CHAPTER 2
LEARNING OBJECTIVES
At the end of this chapter, the students should be able to:
1. explain how service-learning leads to effective community intervention
and active participation.
2. outline the different strategies applied or adopted in community
services and intervention; and
3. formulate programs or campaigns that reinforce service-learning and
community involvement.
OUTLINE
CHARACTERISTICS OF SERVICE-LEARNING
WHAT SERVICE-LEARNING IS NOT
SERVICE LEARNING THEORY
LEGAL BASES OF SERVICE-LEARNING
HEI ON SERVICE-LEARNING
BENEFITS OF SERVICE-LEARNING
GUIDELINES AND PROCEDURES
VREICSE
SERVICE
SERVICE-LEARNING
provides students the opportunity to work with
others, gain insights, acquire skills
application of their knowledge by formulating
appropriate solutions to the problems in the
communities
Service - Learning
Render services and perform acts such as:
Analyze the effect of Monitor the effects of Study the complexity and Help the struggling local non-
natural disasters and poor nutrition and lack of diversity of wetland to profit organizations cope with
use a kit. exercise. eliminate invasive aquatic difficult economic conditions.
species.
CHARACTERISTICS OF
Characteristics of Service-Learning
STUDENTS LEARNING THROUGH EXPERIENCE
It brings good, substantial, and practical results
for the participants.
It promotes cooperation rather than competition,
where the skills associated with teamwork and
active community involvement are developed.
It gives appropriate rather than simplified
solutions to problems that seriously affect the
community.
CHARACTERISTICS OF SERVICE-LEARNING
It gives appropriate rather than simplified solutions to problems that seriously affect the community.
It provides real-life experiences wherein
students gain knowledge from a
particular community engagement Textbook
activity rather than from a textbook.
trhough this direct exoeriences, service-
learning offers great opportunities for Community
students to develop their critical thinking
skills and learn how to identify relevant Engagement
and emerging issues in community
Activities
settings.
CHARACTERISTICS OF SERVICE-LEARNING
Through an immediate
It gives students a deeper understanding of a situation in the
understanding of concepts and community service-learning
becomes a more significant
real-life situations in the
experience for students leading to
community through immediately
their emotionl and social
observable results. development of cognitive learning
OOOIPCERANT
COOPERATION
What Service-Learning is NOT
An episodic volunteer program
An add-on course to an existing school or college curriculum
Logging a set number of community service hours in order to graduate
Compensatory service assigned as a form of punishment by the courts or by school
administrators
Only for high school or college students
One-sided, that is, beneficial only to the students or the community
SERVICE
LEARNING
THEORY
Morton and Troppe, 1996
“Experience is the foundation of learning,
SERVICE and the bases for learning are the different
forms of community service”
LEARNING
THEORY
It is a form of experimential
education wherein learning
occurs through cycles of action
and reflection
Legal Bases of Service-Learning
RA 8292 or Higher Education Modernization Act of 1997
This law reiterates Section 2 (1) of Article XIV of the 1987
Constitution by declaring that the “ policy of the state is to
establish, maintain, and support a complete, adequate, and
integrated system of education relevant to the needs of the
people and the society.”
The policy can be attained through the HEIs’ trilogy of functions:
academics
(teaching-learning)
Research
Extension
(community service)
Tariman (2007)
“The university’s duty to the youth is to make them
literate and functional, so they can make good
decisions regarding the problems affecting theit
health,families, and duties and responsibilities to the
community.”
RIEANNGL
LEARNING
Benefits of Service-Learning
To the students:
Test out the skills, interests, and values required in a
potential career path and learn more about their field
of interest Develop critical thinking and problem-solving
skills
Develop or enhance their skills, especially in
communication, collaboration, and leadership
Increase their knowledge of diverse
cultutes and communities
Improved their ability to handle difficult situations,
become open to change and become more flexible Learn more about social issues
and their causes
Benifits of Service-Learning
To the community partners:
01 02 03 04 05
Receive additional Inspire a Ensure future
Improve the Enhance public
human resource higher level of support for
organization’s awareness
assistance that can enthusiasm, the
pool of regarding
expedite the perspective, oganization
volunteers significant
achievement of and energy
issues
organizational goals
confronting
the community
Benifits of Service-Learning
To the community partners:
06 07 08 09
Make students well Prepare the youth of Gain access to the
informed about Establish strong
today, particularly other resources of the
issues in the networks with
students, to become university and
community and partners in other
tomorrow’s responsible strengthen
enlighten them organizations and
community leaders collaborative ties with
regarding common agencies
its faculty members,
misconceptions students, and staff
SUDDENNAGRTNI
UNDERSTANDING
Significant and helpful in
effectively implementing Plan the details of the program
service-learning:
Initially plan on the chosen
program
Indicate the specific learning
objectives in the syllabus
Establish partnerships and
Assess the community linkages
resources
Celebrate the
Significant and helpful in achievement
effectively implementing Assess and evaluate the
program
service-learning: (cont.)
Organize reflection
activities
Implement and
manage the program
Look for the funds
Guidelines and procedures
The students and faculty members A. Preparatory stage
are responsible for the selection of
the community with existing MOA with
the school are the most appropriate
choices
01
The faculty members must submit a
letter of intent to the college dean
02 The faculty members will write a letter of
intent and request for permission to conduct
through the chairman of the SLP.
03 s SLP to the selected community
The students who will join must 04 The faculty members must conduct a
secure a waver from OSA to be classroom briefing about the
signed by parents or guardians 05 program/activity.
THANK YOU
SO MUCH