More and more teachers are thoughtfully connecting their core curriculum
to their service activities. The more clear the connection is for the students,
parents and community members, the easier it is for students and people to
understand how service-learning relates to course work and the more likely
it is that students will understand why they are doing the service activities.
It also increases the likelihood that they will be able to apply classroom
learnings, not only in the service setting, but to future settings.
Teachers often involve students in a planning process which makes the connection
to curriculum more explicit. For example, the teacher will take the time when
they begin their units to articulate the Essential Learnings or the core curriculum
which will be the focus of the unit. Students then generate service activities
that clearly demonstration the curriculum.Examples of classroom projects which
are closely tied to Washington State Essential Learnings can be found at the
Service-Learning Northwest Web site. http://www.servicelearningnw.org/best_practices.htmlTwo
planning processes are generally used. A general description along with the
benefits and disadvantages are described below.
Project-Centered Process:
The following steps are used if a project-centered process is used:
1. Identify the Service Project. Students/ teachers work with the community
to develop the service which they think is most significant given the school
and community context.
2. Clarify the Essential Academic Skills. Students, community and teachers
identify the skills which will be needed to complete the project i.e. computer
skills, interviewing skills, writing skills etc.. Select 1-3 essential Learnings
which are central to the project and/or core curriculum.
3. Determine Best Assessment Method(s)
(Essay, multiple choice, interview, or performance assessment)
4. Develop Standards and Scoring Guide if necessary. Participants develop
criteria for a successful project/product. The criteria may be formulated
into a scoring guide, building upon state or locally-developed rubrics.
4. Prepare and Complete Project. Prepare students for the service activities,
teaching or reinforcing the necessary project skills. Assess service activities
to determine effectiveness of learning.
5. Assess Student Learning. Assessment criteria is used during or at the end
of service project to determine the level of performance which was demonstrated
by the students and the community.
Example: Wheelchair Ramp
The following example shows how this process could be used with a wheelchair
ramp project.
1. Identify the Need. The students and teacher would work with the community
to identify a genuine need in the community. Perhaps a wheelchair ramp is
needed to enable an elderly person to stay in his home which does not accommodate
his new wheelchair. To assist this elderly person, students need to design,
plan and build a wheelchair ramp for a local community center, taking into
account the need for safety and accessibility.
2. Identifying Possible Essential Academic Learnings. The teacher can then
determine which Essential Academic Learnings are incorporated in the project.
For example, this project includes the following Essential Academic Learnings.
Speaking
Writing
Technology
Science
Physics
Math
Legal Information- Liability
Housing
Permit Process
Spreadsheets
Select 2-3 Essential Learnings
4. Prepare and Complete the Project. Teachers along with community members
provide needed information in order for students to know the information and
materials they need to complete their project.
5. Assess Quality of Work. The teacher, along with the students and community
members, can assess the quality of the service tasks, based upon the combine
assessment activities
Faculty •
Students • Community
• Publications
Culminating Projects • PeaceJam
Northwest