What Are the Different Types of Service Learning Projects?

Service learning refers to when students perform social services, share results and ideas with peers to improve the surrounding environment, and then reflect on their experience. Service learning is education in action-service and learning.

Service learning

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Service learning refers to when students perform social services, share results and ideas with peers to improve the surrounding environment, and then reflect on their experience. Service learning is education in action --- service and

When students perform social services, share results and ideas with their peers to improve their surroundings, and then reflect on their experience, we call it service learning. Here, students will provide valuable services to the community, while sharing their ideas with peers, learn scientific analysis, enhance understanding of social services, and improve personal communication skills.

Unlike volunteer services in the form of extracurricular activities, service learning is closely integrated with academic courses. It combines community service with academic curricula, focusing on reflection and citizenship. Service learning is an experiential learning where students meet the needs of the community by participating in well-organized activities. It provides students with the opportunity to care for others and extend their learning to the community.

The first is to emphasize both curriculum learning and service practice. Service learning must be integrated with the curriculum and coordinate with the curriculum arrangements.

Students will apply the knowledge and skills learned in the course to service practice; the second is to focus on structured reflection activities. Reflection is

An important part of service learning. Teachers arrange reflection activities before, during and after service to help students integrate

Its course learning and service experience achieve learning effects. The third is to encourage students to pay attention to society in service practice and cultivate social responsibility.

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In the United States, service learning stems from traditional teaching methods, such as experiential learning, and project-based learning or internships have been popular since the late 1800s and early 1900s. Nevertheless, the combination of service learning and school curricula is a fairly new concept that only emerged in the 1870s.

At many national conferences in the late 1980s, US federal legislation began to support local advocacy. After the promotion of the last ten years, service learning has been widely carried out in elementary and middle schools and universities in the United States. In 1999, almost half of high schools started service learning. By the 2000-2001 school year, the assessment of 130 million American students will involve service activities.

Major Events of Service Learning Development in the United States:

In 1967, educators Robert Simon and William Ramsey jointly proposed the term "service learning", which combines conscious educational learning with task-based educational learning to meet the real needs of people in society.

In 1968, the Southern Board of Education formally defined service learning as a combination of community and school.

The National Student Volunteer Program of 1971 led national schools to help schools provide students with a variety of service learning opportunities.

In 1981, the National Youth Service Learning Center provided training, resources, and a large number of (service learning) activity data and databases for junior and senior high schools throughout the country.

In 1990, the United States established a federal commission to provide funds to encourage states, schools, and community agencies to implement and develop service learning.

In 1992, Maryland became the first state to stipulate "participation in service learning activities" as one of the conditions for high school students to graduate.

The National and Community Public Service Trust Act of 1993 provided funding sources and guarantees for states to incorporate service learning into school curricula.

In 1994, California State University (Monterey Bay) became the first comprehensive university to make service learning a necessary condition for graduation.

In 1998, The WK Kellogg Foundation initiated "learning from practice", and for 4 years, advocated the integration of service learning into school curricula throughout the country.

In 2001, the "National Service Learning Partner" was formed by 1,000 members from more than 50 states, committed to expanding and consolidating the development of service learning.

In Hong Kong, youth participation in community services has been promoted since the 1870s, and the "Public Welfare Youth League" was established. Nevertheless, service learning is only considered as an extracurricular activity. It wasn't until 2000 that social services were considered one of the five basic learning experiences in school curricula.

The Hong Kong Baptist University established the "Community-Based Teaching Program" under the "Teaching and Learning Centre" in 2002. The program implements two types of activities: "service learning" and "problem-based learning". By 2006, more than 80 activity programs have been implemented, with a wide range of academic departments involved.

In December 2002, Lingnan University established a "Service Learning Program" for their students. In this program, there is a student group called "Lingnan Angels", which provides self-made volunteer services to minority children in the new district after school.

Lingnan Service Learning Program has also cooperated with Lingnan Student Service Center to promote the implementation of many projects, including: Plan X, Lingnan Offsite Volunteer Service (love) program, survey internship program. In 2004, Lingnan University incorporated service learning into the school curriculum.

United International College upholds the spirit of running a whole person education at Hong Kong Baptist University and the tradition of the World College of Humanities. It has developed a four-dimensional teaching and learning model that includes students, teachers, parents and society. Carry out "service learning" to establish the relationship between students and society, attach importance to students' reflection in the learning process, and ensure the teaching quality of "service learning" through careful teaching process planning and systematic evaluation.