Best Practices for

Service Learning

They say things change with time,

but actually you have to change things yourself.
Andy Warhol, artist

Cathryn Berger Kaye, M.A.

Select pages excerpted or adapted from:
The Complete Guide to Service Learning Second Edition
by Cathryn Berger Kaye, M.A. 2010
Used with permission from Free Spirit Publishing, Inc., Minneapolis, MN;
1-800-703-7322; www.freespirit.com All Rights Reserved

Documents also excerpted from

Strategies for Success with 21st Century Skills: A Learning Curriculum that Serves
by Cathryn Berger Kaye, M.A. 2012 ABCD Books, Los Angeles
All Rights Reserved

Materials can be duplicated for your schools use. To duplicate all or select pages of
these materials for additional uses
or for information about Strategies for Success with 21st Century Skills Curriculum
please contact:
Cathryn Berger Kaye, M.A.
cathy@cbkassociates.com
310/397-0070

Visit www.cbkassociates.com and www.abcdbooks.org for articles to download,

resources, free curriculum, to order books, and for additional service learning resources,
plus Cathryns World Wide Consulting and Conference Schedule
To sign up for Blog alerts, visit www.cbkassociates.com/blog/feed
Follow on Twitter at cbkaye22
And Linked In and Facebook at Cathryn Berger Kaye
 KEY CONCEPTS for SERVICE LEARNING
SERVICE LEARNING always has . . .
Academic Relevance, Rigor & Application
Social Analysis and High Level Thinking
Youth Initiative, Voice & Choice
Authenticated Need
Aspects of Social & Emotional Integration
Inquiry Based: Purpose and Process
21st Century Skill Integration
Observing Change over Time
Emphasis of Intrinsic over Extrinsic
Reciprocal Relationships
Career Ideas
Global Connections
R e f l e ctio n
Literature
What is an Expert Student?
by Robert Sternberg, Ph.D.
Four Kinds of Intelligence
A_______________________
C_______________________
P_______________________
(Plus E _________________)
Wisdom, the opposite of foolishness,
is the application of successful
intelligence and experience toward
______________________________.
With 21st Century Skills, students can:
ask questions
listen and retain
be observant
identify similarities and differences
work independently, with partners, and
in groups
identify and apply their skills and talents
develop their interests
show curiosity that leads to innovation
learn from mistakes
distinguish between cognition and affect
(thoughts and feelings)
discern what has value
maintain integrity in thought and action
extend ideas
acquire assistance as needed
exhibit resilience
be resourceful
- gather and manage information
- summarize and take notes
effectively solve problems
- test hypotheses
- follow-through with reasonable steps
organize their time and activities
transfer ideas to new settings and
situations
incorporate change as a constructive
process to learning and to life
These in c re m e n tal b its add up to
21st Century Competencies.
When done well, Service Learning
moves the curriculum forward
integrating essential skills with
content knowledge, advancing
competencies and confidence.
Cathryn Berger Kaye, M.A., CBK Associates 2014
www.cbkassociates.com
The Five Stages of Service Learning: A Dynamic Process

Reflection

Investigation

Reflection Reflection

Curriculum

Action Preparation
Reflection

Demonstration

In this design, service learning is seen as an engaging dynamic building on the core curriculum.

Investigation: Includes both the inventory of student interest, skills, and talents, and the social
analysis of the issue being addressed. This analysis requires gathering information about the identified
need through action research that includes use of varied approaches: media, interviews of experts,
survey of varied populations, and direct observation/personal experiences.

Preparation: Includes the continued acquisition of knowledge that addresses any resultant questions
from investigation along with academic content, identification of groups already working towards
solutions, organization of a plan with clarification of roles, responsibilities and time lines, and
ongoing development of any skills needed to successfully carry the plan to fruition.

Action: Includes the implementation of the plan that usually takes the form of direct service,
indirect service, advocacy, or research.

Reflection: In this presentation, reflection is seen as the connector between each stage of service and
as summative addressing any overarching essential question or inquiry that is a driving force of the
total experience. Reflection includes cognitive and affective aspects, informs how the process develops,
increases self-awareness, assists in developing future plans, and employs varied multiple intelligences.

Demonstration: As seen in this visual, student demonstration captures or contains the totality of
the experience including what has been learned (metacognition) and the service or contribution
accomplished. Beginning with investigation, students document all parts of the process, resulting in
a complete and comprehensive ability to tell the story of what took place during each stage that includes
key informative reflection. Students draw upon their skills and talents in the manner of demonstration
often integrating technology.

Strategies for Success with 21st Century Skills Cathryn Berger Kaye, M.A. 2012 ABCD Books www.abcdbooks.org All rights reserved
The Five Stages of Service Learning Meet 21st Century Skills

REFLECTION

Investigation

Investigation

Reflection Reflection

Reflection
Action
Preparation

Action Preparation

DEMONSTRATION

Strategies for Success with 21st Century Skills Cathryn Berger Kaye, M.A. 2012 ABCD Books, Los Angeles, CA; www.abcdbooks.org All rights reserved.

4
The Ethics of Our Actions

KIND SERVICE

HELPFUL SERVICE

DISRUPTIVE SERVICE

COMPASSIONATE

SERVICE

Cathryn Berger Kaye, M.A. 2014 CBKASSOCIATES.COM

Four Corners

Interests, Skills, Talent

Media Interview

In
t
ec

dir
r
Di

ec
t
?
Issues
?
?

Re
se
ar acy
ch v o c
Survey Observation Ad

Cathryn Berger Kaye, M.A. 2014 CBK Associates www.cbkassociates.com All rights reserved
Four Square Reflection Tool

What happened? How do I feel?

Ideas? Questions?

Strategies for Success with 21st Century Skills Cathryn Berger Kaye, M.A. 2012 ABCD Books www.abcdbooks.org All rights reserved
 Is Service Learning Outdated?
By Cathryn Berger Kaye, M.A., CBK Associates

A recent article says just this: . . . the concept of service learning is outdated. Now heres the
context.

The article was referencing service learning when used to describe volunteer programs and
international volunteer travel emphasizing learning through serviceservice that teaches life
lessons that help the traveler and the world. The article, From Service Learning to Learning
Service (http://shar.es/T7gQE), continues to describe the multiple benefits of international
travel to help people gain experience, perspectives, and skills that can help them improve the
world. The authors, Claire Bennett and Daniela Papi, then suggest changing the term to
learning service.

If we are discussing international travel to accomplish improving the world, I would edit the line
instead to be this:
In the world of volunteer programs and international travel, the term service learning
has been most often used inappropriately.
So in my opinion, its not really about being outdated, the term most often doesnt fit this
context. The typical international volunteering excursion is not engaging in a true high quality
service learning model.

During high school, my daughter used money she earned to go on a summer international
service trip with a reputable organization. Because she wanted to also learn French, she chose
going to Guadaloupe for a month for a combination of home stay for language immersion,
travel and service learning (as it was billed). On one of her rare calls she was pretty upset.
Mom, this isnt service learning, its hardly community service. They just find something for us
to do but I can tell its makeshift and not really necessary. They painted a school that had a
modest need for a coat of paint and cleaned up a beach. When I contacted the host
organization, they owned up. The service add was mainly for marketing (helps with college
applications) and they hoped to develop more significant opportunities in the future. Indeed
some of their destinations may have had more service learning-like experiences; however, I
doubted the quality and again the use of the term.

Across the globe, I find schools rethinking this model of school or youth groups parachuting in
to a locale with the idea that in a day- or week-long experience significant help or answers to
embedded chronic community needs can be met. At best they may make a modest
contribution, and usually only if local networks who truly know the needs allow them to
participate. Even organizations that work tirelessly with exceptional resources struggle to help
people who are at risk of, for example, malaria; the nets provided for bedding are sometimes
used for fishing when the need for food surpasses the fear of disease. School supplies brought
to remote villages along with computers are often found six months later in a closet long after
the do-gooders have returned home satisfied with their contribution.

Bennett and Papi seem to agree when they write, The reality is that designing an intervention
whereby young and inexperienced volunteers effectively and sustainably help a community
overseasone that speaks a different language and has different cultural assumptionsis
extremely difficult. It is also very difficult to manufacture opportunities at scale where the
volunteers impact on the ground significantly offsets the resources and time it takes to manage
them.

Let me be clear. There are some of these trips for students that are remarkable. I have heard of
a sustained relationship over years with students going to the Kalahari that is well-designed and
generates meaningful developments to respond to verified local needs with local partners. Key
words here are sustained relationship, well-designed and local partners. You may have an
exemplary story to tell and I honor this. Of course there is much done and accomplished with
sustained ongoing reciprocal relationships built on meaningful interactions based on local
learning. Some of this is generated in a K-12 or university setting based on the principles and
best practices of service learning and this is laudable.

However, when involving students as the travelers, I concur with the authors of this article in
describing how international service travel or trips must be primarily about the learning. They
write, Organizations sell the vision of a volunteer disembarking from a plane saying, Hi, Im
here to help you! but we believe the message needs to be Hi, Im here to learn from you about
how I can helpnow or in the future. This shift means seeing these travelers not as
volunteers serving local beneficiaries, but rather as humble foreign visitors who are looking
to learn from local people to understand context, culture, and history that they can use to
valuably contributeeither during their trip or after they return. There is much to learn. And
there are partnerships to build with the local community, because they are the most
knowledgeable about their situations and circumstances. When built on knowledge and mutual
respect, then the doors can open for engaged response that may include collaborative service.

When visitors arrive with their own singular nationalistic perspectives and with limited
preparation, much is missed. They may receive a polite reception and even think their actions
are impactful, however this may not be the reality at all. When I learned of a group of well-
meaning students heading into a small village in China to work with an NGO promoting western
health care practices, I asked whether the preparation included learning about traditional
Chinese medicine. Knowing and honoring local wisdom and traditions is a critical foundation for
international experiences. The teachers quickly understood and together we began what would
be a longer conversation on rethinking and reconsidering what the purpose of these trips might
be: learning. Learning that can lead to informed and mutually beneficial action.

With many schools, I have assisted in reframing what is known in some settings as a Week
Without Walls where students travel to a different country or distant part of their own country
for an immersion in culture, adventure and service. In the Five Stages of Service Learning, the
first stage is investigation, the finding out that, when done well, leads to the emergence of a
verifiable need. Many of these trips can be that: investigationa deep inquiry into
understanding what has occurred and what is occurring and what is likely to occur with the
status quo remaining in place. This can be done through action research, using media,
interviews, surveys, and observation and experiences. The investigation and inquiry can begin
before the students depart and continue in more in-depth ways on the ground. Some of what is
done through investigation may lead to and even look like service, for example, if the
community agrees they need a building painted, students can participate along with the
community. However this represents a minor element of service in comparison to the
enormous possibilities of learning. In many cases its the travelers who are the greatest
recipients of what we might call the generosity of the host community, who welcome them,
share meals, and introduce their culture and their concerns. The host community makes
themselves available to engage in experiences and learning that especially benefits the visitor.
Whose life is actually changed?

Service learning by the way is alive, well and thriving in many parts of the world. It may go by
different names across the globe, however I still see service learning as a thriving education
pedagogy that engages youth in applying classroom knowledge and content to meet or assist
with authentic community need. Among the many net results are youth who are
knowledgeable, willing and eager participants in our social fabric, who develop the skills and
capacity to continue learning, always learning, before taking action. They have the ideas, energy
and enthusiasm and the heart for service. With guiding educators who understand and value
the process, this is a win-win.

One more recommendation. Before packing for a far away locale, see if you can put the same
intention, initiative and learning into your own backyard. We must be cautionary, that service
and learning in any form can become an aim for the exotic and in so doing we sometimes miss
what is around the corner. A colleague recently expressed concern, stating that some schools
prefer to take a week going 600 kilometers away where they can do good for children, for
example, by helping a remote school. This may feel safer than a sustained relationship with a
poor school located four blocks away, she said. My suggestion is that in all cases where the
aim is to learn and or serve globally, find the local equivalent to develop sustained and
purposeful partnerships where we live day to day. With our world shrinking, we may find the
world and a world full of needs just outside our door.

The good news is we can continue to wrestle with these ideas. Your thoughts always welcome.
Email me at cathy@cbkassociates.com.

Find me on Facebook and Linked In at Cathryn Berger Kaye, and on Twitter @cbkaye.

Visit www.CBKassociates.com for more articles (see Resources) and Blogs. View my calendar to
find an Institute somewhere in the world where you are, or contact cathy@cbkassociates.com
to arrange for a school visit.

Cathryn Berger Kaye, M.A. 2014 CBK Associates

To request publication of this article in your magazine or website, please contact cathy@cbkassociates.com