# data[].attributes.headline
Improving The 5 Learning Outcomes With Service-Learning

# data[].attributes.subject
Improving The 5 Learning Outcomes With Service-Learning

# data[].attributes.attachment_link.title
Improving the 5 learning outcomes with service-learning - Serve Learn

# data[].attributes.attachment_link.description
Service-learning drives personal growth and development in students while allowing them to connect with their course work. This ultimately improves and develops the 5 learning outcomes.

# data[].attributes.body
https://tiie.w3.uvm.edu/blog/how-to-plan-a-service-learning-project/#.YvpC8-xBxQL

# data[].attributes.wish_content.attachment_props.text
Leland & Gray middle school students are creating an amazing outdoor classroom as one of their end of year service-learning projects- looks like a beautiful place to learn!  #vted @innovativeEd @bob_thibault @JohannaLD1

# data[].attributes.wish_content.attachment_props.original_text
Leland & Gray middle school students are creating an amazing outdoor classroom as one of their end of year service-learning projects- looks like a beautiful place to learn!  #vted @innovativeEd @bob_thibault @JohannaLD1 https://t.co/gdb9lTEAHC

# data[].attributes.attachment_link.embed_code
Leland & Gray middle school students are creating an amazing outdoor classroom as one of their end of year service-learning projects- looks like a beautiful place to learn! #vted @innovativeEd @bob_thibault @JohannaLD1 pic.twitter.com/gdb9lTEAHC
— Jeanie Phillips (she/her) (@JPhillipsVT) June 16, 2018

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
Leland & Gray middle school students are creating an amazing outdoor classroom as one of their end of year service-learning projects- looks like a beautiful place to learn!  #vted @innovativeEd @bob_thibault @JohannaLD1 https://t.co/gdb9lTEAHC

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Leland & Gray middle school students are creating an amazing outdoor classroom as one of their end of year service-learning projects- looks like a beautiful place to learn!  #vted @innovativeEd @bob_thibault @JohannaLD1 https://t.co/gdb9lTEAHC

# data[].attributes.attachment_link.metadata.attachment_props.text
Leland & Gray middle school students are creating an amazing outdoor classroom as one of their end of year service-learning projects- looks like a beautiful place to learn!  #vted @innovativeEd @bob_thibault @JohannaLD1

# data[].attributes.attachment_link.provider_name
Johns Hopkins Bloomberg School of Public Health

# data[].attributes.attachment_link.readable_text
Reflection is an essential component of service-learning. It turns a simple service experience into a meaningful learning experience. Reflecting on community experiences deepens the learning and insights, and strengthens our commitment to community involvement and social responsibility.

If you would like more information on reflection practices, contact our office, SOURCE@jhu.edu.

4 C's of Reflection

When you are designing reflection activities for yourself and your class, it can be helpful to keep in mind these four guiding principles:

Continuous: Critical reflection is an ongoing process. Individuals should process before, during, and after any projects or service-learning experiences they have. Reflection should be a consistent process through a person's education and is integral to a holistic approach to learning.

Connected: Critical reflection should ask students to connect their experiences with the content and theories they have learned in their academic courses. Reflection is not simply a descriptive debrief. It is a way of drawing connections among our experiences, perspectives and disciplinary theories. Essentially, critical reflection can address that commonly noted theory/practice divide.

Challenging: Critically reflecting is not an easy process. It should challenge assumptions and push students to think deeply about themselves, the ways they relate to others, and the things they learn. This also means that faculty should be a part of this process through discussions, feedback and examples of deep reflection.

Contextualized: When building reflective practice, consider where this kind of work is most valuable. Think about how reflection will complement a service-learning experience, discussion or other class activity. Reflective practice should be designed so that it is intentionally drawing lines between course content and its application.

What? So what? Now what?

There are three different areas to cover in creating reflective insights: what happened in the service project, what was gained from the service and what difference it makes for the future.

What?

Objectively report what happened. What happened? What did you observe? What issue is being addressed or population is being served? What were the results of the project? What events or "critical incidents" occurred?

So what?

Discuss feelings, ideas, and analysis of the service experience. What was learned? What difference did the event make? Did you learn a new skill? How is your experience different from what you expected? What impacts the way you view the situation/experience? What did you like/dislike about the experience? What are some of the pressing needs in the community? How did this project address those needs?

Now what?

Consider the broader implications of the service experience. What are the root causes of the issue/problem addressed? What contributes to the success of a project like this? What hinders success? What learning occurred for you in this experience? How can you apply this learning? If you could do the project again what would you do differently?

Facilitating a Reflection

Seek a balance between being flexible to address the needs of the group and keeping the process focused.

If something notable happens during the service experience that event may be on the group's mind such that successful reflective discussion is difficult. It's important not to force discussion when other issues are present.

Reflection questions often lead to other questions, which may soon take the conversation away from the reflective discussion intended. Sometimes it is important to bring the focus back to the theme or significant topic.

Use silence. Some people need to be able to reflect internally before actively engaging in reflective discussion.

Create equal opportunity for all participants to be involved.

Allow for diversity. Remember that each person may learn and reflect in a different way.

Resources

Eyler, J., & Giles, D. E. (1999). Where's the Learning in Service-Learning? San Francisco: Jossey-Bass.
Eyler, J., Giles, D.E. & Schmiede, A. (1996) A practitioner's guide to reflection in service-learning. Nashville: Vanderbilt University. TOOLKIT HOMEPAGE NEXT SECTION: Service-Learning Models

# data[].attributes.attachment_link.description
Reflection is an essential component of service-learning. It turns a simple service experience into a meaningful learning experience. Reflecting on community experiences deepens the learning and insights, and strengthens our commitment to community involvement and social responsibility. If you would like more information on reflection practices, contact our office, SOURCE@jhu.edu.

# data[].attributes.attachment_link.provider_name
Johns Hopkins Bloomberg School of Public Health

# data[].attributes.attachment_link.readable_text
How to change a service event into a service-learning experience...

Basic Model

Remember two important elements of service-learning: thoughtful, community-based service and meaningful, structured reflection. Engage participants in the experience by asking the following questions.
Pre-service Questions:Self: What do you hope to learn from the experience?Others: What do you hope to learn about others?Community: What do you hope to learn about the community?
Post-service Questions:

Describe what you did today.

How did you meet the mission of the organization with whom you worked?

What was a challenge for you today?

How will you stay connected to the community in the future?

What is the role of service in effective leadership?

In what ways were your pre-service learning objectives met?

The P.A.R.E. Model

The P.A.R.E. Model offers a structured approach to high-quality service-learning experiences, which include the key components of Preparation, Action, Reflection, and Evaluation.

Preparation

Preparation of participants for service-learning experiences increases the likelihood that there will be positive outcomes for both the students and the community. Preparation should include:

information about the issue, the community, the agency or organization, and the population to be served

the content of the project-a step-by-step outline of what participants will do

logistics (time commitment, transportation, what to wear, what to bring, personal safety, liability issues)

appropriate behavior at the site

broad social issues related to the service project

desired experiential and learning outcomes

motivating participants for the service project

processing participants' feelings before, and anticipated feelings during, the project (expectations, assumptions, stereotypes, concerns)

necessary training for service work to be accomplished

Action

No matter how important preparation, reflection, and evaluation are, meaningful action is critical to successful service-learning. The bottom line for success is action that makes all parties involved feel that a measurable (even if small) difference was made! Issues to consider in planning the service experience are:

What issue or population will be the focus of the service?

Is the work needed and defined by the community?

Where will the service take place?

Will the service be direct (where students have face-to-face interaction with the client population), nondirect (where students are involved at the service site but not in direct contact with the client population), or indirect (where students are physically distant from the service site or the population being served)?

Will the service be one time or on-going? If on-going, at what frequency and for what duration? Day, evening, weekend?

What work will students actually do?

Will the students serve as individuals or as a group?

Who will provide necessary materials and supplies?

Reflection

The work of learning theorists including Jean Piaget, John Dewey, William Perry, and David Kolb indicates that we learn through combinations of action and reflection. Reflection is an essential component of service-learning that distinguishes service-learning from traditional volunteerism or community service.On the personal, subjective level, reflection can address such questions as:

What did I see and hear?

How do I feel about what I saw and heard?

Why do I feel this way?

How have my experiences and values shaped my feelings and service experience?

How are the people I met through service like me and different from me?

How is this community related to my own?

How might I be part of the problem? How can I be part of the solution?

On the objective, intellectual level, reflection questions can include:

What are the social and political issues that have influenced the service recipients and the need for service?

What are the root causes of persistent social problems?

What are possible solutions to social problems?

Who holds the power to move towards solutions?

Evaluation

It is essential to build evaluation into the initial design of the project so the project's impact on both student participants and the community can be measured. Developing evaluation criteria in the design stage enables planners to establish realistic and measurable objectives.

How will you know if you succeed?

What observable measures are there (e.g., gallons of paint used, number of trash cans filled, amount of funds raised)?

How can you do better next time? What changes should be made?

Does the community feel they benefited from the service project? In what ways? (actually ask them!)

What were the best aspects of the experience? The worst?

How can you assess students' new knowledge? Deeper understandings? Changes in attitudes? Increased commitment to community service or social justice?

Source

University of Maryland's Faculty Handbook for Service-Learning (1999).
http://nationalserviceresources.org/files/legacy/filemanager/download/service-learning/UMD_ FacultyHandbook_SL.pdf
TOOLKIT HOMEPAGE NEXT SECTION: Sample Activities

# data[].attributes.attachment_link.description
How to change a service event into a service-learning experience... Remember two important elements of service-learning: thoughtful, community-based service and meaningful, structured reflection. Engage participants in the experience by asking the following questions.Pre-service Questions:Self: What do you hope to learn from the experience?Others: What do you hope to learn about others?Community: What do you hope to learn about the community?Post-service Questions: Describe what you did today.

# data[].attributes.headline
Guided Reflection Questions for Service Learning

# data[].attributes.subject
Guided Reflection Questions for Service Learning

# data[].attributes.attachment_link.title
Guided Reflection Questions for Service Learning

# data[].attributes.headline
Developing experiences for service learning 

# data[].attributes.subject
Developing experiences for service learning 

# data[].attributes.attachment_link.title
Developing Experiences for Service Learning.mp4

# data[].attributes.attachment_link.title
The 5 stages of SL - Annotated (2022.03)

# data[].attributes.body
https://app.xtensio.com/design/3len7mqr

# data[].attributes.headline
Ten perspectives on international mindedness 

# data[].attributes.subject
Ten perspectives on international mindedness 

# data[].attributes.attachment_link.title
Ten perspectives on international mindedness