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Project-Based Learning vs. Service-Learning by The National Youth Leadership Council
Nov 30, 2016
A quick comparison between two "competing" education ideas.
https://www.nylc.org/
Nov 30, 2016
A quick comparison between two "competing" education ideas.
https://www.nylc.org/
~Image by Service Learning | FCPS Get2Green
What is Service-Learning?
Click here for more information.
Service-learning is a teaching and learning strategy that connects academic curriculum to community problem-solving. Today, elementary, middle, high, and postsecondary schools across the nation participate in service-learning with the support of federal, state, district, and foundation funding. Studies show that, in the past, more than 4 million students from more than 20,000 schools participated in service-learning. Of these participants, high schools were most likely to engage students in community service or to include service-learning as part of their curriculum.1
Service-learning is beneficial for students, organizations, and communities. All students, including those with disabilities (e.g., emotional and behavioral disorders, learning disabilities, moderate and severe intellectual disabilities, students with hearing and vision limitations), can be involved in and benefit from service-learning.2
Definition
The term “service-learning” was defined in Federal legislation for the first time in the National and Community Service Act of 1990 (as amended through December 17, 1999, P.L. 106-170; Section 101 (23) and reauthorized through the Edward M. Kennedy Serve America Act of 2009):
The term “Service-Learning” means a method...
1. under which students or participants learn and develop through active participation in thoughtfully organized service that
2. that
The Serve America Act of 2009 extends the purpose of service-learning to “expand and strengthen service-learning programs through year-round opportunities, including opportunities during the summer months, to improve the education of children and youth and to maximize the benefits of national and community service, in order to renew the ethic of civic responsibility and the spirit of community for children and youth throughout the United States.”3
The U.S. Department of Education further emphasized the importance of civic engagement and the role that schools play through service-learning and other related efforts. The Department notes that “every student in every school, college, and university deserves a high quality education, including a high quality civic education” in its 2012 Advancing Civic Learning and Engagement in Democracy: A Road Map and Call to Action (PDF, 40 pages).4
The Road Map and Call to Action highlight the following five priorities5:
1 Spring, Grimm, & Dietz, 2009
2 Dymond, Renzaglia, & Chung, 2007
3 Edward M. Kennedy Serve America Act of 2009, p. 6
4 U.S. Department of Education, 2012, p. 2
5 U.S. Department of Education, 2012, p. 3
6 Civic agency is the capacity to act cooperatively and collectively on common problems and challenges.
Service-learning is a teaching and learning strategy that connects academic curriculum to community problem-solving. Today, elementary, middle, high, and postsecondary schools across the nation participate in service-learning with the support of federal, state, district, and foundation funding. Studies show that, in the past, more than 4 million students from more than 20,000 schools participated in service-learning. Of these participants, high schools were most likely to engage students in community service or to include service-learning as part of their curriculum.1
Service-learning is beneficial for students, organizations, and communities. All students, including those with disabilities (e.g., emotional and behavioral disorders, learning disabilities, moderate and severe intellectual disabilities, students with hearing and vision limitations), can be involved in and benefit from service-learning.2
Definition
The term “service-learning” was defined in Federal legislation for the first time in the National and Community Service Act of 1990 (as amended through December 17, 1999, P.L. 106-170; Section 101 (23) and reauthorized through the Edward M. Kennedy Serve America Act of 2009):
The term “Service-Learning” means a method...
1. under which students or participants learn and develop through active participation in thoughtfully organized service that
- is conducted in and meets the needs of a community;
- is coordinated with an elementary school, secondary school, institution of higher education, or community service program, and with the community; and
- helps foster civic responsibility; and
2. that
- is integrated into and enhances the academic curriculum of the students, or the educational components of the community service program in which the participants are enrolled; and
- provides structured time for the students or participants to reflect on the service experience.
The Serve America Act of 2009 extends the purpose of service-learning to “expand and strengthen service-learning programs through year-round opportunities, including opportunities during the summer months, to improve the education of children and youth and to maximize the benefits of national and community service, in order to renew the ethic of civic responsibility and the spirit of community for children and youth throughout the United States.”3
The U.S. Department of Education further emphasized the importance of civic engagement and the role that schools play through service-learning and other related efforts. The Department notes that “every student in every school, college, and university deserves a high quality education, including a high quality civic education” in its 2012 Advancing Civic Learning and Engagement in Democracy: A Road Map and Call to Action (PDF, 40 pages).4
The Road Map and Call to Action highlight the following five priorities5:
- Advancing civic learning and democratic engagement in both the U.S. and global contexts by encouraging efforts to make them core expectations for elementary, secondary, and postsecondary students — including undergraduate and graduate students;
- Developing more robust evidence of civic and other student achievement outcomes of civic learning, and of the impact of school and campus community partnerships;
- Strengthening school and campus community connections to address significant community problems and advance a local or regional vision and narrative for civic engagement;
- Expanding research and the range of public scholarship, with a special emphasis on promoting knowledge creation for the good of society;
- Deepening civic identity by sharing stories of civic work in social media and organizing deliberative discussions about the roles of higher education in communities across the country, and by creating initiatives in science, arts, and other fields to catalyze civic agency.6
1 Spring, Grimm, & Dietz, 2009
2 Dymond, Renzaglia, & Chung, 2007
3 Edward M. Kennedy Serve America Act of 2009, p. 6
4 U.S. Department of Education, 2012, p. 2
5 U.S. Department of Education, 2012, p. 3
6 Civic agency is the capacity to act cooperatively and collectively on common problems and challenges.
The Elements of Service-Learning - Infographic by Chelsea Montrois
The History
The History Reciprocity Kolb's Experiential Learning Cycle The Philosophy of John Dewey (1859-1952) "From the beginning, the American college was cloaked with a public purpose, with a responsibility to the past and the present and the future." (Rudolph, 1962)
Reciprocity
Service learning is different from volunteering. The concept of reciprocity between the server and the served "avoids the traditionally paternalistic, one- way approach to service in which one group or person has resources which they share charitably or voluntarily with a person or group that lacks resources." (Kendall, 1990)
Types of Program
The Philosophy of John Dewey (1859-1952)
"Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results."
"We do not learn from experience. We learn from reflecting on experience."
Kolbʻs Experimental Learning Cycle
Can You Answer These Questions?
Democracy
Education
Service
By Charlson Joseph, Jeffrey Scharoun, & Chelsea Montrois
Service-Learning in Higher Education
The History
The History Reciprocity Kolb's Experiential Learning Cycle The Philosophy of John Dewey (1859-1952) "From the beginning, the American college was cloaked with a public purpose, with a responsibility to the past and the present and the future." (Rudolph, 1962)
Reciprocity
Service learning is different from volunteering. The concept of reciprocity between the server and the served "avoids the traditionally paternalistic, one- way approach to service in which one group or person has resources which they share charitably or voluntarily with a person or group that lacks resources." (Kendall, 1990)
Types of Program
- One-time group service projects
- Option with a course
- Required within a course
- Action research projects
- Disciplinary capstone projects
- Multiple course projects
The Philosophy of John Dewey (1859-1952)
"Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results."
"We do not learn from experience. We learn from reflecting on experience."
Kolbʻs Experimental Learning Cycle
- Concrete Experience
- Reflection on Experience
- Synthesis and Abstract Conceptualization
- Active Experimentation
Can You Answer These Questions?
Democracy
- What is the purpose of education in democracy?
Education
- How does education service society?
Service
- What is the relationship between service and social change?
By Charlson Joseph, Jeffrey Scharoun, & Chelsea Montrois
Service-Learning in Higher Education
Service-learning is an educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs.
Service-learning involves students in service projects to apply classroom learning for local agencies that exist to effect positive change in the community.[1] The National Youth Leadership Council defines service learning as "a philosophy, pedagogy, and model for community development that is used as an instructional strategy to meet learning goals and/or content standards."[2]
Author Barbara Jacoby defines service-learning as "...a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities for reflection designed to achieve desired learning outcomes."[3]
Service learning is a combination of what we know as formal education and applying that learning in a service oriented way. It is a type of educational philosophy that requires the student to demonstrate their knowledge, thus connecting the cognitive to the emotive and resulting in better learning outcomes. It incorporates personal passions with intellect, empowering students to find their passion and exercise useful ways to engage in real world problems. It is a connected learning experience, linking personal development with cognitive development and touching feelings as well as thought. Students take the ideas they learn about in theory and connect them to real problems in practice, creating viable solutions for long term transformation in society. The classroom becomes a place where thought is connected to passion, evoking real world change.
This philosophy incorporates the core ideas of progressivism such as democracy, experimental education, and individual rights. It also includes Pragmatism, a philosophy inspired by William James stating that learning should be useful and that information is only valuable if it does something. In recent years this theory is gaining traction as professors and academic advisers review the learning outcomes of students that are encouraged to find and use their passions to exercise solutions to the problems around them. This is made more possible by the ideas of democracy and individual freedoms that enable citizens to freely use their passions and intellect to become social entrepreneurs; individuals who undertake a social problem and become transformative forces in society
~Wikipedia
Knapp, Timothy D.; Bradley J. Fisher (2010). "The Effectiveness of Service-Learning: It's not always what you think". Journal of Experiential Education. 33 (3): 208–224. doi:10.5193/JEE33.3.208.
^ "K–12 Service-Learning Standards for Quality Practice" (PDF). National Youth Leadership Council. Archived from the original (PDF) on November 11, 2011. Retrieved November 11, 2008.
^ Jacoby, Barbara (1996). Service-Learning in Higher Education: Concepts and Practices. Jossey-Bass. ISBN 978-0787902919.
Service-learning involves students in service projects to apply classroom learning for local agencies that exist to effect positive change in the community.[1] The National Youth Leadership Council defines service learning as "a philosophy, pedagogy, and model for community development that is used as an instructional strategy to meet learning goals and/or content standards."[2]
Author Barbara Jacoby defines service-learning as "...a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities for reflection designed to achieve desired learning outcomes."[3]
Service learning is a combination of what we know as formal education and applying that learning in a service oriented way. It is a type of educational philosophy that requires the student to demonstrate their knowledge, thus connecting the cognitive to the emotive and resulting in better learning outcomes. It incorporates personal passions with intellect, empowering students to find their passion and exercise useful ways to engage in real world problems. It is a connected learning experience, linking personal development with cognitive development and touching feelings as well as thought. Students take the ideas they learn about in theory and connect them to real problems in practice, creating viable solutions for long term transformation in society. The classroom becomes a place where thought is connected to passion, evoking real world change.
This philosophy incorporates the core ideas of progressivism such as democracy, experimental education, and individual rights. It also includes Pragmatism, a philosophy inspired by William James stating that learning should be useful and that information is only valuable if it does something. In recent years this theory is gaining traction as professors and academic advisers review the learning outcomes of students that are encouraged to find and use their passions to exercise solutions to the problems around them. This is made more possible by the ideas of democracy and individual freedoms that enable citizens to freely use their passions and intellect to become social entrepreneurs; individuals who undertake a social problem and become transformative forces in society
~Wikipedia
Knapp, Timothy D.; Bradley J. Fisher (2010). "The Effectiveness of Service-Learning: It's not always what you think". Journal of Experiential Education. 33 (3): 208–224. doi:10.5193/JEE33.3.208.
^ "K–12 Service-Learning Standards for Quality Practice" (PDF). National Youth Leadership Council. Archived from the original (PDF) on November 11, 2011. Retrieved November 11, 2008.
^ Jacoby, Barbara (1996). Service-Learning in Higher Education: Concepts and Practices. Jossey-Bass. ISBN 978-0787902919.