2. Learning Objectives
At the end of this chapter, the students should be able to:
1. Explain how service-learning leads to effective community
intervention and active
participation;
2. Outline the different strategies applied or adopted in community
services and
intervention; and
3. Formulate programs or campaigns that reinforce service-learning and
community
involvement
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3. OVERVIEW
This chapter deals with the guidelines and procedures of
community service-learning.
It integrates meaningful community service and reflection
to enrich the students’ learning
experience and social development.
3
5. What is Service-Learning?
Service Learning provides students the opportunity to work
with others, gain valuable
insights, and acquire different skills. Through varied community
projects, they can apply what
they have been taught in class by formulating appropriate
solutions to the problems they
encounter in their chosen communities.
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8. 1. It brings good, substantial, and practical results for the
participants.
2. It promotes cooperation rather than competition where the
skills associated with
teamwork and active community involvement are developed.
3. It gives appropriate rather than simplified solutions to
problems that seriously
affect the community
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9. 4. It provides self-life experiences wherein students gain knowledge from a
particular
community engagement activity rather than from a textbook
5. It gives students a deeper understanding of concepts and real-life situations in
the
community through immediately observables results.
6. Through an immediate understanding of a situation in the community,
selflearning becomes a more significant experience for students, leading to their
emotional and social development and cognitive learning.
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11. Students have misconceptions about the product and value of
service-learning.
Service-learning is not:
1. An episodic volunteer programs
2. An add-on course to an existing school or college curriculum
3. Logging a set number of community service hours in order to graduate
4. Compensatory service assigned as a form of punishment by the courts or
by school
administrators
5. Only for high school or college students
6. One-sided, that is, beneficial only to the students or the community
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13. Service-learning theory is
based on the idea that
experience is the foundation
for
learning, and the bases for
learning are the different
forms of community service
(Morton &
Troppe, 1996)
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15. 1. Increase their understanding of the class topic
2. Gain firsthand experience (possibly leading to a future internship or job)
3. Question or defend values and beliefs
4. Have the opportunity to act on values and beliefs
5. Develop critical thinking and problem-solving skills
6. Increase their knowledge of diverse cultures and communities
7. Learn more about social issues and their causes
8. Improve their ability to handle difficult situations
9. Be open to change and become more flexible
15
16. 10. Develop or enhance their skills, especially in the areas of communication,
collaboration, and leadership
11. Test out the skills, interest, and values required in a potential career path and
learn
more about their field of interest
12. Connect with professionals and community members who will also learn from
the
service-learning program
13. Grow a professional network of people, whom they can contact later for career
growth
14. Be encouraged in joining public service or social organizations
16
17. The objectives of service-learning provide the stakeholders
especially the implementers
of different programs and activities with opportunities for
reflection and the assessment of
personal values, skills, and knowledge.
The following are significant and helpful steps in effectively
implementing service-learning
17
18. 1. Asses the community resources.
After selecting a project, the available resources of the
community must be assessed
or evaluated.
2. Establish partnership and linkages.
Establishing partnership with different service-oriented
organization s necessary
to make the delivery of community services more effective
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19. 3. Indicate the specific learning objectives in the syllabus.
Specific learning objectives should be clearly stated in the syllabus.
4. Initially plan on the chosen program.
In selecting the program, the initial stage of planning is of
utmost importance.
Plan according expected goals
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20. 5. Plan the details of the program. Prepare the program with all the
important things in mind like the rationale,
timeline, budget, and list of assignments
6. Look for funds.
It is necessary to look for adequate funding resources such as
tie-ups with local
businessmen’s, national corporations, faith-based organizations,
NGO’s, government
agencies (GA’s), and other local community organizations.
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21. 7. Implement and manage the program.
The plan of action must be properly implemented.
8. Organize reflection and manage the program.
Carefully design activities that give students the chance to better
understand
community service
9. Assess and evaluate the program
10.Celebrate the achievement.
Appreciating and recognizing the students active involvement in
community
projects will develop their life-long interest in service involvement.
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24. CONCLUSION
Service-learning is applied in a wide variety of settings, including
schools, universities,
and community- and faith-based organizations. It can involve a group
of students, a
classroom, or an entire school. Students build character and become
active participants as
they work with others in their school and community in various
service projects designed for
the development of education, public safety, and the environment
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