Re: S + L not always S-L

Thanks, Patricia, for this helpful analysis.  I would
like to add to the reflection pre and post, the reflection that is
ongoing as the students are engaged in ongoing service.  I've
noticed that this is often left out.  Students' hearing from each
other as they progress helps them learn from each other, make mid-course
corrections of action, and inspire each other.  To me, in the middle
is where the most learning happens.  Betsy

At 05:49 AM 7/16/02 +0000, Patricia Nabti wrote:

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

<?xml:namespace prefix = st1 ns = "urn:schemas-microsoft-com:office:smarttags" />pnabti@avs.org.lb

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

961-1-797247 or 963-3-757098

Website: www.avs.org.lb

 

 

---

Send and receive Hotmail on your mobile device: Click Here

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Betsy Warriner
Learn and Serve Project

bwarrine@pcc.edu
503-978-5158
Cascade Campus  FB 123
Portland Community College
Portland, OR 97280