IB Service Learning - How to for First Timers

IB Service Learning:
Source Ideas for Teachers
needing to review the fundamentals of Service Learning
A compilation of my personal research on the topic – Angela DeHart
Edits were made – Resource original document for complete information

I am at a new school and they have a Service
Learning program. Wanting to participate in
the fullest I did some research.
I am sharing my results. The information
helped me – I hope it can be of some support
other people.

Teacher Resources:
What is Service Learning?

For Teachers
http://www.viewpure.com/Service1

For Teachers
https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en

For Teachers

For Students
http://www.viewpure.com/kFd-yiAfrmE?start=0&end=0

For Students

For Students
https://www.ted.com/talks/na
talie_warne_being_young_an
d_making_an_impact?languag
e=en#t-741208

Someday, after mastering the winds, the waves, the tides
and gravity, we shall harness …. the energies of love, and
then, for a second time in the history of the world, man
will have discovered fire.
-Pierre Teilhard de Chardin

IB Service Learning
http://ibnahs.weebly.com/uploads/7/8/4/8/7848133/service_learning.pdf

The five stages of service learning (adapted from Five stages of service
learning, Kaye 2010) offer a helpful and supportive framework and
continuum of process; this is the expected approach for service
learning. Note that curriculum is at the core of this service learning
model. As students progress through each of these stages, they draw
upon the skills and knowledge gained from their academic subjects to
support their service learning experiences. When teachers integrate
the service learning process as part of an academic class, the
curriculum is central—both the knowledge and skill development—as
they also adhere to these five stages. In an academic context, teachers
ensure that students meet the class learning objectives within this
process. The process of service learning, when done well, engages
students in inquiry. Students:
1. investigate an interest that often raises questions and curiosity and
typically reveals an authentic need
2. prepare by learning more to deepen understanding
3. take action based on the verified need
4. reflect on what they have done along the way
5. demonstrate their understandings and accomplishments to an
audience.
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The five service learning stages are:
1. Investigation: Students participate in social analysis of a selected issue, with identification and confirmation of a community need,
often with a designated community partner. Having an inventory of interests, skills, talents and areas for personal growth, students
are able to make choices based on their priorities and abilities and the designated need.
2. Preparation: Students acquire and develop the knowledge and skills needed for deeper understanding of the issues that prepares
them for purposeful action. Students design a service plan appropriate to the identified need, with clarification of roles and
responsibilities, resource requirements and timelines to successfully implement the plan. Any community partners are likely to be
consulted.
3. Action: Students implement the plan through direct service, indirect service, advocacy or research. Their service may be a
combination of one or more of these types of service. Students may work individually, with partners or in groups.
4. Reflection: Students examine their thoughts, feelings and actions applied to the context of self, community and the world. With
service learning, reflection often occurs with greater frequency as students identify significant moments generated by new
situations and insights.
5. Demonstration: Students make explicit what and how they learned and what they have accomplished, for example by sharing their
service experience through their service learning portfolio, or with others in an informal or formal manner. Through demonstration
and communication, students solidify their understanding and evoke responses from others.

These five stages of service learning provide a framework that enables students to:
1. increase self-awareness
2. learn about learning
3. enjoy the learning process through purposeful experiences
4. explore new and unfamiliar challenges
5. employ different learning styles
6. develop their ability to communicate and collaborate with others
7. experience and recognize personal development
8. transfer acquired skills and knowledge to new settings and situations in
and out of the classroom
9. develop attributes of the IB learner profile.

The four types of action are:
1. Direct service: Students engage directly with the people, environment or animals.
A. Examples:
a. Students could undertake one-on-one tutoring,
b. develop a garden in partnership with refugees,
c. or work in an animal shelter.
2. Indirect service: Though students do not see the recipients of indirect service, they have
verified their actions will benefit the community or environment.
A. Examples:
a. Students could redesign a non-profit organization’s website,
b. write picture books to teach a language,
c. or nurture tree seedlings for planting.

The four types of action are:
3. Advocacy: Students speak on behalf of an issue of public interest in order to promote
awareness and understanding through dispersal of accurate information that may lead
to others taking action.
A. Examples:
a. Students could lead an awareness campaign on hunger,
b. perform a play about replacing bullying with respect, or
c. create a video about sustainable water solutions.
4. Research: Students collect information from various sources, analyse data and report on
a topic of importance to influence policy or practice.
A. Examples:
a. Students may conduct environmental surveys to influence their school,
b. contribute to a study of animal migration,
c. compile effective means to reduce litter in public spaces, or conduct social
research by interviewing people on topics such as homelessness,
d. unemployment or isolation.

When planning for service learning, always consider the advantage of students
conducting service locally. Local interactions allow for:
1. developing relationships
2. observing and participating in sustained change
3. meeting challenges through collaboration.
From the local context, students can extend their thinking and knowledge to
understanding global issues.
Wherever possible, service learning should be associated with or draw from students’
academic studies. As students see the correlation between academics and service
learning, their content studies have greater relevance and purpose through application.
Service learning also involves the utilization of students’ skills, expertise and knowledge;
the following approaches to service learning should always take into account these three
important factors.

Ongoing service learning: When investigating a
need that leads to a plan of action implemented
over time, students develop perseverance and
commitment. They observe how their ideas and
actions build on the contributions of others to effect
change. Their reflections may show deeper
awareness and knowledge of societal issues.

School-based service learning: While students are
encouraged to participate in meaningful service that
benefits the community outside school, they may well find
appropriate service learning opportunities within the school.
In all cases an authentic need must be verified that can be
met through student action. Identified needs met within
school may prepare students for further action in the larger
community. For example, by tutoring within the school,
students may then be better prepared to tutor at a
community centre.

Community-based service learning: Participating in service learning
within the local community advances student awareness and
understanding of social issues and solutions. Single incidents of
engagement with individuals in a service learning context can lack
depth and meaning. Interactions involving people best occur with a
regularity that builds and sustains relationships for the mutual
benefit of all. For example, rather than making one visit to a
retirement facility as a single service learning experience, students
could arrange regular visits over a longer period of time, and in
doing so find that their efforts are valued and have reciprocal
impact.

Service learning arising from the curriculum: Teachers
plan units with service learning opportunities in mind,
leading to student action. For example, while studying
freshwater ecology in environmental systems and
society, students could decide to monitor and improve a
local water system.

Students will require support, feedback and guidance in
developing the ability to reflect. Teachers or supervisors
should demonstrate and explain how reflection can be a
positive experience in students’ learning, and also
highlight the many different models and approaches to
reflection. Teachers can also assist students by asking
guided questions to encourage reflection.

Four elements of reflection Four elements assist in the service learning reflective
process.
The first two elements form the foundations of reflection.
1. Describing what happened: students retell their memorable moments, identifying
what was important or influential, what went well or was difficult, obstacles and
successes.
2. Expressing feelings: students articulate emotional responses to their experiences.
The following two elements can expand perspective.
3. Generating ideas: rethinking or re-examining choices and actions increases students’
awareness about themselves and their situations.
4. Asking questions: questions about people, culture, processes or issues prompt further
thinking and ongoing inquiry.

There are many different ways to conduct reflection.
Student reflection may be expressed through
1. a written paragraph,
2. a dialogue,
3. a poem,
4. a comic strip,
5. a dramatic performance,
6. a letter,
7. a photograph,
8. a dance,
9. a podcast,
10. a video,
11.a collage,
12.a blog, or may use any other media
13.or other forms of expression that students find most suitable for reflection.

Students should be able to identify forms of expression that have personal meaning
and best enable them to explore their experiences.
For example, students might:
1. take photographs during a service learning experience and use these to reflect in
writing
2. compose a song describing what they gained from a service learning experience
3. dramatize a poem to emphasize an aspect of a service learning experience.
4. produce a short video summarizing a service learning experience
5. form a group and create a poster highlighting aspects of a shared service learning
experience.
Students find greater value and purpose when they apply their own interests, skills and
talents when reflecting and discover that reflection can be internal and private or
external and shared.

Reflection is the primary evidence used by service
learning coordinators to determine whether
students have successfully attained the five service
learning outcomes.
However, it is important to note that not all
reflections should or must discuss learning
outcomes.

Students are expected to maintain and complete a
service learning portfolio as evidence of their
engagement with service learning and their
understanding and application of the five stages of
service learning and achievement of the five service
learning outcomes. The service learning portfolio can also
reveal how students have developed the attributes of the
IB learner profile. Indeed, the service learning portfolio is
the demonstration, the fifth service learning stage,
though students may also elect to participate in other
forms of demonstration.

The service learning portfolio is used by students to plan their
service learning programme, reflect on their experiences and
provide evidence of their learning. The portfolio is regularly
discussed during the three interviews between the student
and coordinator, and likely at other times that the student
and coordinator may meet more informally. Appropriate
encouragement and advice is given, and can be documented
and noted in the portfolio.

The service learning portfolio is used to showcase the students’
service learning experience and participation and should be
viewed as a source of pride for the students. To highlight its
significance, students could have the choice of how the service
learning portfolio is assembled, what they include and how it is
shared. Individual student learning styles will dictate the type of
portfolio that they use: digital, online, diary, journal, scrapbook or a
combination of these. Students are encouraged to explore the
different options available to them.

The service learning portfolio
1.Map of student interest/IB learner profile
2.Experiences: Journey, reflections, personal
achievements
3.Evidence: Proof of involvement and achievement in
service learning

At the start of service learning, students map their interests and
abilities to identify possible service learning experiences. A
consideration of how a student’s personal value system aligns with
the values expressed by Service learning portfolio Service learning
guide 25 the IB, with a particular focus on the IB learner profile,
could also be included when developing a student profile. Through
an understanding of the service learning aims, students will be able
to identify both short-term and long-term goals in their service
learning programme.

Experiences
This section demonstrates that students have actively engaged in
their individual service learning. It chronicles the students’ journey
in service learning, incorporating a variety of reflections, learning
moments, personal achievements and how they have put the five
stages of service learning into practice. Students could reflect on
their involvement with the service learning outcomes and may
extend their thoughts to future ambitions within and outside the
service learning programme. All throughout service learning,
students can add their reflections regarding their ongoing personal
development and selfawareness.

Evidence In this section, students collect evidence of their
involvement and achievements in service learning. This
could include planning documents, letters, emails,
certificates, acknowledgments of participation and
achievements, photographs, videos and so on.

A service learning project is a collaborative, well-
considered series of sequential service learning
experiences aiming to meet an authentic and
confirmed community need. There is no
requirement for students in the CP to undertake

By undertaking a service learning project, students learn to:
• show initiative
• demonstrate perseverance
• develop skills such as cooperation, problem-solving and decision-making.
A service learning project offers students the opportunity to be responsible for a
part or the entirety of a service learning project. All service learning projects
must use the five stages of service learning as a framework. Where possible,
service learning projects should involve working alongside community members
with ongoing communication.

Collaboration A service learning project involves collaboration
between a group of students or with members of the wider
community.
Purposeful relationships between students and community members leading to
sustainable service learning projects are potentially the most rewarding for all
concerned. As community needs change, students’ responses should also evolve to
meet these new circumstances. Students work as part of a team, with all members
being contributors. Through collaboration students may discover the benefits of
teamwork and of achievements realized through an exchange of ideas and abilities.
Working collaboratively also provides opportunities for individual students to enhance
and integrate their personal interests, skills and talents into the planning and
implementation of service learning projects. When a service learning project initiated
by one group is adopted by other students, the new students must ensure the need is
authentic or make the necessary adjustments and ensure their contribution is relevant.
Students should include evidence of their service learning project in their portfolio.

Important considerations If students conduct a service learning project, they must take into account the
opinions and expectations of others involved and focus on meaningful and authentic needs to ensure actions
are respectful and reciprocal. Awareness of the possible impact and consequences of the students’ actions
should be part of the planning process. For any service learning project it is important to ensure that there is:
 a genuine need for the service learning project, which has been stated and agreed upon by the potential
partners
 if required, a liaison officer who has a good relationship with the community where the service learning
project is based
 an understanding of the level of student participation that is feasible in the service learning project
 a clear assessment of potential risks to participating students
 approval from the school administration for the service learning project
 demonstration of how the five service learning stages were followed
 an evaluation of the benefits of the service learning project for all involved.

There must be a minimum of three interviews between students and their service
learning coordinator/ adviser throughout the service learning programme.
During the interviews, progress is discussed and encouragement and advice is given. The interviews should occur at
least twice in the first year of the CP and once in the second year. Feedback from these interviews is recorded by the
service learning coordinator.
The interviews are documented on a Service learning progress Form (see examples in the Service Learning Teacher
Support Material (TSM) or through some other appropriate method such as a digital log. If concerns arise, particularly
with respect to successful completion of the service learning programme, these should be noted at the earliest
opportunity and appropriate action taken.
The third interview is a summative discussion of the students’ engagement in service learning and their achievement
of the five service learning outcomes. It is recommended that a completion form is used (see examples in the Service
Learning Teacher Support Material) or through some other appropriate method such as a digital log. The interviews
should also be documented in the student portfolio.

The first interview
This interview is conducted at the beginning of the CP. During this interview, the
service learning coordinator/adviser ensures that students understand:
a. the expectations of the service learning programme
b. the service learning outcomes and how the students might achieve these
outcomes
c. the five service learning stages
d. the students’ interests and ideas for service learning experiences
e. the design for students’ service learning portfolio. If students are already aware of
service learning, the interview can be used to confirm their understanding and
assist with any plans and ideas.

The second interview
This interview is normally held towards the end of the first year of the CP. During this
interview, the service learning coordinator/adviser ensures that students:
• assess the progress being made in their service learning programme
• determine personal commitment to the chosen service learning experiences
• are engaging in the five stages of service learning
• are achieving the service learning outcomes.
Service learning interviews 30 Service learning guide The students’ service learning
portfolio is used as a reference in this interview and reviewed for evidence of
achievement of any of the five service learning outcomes.

The third interview
This is the summative interview for service learning. It should occur near the
end of the CP. In this interview the students:
• outline how they have achieved the learning outcomes for service learning
• review what has been enjoyable and personally gratifying
• discuss and evaluate their overall service learning programme experience
• reflect on personal growth.
The students’ service learning portfolio is used as a reference in this interview.
The interview may also provide the opportunity to discuss development of the
service learning programme for future students based on the students’
personal experiences.

Roles and responsibilities of the school
The school must allocate sufficient resources to support the service learning programme.
1. This includes the appointment of the service learning team.
a. The service learning team consists of a service learning coordinator and, in larger schools, service learning
advisers and/or service learning supervisors to support both the service learning coordinator and the
students.
2. Allocating time for the professional development of the service learning team should be a priority. The school
should ensure that:
3. the service learning coordinator is acknowledged and recognized in the school
4. the service learning programme is represented as a valued opportunity for students
5. there is a school-wide commitment to the service learning aims and learning outcomes
6. time is allocated for the administration of the service learning programme
7. time is allocated for the explicit teaching of reflection and other elements of the service learning stages
8. students and staff understand all aspects of the service learning programme
9. parents are fully informed about the service learning programme and student progress
10. service learning opportunities are identified for students in the event that they are unable to do this themselves
11. long-term relationships with communities are developed for service learning opportunities
12. there are opportunities for students to choose their own service learning experiences
13. there is time for students to receive guidance and feedback from service learning coordinators and/or advisers
14. achievements are demonstrated in service learning
15. support is given to the service learning coordinator to complete service learning risk assessments.

Roles and responsibilities of the student
Throughout the CP, students undertake a variety of service learning experiences.
1. Students reflect on service learning experiences at significant moments throughout service learning and
maintain a service learning portfolio.
2. Using evidence from their service learning portfolio, students will demonstrate achievement of the five service
learning outcomes to their own satisfaction and to the service learning coordinator’s satisfaction.
3. Students are expected to:
a. approach service learning with an open mind and willingness to participate
b. develop a clear understanding of service learning expectations and the purpose of service learning
c. explore personal values, attitudes and attributes with reference to the IB learner profile and the IB mission statement
d. determine personal goals
e. discuss plans for service learning experiences with the service learning coordinator and/or service learning adviser
f. understand and apply the five service learning stages
g. take part in a variety of experiences, some of which are self-initiated
h. become more aware of personal interests, skills and talents and observe how these evolve throughout the service
learning programme
i. understand the reflection process and identify suitable opportunities to reflect on service learning experiences
j. demonstrate accomplishments within their service learning programme
k. communicate with the service learning coordinator/adviser and/or service learning supervisor in formal and informal
meetings
l. conduct themselves appropriately and ethically in their choices and behaviours.

In many schools, as students develop skills through service
learning experiences, they become more adept at taking on roles
and responsibilities assigned previously to adults at their school.
For example, students often identify new community contacts and
establish new partnerships and can host events for community
partners. Students can also develop skills in making presentations
to teachers, students, community partners and parents about
service learning—the process and the benefits.

The assessment can capture multiple voices of those involved within the school
and within the community.
It can be a blend of the following dynamic forms of inquiry:
1. interviews
2. reviews of student reflections (students select what can be shared)
3. pre- and post-experience questionnaires
4. discussions with community/external partners
5. student presentations. The aim is to improve the service learning
experience for all involved and also to strengthen the teaching methods
used for the future.

The assessment can focus on:
• Student learning:
1. Did student learning advance in both content knowledge and skills?
2. Was student initiative taken?
3. Have the students gained deeper understanding of an issue or cause of local or
global significance?
4. Was reflection used as a means for self-discovery and understanding the larger
context of community and society?
5. Did the students identify a method of reflection they enjoy and do by choice?
6. Could the students differentiate between cognitive and affective growth?

• Impact of Service:
1. Is there evidence of reciprocal benefits for all involved?
2. Were students able to articulate and verify a need?
3. Have new and ongoing relationships been formed?
4. What change is apparent from student action?

• The Process:
1. Were the five stages implemented to advance student learning?
2. Can the students articulate how this process can assist with other
aspects of their development in and out of school?
3. What can be improved?
4. Did the students develop collaborative abilities?
5. What are further opportunities for youth leadership?
Student voice is a critical part of the assessment and self-evaluative process. Schools report to the
IB whether each student has satisfactorily completed service learning.

It is recommended that schools develop student
leadership so students become leaders and role models
for others in their service learning programme. It is
recommended that students meet regularly to be
supportive of their peers. This creates opportunities for
shared understanding, peer reflection and the possibility
of mutual support. (pg 50/62)

Progress and supervision
The principle that students should “own” their personal service learning
programme implies that they should be trusted to fulfil the commitments
that they have made, unless they show themselves unworthy of that trust.
Nevertheless, some students have difficulties, for instance when planning
or initiating their service learning experiences, or understanding the
expectations of the service learning programme, or in working through
difficult situations, and may benefit from additional relevant skill
development and/or supervision.
The service learning coordinators can only offer help and support if they
are aware of these circumstances.

Documenting progress
Service learning should be included in a student’s school report providing a
record of a student’s progress in service learning.
This can take many different forms, yet should be considered as a means of
communicating to students, parents and post-secondary institutions the
student’s engagement with service learning.
At the conclusion of the CP, it is recommended that schools provide students
with a summative statement of their service learning achievement, which
may contribute to post-secondary applications.

Teachers and coordinators must continually and collaboratively review the delivery of the
four core components to ensure relevance and links between them.
Teachers should also seek to improve understanding of the core components among all
school staff and discuss opportunities for connections between the written curriculum and
the core components.
Resources
Teachers, coordinators and students can develop a list of employers, companies, and
organizations that can contribute towards the delivery and experience of the core
component (eg by providing guest speakers or providing authentic materials).
The school community should continually investigate and document new opportunities for
the development of resources.

Raising awareness
Schools should work with the wider school community (potentially including students) so they
can collectively identify areas of the programme that need strengthening, and recognize and
celebrate achievements. To achieve this, the school could:
1. organize events to highlight and celebrate students’ experiences and achievements
2. invite alumni to speak to students about their careers
3. invite students from other IB schools to share their experiences
4. provide information on the school website and in school newsletters, newspapers and
magazines
5. formally recognize students’ achievements (eg through award ceremonies).
Networking Teachers are encouraged to use the forum on the online curriculum centre to
develop networks with other schools, share resources and exchange advice. Students could also
be assisted in contacting students from other schools to collaborate or share ideas.

Some students may find it difficult to participate due to a physical, medical or psychological
condition. The principle in all such circumstances is to focus on what students can do, not on what
they cannot. It must be remembered that the school plays a vital part in defining students’ future
lives, including the development of their interests and talents.
In IB World Schools, all students in the IB programmes should have meaningful and equitable
access to the curriculum. The IB document Programme standards and practices calls for schools to
be organized in ways that value student diversity and respect individual learning differences. This
is a key aspect of becoming more internationally minded and is an important goal of all IB
programmes.
Schools must ensure that equal access arrangements and reasonable adjustments are provided to
candidates with learning support requirements and that these arrangements are in line with the IB
documents Candidates with assessment access requirements and Learning diversity in the IB
programmes: Special educational needs within the IB programmes.
Schools can contact their regional office for advice.

Service learning teacher support material (TSM) has been
developed to provide additional resources for service learning
programmes.
Refer to the TSM for examples of service learning programmes,
teaching strategies and further clarification of service learning,
the service learning stages and many topics discussed in this
guide.

Service Learning Examples (the five stages of service learning could be easily followed):
1. In collaboration with the local community, a group of students produce a mural celebrating the
community’s cultural heritage for a public building. They link this work to their studies in art class. To
prepare, students research the role of public art and look at examples of murals produced in other
communities.
2. After learning how to test water in a science lab, students collaborate with a local non-profit
organization to regularly take water samples in a nearby polluted waterway. To prepare, students learn
about the local history of industry. Their documented findings are used for a news report and
presented to the local city council.
3. Students join a community organization to design an eco-friendly garden for a neighbourhood. They
advance their knowledge about local ecosystems and gain grant-writing skills.
4. Through knowledge gained from their academic studies in science, students embark on a public
awareness campaign regarding diabetes types 1 and 2. They interview and consult local health
authorities then work in groups to determine appropriate outreach for different sectors of their
community, with consideration of culture and language.

Service Learning Examples (the five stages of service learning could be easily followed):
5. In response to learning about a local endangered lizard in biology, students develop a plan with two
community targets: radio public service announcements for drivers to be more aware of lizards on the
road, and a colouring book for younger children to become animal stewards.
6. Students studying history identify a need to promote teen involvement in museum events. Drawing upon
their related academic studies, they partner with the museum’s communication specialist to develop
and submit a plan for using social media to promote awareness. Upon approval, students design web
resources, provide a timeline of activities and participate in promoting and hosting an inaugural event.
7. While studying psychology, students partner with a community-funded youth development organization
that supports younger adolescents to stay in school. They learn about adolescent behavioural
development and strategies to mitigate problems, along with skills such as conflict resolution, leadership
and team building. They lead workshops to advance student competencies.
8. After studying issues in global politics, students select several international organizations and examine
how they provide information or services in response to these issues. Based on their findings, they select
an organization to support and host a community learning event to share information about the issue
and the selected organization.

Service learning experiences offer a means for students to develop cultural awareness and sensitivity. In all cases,
interactions with diverse communities must be approached as partnerships that emphasize a shared humanity.
Service learning students should always strive for appreciation of the richness of diversity rather than perceiving any
cultural or social group as deficient.
When service learning students are identifying needs towards which service will be directed, they are expected to
build foundations of mutually respectful relationships through prior communication and interviews with the
community or individuals concerned. This approach maximizes potential benefits to the recipients and the learning
opportunities for the students. Ideally, such prior communication and interview will be face-to-face and involve the
students directly. All service must evolve beyond doing for others to engaging with others in a shared commitment
towards the common good. This collaborative approach maximizes benefits for all. Meaningful service requires:
1. understanding the complexities of issues such as poverty, illiteracy, aging, isolation, health or environmental
sustainability that underlie an identified need
2. verifying the need for the service
3. interacting with individuals or groups in the community during all stages of the service experience in a way
that aligns with their rights and dignity.
It is desirable that students show initiative in developing the service learning experience as appropriate to the
situation and their abilities. When engaged in sustained or long-term service, for example with a service learning
project, students must understand the current need for these service learning projects, in addition to verifying how
their actions will benefit others, and demonstrating initiative in an aspect of the service learning project.

Students can be empowered to make principled decisions in collaboration with the service learning
coordinator by responding to relevant questions.
A list of appropriate questions can be developed by the service learning coordinator. For example:
1. How is the event a service learning experience?
2. What attributes of the learner profile can be emphasized in the proposed service learning experience? What
may be left out? Why?
3. Will the event or organization increase your understanding of language, culture, other perspectives and/or
international-mindedness?
4. Does the event or organization respect the differences of other individuals and groups?
5. What are the stated goals of the organization with which you would be undertaking the service learning
experience? How do these goals relate to the mission statement of the IB or the attributes of the IB learner
profile?
6. Does the event have the potential to impact the environment?
7. How have you considered the legal or health and safety implications of your service learning experience?

Service LearningExcerpts from Cathryn Berger Kaye, M.A.

Transforming Words into Action: Service Learning as a Teaching Strategy
by Cathryn Berger Kaye, M.A.
Author of The Complete Guide to Service Learning
When the current concept of service learning was just emerging in
the mid-1980s, I was the editor of the only national newsletter to
promote this idea in schools across the United States. While
contemplating ideas for articles I had a sudden thought: Books
with Heart, books that would inspire and engage readers to care
and then to act in ways that benefit others. Little did I know that
my first list of a dozen or so books would illuminate my thinking
about service learning to add a most essential component:
Literature. https://discoverecsl.wordpress.com/2012/09/10/the-five-stages-of-service-learning/

Service Learning always has:
a.Academic relevance, rigor, and application
b.Social analysis and high-level thinking
c.Youth initiative, voice and choice
d.Aspects of social and emotional integration
e.Inquiry
f. Purpose and process
g.Emphasis of intrinsic over extrinsic
h.Career ideas
i. Global connections
j. Literature integration
k.Reflection

What is service learning?
Simply put, service learning occurs in classrooms as students connect academics—
skills and content—with authenticated community needs.
• Students grow a garden in science class that provides produce for a food bank or family
shelter.
• While studying about World War II, students interview veterans of a past or current war to
gain a deeper understanding of the particularities that affect men and women who serve, and
use these stories to create a publication or performance to share what they learned with
others.
• Students might take on an environmental issue, like the preponderance of single-use plastic
water bottles that fill up dumpsters everywhere. They can use their persuasive writing
abilities to develop a convincing marketing campaign for reusable water bottles and create
PSAs to broadcast on local radio.
For each of these examples, regardless of the subject that seeded the learning and
the service, literature—fiction and nonfiction—can be a stimulus and connection
to the minds and hearts of young people.

For example:
• For gardening and hunger: Seedfolks by Paul Fleischman and Soul
Moon Soup by Lindsay Lee Johnson
• For veterans: Love Lizzie: Letters to a Military Mom by Lisa Tucker
McElroy, Truce by Jim Murphy, and Sunrise Over Fallujah by Walter
Dean Myers
• For plastic water bottles: The Adventures of a Plastic Bottle by
Alison Inches and Going Blue: A Teen Guide to Saving Our Oceans,
Lakes, Rivers, & Wetlands by Cathryn Berger Kaye and Philippe
Cousteau

In English and language arts classes, all kinds of books, stories, and poetry can spark an
idea that lends itself to moving from words on the page to action within the community.
• For example, take the high school English teacher I encountered who was reluctant to
adopt service learning. During a professional development session at his school, I
referenced a book his class was reading, Fahrenheit 451, for a discussion about how
books can be a catalyst for service learning. He was inspired enough to replicate this
activity with his class. He had his students conceptualize the key theme; they chose
censorship. His students considered ways censorship was present in their community,
and they decided that children who did not have books in their homes due to poverty
were experiencing a form of censorship. He encouraged them to construct an action
plan, and they launched a book collection and partnership with local Boys and Girls
Clubs to establish “taking libraries.”
The result: the teacher said he received the most compelling and well-written essays from
this unit than of any he had received in his 18-year career.

The Service Learning Bookshelf
Fortunately, today service learning is considered a highly regarded and research-based
approach to teaching. The number of trade books available that purposefully advance
learning and service has grown. In fact, my book, The Complete Guide to Service
Learning, includes an annotated bibliography of over 300 books—picture books, fiction,
and nonfiction—with titles carefully selected that:
• describe the service experiences of others
• introduce important social themes
• tell stories from history
• showcase various genres
• model diverse ways of telling a story
• promote critical thinking and discussion
• prepare students to interact with diverse populations
• enhance the experiences students have in the community
• inspire students to serve

The Complete Guide has 13 thematic chapters, each with its own
“bookshelf,” so users can easily find the exact book to advance their lessons
and to engage young readers. Whether read aloud or silently, the books
included in each bookshelf are guaranteed to make you and your students
smile, laugh, cry, think, wonder, dream, plan, hope, and act.
Well-written books such as those listed in the bookshelves provide many
benefits. They tap into students’ curiosity and desire to know. They can give
students the information they need to move to the next level of competency
or inspire them to consider important topics. Authors model how to write,
how to think creatively, and how to tell one’s own story. When the story
conveys a concern shared by the students, a range of possibilities for their
own actions can emerge.

Reading is clearly the foundation of learning. However, books can only go so far. In our
classrooms, we want books that inspire students to action, books that provide knowledge
and engagement and that stimulate intrinsic motivation for service. These bookshelves hold
a myriad of titles that belong in the hands of students and that are resources for teachers,
program staff, or family members who want to introduce a topic, expand knowledge, or
develop an inquiring mind.
Service learning is taught in many teacher-preparation programs as a must-include
pedagogy. Personally, by traveling over 120 days per year to speak on service learning and
related education topics, I see the interest at all grade and ability levels. Through its impact
on students and teachers, service learning has proven it deserves its rightful place in our
classrooms. And from those initial days with a newsletter to promote books as part of the
service learning process, now this concept of integrating age appropriate and select literature
is alive and well in schools across America and around the globe.

The Five Stages of Service Learning
The process of service learning can best be understood through the Five Stages, and for each stage we can see the important
role literature can play.

All service learning begins with Investigation:
1) investigation of resources within the student population, called a “Personal Inventory,” and
1) A personal investigation is of great value, with students interviewing each other to identify
and consolidate an inventory of each person’s interests, skills, and talents. This list, often
kept in a visible location in the classroom, is then referenced, employed, and developed
while going through all service learning stages. (Note: this idea of interviewing reappears
throughout the service learning process; consider how many skills are developed and
reinforced through this experience.)
2) investigation of the community need.
1) Next, young people identify community needs of interest and begin their research to
authenticate this need. Often called “social analysis,” students design a survey, conduct
interviews, use varied media such as books and the Internet, and/or draw from personal
experiences and observations. Students then document the extent and nature of the problem
and establish a baseline for monitoring progress. This method can be adapted to all grade
levels.

Consider how books can be helpful in this stage:
A. to introduce topics,
• If students want to investigate issues related to health, cancer in particular, the novel Bluish
by Virginia Hamilton can assist upper elementary students in developing questions and
empathy.
• Drums, Girls, and Dangerous Pie by Jordan Sonnenblick, a novel that weaves humor into the
serious topic of a teen’s experience when his younger brother is diagnosed with cancer
provides an example of what kids have done to be helpful to families in difficult situations , a
perfect book for middle school through ninth-grade students.
B. provide examples of how different research has been conducted, and
C. complete research.

Preparation and planning covers a wide variety of activities, as teacher and students
together set the stage for learning and social action. Academic standards are alive and well as
teachers make certain their curricular intentions are met.
• The difference from other teaching approaches is students are typically more engaged
by having a purpose, a need they authenticated during investigation.
• Integrating students’ interests, skills, and talents keep them motivated as they learn
more about the topic interwoven with class content.
• As this occurs, teachers and students note what skills need to be acquired or
improved to have greater efficacy.
• Students explore, research, and discuss topics by using books and the Internet, by
interviewing experts, and by going into the community or bringing the community
into the classroom.
• Active learning and critical thinking, students understand the underlying problem
and related subject matter.
• Analysis, creativity, and practicality lead to plans for action.

Books are a natural and necessary part of preparation and planning, as are newspapers, journals,
and other media that excite the learner.
1. Students delve into topics for greater awareness.
2. They gain perspective and a point of view, particularly regarding situations we hope students will never be in, for example,
experiencing a tsunami or extreme poverty.
3. Their understanding of time and place becomes more attuned as they experience the convergence of past and current history.
4. Literature also shows different approaches to or writing styles on a similar theme and can include examples of what young people
have accomplished through service.
• As students decide to address bullying on campus and learn about this topic, elementary grades will relish The Bully Blockers
Club by Teresa Bateman.
• Older students use this book to put on skits for the younger ones, and both benefit.
• James Howe’s Pinky and Rex and the Bully is excellent for elementary classrooms and The Misfits, for middle schools, is a
book that has given birth to National No Name-Calling Week.
o Now with two sequels, Totally Joe and Addie on the Inside, Howe’s books can inspire both the love of reading and the
imperative for action.
• Deborah Ellis’ young adult novel Bifocal is exceptional for looking at how rumors and prejudice impact high school students
in the wake of September 11.
o Most notable in the nonfiction category is Ellis’s recent addition to her long list of excellent titles, We Want You to
Know: Kids Talk About Bullying. A book for all ages, this compels students, teachers and administrators to move
beyond awareness into a plan for change.

Action is the direct result of preparation. Students carry out their plan, apply
what they have learned, and benefit the community.
• Perhaps they plant flowers to beautify school grounds, write original stories to read to younger children and
donate to their classrooms,
• or reduce the usage of electricity at school to save money and mitigate carbon output—the possibilities are
limitless.
Always, this action has value, purpose, and meaning as students continue to acquire
academic skills and knowledge.
• In fact, the action stage often exposes a piece of information or skill that is lacking, and students eagerly work to
learn what is needed to be more effective in their community action and gain a clearer perspective on the concept
of community.
• Over the course of the experience, students raise questions that can lead to a deeper understanding of the societal
context of their efforts.
• Their action can be direct service, indirect service, advocacy, or research—but always it meets that recognized
and authenticated need.
By taking action, young people identify themselves as community members and stakeholders and apply what is inherently
theirs—ideas, energy, talents, skills, knowledge, enthusiasm, and concern for others and their natural surroundings—as
they contribute to the common good.

Even during the action stage, books can be essential.
• They can be read at the beginning of an experience to give a community reference
point to all participants.
• They can be used in tutoring programs to teach ideas and concepts, and to dramatize
for an educational purpose.
o For example, 14 Cows for America by Carmen Agra Deedy would be perfect to
read at the beginning of a September 11 commemoration.
o Gone Fishing: Ocean Life by the Numbers by David McLimans could be used to
teach numbers to students and could lead to a joint activity to care for the
environment.
o The Wartville Wizard by Don Madden is hilarious to act out as a service learning
activity around Earth Day or any day to raise awareness of litter and trash.

Reflection, a vital and ongoing process throughout all the stages,
integrates learning and experience with personal growth and awareness.
• Using reflection, students consider how the experience, knowledge, and skills they are acquiring relate to their own
lives and communities.
o The academic program is often so jam-packed that it’s easy to miss the meaning behind the details or within the experience.
• Reflection is a pause button that gives students time to explore the impact of what they are learning and its effect on
their thoughts and future actions.
o By reflecting, students put cognitive, social, and emotional aspects of experience into the larger context of self, the
community, and the world.
o This helps them assess their skills, develop empathy for others, and understand the impact of their actions on others and on
themselves.
o They can also consider what they would change or improve about a particular activity.
 The modality needs to vary to achieve depth and can emphasize different multiple intelligences through writing,
speaking, art, poetry, and movement, to name a few.
 After seeing how you lead reflection, you’ll find that students can devise their own strategies for reflection and can lead
each other through the reflective process. Here again books can be key.
• Empty by Suzanne Weyn is a brilliant young adult novel occurring ten years in the future when our planet is out of
fossil fuels. As students reflect on an environmental service learning experience, using the characters and text of
this novel would be exceptional.
• Something Beautiful by Sharon Dennis Wyeth shows a child reflecting on her front stoop as she considers what she
will do to create beauty.

Demonstration, or what I often call “The Big Wow!” allows students to make
explicit what and how they have learned and what they have accomplished through
their community involvement. They exhibit their expertise through public presentations
• displays, performances, letters to the editor, photo displays, podcasts, class lessons—that draw on the
investigation, preparation, action, and reflection stages of their experience.
• Presenting what they have learned allows students to teach others while also identifying and
acknowledging to themselves what they have learned and how they learned it—a critical aspect of
metacognitive development.
• Students take charge of their own learning as they synthesize and integrate the process through
demonstration.
o Always the emphasis should remain on the intrinsic benefits of learning and the satisfaction of
helping to meet community needs.
• Through demonstration, we also recognize student accomplishment in a public way and show students
that school and community members understand, appreciate, and value their contributions.
o Keep in mind that demonstration begins at the beginning, as students document their entire service
learning process so they have a comprehensive story to tell about their learning and their service.

Whatever books students have used along the way are part
of the demonstration.
• This can also expand in the community as several schools I have
worked with have “demonstrated” their success by promoting
“community reads” programs—selecting a book or books that the
entire community reads and has opportunities to meet and discuss.

Authors and Ten Must-Have Books!
Back in my early days of connecting service learning and literature, I had a nagging question:
What inspires authors to write these books?
I wanted to find out. Over the years I have interviewed 40 authors about why they wrote their books and how they approach
the writing process. They also shared stories from their readers about social action that occurred because of their book.
1. Eileen Spinelli, author of many delightful picture books including Somebody Loves You, Mr. Hatch, told me, “A
businessman in New York read Mr. Hatch and began to send flowers anonymously to his employees. . . .
2. One teacher told me that on Valentine’s Day she placed a bag of candy at the door of a neighbor who had been
giving her a hard time. She told the kids, and they made Valentines for classmates they were having a hard time
with. I have heard of kids taking brownies and lemonade to the fire department; others have visited nursing
homes.” Now you can read this charming book to see how all this connects learning to service!
3. Author Francisco Jiménez, who has written several memoirs about his experiences growing up as a migrant farm
worker in central California such as The Circuit, Breaking Through, Reaching Out, and the picture book, La
Mariposa, told me, “When growing up, there was hardly any material in school I could relate to regarding my
cultural background. In my writing, I hope to contribute to a body of American literature that many children can
relate to, especially those from similar backgrounds as mine.”

Authors and Ten Must-Have Books!
Back in my early days of connecting service learning and literature, I had a nagging question:
What inspires authors to write these books?
4. Tony Johnston, author of the fabulous Any Small Goodness and Bone by Bone by Bone, described writing ideas
for her books on Post-its while on morning walks. She checked into a motel for a week, spread the notes on the
floor, and wrote two novels using this method!
5. Deborah Ellis revealed how she travels and lives in different parts of the world to research her stories, both fiction
and nonfiction. This method has led to her outstanding collection of books, including No Safe Place, Off to War, I
Am a Taxi, and Jakeman.
Where can you find these interviews? Twenty-eight of them are on the CD-ROM included with my book The Complete
Guide to Service Learning. Over the years, this literature and service learning partnership has led me to invite quite a few
authors to co-present with me at conferences. Since these authors are my “rock stars,” I am most grateful they have joined
me on my mission of finding books with heart.

Now, here is my impossible top ten books list. Impossible, because my mind wants to say, “Oh, one more, and
this one, too!” Here are my top ten for today. Tomorrow may be a different story!
1. The Curse of Akkad: Climate Upheavals that Rocked Human History by Peter Christie. This thrilling nonfiction
treatise on how history has changed because of dramatic climate change is a real eye-opener and reads like a Jason
Bourne thriller. Nonfiction, young adult.
2. In Our Village: Kambi ya Simba through the Eyes of Its Youth by Students of Awet Secondary School, edited by
Barbara Cervone, is a service learning book that brings a small remote village in Tanzania into your classroom. This
book was the impetus for me to initiate In Our Global Village with Barbara Cervone, which invites students around
the world to write books back to the Awet students. Find out more at www.inourvillage.org. Nonfiction, all ages.
3. Jakeman by Deborah Ellis introduces us to kids in the foster care system. In telling of their escapades to visit their
mothers on Mother’s Day, all of whom are in prison, they make you laugh, cry, and care. Nonfiction, young adult.
4. A Life Like Mine: How Children Live Around the World by DK Publishing is a UNICEF book that brings the world
into your classroom. All ages benefit from this informative nonfiction book. Two others in the series are A School
Like Mine: How Children Learn Around the World and A Faith Like Mine: How Children Worship Around the World.
5. The Long March: The Choctaw’s Gift to Irish Potato Famine Relief by Mary-Louise Fitzpatrick is a story skipped in
our text books, exquisitely written, and important to tell. I use this book in elementary to university presentations. A
picture book.

Now, here is my impossible top ten books list. Impossible, because my mind wants to say, “Oh, one more, and
this one, too!” Here are my top ten for today. Tomorrow may be a different story!
6. Seedfolks by Paul Fleischman is a point-of-view novel that shows how a child can influence an entire neighborhood to
create a community garden. Fiction, grades 6 and up.
7. The Summer My Father Was Ten and Wanda’s Roses, both by Pat Brisson, are essential picture books. The first is about
how a thoughtless act of vandalism becomes an opportunity for two generations to come together through a garden, and
the second is about a girl creating a garden despite all the odds!
8. We Were There, Too! Young People in U.S. History by Phillip Hoose is a book belonging wherever young people are
studying American History and want to know about what youth were doing. This thick book is rich with primary source
materials and well-researched stories.
9. Last Night I Sang to the Monster by Benjamin Alire Sáenz is an exceptional novel told in first person by an 18-year-old
who ends up in rehab and doesn’t know how he got there. With unexpected humor and intensity, this is a book for
grades 11 and 12.
10. My Life as a Book by Janet Tashjian is pure joy. We meet Derek, who does not want to read his summer reading list and
finds that drawing is his way to learn vocabulary. It’s filled with action, humor, a heartfelt resolution, and plenty of
drawings by Jake Tashjian, the author’s teenage son. Novel, grades 4–6, and everyone else who wants to reach and teach
children.

Now, I said I would give you my top ten, but I did sneak in other favorite books throughout the article!
As you venture into service learning, know that you are joining many colleagues who have been inspired by the essence
of what we all entered into teaching for in the first place: To make a difference in the lives of children. Enjoy the books,
and enjoy the journey!
Cathryn Berger Kaye, M.A., has written many books and articles on service learning, and developed a
curriculum Strategies for Success with Literacy: A Learning Curriculum that Serves to advance high level literacy skills
and social emotional development with service learning applications. Visit her website at www.abcdbooks.org or email
her at cbkaye@aol.com. Check her calendar for when she is speaking near you!
Portions of this article are adapted or excerpted from The Complete Guide to Service Learning, revised and updated
second edition, by Cathryn Berger Kaye, M.A. (Free Spirit Publishing, 2010, http://www.freespirit.com), with permission
from Free Spirit Publishing.
Cathryn Berger Kaye, CBK Associates 2012 © All rights reserved.
For information on reprinting, email cbkaye@aol.com

1. https://www.weareteachers.com/7-creative-ideas-for-service-learning-2/
2. https://www.edutopia.org/topic/service-learning
3. https://www.ethicsed.org/project-ideas-for-service-learning.html
4. https://kidworldcitizen.org/service-learning-projects-for-classes/
5. https://theartofeducation.edu/2017/10/24/october-art-purpose-service-learning-ideas-teach-kids-real-world-learning/
6. https://community.ksde.org/LinkClick.aspx?fileticket=kbpBbLMvts8%3D&tabid=4473
7. IB Service Learning Guide: http://ibnahs.weebly.com/uploads/7/8/4/8/7848133/service_learning.pdf
8. Art Club Creative Cycle: https://isppart.blogspot.com/2018/06/developing-student-choice-
and.html?utm_source=dlvr.it&utm_medium=twitter
9. IB blog: https://lcismyp.wordpress.com/
Additional Resources:

Graphics: Wordles
http://www.wordle.net/create
https://www.wordclouds.com/
http://www.edwordle.net/

Graphics:
Service Learning
Introduction Sign

Graphic Design Cycle Options for
Service Learning Projects

Graphic Design Cycle Options –
Subject Matter Variety

Inquiry Cycle

Metacognition/Mindset

Reflection

http://www.viewpure.com/ReflectG

Teacher Tools

https://lcismyp.wordpress.com/

IB Learner Profile

IB Learner Attritudes/Global Contexts

IB

Design Thinking

Inquiry

Technology

IB Service Learning - How to for First Timers

IB Service Learning - How to for First Timers

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