Stages
There are four main stages of service-learning. They consist of: preparation, action, reflection, and demonstration. By following these four steps, teachers can design service-learning activities that are effective and enjoyable for students (Kaye, 2004, p. 10). Through these four stages students are able to meet community needs, enhance their own academic achievement, develop civic responsibility, and increase reflective thinking (Legant, 2010, pp. 8-9) (Steen, O'Keefe, Griffin, & Routzahn, pp. 5-6). |
Preparation and Action Stages
All projects begin with some form of preparation. Students and teachers can work together to determine a specific need, investigate further into it, and make a plan of action. The main goal in this phase is to identify a need and a plan to meet that need. The next step is action. Action is the result of the preparation stage. This is the phase when students can take what they have learned and apply that knowledge to benefit the community. During this stage, the goal is to have students connect their experiences while serving with information they have learned in the classroom. The hope is that students will find the value and importance of various topics covered in the classroom, how they fit into their daily lives and how they can help others (Kaye, 2004, p. 10) (Kaye & Connolly, With common Core State Standards, Why Service Learning Matters Even More, 2013) (Connolly, 2012). During the action stage, students are constantly learning and making connections with people in the community. Throughout the project, students will begin to develop questions that lead to more knowledge and discoveries that cannot be grasped in the classroom. The importance of the action stage is to ensure that students are recognizing resources and how they can use them. The goal is to prepare students to think of effective and creative ways to facilitate a service-learning project. This will ultimately give them a greater understanding of the people in their community. Overall, students need to experience what it is like to make a plan and transform their thoughts into action. The end result will be that students will recognize and treasure the importance of time and talent in bettering the lives of others (Kaye, 2004, pp. 10-11) (Kaye & Connolly, With common Core State Standards, Why Service Learning Matters Even More, 2013) (Connolly, 2012). |
Reflection Stage
The next step in the process of service-learning is reflection. Throughout service-learning it is important to constantly reflect while learning through one’s experiences. The more a student becomes aware of various situations in the community, the more he or she will grow as an individual. Throughout the reflection process students should be considering how their experiences, skills, and knowledge can relate to their own lives. The goal is to have them make connections between their personal lives and their experiences and then use what they have learned to better the community. While teaching in the classroom, it can be very difficult to provide meaning to certain concepts for students. However, when utilizing service-learning, students can reflect on how they can make a difference in their everyday lives (Kaye, 2004, p. 11) (Kaye & Connolly, With common Core State Standards, Why Service Learning Matters Even More, 2013) (Connolly, 2012) (Steen, O'Keefe, Griffin, & Routzahn, pp. 17-18). |
Demonstration Stage
The last stage of service-learning is demonstration. This is the phase in which students can show all that they have gained and accomplished throughout their involvements in the community. In this phase, they can conduct displays, be advocates for change, and take additional action in order to make a difference. Through the demonstration process, students can educate others and exemplify to themselves what they learned. In completing a service-learning project, it is also important to celebrate the achievements of students. The teacher should organize a way to recognize students in the community for all of their efforts. This is especially important because students need to know people understand and appreciate their contributions. As a teacher, one should also recognize that this might be the only time students are recognized for their work. Overall, the process of service-learning is vital to exemplifying the importance of learning in the classroom, recognizing a need in the community, and creating a plan to help make a difference (Kaye, 2004, pp. 11-12) (Kaye & Connolly, With common Core State Standards, Why Service Learning Matters Even More, 2013) (Connolly, 2012).