based service learning that is truly a meaningful project, that is serving in impactful ways, while our students are experiencing elite level learning.
Here is a sample of a framework for such a project:
From their academic experience, students will determine (with advisor and SME assistance/guidance) essential skills from each academic course. Essential Skills- 3 for sixth grade, 4 for seventh grade and 5 for eighth grade (from each course)
Transcendent across all levels of the discipline
Applicable to multiple conditions/ problems
Focus on 21st Century Skill Sets integral in our Global community
Pick a social, civic, community, environmental issue, problem, condition for which your team wants to create a solution or better practice.
You will use skills from each of your classes in creating your service learning project.
You will use composition skills from English class to compose plans, letters and reports.
You will use Algebra skills to determine unknown costs of achieving objectives of project and budgeting
You will use Science skills to create hypothesis, experimental models and execute the experiment, breakdown data and interpret/analyze data.
You will use Social Science skills to identify patterns in your project that match historical or cultural patterns and make predictions about outcomes, and create preventative guidelines to avoid historically proven failure- or to imitate successful patterns in preparations.
You will use World Language skills to translate your information into multiple languages to accommodate the diverse population in your community.
There can be artistic connections, too- songs, visual art renderings, dances, TV, publications
Ultimately, technology tools will be intergral in the creation, research, collaboration, and communication necessary for execution.
Advisors act as project advisors, and teachers act as subject matter experts in guiding students during these projects.