Service Learning: Concept, Theory and Practice

Authors: Dr. H. M. Kasinath

Pages: 1-7

Abstract:

Service learning activities should be organized around and designed to meet actual community needs, and integrated into the student’s curriculum. Teachers should provide time for students to reflect on and write about their service experience, offer opportunities to apply newly learned academic skills and knowledge, and strive to enhance both academic learning and a sense of carrying for others. Service learning activities, but instead should be an integral part of their learning. Service learning activities may involve direct service (tutoring, serving meals at homeless shelter, raising money), indirect service (collecting food for shelter, raising money), or advocacy (designing and distributing posters about a food drive, writing newspaper articles). Service learning could also be a form of problem – based learning. Service learning has potential to transform teaching and learning in the academy and to call a generation of students to develop social responsibility and an ethic of service. Through participation in service learning, students may develop truncated understandings of the nature of social problems and of strategies for fundamental social change. Service learning goes beyond what is learned in the classroom. It is a hands-on experience. Students gain new skills by working directly with the community. Service learning enhances students’ valuable academic skills, including communication, team building, and critical thinking; builds their self-esteem; and develops their sense of responsibility for decision making. This paper enlightens the concept, origin, types, criteria, benefits and research issues connected with service learning.