We have learned that:

1. there are several definitions of service-learning, but all include the notion that effective service-learning efforts strengthen service and academic learning.
2. There are standards of quality for model service-learning and service-learning content standards. These two groups of standards provide a basis for planning concrete opportunities for students to learn new skills and contribute to the community.
3. The Seven Elements of Service-Learning provide a structure for designing meaningful units of study. Preparation, student voice, and reflection are essential to the design.
4. Effective service-learning connects school and community in positive ways.
5. Skilled adult guidance and supervision is essential to the success of student participation in service-learning.
6. Assessment of student learning must be integrated throughout a project.
7. Service-learning fosters a sensitivity to and understanding of a community's needs. It also fosters an understanding of individuals who may possess cultural, language, or ability needs that differ from those of the service providers.

1. Direct Service Experience places students in direct contact with people which results in working with a diverse population. Examples of direct service include tutoring, peer counseling, visits to a convalescent facility, coaching children preparing for the Special Olympics
2. Indirect Service Experience engages students in performing service by providing goods or a product to a needy cause. Examples of indirect service include: sporting events for a cause; car washes; bake sales; toy drives; and agency office work. Indirect service may not have as much impact because the students are removed from the direct contact with the need itself. They may not see the benefit of their efforts.
3. Civic Action or Advocacy addresses the cause of a social issue and provides the opportunity for students to participate in social change. Students can experience the democratic process by problem solving, educating, and challenging situations or processes that may not be effective and even possibly harmful. Examples include animal help projects, organizing a clean up of a park or local area, increasing public or school knowledge about a particular issue or harmful situation. Civil action projects promote a sense of commitment to a worthwhile cause.

1. Preparation;
2. Action;
3. Reflection;
4. Demonstration/Celebration

• identify a need;
• collaborate with community partners;
• develo p a plan for the service activity;
• imbed curriculum content standards in the project activities;
• research new information;
• apply knowledge and skills in the planning process.

• Provide meaningful direct service, indirect service, or civic action;
• Apply previous and newly acquired academic skills and knowledge;
• Follow through with the service as planned;
• Explore new learning and learn from mistakes

• Record thoughts, ideas, and feelings;
• Ask questions and respond to classmates;
• Describe events of the service project;
• Consider differing points of view of community partners;
• Describe new understanding and the impact of the project;
• Place this experience in a larger context of understanding

• Reporting and sharing with peers, teachers, and community members;
• Writing letters or create murals regarding issues of public concern;
• Planning a culminating celebration or event to honor the benefit to the community;
• Developing future project ideas that will continue benefiting the community

Entry #16:

Review once more the four steps to service-learning. In a journal entry, consider the importance of the celebration at the close of a service-learning project. Discuss what aspects of service activity you would want to emphasize in a culminating celebration. Name two additional demonstration activities that could be added to the list above.

Entry #17:

Reflect on what you have come to understand about service-learning. Then, based upon the content above, describe the aspects of service-learning from Module 1 that have had the most impact on you.