Before I could determine how service learning could help to create globally-minded students, I first needed to understand what effective service learning was. The below FAQ section explores my understanding of effective service learning implementation in the classroom and also defines the term "globally-minded."
How do we define service learning?
Felten and Clayton (2011) review several definitions of service learning in their chapter entitled Service Learning. The culmination of this review is to define service learning as having three core tenants:
What is the difference between service learning and community service?
The key differences between service learning and community service are twofold. First is the integration of community service and learning goals. The second is giving students an opportunity for critical reflection after the project has been completed. Felten and Clayton (2011) go on to state that “critical reflection is the component of service learning that generates, deepens, and documents learning” (p. 77).
Why should I integrate service learning into my classroom?
Bettencourt found that service learning “extends students’ learning opportunities in ways that cannot be accomplished in the classroom” (p. 487). This sentiment is echoed in the Butler (2013) reflections. Butler (2013) also comments that effective service learning requires careful planning and management on the instructors behalf (p. 891). Both Butler (2013) and Bettencourt (2015) state that service learning must be carefully aligned with the curriculum standards as well. Felton and Clayton (2011) suggest that service learning “correlates strongly with deep learning and personal development” for students and that “historically underserved students tend to benefit more from engaged pedagogies, like service learning” (p 78-79). Additionally, studies reviewed by Felton and Clayton (2011) suggest that students who participate in service learning exceed their peers in areas of academic performance (p. 79). Additionally, they state, “service-learning is particularly well suited to cultivate higher-order reasoning and critical thinking” (Felton and Clayton, 2011, p. 80).
Does service learning increase student engagement?
Butler (2013) suggests that to increase engagement, students must see a reason for participating in the project. She reported seeing much higher student engagement when they were exposed to real people who would benefit from their service project. “After the field trip, students were much more engaged in the project and now saw a reason to participate” (p. 885). Additionally, Butler (2013) found that by allowing students to choose their service project they became more invested and engaged in the process. “Based on the reflections, the ability to choose a service project that they found engaging motivated some of the students to continue with similar service projects in the future” (p. 887).
What are the "must-haves" of a service learning project?
There are three things that all service learning projects must incorporate in order to be successful. First, careful alignment with the curriculum is essential for a service learning project was to be successful. Second, students need to be given voice and choice in order to realize an increased level of engagement. Third, reflection is an absolutely necessary component in order for students to think critically and receive the desired learning impact.
What does globally-minded mean?
For my definition of this term please see my discussion under NLGL Connections, ECI 524. Also linked here.
How do we define service learning?
Felten and Clayton (2011) review several definitions of service learning in their chapter entitled Service Learning. The culmination of this review is to define service learning as having three core tenants:
- “Advance learning goals (academic and civic) and community purposes
- Involve reciprocal collaboration among students, faculty/staff, community members, community organization, and educational institutions to fulfill shared objective and build capacity among all partners
- Include critical reflection and assessment processes that are intentionally designed and facilitated to produce and document meaningful learning and service outcomes” (p. 76).
What is the difference between service learning and community service?
The key differences between service learning and community service are twofold. First is the integration of community service and learning goals. The second is giving students an opportunity for critical reflection after the project has been completed. Felten and Clayton (2011) go on to state that “critical reflection is the component of service learning that generates, deepens, and documents learning” (p. 77).
Why should I integrate service learning into my classroom?
Bettencourt found that service learning “extends students’ learning opportunities in ways that cannot be accomplished in the classroom” (p. 487). This sentiment is echoed in the Butler (2013) reflections. Butler (2013) also comments that effective service learning requires careful planning and management on the instructors behalf (p. 891). Both Butler (2013) and Bettencourt (2015) state that service learning must be carefully aligned with the curriculum standards as well. Felton and Clayton (2011) suggest that service learning “correlates strongly with deep learning and personal development” for students and that “historically underserved students tend to benefit more from engaged pedagogies, like service learning” (p 78-79). Additionally, studies reviewed by Felton and Clayton (2011) suggest that students who participate in service learning exceed their peers in areas of academic performance (p. 79). Additionally, they state, “service-learning is particularly well suited to cultivate higher-order reasoning and critical thinking” (Felton and Clayton, 2011, p. 80).
Does service learning increase student engagement?
Butler (2013) suggests that to increase engagement, students must see a reason for participating in the project. She reported seeing much higher student engagement when they were exposed to real people who would benefit from their service project. “After the field trip, students were much more engaged in the project and now saw a reason to participate” (p. 885). Additionally, Butler (2013) found that by allowing students to choose their service project they became more invested and engaged in the process. “Based on the reflections, the ability to choose a service project that they found engaging motivated some of the students to continue with similar service projects in the future” (p. 887).
What are the "must-haves" of a service learning project?
There are three things that all service learning projects must incorporate in order to be successful. First, careful alignment with the curriculum is essential for a service learning project was to be successful. Second, students need to be given voice and choice in order to realize an increased level of engagement. Third, reflection is an absolutely necessary component in order for students to think critically and receive the desired learning impact.
What does globally-minded mean?
For my definition of this term please see my discussion under NLGL Connections, ECI 524. Also linked here.