Service Learning

Learning Objects
• Understand how service-learning leads to effective community
intervention and active participation

• Recognize the different strategies applied or adopted in community

services and intervention.

• Appreciate the spirit behind service-learning and community

involvement.
 SERVICE LEARNING

Service-learning allows students to communicate with others,

gain useful insights, and develop new skills. They can also put what they've learned in
class into practice by coming up with creative solutions to challenges they see in their
chosen community through a variety of community projects.
 CHARACTERISTIC OF SERVICE-LEARNING
1. It yields positive, significant, and practical outcomes.

2. Cooperation is improved, and active community engagement is

fostered.

3. It provides acceptable answers to communal concerns.

4. It gives students real-world experiences and helps them build critical thinking
abilities.

5. It allows pupils to have a more in-depth grasp of ideas.

6. Students' emotional and social growth, as well as their cognitive learning, improve as
a result of service-learning.
Service Learning Theory

Service-learning is an experimental educational

method in which students learn via a series of acts
and reflections. Students collaborate with one
another to find answers to community problems
by using what they have learned and experienced.
 BENEFITS OF
SERVICE LEARNING

• Service-learning has potential benefits to students, faculty, and

the community.
 LEGAL BASES OF SERVICE LEARNING

• The Higher Education Modernization Act of 1997, commonly

known as RA 8292, provides the foundation for service-
learning.

• The policy of the state is to build, maintain, and support a

comprehensive, appropriate, and integrated system of
education suited to the requirements of the people and society,
as stated in Section 2(1) of Article XVI of the 1987
Constitution.
THE OBJECTS OF SERVICE-LEARNING

To give stakeholders, particularly program

implementers, an assessment of personal skills, values,
and knowledge.
 THE FOLLOWING ARE THE SIGNIFICANT AND HELPFUL STEPS
IN EFFECTIVE IMPLEMENTING SERVICE-LEARNING:

• Examine the community service-learning program.

• Building Partnerships and Connections.
• Specific Learning Objectives in the Syllabus.
• Plan ahead of time for the program you've chosen.
• Plan the program's specifics.
• Seek out funds.
• The software must be implemented and managed.
• Organize activities for reflection.
• Examine and assess the program.
• Rejoice at your accomplishment.
GUIDELINES
AND
PROCEDURES
 A. PREPARATORY STAGE

1. Students and faculty members are both accountable

for to community or institution they choose.

2. The faculty member must submit a letter of intent to the college

dean along with the program activity design.

3. The faculty member will write a letter of intent to the chosen

university, requesting permission to conduct an SLP.

4. Students who wish to participate in the SLP must get a release from
the OSA, which must be signed by their parents or guardians.

5. The faculty member must provide a classroom briefing regarding the

program activity before implementing the SLP.
B. IMPLEMENTATION STAGE

1. Students must dress appropriately, including wearing the required school ID and college
t- shirt. Both staff and students are absolutely barred from smoking or engaging in
any other vice.

2. The students and faculty members on the SLP are responsible for their own transportation,
communication, and eating expenditures.

3. All interactions and coordination with the partner community or institution in respect
to the SLP must be handled by the faculty member or the allocated group leaders

4. The college dean or the program's leader will perform spot checks on students enrolled in the
SLP to determine the program's current condition.

5. If the faculty person in charge is unable to oversee the students, he or she must notify.
and get permission from the college dean to substitute another faculty member.
C. POST ACTIVITY EVALUATION STAGE

1. To the faculty member, the students must submit a narrative report with a graphic demonstration and a
reflection piece.

2. Using the evaluation instrument created for the activity, the faculty member will grade the students'
narrative report.

3. The program's director must have an exit meeting with the community/institution to evaluate the
service-learning program (SLP) that was executed.

4. On the written request of the academic member in charge, the college/university will provide an SLP
completion certificate.

5. After the service-learning activities are completed, the college/university will issue a certificate of
gratitude
to the collaborating community.
Conclusion:
We conclude that service-learning is a kind of education in which a
student learns theories. It allows students to gain experience in civic
engagement. Students group organizational and interpersonal abilities can
be improved by collaborating with community members. by integrating
service with reflection in a controlled learning setting, students relate
knowledge and theory to practice.
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