CWTS – MODULE 1

SERVICE LEARNING
AND COMMUNITY
SERVICE
 This is how
SERVICE LEARNING
manifests
 SERVICE
LEARNING
refers to those programs that have been
developed to enable students to gain
experiences in serving others and to learn
from those experiences.
SERVICE LEARNING
a form of experiential education where
learning occurs through:

a cycle of action and reflection as students work with

others through a process of applying what they are
learning to community problems;

reflecting upon their experience as they seek to

achieve real objectives for the community and deeper
understanding for themselves.
 KEY PLAYERS

STUDENTS INSTRUCTORS

COMMUNITY
PARTNERS
SERVICE LEARNING
connected to course content and is organized around
clear learning goals;

provides meaningful service activities which address

real community needs as defined by the community;

provides students opportunities for critical reflection

upon their service experiences
 FURTHERMORE,

SERVICE LEARNING
provides students with opportunities to develop civic
engagement skills. By working with community
members, students can enhance their group,
organizational and interpersonal skills. They also can
gain important experience working with diverse
members of their communities.
OUTCOMES FOR THE STAKEHOLDERS
STUDENTS
OUTCOMES FOR THE STUDENTS

Young people who serve ultimately

gain much more in understanding than
they give in serving.
OUTCOMES FOR THE STUDENTS

Learning does not necessarily come

from the experience of service alone,
but from reflection and creating
meaning from that experience.
 OUTCOMES FOR THE STUDENTS

Service learning can help young people grow from the

natural dependence and egocentrism of childhood into
mature personal interdependence and engagement in
the community.
OUTCOMES FOR THE STUDENTS

Young people who serve learn wholistically.

All functions of personality contribute to
development of the self.
 OUTCOMES FOR THE STUDENTS

Students learn and grow as they feel and think about service
experiences (i.e., through behavior, affect, and cognition). Because
learning begins with behavior, students gain efficacy and self-
direction.
OUTCOMES FOR THE STUDENTS

Service learning empower youth to become

service-oriented citizens and youth leaders.
COMMUNITY PARTNERS
OUTCOMES FOR THE PARTNERS

Service learning contributes to community

development and renewal.
OUTCOMES FOR THE PARTNERS

Recipients of service benefit from direct aid,

human involvement, and personal
empowerment.
OUTCOMES FOR THE PARTNERS

Agencies receive an infusion of creativity and

enthusiasm from participating youth.
OUTCOMES FOR THE PARTNERS

Service learning helps students become

interested in their communities as community-
minded citizens.
OUTCOMES FOR THE PARTNERS

As youth contribute through service to the

common good, they are seen to be one of the
community’s greatest resources.
INSTRUCTORS
OUTCOMES FOR THE TEACHERS

The curriculum is broadened and deepened to

create a richer context for learning.
 OUTCOMES FOR THE TEACHERS

As students gain responsibility for their learning,

teachers gain new roles as mentors and guides
as well as presenters of information.
OUTCOMES FOR THE TEACHERS

Service learning holds the promise of

partnership – quality relationships between
teachers and students.
OUTCOMES FOR THE TEACHERS

Service learning requires performance-based

methods of evaluation.
 OUTCOMES FOR THE TEACHERS

Staff collegiality improves as staff work together

in an interactive learning environment.
OUTCOMES FOR THE TEACHERS

Mutually beneficial school/community

partnerships are formed.
COMMUNITY
LET US NOW DEFINE
Community is a social
unit (a group of living
things) with
commonality such as
norms, religion, values,
customs, or identity.
 Communities may share a
sense of place situated in a
given geographical area (e.g.
a country, village, town, or
neighborhood) or in virtual
space through
communication platforms.
 It is a group of people with
diverse characteristics who
are linked by social ties,
share common perspectives,
and engage in joint action in
geographical locations or
settings.
COMMUNITY
SERVICE
 The engagement of
individuals or groups in
an organized activity
that contributes to the
local, national or world
community.
 It is also known as
volunteering which is
defined as the practice of
people working on behalf
of others or a particular
cause, without
payment,
for their time
and services.
 TYPES OF
COMMUNITY
SERVICE
TYPES OF COMMUNITY SERVICE

DIRECT INDIRECT ADVOCACY

 DIRECT
You can develop direct service
activities where students
interact with the recipients of
service or the physical
environment they have
targeted for improvement.
 INDIRECT
You can organize an indirect
service activity where students
channel resources to a problem
but do not interact with those
being served.
 ADVOCACY
Students bring awareness to an
issue and inspire others to take
action. Advocacy can also
address the underlying causes
of a social problem by
attempting to influence
policymakers or elected
officials.
 GENERAL
EXAMPLES
GENERAL EXAMPLES
Donate or raise money for your local Red Cross
Organize a community blood drive
For your next birthday, ask for charitable donations instead of gifts

Read books or letters to a person who is visually impaired

Organize a car wash and donate the profits to charity

Help register people to vote

GENERAL EXAMPLES
Collect unused makeup and perfume to donate to a
center for abused women
Contact a tree farm about donating Christmas trees to
nursing homes, hospitals, or to families who can't afford to
buy their own
Write articles/give speeches advocating financial literacy.
First you should learn about the topics themselves, like
calculating housing costs, or understanding personal
loans, and then give presentations on these topics.
 STEPS IN A
SUCCESSFUL
COMMUNITY
SERVICE PROJECT
1 Find out
what is
needed in
your
community
2
See what
you have the
ability to do
3

Choose a
project
4
Develop a
plan
5
Recruit
your
volunteer
6
Make a
budget
7
Make a
timeline
8
Raise
money
9
Do the
project
10
Evaluate
and
celebrate
 CWTS – MODULE 1

SERVICE LEARNING
AND COMMUNITY
SERVICE
 MODULE REFERENCES:

Jacolbia, R. B.; Danting, J. T.; Pada A.G. (2021).

Instructional Material for CWTS 10023.
Polytechnic University of the Philippines

Definition of Community. Retrieved from:

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1446907/

Definition of Community Service. Retrieved from:

https://www.ffa.org/livingtoserve/types-of-service/

Definition of Service Learning. Retrieved from:

https://serc.carleton.edu/introgeo/service/what.html

Examples of Community Service Projects. Retrieved from:

https://www.ffa.org/livingtoserve/types-of-service/

Importance of Service Learning. Retrieved from:

https://serc.carleton.edu/introgeo/service/why.html

Steps in a Successful Community Service. Retrieved from:

https://www.ffa.org/livingtoserve/types-of-service/

Types of Community Service. Retrieved from:

https://www.ffa.org/livingtoserve/types-of-service/

Powerpoint presentation prepared by:

INSTR. JOEY T. DANTING
Chief, NSTP – Civic Welfare Training Program
Faculty Member, PUP – College of Education
Thank you!

Digital artwork by Darryl Labrador