LESSON-2-SERVICE-LEARNING.grade 12-Humms

P.e

1. Slide 1 SERVICE LEARNING

2. Slide 1 OBJECTIVES: At the end of this chapter, the learners should be able to: Justify how service-learning leads to effective community intervention and active participation Determine the strategies applied or adopted in community service and interventions Formulate programs or campaigns that reinforce service-learning and community involvement.

3. Slide 1 SERVICE LEARNING Provides students the opportunity to work with others, gain valuable insights, and acquire different skills.

4. Slide 1 CHARACTE-RISTICS OF SERVICE-LEARNING Brings good, substantial, and practical results for the participants

5. Slide 1 CHARACTE- RISTICS OF SERVICE-LEARNING Promotes cooperation rather than competition, wherein the skills associated with teamwork and active community involvement are developed

6. Slide 1 CHARACTE- RISTICS OF SERVICE-LEARNING Gives appropriate rather than simplified solutions to problems that seriously affect the community

7. Slide 1 CHARACTE- RISTICS OF SERVICE-LEARNING Provides real-life experiences for the students to gain knowledge from a particular community engagement activity rather than from a textbook

8. Slide 1 CHARACTE- RISTICS OF SERVICE-LEARNING Gives students a deeper understanding of real-life situations in the community through immediately observable results

9. Slide 1 CHARACTE- RISTICS OF SERVICE-LEARNING Becomes a more significant experience for students, thus, leading to their emotional and social development and cognitive learning.

10. Slide 1 WHAT IS NOT A SERVICE-LEARNING?

11. Slide 1 WHAT IS NOT A SERVICE-LEARNING? An occasional volunteering activity

12. Slide 1 WHAT IS NOT A SERVICE-LEARNING? An additional unit or credit in a degree course as a requirement for graduation

13. Slide 1 WHAT IS NOT A SERVICE-LEARNING? Number of hours of community service as a prerequisite for graduation

14. Slide 1 WHAT IS NOT A SERVICE-LEARNING? Rendering make-up community services imposed by university administrations

15. Slide 1 WHAT IS NOT A SERVICE-LEARNING? Applies only to students enrolled in tertiary level

16. Slide 1 WHAT IS NOT A SERVICE-LEARNING? Beneficial to the students and the beneficiaries of the community services

17. Slide 1 The elements of service learning improved the community services that gained popularity in the academe and the community, which, in turn, have an impact on their development (National Service-Learning Cooperative, 1999)

18. Slide 1 LEGAL BASES OF SERVICE-LEARNING

19. Slide 1 R.A. No. 8292 also known as HIGHER EDUCATION MODERNIZATION ACT OF 1997

20. Slide 1 This law reiterates Sec.2(1) of Article XIV of the 1987 Philippine Constitution “the State shall establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people society” R.A. No. 8292 HIGHER EDUCATION MODERNIZA-TION ACT OF 1997

21. Slide 1 TRILOGY OF FUNCTIONS Extension (community service) Research Academics (teaching-learning)

22. Slide 1 HEIs on SERVICE-LEARNING COMMUNITY EXTENSION To make the youth literate and functional so they can make good decisions regarding the problems affecting their health, families, and duties and responsibilities to the community ( Tariman , 2007)

23. Slide 1 BENEFITS OF SERVICE-LEARNING (STUDENTS) Increase the understanding of the topics discussed in class Gain firsthand experience Question or defend values and beliefs Have the opportunity to act on values and beliefs Develop critical thinking and problem –solving skills

24. Slide 1 BENEFITS OF SERVICE-LEARNING Increase the knowledge of diverse cultures and communities Learn more about social issues and the causes Improve the ability to handle difficult situations Be open to change and become more flexible Develop or enhance the skills, esp. in the areas of communication, collaboration, and leadership

25. Slide 1 BENEFITS OF SERVICE-LEARNING Test out the skills, interests, and values required in a potential career path, and learn more about the fields of interest Connect with professionals and community members who will also learn from the service-training program (SLP) Grow a professional network of people that they can contact later for career growth Be encouraged in joining public service or social organizations

26. Slide 1 BENEFITS OF SERVICE-LEARNING (TEACHERS) promote interactive teaching as well as reciprocal learning between the students and teachers Provide new concepts and subjects that will enrich the classes Open up new areas of concern for research Motivate the students to engage in active learning and be exposed to varied teaching styles Enable the students to learn more and further develop themselves

27. Slide 1 BENEFITS OF SERVICE-LEARNING (TEACHERS) Increase enrolment by giving the proper motivation to highly engaged and active students Enhance the leadership potential of the students Expose the students to networking activities with active faculty members in other disciplines Promote quality relationships between the teachers and the community or the institution that facilitates collaborative endeavors Offer firsthand information, concepts, and opportunities for community involvement that will help them understand and resolve issues.

28. COMMUNITY PARTNERS INVOLVED IN SERVICE LEARNING CAN:

29. Receive additional human resource assistance that can expedite the achievement of organizational goals

30. Inspire a higher level of enthusiasm, perspective, and energy

31. Improve the organization’s pool of volunteers, as students engaged in service-learning will boost their own morale, thus, prompting them to share their experiences with their classmates and friends

32. Enhance public awareness regarding significant issues confronting the community

33. Ensure future support for the organization

34. Clarify the right information with the learner on community issues and problems

35. Prepare the youth of today, particularly students, to become tomorrow’s responsible community leaders

36. Establish strong networks with partners in other organizations and agencies

37. Gain access to other resources of the university, and strengthen collaborative ties with its faculty members, students, and staff

38. SIGNIFICANT AND HELPFUL STEPS IN EFFECTIVELY SERVICE-LEARNING:

39. ASSESS THE COMMUNITY RESOURCES SIGNIFICANT AND HELPFUL STEPS IN EFFECTIVELY SERVICE-LEARNING:

40. INDICATE THE SPECIFIC LEARNING OBJECTIVES IN THE SYLLABUS SIGNIFICANT AND HELPFUL STEPS IN EFFECTIVELY SERVICE-LEARNING:

41. INITIALLY PLAN ACCORDING TO THE CHOSEN PROGRAM SIGNIFICANT AND HELPFUL STEPS IN EFFECTIVELY SERVICE-LEARNING:

42. PLAN THE DETAILS OF THE PROGRAM SIGNIFICANT AND HELPFUL STEPS IN EFFECTIVELY SERVICE-LEARNING:

43. LOOK FOR FUNDS SIGNIFICANT AND HELPFUL STEPS IN EFFECTIVELY SERVICE-LEARNING:

44. IMPLEMENT AND MANAGE THE PROGRAM SIGNIFICANT AND HELPFUL STEPS IN EFFECTIVELY SERVICE-LEARNING:

45. ORGANIZE REFLECTION ACTIVITIES SIGNIFICANT AND HELPFUL STEPS IN EFFECTIVELY SERVICE-LEARNING:

46. ASSESS AND EVALUATE THE PROGRAM SIGNIFICANT AND HELPFUL STEPS IN EFFECTIVELY SERVICE-LEARNING:

47. CELEBRATE THE ACHIEVEMENT SIGNIFICANT AND HELPFUL STEPS IN EFFECTIVELY SERVICE-LEARNING:

48. GUIDELINES AND PROCEDURES

49. PREPARATORY STAGE GUIDELINES AND PROCEDURES:

50. POST-ACTIVITY EVALUATION STAGE GUIDELINES AND PROCEDURES: