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Duration & Intensity Duration & Intensity Link to Curriculum Link to Curriculum Partnerships Partnerships Meaningful Service Meaningful Service Youth Voice Youth Voice Reflection Reflection Diversity Diversity Progress Monitoring Progress Monitoring
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Service LearningService LearningK-12 Service-Learning K-12 Service-Learning
Quality StandardsQuality Standards
OnwardOnward
Quality StandardsQuality Standards Duration & Duration &
IntensityIntensity Link to CurriculumLink to Curriculum PartnershipsPartnerships Meaningful Meaningful
ServiceService
Youth VoiceYouth Voice ReflectionReflection DiversityDiversity Progress Progress
MonitoringMonitoring
Duration and IntensityDuration and Intensity Service-learning
has sufficient duration and intensity to address community
needs and meet specified
outcomes.. Sufficient intensity and duration means that service-learning Sufficient intensity and duration means that service-learning experiences include investigation, planning, action, reflection, experiences include investigation, planning, action, reflection, demonstration, and celebration, and occur during concentrated demonstration, and celebration, and occur during concentrated blocks of time (intensity) and are long enough (duration) to meet blocks of time (intensity) and are long enough (duration) to meet community needs and learning goals. community needs and learning goals.
(Billig & Northrop, 2008)
Link to CurriculumLink to CurriculumService-learning is intentionally used as an instructional strategy to meet learning goals and/or content standards..
Matching topics in the classroom with discussion in the field Matching topics in the classroom with discussion in the field led to increases in problem solving skills, subject matter led to increases in problem solving skills, subject matter knowledge, and greater satisfaction with service. knowledge, and greater satisfaction with service. (Hamilton &Zeldin, 1987; Conrad & Hedin, 1980; Dewsbur-White, 1993)
PartnershipsPartnershipsService-learning partnerships are collaborative, mutually beneficial, and address community needs.
Close partnership resulted in getting information needed to Close partnership resulted in getting information needed to meet needs; better matching of students to service; and meet needs; better matching of students to service; and better understanding of community issues better understanding of community issues (Wade, 1997)
Meaningful ServiceMeaningful ServiceService-learning actively engages participants in meaningful and personally relevant service activities.
Students had stronger outcomes when they engaged in Students had stronger outcomes when they engaged in meaningful service characterized by challenge and respect, meaningful service characterized by challenge and respect, responsibility and interest responsibility and interest (Furco, 2002)
Youth VoiceYouth VoiceService-learning Service-learning provides youth provides youth with a strong with a strong voice in voice in planning, planning, implementing, implementing, and evaluating and evaluating service-learning service-learning experiences with experiences with guidance from guidance from adults.adults.With more ownership over development and presentation of With more ownership over development and presentation of service products, students had increases in self-confidence, service products, students had increases in self-confidence, personal efficacy, and critical thinking skills. personal efficacy, and critical thinking skills. (Bradley, et.al., 2007)
ReflectionReflectionService-learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society.
Critical reflection resulted in better application skills and better Critical reflection resulted in better application skills and better problem solving problem solving (Eyler, Giles & Schmiede, 1996)
DiversityDiversityService-learning promotes understanding of diversity and mutual respect among all participants.
Greater diversity in programming was associated with more Greater diversity in programming was associated with more academic engagement, valuing school, enjoyment, and civic academic engagement, valuing school, enjoyment, and civic engagement. engagement. (Billig, Root and Jesse, 2005)
Progress Progress MonitoringMonitoring
Service-learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability.
S-L Connections: To Other InitiativesS-L Connections: To Other InitiativesOregon Diploma &Oregon Diploma &
Essential Skills Essential Skills
Safe/Drug-Free Safe/Drug-Free SchoolsSchools
Education Education Plan & Plan & ProfileProfile
Comprehensive Comprehensive Guidance & Guidance &
Counseling -- Counseling -- Youth Youth
DevelopmentDevelopment
School to Work School to Work Youth Pre-Youth Pre-
ApprenticeshipApprenticeship
Inquiry Based ScienceInquiry Based ScienceSTEM STEM
Community Community Education – Education – Title IV-B Title IV-B
AfterschoolAfterschoolService-Service-LearningLearning
Career & Career & Technical Technical EducationEducation
Oregon Skill SetsOregon Skill Sets
All Title Programs All Title Programs YSA, YSA, AmeriCorpsAmeriCorps
All Content All Content Standards Standards
Pete ReadyEducation Specialist Office of Educational Improvement & InnovationOregon Department of Education255 Capitol Street NESalem, OR 97310503.947-5785 [email protected]
program web pages:www.ode.state.or.us/go/servicelearningwww.ode.state.or.us/go/21cclc