Service Learning/Implementing

Implementing Service Learning

Step One
Step Two
Step Three

How to Implement Service Learning In the Classroom   *Step One Service Learning        Evaluation   Reflection  Time Commitments Back to Top	Bellingham School District Service Learning Coordinators devised a three-step process to assist teachers with implementation. The process includes teacher preparation, student involvement, and ideas for reflection, evaluation, and celebration. A simplified version of the three-step process follows. Chart Your Course: Teacher Preparation Answer these questions: What are the goals and learning objectives? Where are the curricular ties? What assurances will there be that learning opportunities are provided? How will reflection or other similar activities be provided? Create and initiate a plan for evaluating the program, participants, and self, as soon as goals are developed. Evaluate all to identify strengths and weaknesses. Use periodic assessment for feedback before, during, and after service activity. The evaluation should focus both on impact and effectiveness. Results should be used as a guide for future Service Learning. Establish both structured and informal reflection opportunities to process service experiences in greater depth (journal writing, conferences, focus-group discussions, role-playing exercises, and analysis of case study examples.) Identify a minimum time commitment for activities: planning, training, reflecting, and evaluating.  *See Appendix A for supplemental information.
*Step Two Set Goals   Collaboration & Widespread Cooperation Budgeting Other Resources Time Line Back to Top	Gather Provision & Set Sail: Program Implementation and Student Involvement Work with students to identify a real community need, establish curricular connections, and design a project to fulfill the need. Students identify one or serveral "partners" for the project; seek widespread cooperation and involvement of "partner" agencies, businesses, other schools, youth, parents, colleges, etc."  Students decide what fiscal resources are required for the program. If fundraising is necessary, follow the school district guidelines. Is fundraising in conflict with school, PTA, or other group efforts? Students decide what resources are required for the program. Individuals? Groups? Transportation? Facilities? Students identify a time line of activities in relation to teachers' time commitments. *See Appendix B for supplemental information.
*Step Three   Reflection    Evaluation   Celebration Back to Top	Completing The Journey Reflection, Evaluation, and Celebration   Establish both structured and informal reflection opportunities to process service experiences in greater depth (journal writing, conferences, focus-group discussions, role-playing, etc.) Evaluate self and program participants. Focus on impact and effectiveness. Evaluation techniques incude portfolios, rubrics, surveys, etc.   Formal or informal celebration and recognition of Service Learning projects; involve or invite those involved including students, parents, volunteers, and agencies. *See Appencix C for supplemental information.