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What are some ways to incorporate service learning into a PBL curriculum?

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Service learning is a form of experiential education that combines academic goals with community engagement and social responsibility. It can enhance the relevance, authenticity, and impact of project-based learning (PBL), a pedagogical approach that involves students in solving real-world problems or challenges. In this article, we will explore some ways to incorporate service learning into a PBL curriculum, and how it can benefit both students and society.

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1 Define the problem and the service

The first step to design a service learning PBL project is to identify a meaningful problem or need in the community that aligns with the learning objectives and standards of the course. This can be done by conducting research, surveys, interviews, or observations, or by collaborating with local organizations or stakeholders. The problem should be complex enough to require critical thinking, creativity, and collaboration, but also feasible and realistic for students to address. The service should be based on the needs and interests of the community, and not on the assumptions or preferences of the students or teachers.

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Noemi Vargas Hernández
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Me parece interesante la investigación previa que se hace antes de emprender el proyecto, ya que si el problema está bien definido las propuestas de solución serán más directas y enfrentarán el problema con eficacia.

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Megan Jacobs

Professor of Education, EdD Student, STEAM Consultant
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I love starting from open ended community integration. If your service will be based locally, take the time to engage your students in their community. Reach out to businesses and organizations, and see how common needs and interests might be addressed through your curriculum. Rooting students’ work in their local environment is a great way to build culturally sustaining pedagogy.

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2 Plan the project and the service

The second step is to plan how the students will work on the project and the service, and what resources, tools, and strategies they will need. This can involve defining the driving question, the scope, the timeline, the roles, the deliverables, the assessment criteria, and the reflection prompts for the project. It can also involve establishing the goals, the partners, the logistics, the ethics, and the evaluation methods for the service. The planning process should be collaborative and iterative, and allow for student voice and choice.

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Noemi Vargas Hernández
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Según mi experiencia, la planificación responde al diagnóstico y a las experiencias de antiguos proyectos aplicados con anterioridad sobre el mismo problema. Por eso es importante revisar bibliografía sobre el tema para dar luces a la planificación y futura aplicación.

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3 Implement the project and the service

The third step is to implement the project and the service, and monitor the progress and outcomes. This can involve conducting research, analysis, synthesis, design, prototyping, testing, and revision for the project. It can also involve communicating, coordinating, facilitating, delivering, and documenting the service. The implementation process should be inquiry-based and action-oriented, and foster student autonomy and responsibility.

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4 Present the project and the service

The fourth step is to present the project and the service, and share the results and reflections with the audience. This can involve creating a portfolio, a report, a presentation, a website, a video, or any other product that showcases the students' work and learning. It can also involve inviting the community partners, stakeholders, peers, teachers, parents, or other guests to provide feedback, appreciation, or recognition for the service. The presentation process should be communicative and celebratory, and highlight student achievement and impact.

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5 Reflect on the project and the service

The fifth step is to reflect on the project and the service, and evaluate the learning and the service outcomes. This can involve answering questions, writing journals, participating in discussions, or completing surveys that help students think about what they learned, how they learned, what they contributed, how they felt, what they struggled with, what they improved on, and what they would do differently. It can also involve comparing the expected and actual results, identifying the strengths and weaknesses, and suggesting recommendations for future projects or services. The reflection process should be metacognitive and transformative, and promote student growth and change.

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Noemi Vargas Hernández
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Es importante reflexionar sobre el tema con una evaluación objetiva para poder detectar los aciertos y desaciertos, además evaluar el aprendizaje espiritual que se consigue al realizar una obra como la que plantearon en solucionar problemas de su comunidad.

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6 Connect the project and the service

The sixth step is to connect the project and the service, and relate them to the broader context and implications. This can involve exploring how the project and the service are relevant to the students' personal, academic, and professional goals, interests, and values. It can also involve examining how the project and the service are connected to the local, national, or global issues, challenges, or opportunities. The connection process should be integrative and meaningful, and inspire student curiosity and action.

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7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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Bob Nelson

Assistant Professor, Educational Leadership, Fresno State University; Founder and CEO, #MilitantPositivity, LLC; Former Superintendent of the Fresno Unified School District
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Work with community partners: like-minded non-profit leaders as well as civic leaders at the city, county, and state level to get students actively involved in solving the actual problems in your community. In Fresno, if our students do not attend Fresno State or Fresno Pacific Universities, then they must pursue collegiate opportunities outside the Central Valley. It’s critical that we get them involved in civic projects during their k-12 classroom experience so that we increase the likelihood that they will boomerang back and serve their hometown after collegiate graduation!

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What are some ways to incorporate service learning into a PBL curriculum?

1

2

3

4

5

6

7

1 Define the problem and the service

2 Plan the project and the service

3 Implement the project and the service

4 Present the project and the service

5 Reflect on the project and the service

6 Connect the project and the service

7 Here’s what else to consider

K-12 Education

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What are some ways to incorporate service learning into a PBL curriculum?

1

2

3

4

5

6

7

1 Define the problem and the service

2 Plan the project and the service

3 Implement the project and the service

4 Present the project and the service

5 Reflect on the project and the service

6 Connect the project and the service

7 Here’s what else to consider

K-12 Education

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