ERIC ED465829: Learning in Deed: The Power of Service-Learning for American Schools.

63 Pages·2.5 MB·English

by  ERIC

DOCUMENT RESUME
UD 035 033
ED 465 829
Fiske, Edward B.
AUTHOR
Learning in Deed: The Power of Service-Learning for American
TITLE
Schools.
Kellogg Foundation, Battle Creek, MI.; Ohio State Univ.,
SPONS AGENCY
Columbus. John Glenn Inst. for Public Service and Public
Policy.
2002-01-00
PUB DATE
61p.; A Report from the National Commission on
NOTE
Service-Learning, which is housed at the Education
Development Center, Inc., Newton, MA. Some photographs may
not reproduce adequately.
W.K. Kellogg Foundation, One Michigan Avenue East, Battle
AVAILABLE FROM
Creek, MI 49017-4058. Tel: [phone] (Toll Free); e-mail:
[e-mail]. For full text:
http://www.learningindeed.org.
Reports
Evaluative (142)
PUB TYPE
EDRS PRICE MF01/PC03 Plus Postage.
Community Services; Elementary Secondary Education; School
DESCRIPTORS
Community Relationship; *Service Learning; Student
Motivation; *Student Participation; *Student Volunteers;
Teaching Methods
Student Engagement
IDENTIFIERS
ABSTRACT
This report shares findings from research that examined
service learning, a teaching strategy that combines service to the community
with classroom curriculum in K-12 schools. The research focused on how
service learning was relevant to schools. The results show that many U.S.
youth feel alienated from both their schoolwork and from traditional forms of
civic activities, though that disengagement is neither universal nor
inevitable. Service learning is a proven method of instruction that teachers
in thousands of U.S. schools nationwide have successfully employed to
increase student motivation for learning and promote traditional academic
goals. Service learning also promotes the broader goals of schooling such as
the teaching of citizenship. The paper presents profiles of schools with
successful service learning programs, and it offers four recommendations:
reclaiming the public purpose of education; increasing policy, program, and
financial supports for service learning in K-12 education; developing a
comprehensive system of professional development regarding service learning;
and providing leadership roles for youth in all aspects of service learning.
(Contains 56 endnotes and 5 appendixes.)
(SM)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Learning
In Deed
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1
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O This document has been reproduced as
received from the person or organization
originating it,
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official OERI position or policy.
A Report From the National Commission on Service-Learning
2
BEST COPY AVAILABLE
A Letter from
Senator John Glenn
I am pleased to share with you the findings of
the National Commission on Service-Learning,
an active and committed group of individuals
from diverse geographic, political and cultural
backgrounds who represent K-12 and higher
education, government and business, citizen
action and youth leadership.
Our report reflects nearly a year of study and
discussion about service-learning, a teaching
strategy that combine's service to the commu-
nity with classroom curriculum in K-12 schools.
Together, we set about to understand how
service-learning is relevant to schools and how
it relates to our own work. We've found that
service-learning is a powerful strategy for
teaching and learning, which allows young peo-.
ple to deepen and demonstrate their learning
and at the same time develop a strong sense
of civic responsibility. We firmly believe that it
can become a central strategy for teaching and
learning in our schools.
To me service-learning can be summarized by
the ancient saying: "I hear, I forget. I see,
I remember. I do, I understand."
In addition to that understanding, service-
learning adds a critical fourth "R" to the three
R's of education: "R" for responsibility. Let us
embrace it at this moment in history when we
have remembered what makes our country
great, and when we require the civic responsi-
bility of the next generation to sustain that
greatness.
John Glenn
Chair
National Commission on Service-Learning
National Commission on Service-Learning
Frank Newman, Ph.D.
Jim Geringer
Senator John Glenn, Chair
Visiting Professor of Public Policy and
Governor of Wyoming
The John Glenn Institute for Public Service
Sociology, The Futures Project
and Public Policy
Carl D. Glickman, Ed.D.
Brown University
Chair, Program for School Improvement
Anne L. Bryant, Ed.D.
Arturo Pacheco, Ph.D.'
and University Professor Emeritus,
Executive Director,
Dean, College of Education
The University of Georgia
National School Boards Association
University of Texas at El Paso
Stephen E. Gorrie
Gene R. Carter, Ed.D.
Minnie Pearce
President, Massachusetts Teachers
Executive Director, Association for
Chair, Board of Directors
Association
Supervision and Curriculum Development
I Parents
National Coalition of Title
David W Hornbeck
Cameron Dary
Buffy Sainte-Marie, Ph.D.
Former Superintendent of Schools,
Student, Waupun Middle School
Founder, Nihewan Foundation
Philadelphia
Nnennia L. Ejebe
Education Advocate
Jianping Shen, Ph.D.
Student, Massachusetts Institute of
Professor, College of Education
James B. Hunt, Jr.
Technology
Western Michigan University
Former Governor of North Carolina
Chair of the National Commission
Michelle Engler
Senator Harris Wofford
on Teaching and America's Future
First Lady of Michigan
Former Chief Executive Officer
Corporation for National Service
Laurie E. Lang
Executive Director,
Disney Learning Partnership
Introduction
Page 3
The Paradox ofYouth Engagement
Page 6
What is Service-Learning?
Page 13
Growing Support for Service-Learning
Page 18
The Impact of Service-Learning
Page 25
Implementing Quality Service-Learning
Page 30
A Call to Action
Page 36
End Notes
Page 48
Presentations at National Commission Meetings
Appendix A
Page 51
Appendix 8
Report Reviewers
Page 52
National Service-Learning Resource Organizations
Appendix C
Page 53
Staff to the National Commission
Appendix D
Page 56
Acknowledgements
Appendix E
Page 57
Funded by the WK. Kellogg Foundation in partnership with The John Glenn Institute for Public Service and Public Policy atThe Ohio State University.
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Introduction
"We have always stressed the importance of giving
back to the community," says White Knoll principal
I have-seen students
Nancy Turner. "With this project,
learn and grow as communicators. They understand
Following the September 11, 2001, terrorist attacks,
the importance of persuasive writing because they
students at the White Knoll Middle School in West
want their letters to bring in results. They have
Columbia, South Carolina, looked for a way that they
learned the importance of expressing
could help New York City. They learned
their thoughts clearly in standard
that in 1867 a fire company in New
English as they have been interviewed
York City had sent a fire wagon to
by the media. This has been a learning
counterparts in Columbia as a peace
project in many, many ways."
offering to replace equipment lost in
the Civil War. The gift was documented
White Knoll Middle School includes
in a local museum, along with a pledge
service-learning as an important part of
from a former Confederate soldier that
the curriculum in many ways. In this
South Carolina's capital city would
case, the fire engine project deepened
return the kindness "should misfortune
_
students' understanding of civics, histo-
ever befall the Empire City."
ry, communications, and writing. Many schools
around the country are initiating these creative pro-
White Knoll students set out to honor this pledge and
grams out of the belief that the preparation of active
launched a campaign to raise $354,000 to purchase a
and thoughtful future citizens is a core responsibility.
new fire engine for New York City. They studied the
historical background of the gift in social studies class-
es. They applied language arts skills as they wrote
I wish adults would understand that students have
letters to firefighters in New York City's Red Hook
innovative, mind-boggling ideas, and that students
Ladder Company 101 and to friends and family mem-
can put those ideas into action.They can make the
bers to solicit donations. In art classes, they created
world a better place.
posters to advertise their fund-raising efforts and
James,Tennessee high school student
made a huge fire truck mural to track incoming contri-
butions in the school's front hall. Gifts and pledges
arrived from throughout the state and beyond. Two
In 2000, the W.K. Kellogg Foundation, a longtime sup-
months after the start of the campaign, they had
porter of service-learning, appointed the National
reached their goal.
Commission on Service-Learning to study the current
state of this practice in American schools. The
Commission, chaired by former United States Senator
Service-learning: a teaching and learning
approach that integrates community service with
academic study to enrich learning, teach civic
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responsibility, and strengthen communities.
approkt
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Many Americans have been inspired by this story, but
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they may not realize that it is but one shining jewel of
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Service-
leaders.
a larger treasure. The fire engine project is an
example of service-learning, a teaching and learning
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approach that integrates community service with aca-
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democeacy
sbrengtihens
demic study to enrich learning, teach civic responsibil-
a
ity, and strengthen communities. A national tragedy
thread that
verse
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provided what educators describe as a "teachable
moment" for an enriched and lasting learning
elle Engler, Michigan
experience.
3
BEST COPY AVAILABLE
John Glenn and co-sponsored by The John Glenn
Reinforces and extends the standards-based
Institute for Public Service and Public Policy at The
reform movement by providing a real-life context
Ohio State University, consists of 18 education, gov-
for learning and giving students a sense of the prac-
ernment, and community leaders who spent a year
tical importance of what they are learning in school
reviewing research data, visiting schools and ques-
Promotes the public purposes of education by
tioning students, teachers and other advocates in
preparing students for citizenship through involve-
order to understand the prevalence and practice of
ment in citizen action
service-learning.
Builds on the growing willingness of students to
Although systematic research on this method of
become involved in service to their communities
teaching and learning is still developing, there is
while adding an academic component to such
reliable evidence of its capacity to enhance both
service
academic achievement and community involvement.
Contributes to young people's personal and career
development by reducing violence and sexual
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activity and increasing their sense of responsibility
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and workplace skills
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For half a century, service-learning has spread in
American schools. In the last decade, it was spurred
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to new growth by congressional and presidential
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actions and funding. In increasing numbers, schools
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have provided service-learning opportunities for
students that connect their curriculum studies to
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activities such as tutoring younger children, adopting
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a river, creating a museum exhibit, or conducting oral
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instructional activities, youth have simultaneously
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learned to serve and served to learn.They are becom-
ing both better students and better citizens.
Frank Newman, visiting professor
Brown University
Service-learning has been shown to enhance motiva-
tion to learn, and it is associated with both increased
attendance and reduced drop out rates. (Chapter 5
describes this research in more detail.) Service-
learning has attracted growing support over the last
decade not only as an end in itself, but also as a
powerful vehicle for addressing some of the burning
issues of the day. Specifically, service-learning accom-
plishes the following:
o Reverses student disengagement from schooling
by giving students responsibility for their own learn-
ing and increasing their motivation to participate in
school activities
The National Commission on Service-learning views
service-learning as standing at the intersection of civic
and academic engagement. This report is written for
policymakers, educators, and community leaders who
see the promise of service-learning and want to know
and do more. The report covers six key areas:
The potential of service-learning for improved
academic and civic engagement
The basics of service-learning projects
The breadth of support for service-learning
The impact of service-learning
Implementing quality service-learning
Recommendations for the future
The National Commission challenges the country
to ensure that every student in kindergarten
through high school participates in quality service-
learning every year as an integral and essential
part of the American education experience.
\ /
The time is now ripe for U.S. schools to embrace
service-learning as a means of overcoming wide-
spread academic and civic disengagement among
American students and of raising a generation of
American youth who are both world-class learners
and world-class citizens.
,
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The Paradox of
time may come in a single bright burst of understand-
Youth Engagement
ing, or it may come only after trying and failing and
trying again. It comes most dramatically when stu-
Numerous studies show that large numbers of
dents see connections between the various subjects
American students are not fully engaged
intellectu-
they are studying, and when thought is linked to
ally or otherwise
in school. Disengagement also
action. Real learning can raise respiration rates and
extends to activities, such as voting and keeping up
elicit joy. The urge for such moments is so compelling
with current events, which are fundamental to our
that we have linked it to our basic physiological
democratic society. Yet there is a paradox here. At
drives: we talk of a hunger for learning, a thirst for
the same time that academic and civic disengage-
knowledge.
ment is rampant, primary and secondary school stu-
Ever since 1983, when A Nation at Risk
dents volunteer in record numbers for
warned of a "rising tide of mediocrity'2
community service activities, from
in American schools, educators have
tutoring children who need help with
struggled to find ways to increase stu-
schoolwork to working on environ-
dents' academic achievement.
mental problems. The volunteer spirit
Concerned about international competi-
that students express in their spare
tiveness in the marketplace, business
time represents a valuable resource
leaders and governors spearheaded
for transforming education.
efforts to articulate high academic stan-
Youth Disengagement
dards and to hold students and schools
from School
accountable for meeting them through
testing, new graduation requirements, and other
means. Although there have been differences of opin-
The achievement problem we face in this country
ion about various aspects of the standards move-
is due not to a drop in the intelligence or basic
ment, American teachers and parents have generally
intellectual capacity of our children, but to a wide-
supported the broad goals of what has come to be
spread decline in children's interest in education
known as standards-based reform. At the same time,
and their motivation to achieve in the classroom;
teachers express concern about "teaching to the test"
it is a problem of attitude and effort, not ability.'
and not being able to include the kinds of schoolwork
Laurence Steinberg, professor of psychology,
that motivate students to meet the standards and
Temple University
perform well on assessments.3
Academic engagement is a combination of factors,
Engagement in learning takes many forms. It shows
including interest, involvement, and effort. It is the
itself in a contemplative gaze, a waving hand bursting
quality that inspires a student to persist on a task that
with a question or an answer, the stress of having an
is difficult and complex. It is what causes a look of
assumption challenged, or the jubilation of unraveling
excitement or intense concentration, a thoughtful
a tricky problem. The kind of learning that lasts a life-
question, or a heated discussion. It is what every
teacher wants from every student and what all par-
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ents want for their children.
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Sadly, student engagement in learning is not a given.
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In the late 1980s and early 1990s, researchers
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who
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became concerned by the lack of student engage-
ment they observed in schools.' In an extensive study
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of 20,000 high school students in nine American com-
munities, Laurence Steinberg found that half of those
Diana Samuelson, parent, San Francisco
Community School
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Senator John Glenn
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