Instructional Best Practices for Service-Learning

INSTRUCTIONAL BEST PRACTICES for Service- Learning

BEST PRACTICE 1: Curricular Goals
Curricular goals are defined and stated.
EXAMPLE: During service to improve the local nature trail, students are given the task of mapping four individual animal and plant habitats.

BEST PRACTICE 2: Assessment
Student achievement of curricular goals is regularly assessed.
EXAMPLE: The habitat maps are compared to a rubric or checklist of expectations provided to students beforehand.

BEST PRACTICE 3: Service Goals
Service goals that meet a genuine community need are clearly stated.
EXAMPLE: Students understand that without their help and care, the nature trail will become unusable.

BEST PRACTICE 4: Evaluation
Service goals are evaluated.
EXAMPLE: Students, teacher, and a community advisor (if one is involved), look at the results of the trail clean-up and determine how successful it was and what more could be done.

BEST PRACTICE 5: Challenges
The learning and service goals stretch participants to develop in new or challenging ways.
EXAMPLE: Students are responsible for working in teams, organizing their own tools and jobs, and deciding when they will break to do the map assignment.

BEST PRACTICE 6: Participation
Selection, design and evaluation of the project is shared by all participants, especially students.
EXAMPLE: Students, teacher, and community advisor investigate and discuss needs, and eventually brainstorm a list of tasks to accomplish on the trail. Each shares in the final evaluation.

BEST PRACTICE 7: Diversity
Opportunities are offered to discuss and value differences or to interact with a variety of individuals or groups.
EXAMPLE: Community advisor is a senior citizen who uses a cane and walks slowly. Students help her through difficult places on the trail.

BEST PRACTICE 8: Community Connections
Connections to the community are made that build knowledge about the community, identify community resources, and cultivate partnerships.
EXAMPLE: The community advisor asks if she can bring her birdwatching group to the nature trail for a guided tour by the students.

BEST PRACTICE 9: Participant Preparation
All participants are prepared with the knowledge and skills needed to perform the service.
EXAMPLE: Students understand through previous walks on the trail where there are things to look out for (poisonous plants, wasp nests, etc.).

BEST PRACTICE 10: Reflection
All participants are involved in multiple methods of reflection.
EXAMPLE: Students sit in their groups to evaluate their group’s work, and then write with the larger group in their field journals.

BEST PRACTICE 11: Celebration
All achievements are celebrated and all participants are recognized.
EXAMPLE: The trail group’s work is recognized at all-school meeting, and they invite their community partners to attend.

Developed by Class Focus Group, Fall, 1999.These best practices are based upon The Essential Elements for Service-Learning, developed by The National Youth Leadership Council.

How The Best Practices Were Developed