The purpose of this module is to set the learner on a mission to seek experiences beyond the traditional classroom walls in efforts to engage in real-life issues true to the learner’s community. Building a strong connection to one’s own community through real-life problem solving, through hands-on, active learning helps students become active, productive citizens of their communities (Sobel, 2005). Service learning allows opportunities for students to solve real problems within their communities, which leads to strong community connections.
This module was designed to help bridge the gap between communities and the students within the schools housed there. Each person was asked to define the role in which they were going to complete the module; teacher, student, or community member. The identified role was purposed so that specific opportunities and resources with service learning could be connected in the specific context in which the learner was seeking.
We used adult learner principles designed by Eleanor Drago-Severson (2009) as a model to guide learners through this module. With respect to students using the module, the Drago-Severson (2009) Pillar Practices also apply as the student learner is tackling real-world problems, just as adults. Teaming, Providing Leadership Roles, Collegial Inquiry, and Mentoring make up the pillar practices (Drago-Severson, 2009).
Teaming. This module is designed for the learner to seek opportunities to team with their community in order to solve an issue that persist. The sharing of this experience is crucial to the effectiveness and meaningfulness of service learning.
Providing Leadership Roles. By entering this module with a desire to find a meaningful service learning project, the learner has demonstrated leadership ability and potential. This module encourages the learner to move beyond potential into action. By the fruition of the service learning project, leadership has been established by the learner.
Collegial Inquiry. Learning, growing, and living with respect to one another is foundational to service learning. The experience of service learning is meant to be an evolutionary learning experience. Shared dialogue, interactions, and opportunities for reflection are paramount to service learning.
Mentoring. By taking the steps in this module, the learner is preparing to mentor or coach others in the path of service learning. Thomas Crane (2007) urges the coach to be purposeful in their actions. Service learning creates direct opportunities for purposeful mentoring or coaching.
The intent of this module is to provide a guide for learners to seek out meaningful service learning opportunities within their communities that meet a real-life need within that community. It is an important part of this module to use reflection opportunities to gauge the learner’s growth by investigating one’s own preconceptions about not only the service learning but the community in which they live. It is the intent of this module to move beyond the pages on the internet and into the community in which the learner lives. This module is a call to action to help solve a problem that exists in local communities.
Good luck as you move through each stage of this module. The creators of this module hope that you move fluidly through each stage to find the perfect service learning opportunity for you, your school, and your community.
Works Cited
Crane, T. G. (2007). The Heart of Coaching: Using Transformational Coaching to Create a High-Performance Coaching Culture. San Diego, CA: FTA Press.
Drago-Severson, E. (2009). Leading Adult Learning: Supporting Adult Development in our Schools. Thousand Oaks, CA: Corwin: A SAGE Company.
Sobel, D. (2005). Place-based education: Connecting Classrooms & Communities. Great Barrington, MA: The Orion Society.
This module was designed to help bridge the gap between communities and the students within the schools housed there. Each person was asked to define the role in which they were going to complete the module; teacher, student, or community member. The identified role was purposed so that specific opportunities and resources with service learning could be connected in the specific context in which the learner was seeking.
We used adult learner principles designed by Eleanor Drago-Severson (2009) as a model to guide learners through this module. With respect to students using the module, the Drago-Severson (2009) Pillar Practices also apply as the student learner is tackling real-world problems, just as adults. Teaming, Providing Leadership Roles, Collegial Inquiry, and Mentoring make up the pillar practices (Drago-Severson, 2009).
Teaming. This module is designed for the learner to seek opportunities to team with their community in order to solve an issue that persist. The sharing of this experience is crucial to the effectiveness and meaningfulness of service learning.
Providing Leadership Roles. By entering this module with a desire to find a meaningful service learning project, the learner has demonstrated leadership ability and potential. This module encourages the learner to move beyond potential into action. By the fruition of the service learning project, leadership has been established by the learner.
Collegial Inquiry. Learning, growing, and living with respect to one another is foundational to service learning. The experience of service learning is meant to be an evolutionary learning experience. Shared dialogue, interactions, and opportunities for reflection are paramount to service learning.
Mentoring. By taking the steps in this module, the learner is preparing to mentor or coach others in the path of service learning. Thomas Crane (2007) urges the coach to be purposeful in their actions. Service learning creates direct opportunities for purposeful mentoring or coaching.
The intent of this module is to provide a guide for learners to seek out meaningful service learning opportunities within their communities that meet a real-life need within that community. It is an important part of this module to use reflection opportunities to gauge the learner’s growth by investigating one’s own preconceptions about not only the service learning but the community in which they live. It is the intent of this module to move beyond the pages on the internet and into the community in which the learner lives. This module is a call to action to help solve a problem that exists in local communities.
Good luck as you move through each stage of this module. The creators of this module hope that you move fluidly through each stage to find the perfect service learning opportunity for you, your school, and your community.
Works Cited
Crane, T. G. (2007). The Heart of Coaching: Using Transformational Coaching to Create a High-Performance Coaching Culture. San Diego, CA: FTA Press.
Drago-Severson, E. (2009). Leading Adult Learning: Supporting Adult Development in our Schools. Thousand Oaks, CA: Corwin: A SAGE Company.
Sobel, D. (2005). Place-based education: Connecting Classrooms & Communities. Great Barrington, MA: The Orion Society.