"The best way to find yourself is to lose yourself in the service of others."
Mahatma Gandhi
Training Modules
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NC Social StudiesStandard Course of Study
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The cost of not having thoughts in a service learning project is much greater than "a penny for..." one. Just as the previous module dicussed the need to integrate service learning within the course curriculum, student reflection needs to be an intregal part of a service learning experience. In addition, reflection should be more than a simple descriptive account of service. Instead, it should be rigorous and promote true self-inquiry connected to course content and skills.
T.S. Eliot (1943) warns, without reflection, we are subject to having our students "have the experience but miss the meaning". Students simply learn more effectively when reflecting on experience than through experience alone (1). Only then can students achieve true learning and raise the quality of their service to the community. Credit should be given only for a demonstration of learning through reflection, not simply for completion of service.
1. Patti Clayton and Myra Moses. Section II, Jumpstart Service-Learning Resource Guide.
Jumpstart was originally founded at Yale University in 1993 as a non-profit organization focused on the public need for quality early childhood programs and the nation’s growing commitment for service education. Jumpstart collaborated with scholars Patti Clayton and Myra Moses in developing a service learning resource guide located in section II of this website. This guide offers a path for institutions of higher education to implement a service learning program into a wide range of disciplines. The guide provides structure and advice in promoting the value of civic engagement, leadership and service to students. Dr. Clayton and Dr. Moses currently direct the Center for Curricula Engagement at N.C. State University.
North Carolina State University’s Center for Curricula Engagement has developed an electronic tutorial on how to improve the critical reflection component of an effective service learning experience. The tutorial explains an adaptable model of critical reflection called the DEAL model. DEAL represents the need to Describe, Examine, and Articulate Learning as part of critical reflection in service learning. This model can and should be utilized by the high school social studies teacher.
National Service Learning Partnership A network of over 10,000 members--students, parents, policy makers, community leaders, business people, and educational specialists-- dedicated to the use of service learning in the classroom. The Partnership is funded through grants from the W.K. Kellogg Foundation and State Farm Companies Foundation. It is sponsoered by the Adacemy for Educational Development.
Student reflection of their own work is an essential component of an effective service learning project. There are relevant examples throughout American and world history that demonstrate reflection as a means of self-discovery, individual and community improvement and postive transformation of both. Use the following primary documents as a means to put reflection in its proper context. Remember to research and guide your students in understanding the hisorical context of each document as a means to answer the following essential questions: What is the main idea of this document? What is the purpose of the author's reflective thoughts? How does their thought anticipate the future? How does this document "speak" to your own reflection of your service learning project?
The NC Service Learning Social Network is designed to be an online collaborative professional learning community (PLC) for integration of service learning in the social studies. Through forum questioning, blogs, and online shared resources, the social studies section at the Department of Public Instruction hopes that social networking makes service learning a more accessible, manageable, and integral part of the North Carolina social studies classroom.
Professional Development--Reflection (Available Spring 2011)