Engaging K–12 students through service-learning
Service-learning, which blends community service with academic instruction, can be an effective way for K–12 educators to encourage deeper student engagement with subject areas. To expand access to these approaches, Youth Service America, and Arizona State University’s Mary Lou Fulton Teachers College have collaborated to design a professional learning course called Designing and Implementing a Service-Learning Experience.
The course is available through the ASU Professional Educator Learning Hub, which offers educators more than 100 professional learning courses and resources. Scott Ganske, vice president of education at Youth Service America, who has a bachelor’s degree in education from MLFTC and a master’s degree in public administration from ASU’s Watts College of Public Service and Community Solutions, explains how educators can apply service-learning to a variety of scenarios.
Why is it important for educators to incorporate service-learning into lessons?
Prior to joining Youth Service America, I was a 5th grade teacher and I found that many of my students were disconnected from both school and community. I started integrating service-learning projects, and the change was remarkable. I saw students applying theoretical knowledge to real-world situations. I saw them develop skills in problem-solving and collaboration. This engagement also led to an increased interest in school. The transformative impact I witnessed in my own classroom is something that all educators should have the opportunity to put into practice. Through my work with YSA, we see an increased awareness among educators and others of how service-learning can strengthen student development through reinforcing school connectedness. In fact, the Centers for Disease Control and Prevention recently highlighted the impact of school connectedness on multiple aspects of students’ lives, which ranges from reducing risky behaviors and higher grades.
Explain how this course was developed?
YSA is a leading global nonprofit that activates young people to find their voice, take action, and acquire powerful civic and 21st Century skills as they solve problems facing their communities. Through this collaborative effort with MLFTC, we’ve integrated decades of YSA’s expertise into a user-friendly course that equips educators with the tools they need to bring service-learning to life in their classrooms. The goal was to create a course that provides teachers with clear, manageable steps to integrate service-learning into their curricula. The course includes modules on planning, executing and reflecting on service-learning projects, ensuring that teachers feel supported throughout the process. The projects can be used in school settings, as well as in after-school settings and by organizations that work with youth-focused initiatives.
How is service-learning different from project-based learning?
Service-learning has a community emphasis that extends learning beyond the classroom setting. Students are encouraged to identify and engage with issues in their communities through research, inquiry and developing approaches or solutions designed to contribute to wider understanding or action, allowing students to see the tangible outcomes of their efforts in their communities through awareness, service, advocacy, or philanthropy. These experiences are often designed with a deeper emphasis on empathy and real-world relevance that deeply resonates with students and their communities.
What is an example of a project a teacher might be able to develop after taking this course?
We understand that educators are very busy and pressed for time, and one of the things we want them to understand is that service-learning projects do not need to be complex or resource-intensive. We want educators to see how service-learning is a way of teaching that aligns with state standards and daily lessons. We consider success to be about inspiring action through incremental steps. For example, students could collect and categorize used items at school for a recycling program as part of a math or science lesson, or they could read to younger students to reinforce the language arts. It could involve preparing food baskets for families in need, developing informative videos or writing letters to elected officials. The important thing is to encourage research, inquiry, and reflections so that students can see how what they are doing connects with the community they are a part of.
In what ways does service-learning allow educators to continue their own professional development and remain engaged in the classroom?
Teachers are driven by a desire to encourage students to develop a love of learning, and service-learning projects can provide educators with new opportunities for professional growth. By designing and implementing these projects, teachers develop new teaching strategies that extend the learning experience from the theoretical to the relatable, making education a more dynamic and rewarding experience for everyone involved.
Learn more at the ASU Professional Educator Learning Hub. Participants can choose from self-paced or facilitated options and earn a certificate of completion as well as a micro-credential: https://educatorhub.asu.edu/catalog/designing-and-implementing-a-service-learning-exp/?courseId=PELH-MLFTC-DISLE-SP
Image credit: Youth Service America