- Focuses intentionally on civic outcomes and encourages civic commitment where students conduct research and analyze data related to their service
- Fosters increased student knowledge of the community
- Builds upon previous service projects to have a cumulative positive impact on the community
- Is of sufficient duration and intensity to address authentic community needs and meet specified outcomes
- Prepares students for service in the community, including an understanding of the service sites, populations, and their individual responsibilities
- Incorporates multiple challenging reflection activities that are ongoing and prompt deep thinking and analysis about oneself, the benefits service learning has bestowed, and one's relationship to society
- Engages participants in meaningful and personally-relevant service activities that are available to all students regardless of academic skill or ability
- Promotes understanding of diversity and mutual respect among all participants
- Builds collaborative, mutually beneficial, and reciprocal relationships with community partners that address community needs
- Engages participants in an ongoing process, including feedback from community partners, to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability
- Provides youth with a strong voice in planning, implementing, and evaluating service learning experiences with guidance from adults
Best Classroom Practice for Service Learning*
Danielson Framework for Effective Teaching
Domain One:SERVICE LEARNING harnesses both content and pedagogy to empower students to take informed action (1a). Teachers set instructional outcomes (1c) that incorporate resources (1d); measuring growth with well-designed assessments (1f). Teachers must have knowledge of student (1b) strengths and challenges in order to design coherent instruction (1e) using both disciplinary content and inquiry standards.
Domain Two: SERVICE LEARNING facilitates a culture of learning (2b) in which students address current & controversial issues with respect and rapport (2a). Classroom space (2e) and procedures (2c) are organized to manage student behavior (2d) to promote participation and equity.
Domain Three: SERVICE LEARNING engages students in learning (3c) using essential questions to discuss current and controversial issues (3b). Teachers are flexible and responsive to student interests and concerns (3e), effectively using assessment (3d) to communicate clear expectations with students (3a).
Domain Four: SERVICE LEARNING provides a pathway for both students and teachers to reflect on classroom practice (1d) and take authentic action - connecting with families (4c), other colleagues and stakeholders in the community (4d) as a professional (4f). Collaboration between community and classroom provides a unique opportunity for professional growth (4e).
Illinois Social Studies Standards
SERVICE LEARNING allows students to address essential and supporting questions (SS.IS.1-3.9-12) using disciplinary content and skills (SS.CV.5-9. 9-12) to evaluate sources and use evidence (SS.IS.4-5.9-12). Students can communicate their conclusions and take informed action (SS.IS.6-9.9-12) through research, advocacy, direct & indirect action.
CCSS/ELA Anchor Standards
SERVICE LEARNING has explicit and direct connections to the Common Core State Standards in English Language Arts. Students may use reading (CCRA.R.7), writing (CCRA.W. 4-7), speaking and listening (CCRA.SL. 4&5) skills to design and implement inquires leading to informed action.
21st Century Skills
SERVICE LEARNING promotes critical thinking skills in students as they address essential questions facing their community. Students collaborate with stakeholders in and out of school to take informed action. Student creativity is employed to design inquiries and use evidence to communicate their conclusions to diverse audiences, anticipating counter claims.
Students employ information, media and technology as they move through the steps of SERVICE LEARNING: investigation, preparation, action, reflection and demonstration.
Social and emotional competencies are garnered and used by students as they engage in SERVICE LEARNING, equipping them with valuable life and career skills.
*The indicators listed generally have the most explicit connections to Service Learning. Other indicators may be present.