Stage two in the service-learning process, determining acceptable evidence, is an often-overlooked stage in quality service-learning. In the classroom, it can be an “automatic” part of the practice. We connect acceptable evidence to formative (ongoing and more informal quizzes, observations and exit tickets) and summative formal and structured assessments. In out-of-school programs, we also can and must look at what we hope young people will know and be able to do as a result of the service-learning experience.

If your desired outcome is a specific content standard, tests and other assessments can give you a picture of whether students are achieving the goal. In the classroom or outside the classroom, there are other “artifacts of learning” that can be used to understand student growth.

For instance, if developing teamwork in your classroom or out-of-school program is a goal, what would that look like? Might you be able to observe instances where young people problem- solved as a group? How well did they listen to each other? What were their strategies to resolve conflict? These items can also be put into a rubric or checklist to measure growth — and shared with the young people early in the process.

If you hope that young people will use their skills and talents to address and solve community problems, how might you use reflection activities as a way to assess? I’ve listened to spoken word pieces, read student written scripts, and viewed outdoor murals as reflection and action. I also see these artifacts as ways to gauge how young people use their abilities to express themselves, create awareness, and advocate about an issue that is important to them.

Another way to interpret reflection activities and assess growth is in the final stage of the IPARD process, demonstration. When young people demonstrate what they learned and how they served, they are providing an opportunity for you to observe the impact they have made. Often called “demonstrations of learning,” these opportunities for school or program-wide science fair-type activities offer a chance for the community to see how young people are making a difference. They allow the greater community to welcome, partner, and support growing leaders.

And if you really want to understand where a young person stands on their desired outcomes, ask them. Be an interviewer: Model how to ask open-ended questions and allow for self-assessment of those skills. In the process, you both address Stage One in the Service-Learning Process – establishing learning objectives and Stage Two: determining acceptable evidence.

As the four stages approach to the service-learning process illustrates, service-learning can be a transformational experience — both for the community and the student.

The post Acceptable Evidence: What Does What Look Like? first appeared on National Youth Leadership Council.

Service-learning allows for meaningful learning opportunities for youth through contribution to community. It empowers young people to address issues they see in their school, in their community, or around the world. It provides them an opportunity to feel empowered, to share their voice, and to engage in the civic process. When students have service-learning experiences, they build a commitment to life-long service.

To ensure service-learning experiences continue in these uncertain times, we have put together best practices for online service-learning. We want the process of service-learning to be done with quality so that it continues to meet the needs of students and educators alike.

Online Service-Learning Best Practices:

• Set norms for how you will work together. Be clear expectations, communication, and behaviors.
• Cultivate belonging. We know relationships matter so pay close attention to strategies that build relationships like one-on-one interactions, small group discussions, and discussion boards.
• Focus on the process of service-learning, not the platform. The pedagogy of service-learning engages students in the learning process, gives them a voice, and builds their connection to each other and the community.
• Identify what learning outcomes you want for your students (academic, civic, social-emotional, etc.)
• Determine how you will know they have met learning outcomes. (What criteria will you use? What evidence will you collect? How will you assess learning at the end of the experience?)
• Then, facilitate students through the IPARD process:
  • Investigation: students need to understand root causes of the issue they want to address. Understanding why the problem exists is an essential part of the problem-solving process. Much of investigation can be done remotely. Students can read articles, interview experts via phone, send out community surveys, or scour the internet for information (learning to distinguish between fact and opinion).
  • Planning & Preparation: planning is fundamental to ensuring students are ready serve as a cohesive team. Technology is made for collaboration and teamwork. Students create timelines, task lists, budgets and more.
  • Action: the service part of service-learning does not have to be direct (in-person). In-direct service activities like raising funds or supplies are great ways to do service. Partnering with a local nonprofit that has safety protocols in place for receiving donations ensures student safety. Advocating or educating others about your issue is another way to safely serve remotely.
  • Reflection: learning does not come from the act of service but in thinking about the experience itself.  Whether personal, small group, or the entire class, reflection reinforces student learning outcomes. Reflection can be written, visual, auditory, or more.
  • Demonstration: sharing students’ experiences is an important culmination of the service-learning process. Technology allows students to be creative in telling their story and allows them to share broadly. Whether students create storyboards or podcasts, write a blog or newspaper article, or develop a play or music performance. Demonstration provides evidence of student learning and effect on the community issue.
• Together, the students and teacher then assess the success of their experience. Did students meet the learning outcomes? Did they meet the community need? What worked? What would you have done differently?
• Lastly, try different technology engagement strategies.  Start with a few that you know and then don’t be afraid to experiment.  Ask your students if they have any platforms that they prefer.  Maybe even have one of the young people lead the experience.

When teachers lead students through the process of service-learning whether online, in person, or a hybrid of both, students will gain the knowledge and skills to become civically informed and engaged citizens who have the know-how to make the world a better place.

The post Best Practices for Online Service-Learning first appeared on National Youth Leadership Council.