of High Quality Service-Learning*

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of High Quality Service-Learning
The Seven Elements
Adapted from materials developed by the Service
Learning 2000 Center
Inland Northwest Service-Learning
Partnership
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1. Integrated Learning2. High Quality
Service3. Collaboration4. Student Voice5.
Civic Responsibility6. Reflection7. Evaluation
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Partnership
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1. Integrated Learning

• The service-learning project has clearly
  articulated knowledge, skill or value goals that
  arise from broader classroom and school goals.
• The service informs the academic learning
  content, and the academic learning content
  informs the service.
• Life skills learned outside the classroom are
  integrated back into classroom learning.

Unrelated learning
Integrated learning
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Partnership
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2. High-Quality Service

• The service responds to an actual community
  need that is recognized (and expressed) by the
  community.
• The service is age-appropriate and
  well-organized.
• The service is designed to achieve significant
  benefits for students and community.

Low Service
High Service
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Partnership
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3. Collaboration

• The service-learning project is a collaboration
  among as many of these partners as is feasible
  students, parents, community-based organizations,
  school administrators, teachers, and recipients
  of service.
• All partners benefit from the project and
  contribute to its planning and implementation.

Placements
Partnerships
Inland Northwest Service-Learning
Partnership
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4. Student Voice

• Students participate actively in
• choosing and planning the service project
• planning and implementing the reflection
  sessions, evaluation,
  and celebration and
• taking on roles and tasks that are appropriate
  to their ages.

Passive Recipients
Active Participants
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Partnership
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5. Civic Responsibility

• The service-learning project promotes student
  responsibility to care for others and to
  contribute to the community.
• By participating in the service-learning
  project, students understand how they can impact
  their community.

Individual Gains
Community Benefits
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Partnership
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6. Reflection

• Reflection establishes connections between
  student service experiences and the academic
  curriculum.
• Reflection occurs before, during and after the
  service-learning project phase.

Disconnected Activity
Reflected Activity
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Partnership
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7. Evaluation

• All the partners, especially students, are
  involved in evaluating the service-learning
  project.
• The evaluation seeks to measure progress toward
  the learning and service goals of the project.

Ambiguous Results
Observable Outcomes
Inland Northwest Service-Learning
Partnership