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Preparation, Action and Reflection
To qualify, service-learning projects must include academic preparation, service activities, and structured reflection.
Preparation
Equipping students with the knowledge and skills needed for service. This includes teaching students about their community and how to identify needs, as well as providing them with the specific skills needed to perform the service activity. It should include an exploration of why it is important to perform service and what it means to be an active citizen. Ideally, service-learning should be used to teach curricular objectives, so preparation activities could be tied to classroom lessons.
Examples: Having a speaker come in to teach students about working with elderly residents in a nursing home before going to visit the site; having a representative from the United Way or a Volunteer Center come and talk about the volunteer opportunities in a community; performing a research assignment about the issue the service relates to (homelessness, recycling, etc).
Action
Performing one or more of the following activities:
Direct Service: Students have face-to-face contact with the service recipients. For example: tutoring; serving meals at a homeless shelter; working with the elderly in a nursing home, etc.
Indirect Service: Students perform a service without having face-to-face contact with the recipient. Usually resources are channeled to help alleviate a problem. For example: food & clothing drives; thons or fundraisers; environmental projects, etc.
Advocacy: Students educate others about a particular issue with the goal being to eliminate the cause of a particular problem. For example: writing letters to legislators or editors; preparing and displaying posters, plays, or other educational materials for others, etc.
Reflection
Thinking about the service performed and how it impacted the community. Considering what worked well and what could be changed to make the project better. This contemplation and evaluation should occur throughout the service experience, not just at the end of the project.
Examples: Responding to guided questions in a journal; having a classroom discussion; preparing a piece of artwork or skit about the service experience; videotaping the project and reviewing/discussing it afterwards, etc.
Expected Result
The Howard County Public School System has determined that students who complete the student service requirement in the Howard County schools will be able to:
Prepare
• Understand the importance of performing direct service, indirect service and advocacy and thus improving one’s community.
• Identify and acknowledge one’s skills, abilities, talents, and potentials for personal growth.
• Establish connections with a wide range of people, issues and places by performing service projects.
Act
• Demonstrate a commitment to service projects and to make a difference through service to others.
• Become positive role models through service to others.
• Develop a capacity to help others through service projects.
• Demonstrate an ability to complete tasks in a service setting.
• Apply learned skills and knowledge in service settings.
Reflect
• Reflect upon personal growth which comes from performing service to others.
• Evaluate the impact that various courses of action will have on people served in service settings.
• Demonstrate an understanding that one person can make a difference through service to others.
• Recognize and understand the principle of human equality through service.
• Appreciate and respect people of diverse backgrounds, ages and life situations through service.
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