ERIC Number: ED375249
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Service Learning for All Students. Fastback 375.
Fertman, Carl I.
This document provides an overview of service learning (SL) and shows how teachers can incorporate SL into elementary, middle, and high school curricula. First, SL is differentiated from community service and volunteerism. The four basic elements of SL (preparation, service, reflection, and celebration) are explained along with strategies for incorporating them into curricula and the benefits and drawbacks of various types of SL activities (direct and indirect service and civic action). The role of SL advisory committees and categories from which committee representatives are generally selected are examined. Discussed next are the importance of effective communication to the success of SL programs and considerations in and ways of monitoring/evaluating SL programs. The following benefits of SL are described: adult models for young people, student self-direction, parent involvement, improved workplace relationships, school-community partnerships, and altered perceptions of youth. Outlined next are approaches to infusing SL into elementary, middle, and high school curricula based on the following: community service classes, mandatory services, collaboration with community-based organizations, targeted populations, club-linked service, career/vocational education courses, in-school service, special events, and summer service. Concluding the document is a list of 25 organizations providing information related to SL. (MN)
Descriptors: Advisory Committees, Citizenship Education, Classroom Techniques, Curriculum, Educational Benefits, Educational Practices, Educational Strategies, Elementary Secondary Education, Fused Curriculum, Partnerships in Education, Public Service, School Community Relationship, Service Learning, Vocational Education
Phi Delta Kappa Educational Foundation, P.O. Box 789, Bloomington, IN 47402-0789.
Publication Type: Reports - General
Education Level: N/A
Authoring Institution: Phi Delta Kappa Educational Foundation, Bloomington, IN.