Re: S + L not always S-L

I hope this isn't too picky or rudimentary. When I am talking to people about service-learning I always include two pieces: the National and Community Service Trust Act of 1993 and Robert Sigmon's typology of service-learning. A common vocabulary with a common enthusiasm can create the tide that raises all boats (IMHO).  See the Web whacking below:

Service-learning combines service to the community with student learning in a way that improves both the student and the community.

According to the National and Community Service Trust Act of 1993, service-learning:

·        Is a method whereby students learn and develop through active participation in thoughtfully organized service that is conducted in and meets the needs of communities;

·        Is coordinated with an elementary school, secondary school, institution of higher education, or community service program and the community;

·        Helps foster civic responsibility;

·        Is integrated into and enhances the academic curriculum of the students, or the education components of the community service program in which the participants are enrolled;

·        And provides structured time for students or participants to reflect on the service experience.

For more definitions of service-learning, visit the National Service-Learning Clearinghouse website and select "Introduction," then "Definition."

http://www.lsaexchange.org/whatissl.htm 

What is Service-Learning?  

Even though there are many different interpretations of service-learning as well as different objectives and contexts, we can say that there is a core concept upon which all seem to agree:

 

Service-learning combines service objectives with learning objectives with the intent that the activity change both the recipient and the provider of the service. This is accomplished by combining service tasks with structured opportunities that link the task to self-reflection, self-discovery, and the acquisition and comprehension of values, skills, and knowledge content.

 

A SERVICE AND LEARNING TYPOLOGY

(Robert Sigmon)

 

service-LEARNING: learning goals primary, service outcomes secondary

 

SERVICE-learning: service outcomes primary, learning goals secondary

 

service learning: service and learning goals completely separate

 

SERVICE-LEARNING: service and learning goals of equal weight and each

enhances the other for all participants

 

 

Bryan Rossi

Designs for Learning

1021 Bandana Square, Suite 214

St. Paul, MN 55108

v.651-645-0200 x3014 fax651-645-0240 c.612-310-6925

bryan@designlearn.net          www.designlearn.net

 

-----Original Message-----
From: Patricia Nabti [mailto:pnabti@hotmail.com]
Sent: Tuesday, July 16, 2002 12:49 AM
To: service-learning@csf.colorado.edu
Subject: S + L not always S-L

Greetings to all the Listserv:

This has taken a few days to submit to the Listserv since I am in the US now, and can't send it from my own computer and ISP.  As a consequence, it is a bit out of sync with the discussion it applies to, but I think it's still worth sending...

 

I have been reading the discussion between Cynie Parsons, Jini and Beth(?), and Andy Furco with great interest.  Clearly we need to make a distinction between volunteering and service-learning, but it seems we also need to be clear about what service-learning is.  I find a lot of problems with people thinking that any time there is both service and learning going on, then we have service-learning.  A good case in point is the scenario presented to the list-serv:

     "The Junior Leagues in many cities have a chorus made up of dedicated Junior League singers who go from school to school giving concerts.  Superb!   But what about turning this into service-learning?  How about before each presentation a group of the children at the involved school are invited to practice with the adults, and be part of the performance?  Let the music teacher choose those students who need help learning to read new music, and let the Junior League volunteers add to the teaching staff in ways not possible for the lone (too often) music teacher."

Clearly we have both service and learning going on here - but do we have service-learning?  I would say - no, unless the fact that the students participate in the performance at their own school can be construed to be a "service".  That would mean that every school band, orchestra, chorus, and dance performance is not simply a culmination program demonstrating their achievement, but is a "service" to their school - something that would seriously weaken the concept of service, in my view. In this scenario I would contend that the Junior Leaguers are doing the service, and the students are doing the learning.  It's a great program, and I think it expands the value of the Junior League choral performance by adding a learning experience for the students.  But in my

understanding, service learning gets the students to do a real service that is in some substantive way related to their curriculum - AND provides pre- and post-service opportunities for reflection.  If the Junior League chorus is a secondary or college music class - then the scenario above can be a service-learning project for the Junior League college class.  On the other hand, if the students from the school where the Junior League chorus performs learn from the Junior Leaguers and then they, in turn, perform (as a service) to an elderly home or whatever (and reflect on the project), then they are engaging in service-learning. In my view, we need to be very clear about how service and learning need to be integrated to achieve real service- learning.

 

Regards to all,

Patricia

 

Dr. Patricia Nabti (Ph.D.)

President and Director

Association for Volunteer Services

Beirut, Lebanon

pnabti@avs.org.lb

P.O.Box 136104, Beirut, Lebanon 2039 4232

961-1-797247 or 963-3-757098

Website: www.avs.org.lb

 

 

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