When service-learning connects classroom skills to community needs in meaningful action, students grow in numerous ways. Learn and Serve America has chronicled students and communities impacted by quality service-learning experiences. Watch this 8-minute video that demonstrates their service-learning.

"Education is not preparation for life; education is life itself." —John Dewey

Service-learning is a research-based, best-practice teaching strategy in which classroom learning is deepened through service to others. The structured process involves student decision-making in preparation for and implementation of meaningful experiences; provides time for reflection before, during, and after the action; and requires communication with respect that seeks to understand and value the diverse backgrounds and perspectives of those offering and receiving service.

The following five stages of service-learning provide this structure.

INVESTIGATION

With guidance from their teacher, students:

• explore their community and identify a need.
• ask questions and conduct research.
• collect data that becomes basis for later evaluation and results reporting.
• interview community partners.
• activate prior knowledge.

PLANNING/PREPARATION

With guidance from their teacher, students:

• analyze the underlying problem and use teamwork along with skills and knowledge to make decisions.
• collaborate with community partners and identify and analyze different points of view to gain understanding of multiple perspectives.
• develop a plan that encourages responsibility and defines realistic parameters for implementation.
  

ACTION

Through direct service, indirect service, research, or advocacy, students take action that:

• has meaningful outcomes valued by those being served.
• addresses issues that are personally relevant to the students.
• uses previously learned and newly acquired academic skills and knowledge.
• offers unique learning experiences and a safe environment to learn, to make mistakes, and to succeed.
  

REFLECTION

The teacher (or student captain) guides the reflection process using various modalities, such as role-play, discussion, art and journal writing. Participating students:

• reflect before, during, and after the service experience.
• think deeply about issues, attitudes, and connections.
• discuss thoughts and feelings and place experience in a larger context.
• consider project improvements.
• generate ideas and identify questions.
• receive feedback.

DEMONSTRATION/CELEBRATION

After the service-learning experience, students:

• present to a group that may include families, community partners, and other students.
• describe what happened and examine the difference it made.
• demonstrate skills used and learned during service experience.
• demonstrate success using research and collected data.

The celebration is an important part of any successful service-learning project, both for the students and the partners involved. Celebrations may include certificates, parties, ceremonies, and thank-you notes.