SERVICE LEARNING IN MHCC-Can

 MHCC AS HOST SCHOOL FOR THE SERVICE LEARNING WORKSHOP

Service learning is defined by different educating institutions and organizations but there are four salient points that characterize what service learning is: first, it is a pedagogical model or a teaching approach; second, it is applying knowledge into a realistic situation; third, it is a civic engagement; and fourth, it requires reflection. Service learning is putting academic skills into relevant use to address a community or social need. It is much more than volunteerism or community outreach activity. Last June 26-27, 2015, Mary Help of Christians College served, for the second time, as host school for another TEA-ILEP Small Grant Project. The seminar-workshop, Instituting Service Learning as a 21^st Century Skill, was funded by the US Department of State through the International Research and Exchanges Board. It was one of the winning projects for the Fall cycle (February)  grant competition. Last year, MHCC-Canlubang was also the host school for the seminar workshop on Improving Science Instruction through Science and Engineering Practices. For this school year, the Service Learning workshop was participated by 62 teachers, education students and supervising professors from six different schools and colleges, including the three basic education schools of FMA Philippine Province. 

The seminar-workshop was designed as a mentoring session between the master teachers and the pre-service interns. During the first day, a comprehensive input on the definition, attributes and rationale of service learning was presented. Teacher participants also shared their assessment practices, which were eventually transformed into service learning proposals. Also on the first day of the seminar-workshop, the TGC fellows Ms. Susan Groff and Ms. Amanda Wallace gave an input about what service learning is and both of them shared practices and successful service learning projects in their respective schools. Ms. Groff also demonstrated a website where students can actually compute carbon footprint which is relevant for an environmental service learning project.  Ms. Wallace also presented actual photos of students participating in an environmental group. What was emphasized in both of their sharing is that a service learning project need not always be a funding project or the students need not always go to a poor community to be able to serve the society. Service learning can be carried out through direct or indirect service and through advocacies, as well. Day 2 sessions was concluded through an extensive discussion on the 21^st century skills through a collaborative think-aloud exercise. 

 

The sessions for the second day focused on designing performance tasks, writing a service learning unit and aligning the assessment activities with the 21^st century skills. The overview of the unit plans and the service learning projects that were crafted by the different subject area groups were presented to the assembly. The participants also grouped together according to institutions and formulated action plans that would guide them in implementing service learning when they go back to their respective home schools. As a concluding session, the participants were asked to present their synthesis of the 2-day training through pictures. One group took a photograph of their shoes to represent that they will commit themselves one step at a time. Another group took a picture of the stairs to signify a paradigm shift or a change in perspective. Perhaps, the most symbolic is the synthesis represented by a young plant photographed inside a classroom. According to the group, the plant symbolizes the learner that needs nurturing to become a full-grown tree – a responsible and productive member of the society. 

The training project addressed the urgent need of the teachers on implementing the new assessment techniques and the execution of strategies for the development of the 21^st century skills. It also addressed the urgent need of high school teachers to understand the know-how and execute relevant service learning activities in view of the vision and mission of the new K-12 curriculum, which includes real-life application of theories and development of social responsibility through community engagement. Through the service learning seminar-workshop, the teachers and the pre-service interns were able to acquire new information for them to understand what service learning is and its importance in our context. They were also guided in designing service learning activities that are aligned with the standards of the new K-12 curriculum.  As a mentoring workshop, where the teachers acted as mentors and the interns as their mentees, the participants designed unit plans that incorporated service learning as a teaching strategy and/or assessment technique. At the end of the 2-day training, it was a sincere hope that as an expression of gratitude to the generosity of the grant sponsor, the participants had established among themselves an advocacy for community engagement through service learning, that the action plans that they formulated would be realized, and that the seminar-workshop served as the bridge that established networking relationships that foster mentoring to further the commitment in promoting service learning as a 21^st century skill. 

 Pre-service interns (fourth year education students) who participated as mentees

All the service learning projects were promising but there are two proposals that are very interesting and has become a personal favorite. One is an on-line newsletter/magazine that would feature personalities who will be highlighted as local heroes but are actually representatives of a marginalized sector of the society such as the street sweepers and food cart vendors.  Another is a voters education symposium for the local community to be organized by the students.   1 John 3:18 says “Let us not love with words or tongue but with actions and in truth”.  During the two-day seminar workshop, teachers and interns exemplified such love. Service learning as a pedagogical model is truly inspiring and the participants, in their own humble way, ignited the change they hope for and be of service to the learners.