OVERVIEW OF THIS MODULE:
------------------------------------------------------------------------------------------------------------
In schools across America, reformist are looking at data to figure out how we can get students engaged in their learning to better their test scores. While student achievement is certainly an important part of the education process, it is not the defining goal of education. Education should help to construct productive, active citizens within the local and global communities (Sobel, Place-based education: Connecting Classrooms & Communities, 2005). If creating productive citizens is the goal of education, how can educators and school systems enhance their efforts in constructing productive, engaged citizens? The answer lies with service learning.
Service learning is taking students out of the classroom and connecting them with needs in their community. This type of project takes time and energy, yet more and more schools are adopting service learning projects as part of their curriculum. Students have the ability to go out into their communities and get engaged in local issues. This is the idea behind service learning; get students involved in their community through real life application of knowledge and problem solving (Plumb, 2003).
Service learning, when done properly, allows for students to solve real problems within their communities (Sobel, 2008). This type of learning not only helps the community, but helps the student to become an active part of their community. By allowing children, students to solve real problems within the community, they transform from learners of knowledge to creators of knowledge (Sobel, Place-based education: Connecting Classrooms & Communities, 2005).
Students that engage in service learning projects are a viable part of their community (Melaville, Berg, & Blank, 2006). By combining real life problem solving with the local communities, students become invested in their communities (Sobel, Place-based education: Connecting Classrooms & Communities, 2005). Once this investment in the community has been vetted, the goal of education has been reached.
Service Learning can be a valuable tool to produce citizens that are engaged and active in their communities. Students that are invested and engaged in their own communities are able to connect local issues to global ideas (Smith & Sobel, 2010). By providing service learning opportunities to students, schools are connecting students locally and simultaneously preparing them to connect globally.
References
Melaville, A., Berg, A., & Blank, M. (2006). Community-based learning: Engaging students for sucesss and citizenship. Washington, D.C.: Coalition for Community Schools.
Plumb, S. (2003). The Potential Power of Place in Education: Literature Review. Burlington, VT: University of Vermont.
Smith, G., & Sobel, D. (2010). Place-and Community-Based Education in Schools. New York: Routledge.
Sobel, D. (2005). Place-based education: Connecting Classrooms & Communities. Great Barrington, MA: The Orion Society.
Sobel, D. (2008). Childhood and Nature: Design Principles for Educators. Portland, ME: Stenhouse Publisher.
At this point, you should have identified your perspective. Please click on the appropriate stakeholder link to continue:
Service learning is taking students out of the classroom and connecting them with needs in their community. This type of project takes time and energy, yet more and more schools are adopting service learning projects as part of their curriculum. Students have the ability to go out into their communities and get engaged in local issues. This is the idea behind service learning; get students involved in their community through real life application of knowledge and problem solving (Plumb, 2003).
Service learning, when done properly, allows for students to solve real problems within their communities (Sobel, 2008). This type of learning not only helps the community, but helps the student to become an active part of their community. By allowing children, students to solve real problems within the community, they transform from learners of knowledge to creators of knowledge (Sobel, Place-based education: Connecting Classrooms & Communities, 2005).
Students that engage in service learning projects are a viable part of their community (Melaville, Berg, & Blank, 2006). By combining real life problem solving with the local communities, students become invested in their communities (Sobel, Place-based education: Connecting Classrooms & Communities, 2005). Once this investment in the community has been vetted, the goal of education has been reached.
Service Learning can be a valuable tool to produce citizens that are engaged and active in their communities. Students that are invested and engaged in their own communities are able to connect local issues to global ideas (Smith & Sobel, 2010). By providing service learning opportunities to students, schools are connecting students locally and simultaneously preparing them to connect globally.
References
Melaville, A., Berg, A., & Blank, M. (2006). Community-based learning: Engaging students for sucesss and citizenship. Washington, D.C.: Coalition for Community Schools.
Plumb, S. (2003). The Potential Power of Place in Education: Literature Review. Burlington, VT: University of Vermont.
Smith, G., & Sobel, D. (2010). Place-and Community-Based Education in Schools. New York: Routledge.
Sobel, D. (2005). Place-based education: Connecting Classrooms & Communities. Great Barrington, MA: The Orion Society.
Sobel, D. (2008). Childhood and Nature: Design Principles for Educators. Portland, ME: Stenhouse Publisher.
At this point, you should have identified your perspective. Please click on the appropriate stakeholder link to continue: