Service-Learning Australia

Service-learning commonly starts with students’ examining problems in their community. However if this is the starting point, students may get a very negative image and feel demoralized and helpless.  This is particularly true for students living in areas that are portrayed by the media as communities with “difficulties”.

Students need to see themselves as resilient.  Therefore it is best to start from an asset base, where students focus on their abilities and strengths and the positive aspects of their community.   In the first phase of service-learning, we recommend that students identify their “talents” and recognise that they can make a difference.  They then identify the “treasures” in their community (for example, the local park, clubs, churches, significant buildings etc) and understand that it is a positive place to live.  Finally, they think about ways in which they can give their time in meaningful activities that will contribute to the common good.  We call this TTT (Triple T) – where students give their “talent, treasure and time for the common good”.  This creates the vision, confidence, commitment and unity within the classroom upon which a service-learning project can be built.  Templates that guide students through this process are in the TTT Templates Section of the TTT Module of this site.

Additional exercises that can help students identify their talents are:  Identity Plaque, Acts of Kindness and Magic Lamp.

Identity Plaque.
The Identity Plaque consists of a colored piece of paper divided into the following categories: "Words that describe me," "What I care about," "Topics I would like to talk about," and "Something I could explain or show how to do." Have each student complete an individual Identity Plaque. In the center of the paper is a space for a picture of the student. Take a Polaroid picture of the student while they are completing the Identity Plaque and paste it on their plaque.  In teams of four, students will present their individual Identity Plaques to each other. At the end of each presentation, the students will tell the presenter something positive that was learned. Post the Identity Plaques in the room.

Acts of Kindness.
The purpose of this activity is for the students to realize that giving is good for us individually and collectively and that we do not "go it alone" in this life. In teams of two, have the students explain to their partner about a time when they did something kind (giving of their talents, treasures or time) for someone or when someone (or an organization) did something kind for them or their family. They could include a kindness toward animals or things as well as people. Combine two groups into a group of four and have each person tell the story of their original partner. As a whole class, talk about how performing an act of kindness made them feel; how receiving an act of kindness made them feel. Make an "Acts of Kindness" bulletin board out of pictures, words, dates, and artifacts. Promote and document acts of kindness in class, school and community.

Magic Lamp.
Ask students, "If you could change one thing in this world, what would it be?" "If you found a magic lamp containing a powerful genie who could grant three wishes to make this wish come true, what would be the three wishes?" Have students share their ideas and wishes. Talk about whether making a "wish" will solve a problem. Follow-up questions might include: "What knowledge and skills are needed?" "What knowledge and skills do we already have?" "How does this issue touch you personally?" "What could you personally do about the issue?"

Barbara L. Dentin, "My Voice An Advocacy Approach to Service Learning," Educational Leadership 57, no. 4 (December 1999/January 2000): 34-37.