Successful Service Learning in K-8 Schools

Providing Community Service Opportunities That Enrich Instruction

Jun 19, 2009

Service learning projects allow K-8 students to apply skills learned in the classroom to real-life community problems, for which they then become part of the solution.

Service learning projects that have been incorporated into a quality curriculum can excite K-8 students and make them even more eager to learn. More than just community service added into the school day, service learning in comprised of two well-defined components: meaningful instruction in specific knowledge and skills, and active service that requires the use of knowledge and skills acquired in the classroom.

Using Service Learning to Enrich K-8 Curriculum

Service learning enriches the curriculum at every level because it provides an authentic application for, and opportunity to practice, skills that have been learned in the classroom. By applying their academic knowledge and skills to real-life community problems, students take ownership of their learning and see its relevance. In addition, they are forced to think at a higher level as they apply, synthesize, and implement what they’ve learned into an effective course of action.

Designing Appropriate Service Learning Opportunities

Ideally, service learning projects should be derived from an interaction between student interest and existing curriculum. Begin by looking at existing units of study for direct or indirect connections to community problems or high-interest topics, and explore ways in which students can use existing skills to help others or contribute to community solutions.

Many schools and districts have existing partnerships with community organizations, businesses, and agencies. Take advantage of these partnerships by involving relevant partners when planning service learning projects. Many community professionals will have ideas and suggestions to share or will be willing to help sponsor projects with donations of time, money, goods, or services. . Larger projects may also be sponsored through grants from organizations such as Americorps and the Corporation for National and Community Service.

Evaluating K-8 Service Learning Projects

Service learning projects should be evaluated both as they are being conducted and after they are finished. Formative, or ongoing, evaluation allows teachers, community members, and students to make small changes as needed in order to ensure that the program runs smoothly. A summative evaluation allows teachers and students to determine whether their goals for both learning and service have been met.

Evaluative feedback should be gathered from students and community members, if any, who participated in the project. Young students can complete a pictograph survey with items read and discussed with them, while older students can complete a more traditional survey and add their own ideas for project improvement. Use the evaluative data to make changes as needed and to document whether and to what extent learning goals were reached.

Service learning projects provide elementary students with the opportunity to become actively involved in their community, while giving them a chance to use the skills they’ve learned in an authentic setting. By incorporating high-interest projects into the daily curriculum, teachers engage students in ways that result in higher levels of thinking and learning.

Kaye, Catherine Berger. The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action. Minneapolis, MN: Free Spirit Publishing, 2003.

Lewis, Barbara. The Kid's Guide to Service Projects: Over 500 Service Ideas for Young People Who Want to Make a Difference. Minneapolis, MN: Free Spirit Publishing, 1995.

The copyright of the article Successful Service Learning in K-8 Schools in Classroom Activities is owned by Barbara Abromitis. Permission to republish Successful Service Learning in K-8 Schools in print or online must be granted by the author in writing.