Service Learning MINI-GRANT Support Documentation 2013-2014
Questions/Comments Contact: Kym McCall or [email protected]
Enclosed are the following aides to assist with the mini- grant process
 Benefits of Service Learning to Students
 Service Learning Framework – Key Component of a Great Service
Learning Plan
 Service Learning Sponsor Planning and Progress Assessment Report
Benefits of Service Learning to Students
Service learning enriches the lives of all students. This methodology provides
developmental opportunities that promote personal, social, and intellectual
growth, as well as civic responsibility and career exploration. Many favorable
outcomes occur in each developmental area through participation in servicelearning activities including:
Personal Growth applies to the development of
characteristics related to self-improvement and self
actualization.
 Self confidence and self esteem
Citizenship refers to the responsibilities of participation in
a multicultural society and of citizenship in a democracy
 A sense of responsibility to contribute to society
 Democratic participation (informed citizen,
exercises voting privileges
 Democratic participation (informed citizen,
exercises voting privileges

Self understanding

A sense of identity

Independence and autonomy

Awareness of community needs

Openness to new experiences and roles

Organizational skills

Ability to take risks and accept challenges


A sense of usefulness and purpose
Social action skills (persuasion, policy research,
petitioning)

Personal values and beliefs


Responsibility for one’s self and actions
Empowerment, belief in ability to make a
difference

Self-respect

Social Growth includes the social skills, which are
necessary for relating to others in society.
 Communication skills
Preparation for the World of Work are the skills that
help students gain work experience and make choices
about possible career directions
 Human service skills

Realistic ideas about the world of work

Professionalism (dress, grooming, manners)

Leadership skills

Ability to follow directions

Ability to work cooperatively with others

Ability to function as a member of a team

A sense of caring for others


A sense of belonging
Reliable working, skills (punctuality, consistency,
regular attendance)

Acceptance and awareness of others from
diverse and multicultural backgrounds

Contacts and references for future job possibilities

Skills in learning from experience

Peer group affiliation

Use of all learning styles

Development of a positive attitude toward learning

Problem-solving and decision-making skills

Critical thinking skills

Application of knowledge, relevance of curriculum
Intellectual Growth encompasses the cognitive skills
necessary to enhance academic learning and acquire
higher level thinking skills
2
Service Learning Framework – Key Component of a Great
Service Learning Plan
Investigation consists of teachers and students exploring the community problems that they
might potentially address. Investigation typically involves some sort of research and mapping
activity.
Preparation consists of the learning activities that take place prior to the service itself. Prior to
their service experience, students must understand what is expected of them as well as what they
can expect from the service project. Preparation components include the following:

Identifying and analyzing the problem

Selecting and planning the project

Training and orientation
Action is the service itself and needs to meet certain criteria. It must:

Be meaningful

Provide for student ownership

Have academic integrity

Be developmentally appropriate

Have adequate supervision
Reflection enables students to critically think about their service experience. When students
reflect on their experiences, they think about them, write about them, share them with others, and
learn from the experiences. The reflection time is a structured opportunity for students to learn
from their experiences. They can reflect through:

Discussion

Writing

The Arts

Reading

Projects
Celebration/Demonstration is the component of service-learning which recognizes students for
their contributions. It also provides closure to an ongoing activity. Society needs to let young
people know that their contributions are valued. Celebration activities should be appropriate for
the project. There are many ways that this final component of service-learning can be
implemented.

School assemblies


Presentations to school boards, outside organization, or other classes about their
project
Certificates

Joint celebration with service recipients

Special media coverage
3
Service Learning Sponsor
Planning and Progress Assessment Report
Sponsor Name:
Project:
Grade Levels Involved:
Date:
Reviewing this document before, during and after implementing Service
Learning projects will enhance project development.
Student Learning:
1. Did the service-learning experience include the processes of investigating
community needs, preparing for service, action, reflection, demonstration of
learning and impacts and celebration?
2. Was the service-learning project conducted during concentrated blocks of time
across a period of several weeks or months?
3. Did the service-learning project provide enough time to address identified
community needs and achieve learning outcomes?
Link to Curriculum:
1. Did the service-learning project have clearly articulated learning goals?
2. Was the service-learning project aligned with the academic and/or programmatic
curriculum?
3. Did the service-learning project help students learn how to transfer knowledge and skills
from one setting to another?
Partnerships:
1. Did the service-learning project involve a variety of partners, including youth,
educators, families, community members, community-based organizations and/or
businesses?
2. Did the service-learning partnerships communicate regularly to keep all partners
well informed about activities and progress?
3. Did the service-learning partners collaborate to establish a shared vision and set
common goals to address community needs?
4. Did service-learning partners collaboratively develop and implement action plans
to meet specified goals?
5. Did the service-learning partners share knowledge and understanding of school
and community assets and needs, and view each other as valued resources?
4
Meaningful Service
1. Was the service-learning project appropriate to students’ ages and developmental
abilities?
2. Did the service-learning project address issues that were personally relevant to the
students?
3. Did the service-learning project provide students with interesting and engaging service
activities?
4. Did the service-learning project encourage students to understand their service
experiences in the context of the underlying societal issues being addressed?
5. Did the service-learning project lead to attainable and visible outcomes that were valued
by those being served?
Diversity
1. Did the service-learning project help students identify and analyze different points of
view to gain understanding of multiple perspectives?
2. Did the service-learning project help students develop interpersonal skills in conflict
resolution and group decision-making?
3. Did the service-learning project help students actively seek to understand and value the
diverse backgrounds and perspectives of those offering and receiving service?
4. Did the service-learning encourage students to recognize and overcome stereotypes?
Reflection
1. Does the reflection of the service-learning project include a variety of verbal, written,
artistic, and nonverbal activities to demonstrate understanding and changes in students’
knowledge, skills, and/or attitudes?
2. Did the service-learning reflection occur before, during or after the service experience?
3. Did the service-learning reflection prompt students to think deeply about complex
community problems and alternative solutions?
4. Did the service-learning reflection encourage students to examine their preconceptions
and assumptions in order to explore and understand their roles and responsibilities as
citizens?
5. Did the service-learning reflection encourage students to examine a variety of social and
civic issues related to their service-learning experience so that students understand
connections to public policy and civic life?
5
Progress Monitoring
1. Did service-learning students collect evidence of progress towards meeting specific
service goals and learning outcomes from multiple sources throughout the servicelearning experience?
2. Did service-learning students collect evidence of the quality of service-learning
implementation from multiple sources throughout the service-learning experience?
3. Did service-learning students use evidence to improve service-learning experiences?
4. Did service-learning students communicate evidence of progress toward goals and
outcomes with the broader community, including policy-makers and education leaders, to
deepen service-learning understanding and ensure that high quality practices are
sustained?
6