CHRISTIAN SERVICE

LEARNING PROGRAM
What is Service-Learning?

Service-Learning is a pedagogy of teaching, a

method of learning that combines academic study
and community service

• service makes the study immediate and relevant

• makes a reciprocal connection:
both the learner and the community
learn from one another
 What is Service-Learning?

A structured experiential learning associated with an

academic course in which students :

Engage in an organized activity that meets identified

community needs

Reflect on the service activity in such a way as to

demonstrate successful accomplishment of identified
learning objectives, an enhanced understanding of the
community and a strengthened sense of civic responsibility

A participatory, active, democratic, meaningful learning

GOAL of SERVICE-LEARNING

• To engage in holistic and

transformative learning to benefit
the learner and the community
and to nurture leadership through
service
WHY S-L?

• Enhances student learning of academic subject

• Fosters student’s personal growth and maturity

• Develops leadership skills

• Promotes intercultural & international

understanding

• Nurtures global awareness

• Develops not just technocrats but Quality
citizens for Nation Building.

• Facilitates partnership with service agencies

and communities for mutual enrichment

• Sets academic institutions in a balanced

relationship with community
RELEVANCE

• Generally, the students who have acquired more

knowledge and skills from classroom instruction have
more to share to others, and in effect have valued
more the services they offered as well as learned
more from their experiences and engagement in
community service.

• Service-learning has successfully added more

relevance and meaning to what the students learned
from within the four walls of the classroom.
• Service-learning is not an end by itself, but a strategy
to a more socially relevant education.

• It is not a replacement to classroom instruction, but

an effective reinforcement if properly designed and
implemented.
Service-Learning in Higher Education
A paradigm shift

• Emphasis of head •
and hand alone • Emphasis of head, heart & hand
• Market driven • Nurturing People of passion and
production of skilled compassion for neighborhood and
labor force common wealth communities
• Material success of • Socially responsible individuals -
building communities
individuals
Genesis of Service-Learning in
Higher Education
Student Activism

Volunteerism

Service-Learning
• A radical change in perspective
• A paradigm shift in teaching –
learning method
• Organized / structured
educational activity through service
Four Basic Principles in Organizing S-L course

• 1.Engagement

• Does the service component meet a public

good? How do you know this? Has the
community been consulted?
• How? How has the campus-community
boundaries been negotiated and how will
they be crossed?
• 2.Reflection
Is there a mechanism that encourages
students to link their service experience to
course content and to reflect upon why the
service is important?
3. Reciprocity
• Is reciprocity evident in the service component?
How?
• Reciprocity suggest that every individual
organization and entity involved in S-L function as
both teacher and a learner are perceived as
colleagues not as servers and clients (Jacoby, 1996)
4. Public Dissemination
Is service work presented to the public or made an
opportunity for the community to enter into a
public dialogue?
Steps in SL implementation

• Reflect on what the institution and classes can offer to

the community from the theories/concepts learned
from the subject/course
• Check on community needs through your community
extension/development office and/or actual
community social investigation
• Decide on what you can actually do
• Which sector would you like to target
• Validate with community partner – e.g. needs
• Level off expectations
• Implement program/activities
• Community engagements
• Ocular visit (validation and consultation) – 1st
• Structured activity – 2nd
• Structured activity and culmination – 3rd

• Journal writing
• Before, during and after
• Evaluation
• With community
• With students
• With institution

• Share good practices

Lasallian Reflection Framework
Salamat gid!