NATIONAL SERVICE TRAINING PROGRAM-

CIVIC WELFARE TRAINING SERVICE 2

Course Material No. 1

DR. ALATHEA S. JIMENEZ

Course Instructor
 LESSON 1: SERVICE-LEARNING

Your Course material number

SERVICE LEARNING
1
LESSON OUTLINE LEARNING OUTCOMES

• Definition of At the end of this module you will be able to:

service learning.
1. Explain the concept of service learning and its legal bases.
• The legal bases of service
2. Identify the objectives, benefits, and categories of service
learning.
learning.
• The objectives, benefits, and 3. Enumerate the guidelines and procedures of service learning.
categories of service learning. 4. Apply the concept of service learning in NSTP
5. Relate service learning to NU core values.
• The guidelines and RESOURCES NEEDED
procedures of service
learning For this lesson, you would need the following
resources:

• Power Point: Service Learning

• RA 8292, also known as the Higher Education
Modernization Act of 1997
• https://www.youtube.com/watch?v=kFd-yiAfrmE
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LESSON 1: SERVICE LEARNING 3

TABLE OF CONTENTS

3 Pretest

Introduction
4
Characteristics of Service-
Pretest
5 learning

Before you start, try answering these 5

Legal Bases
questions. 6
Write TRUES if the statement is correct and
FALSE if incorrect. Benefits of Service-
7 learning

_______ 1. Service-learning is all about experiential

learning, that is, learning through experience, but by Categories of Service-
way of community service. 10 learning

_______ 2. Service-learning is about volunteerism.

Steps in Implementing
_______ 3. Service-learning gives appropriate rather 11 Service-learning:
than simplified solutions to problems that seriously
affect the community.

Guidelines and Procedures

_______ 4. There is an immediate feedback in indirect
service.
12
_______5. Service-learning deals with cognitive
Lesson Summary
domains of learning only.
13

14 Key terms

14 Posttest

References
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LESSON 1: SERVICE-LEARNING

Introduction to
Service- time, reflecting upon their experience as
they seek to achieve real objectives for the
Learning community and deeper understanding for
themselves"

Service-learning is one of
the most effective ways for
students to learn the
concepts of empathy,
compassion, respect, and
service. It describes as a
way of teaching and
learning that will benefit
both the students and the
community. Service
learning is an application
of what have been learned
inside the classroom.

SERVICE-LEARNING

According to Eyler and Giles (1999),

service-learning is a form of experiential
education where learning occurs through a Service-learning is “a teaching
and learning strategy that
cycle of action and reflection as students work integrates meaningful
with others through a process of applying what community service with
instruction and reflection to
they are learning to community problems, and enrich the learning experience,
at the same time, reflecting upon their teach civic responsibility, and
strengthen communities.”
experience as they seek to achieve real
(National Service-learning
objectives for the community and deeper Clearinghouse)
understanding for themselves"
Service-learning provides students the
opportunity to work with others, gain valuable
insights, and acquire different skills. Through
varied community projects, they can apply what
they have been taught in class by formulating
appropriate solutions to the problems they
encounter in their chosen communities.
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LESSON 1: SERVICE LEARNING 5

Service-learning is all about using your talent and skills while helping the community. But
it is not just the community who benefit from it, but the students also while he is applying what has
been thought inside the classroom. Service learning is all about experiential learning, that is,
learning through experience, but by way of community service.

CHARACTERISTICS OF SERVICE-LEARNING
The common characteristics of service-learning include the following:
1. It brings goods, substantial and practical results for the participants.
2. It promotes cooperation rather than competition where the skills associated with
teamwork and active community involvement are developed.
3. It gives appropriate rather than simplified solutions to problems that seriously affect the
community.
4. It provides real-life experiences wherein students gain knowledge from a particular
community engagement activity rather than textbook.
5. It gives students deeper understanding of concept immediately observables results.
6. Through the immediate understanding of a situation in the community, service-learning
becomes a more significant experience for students, leading to their emotional and social
development and cognitive learning.

SERVICE-LEARNING IS NOT
Service-learning can also be
1. An episodic volunteer programs.
described by what it is not. It is
2. An add-on course to an existing school or
NOT volunteerism, community
college curriculum.
service, internships, or field
3. Logging a set number of community
education. Field education and
service hours for the students to graduate.
internships emphasize student
4. Compensatory service assigned as a form learning: while students may
of punishment by the courts or by school provide valuable service, the
administrators. objective is to provide students
5. Only for high school or college students. hands on experience to enhance
6. One-sided, that is beneficial only to the their educational goals.
students or the community.

The distinctive element of service-learning is that it enhances the community through the
service provided, also results in the educational improvement of the students and the other people
providing the service. Service-learning is rapidly growing and becoming popular because of its
 LESSON 1: SERVICE-LEARNING

powerful impact on people and their development. It is a dynamic process, through which the
students’ personal and social growth are tightly interwoven into their academic and cognitive
advancement. According to Eyler and Giles, the service-learning model enhances understanding
and leads to more effective action.

LEGAL BASES OF SERVICE-LEARNING

Service-learning is based on RA 8292, also known

as the Higher Education Modernization Act of 1997. This law
reiterates Section 2 (1) of Article XIV of the 1987 constitution
Higher Educational
by declaring that the “policy of the state is to establish, Institutions (HEI’s) Trilogy
of Functions:
maintain and support a complete, adequate, and integrated
system of education relevant to the needs of the people and 1. Academics
2. Research
the society”. 3. Community extension
This policy can be attained through the HEI’s trilogy
of functions- academics (teaching-learning), research, and
extension (community service) – and their keeping in mind
of their legal responsibility to act as effective agents of
change and development.
One of the trifocal functions of the university is community extension. According to
Tariman (2007), its duty to the youth is to make them literate and functional, so they can make
good decisions regarding the problems affecting their health, families, and duties and
responsibilities to the community. They should be provided with opportunities for cooperative
undertakings affecting the welfare of the entire community, so they can develop into young men
and women who look upon their own interests in terms of the welfare of others.

The service-learning
has potential
benefits to the
students, faculty,
school, and
community.

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 LESSON 1: SERVICE LEARNING 7

THE BENEFITS OF SERVICE-LEARNING Students can benefit

academically,
professionally, and
personally in
service-learning.

Question or defend
Increase their Develop critical thinking values and beliefs.
understanding of the and problem-solving
class topic. skills.

Opportunity to act on
Increase their knowledge Develop or enhance their values and beliefs.
of diverse cultures and skills in communication,
communities. collaboration and
leadership.

Gain firsthand
Improve their ability to experience.
handle difficult situations.

Connect with
professionals and
Learn more about social
community members Be encouraged in joining
issues and their causes. who will also learn from public service or social
the service-learning. organization.

Grow a professional Be open to change and

network of people, become more flexible.
whom they can contact
later for career growth.

Test out the skills, interests,

and values required in a
potential career path and
learn more about their field
of interest.

.
LESSON 1: SERVICE-LEARNING

Service-learning was started in the 1970s and it became part of the curriculum to enhance
the learning experiences of the students. Service-learning, according to John Dewey, is the
interaction of knowledge and skills with experience (Giles Jnr & Eyler 1994). It is the combination
of academic learning and community service that promotes critical and reflective thinking in order
to develop civic responsibility and commitment and skills in identifying community problems and
needs
The benefits of service-learning mentioned in the previous page shows that service-
learning has impact on the three domains of learning of the students such as cognitive, psycho-
motor, and affective domains.

There are personal and

professional benefits that
faculty members can
derive from integrating
service-learning into their
courses.

✓ Promotes interactive teaching as well as reciprocal learning between them and their
students.
✓ Provide new concepts and subjects that will enrich the class.
✓ Motivate their students to engage in active learning and be exposed to varied
teaching styles.
✓ Enable their students to learn more and further develop themselves.
✓ Increase enrollment by giving the proper motivation to highly engaged and active
students.
✓ Enhance the leadership potential of their students.
✓ Promote quality relationships between them and the members of the community or
institutions; this will facilitate collaborative endeavors.
✓ Offer firsthand information or concepts and opportunities for community
involvement, this will help them understand and resolve issues.
✓ Open new areas of concern for research.
✓ Expose their students to networking activities with active faculty members in other
disciplines.

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LESSON 1: SERVICE LEARNING 9

partners involved in
service-learning can:

Receive additional human

resource assistance that
can expedite the
achievement of
organizational goals.

Inspire a higher level of

enthusiasm, perspective,
and energy.

✓ Improve the organization’s pool of volunteers; students engaged in service

learning will boost their own morale.
✓ Enhance public awareness regarding significant issues confronting the
community. Service learning
✓ Ensure future support for the organization. involves students in
✓ Make students well informed regarding issues in the community; real-life settings
where-they apply
community partners can also enlighten them regarding common
academic knowledge
misconceptions. and previous
✓ Prepare the students, to become tomorrow’s responsible community experience to meet
real community needs.
leaders.
✓ Establish strong networks with partners in other organizations and Fertman, 1994
agencies.
✓ Gain access to the other resources of the university and strengthen
collaborative ties with its faculty members, students, and staff.

The objectives of service-learning provide the stakeholders especially the implementers

of different programs and activities with opportunities for reflection and the assessment of
personal values, skills, and knowledge.
Stakeholders have been defined as individuals, groups, organizations, or communities
that can affect or be affected by the outcome of a community or environmental initiative (Grimble
and Chan 1995; Grimble and Wellard 1997; Chevalier 2001; Carter-North 2005).
LESSON 1: SERVICE-LEARNING

GENERAL CATEGORIES OF SERVICE-LEARNING

Service-learning activities fall into three general categories:

1. DIRECT SERVICE
Direct service is defined by personal contact with individuals in need. Of the three types
of service, students often find this type the most rewarding because of the immediate
reinforcement they receive.
2. INDIRECT SERVICE
It is easier to organize because it involves channeling resources to solve the problem,
rather than direct involvement with the individuals in need.
3. CIVIC ACTION
It emphasizes active participation in democratic citizenship. It includes two main activities:
informing the public about a problem to be addressed and working toward solving the
problem. When students feel invested in and committed to a cause, they can be effective
in bringing about political change.

There are always two sides of a coin which means that they are different ways of
looking at or dealing with the same situation. The three general categories have
advantages and disadvantages. Can you name some?

GENERAL ADVANTAGES DISADVANTAGES

CATEGORIES OF
SERVICE-LEARNING

DIRECT SERVICE

INDIRECT SERVICE

CIVIC ACTION

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 LESSON 1: SERVICE LEARNING 11

STEPS IN IMPLEMENTING SERVICE-LEARNING

The following are the significant and helpful steps in effectively implementing
service-learning.
It includes establishing
partnerships with different
service-oriented organization
Assess Assess the community resources.
is necessary to make the
delivery of community services
affective.

Establish Establish partnership and linkages.

Assessment tools should
be devised and used to
evaluate student
performance with Indicate Indicate the specific learning objectives in the syllabus.
regards to the
application of the
subject.
Initially Plan
Initially plan on the chosen program. Plan according to expected
on outcome and goal.
Plan the details and partners
must be involved in the process
of planning.
Plan Plan the details of the program.
Tie-ups with local
businessmen, national
corporations, church-
based organization, Look Look for funds.
NGO’s, GO’s and other
local community
organization.
Implement
Implement and manage the program. All partners must be
and manage
involved in the process.

Give the students the

chance to better Organize Organize reflection activities.
understand community
service.
It is important to involve
Assess and the community or
Assess and evaluate the program.
evaluate institution in assessing
community service
outcomes.
Recognize the student’s Celebrate Celebrate the achievement.
active involvement in
community projects.
LESSON 1: SERVICE-LEARNING

GUIDELINES AND PROCEDURES

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LESSON 1: SERVICE LEARNING 13

All stages and procedures are important to achieve the objectives of service-
learning. This will also help the faculty members to easily monitor the students and to
ensure their safety and while they are off the campus

LESSON SUMMARY

Service-learning combines learning goals and community service that can enhance the
students’ growth and the common good, by identifying community problems wherein students can
contribute to its solutions while applying what they have learned inside the classroom. This form
of experiential learning gives the students the opportunities to learn in real world context and
develop their skills in community work. When service-learning is well planned and implemented it
would be beneficial to students, faculty members, school, and the community.
LESSON 1: SERVICE-LEARNING

KEY TERMS

Service-learning Volunteerism
Reflection Community service
Experiential learning Community partners

POSTTEST

Write TRUES if the statement is correct and FALSE if incorrect.

_______ 1. Service-learning is all about experiential learning, that is, learning through
experience, but by way of community service.

_______ 2. Service-learning is about volunteerism.

_______ 3. Service-learning gives appropriate rather than simplified solutions to problems that
seriously affect the community.

_______ 4. There is an immediate feedback in indirect service.

_______5. Service-learning deals with cognitive domains of learning only.

REFERENCES

Fertman C.I (1994). Service Learning for All Students. University of Pittsburgh.

Villasoto et al (2015). Service-learning and Immersion towards Community Building:

NSTP-CWTS 2 Worktext for College Students. C & E Publishing Inc. Quezon City.

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