Promoting Action & Service Learning in the Curriculum

PROMOTING ACTION & SERVICE LEARNING IN THE CURRICULUM.

MARK BARLING Leader of learning for Individuals and Societies, Sotogrande International School

DAVID GREEN Educator, Green School, Bali

The African proverb that “it takes a village to raise a child”, offers a reminder that meaningful education has been taking place long before the first use of the word ‘school’; that action and service learning (a form of action that should benefit others whilst also providing opportunities for learning such as developing new skills, knowledge or conceptual understanding), is perhaps the oldest form of education. What might be gained from providing opportunities for action and service learning in education in the 21st century? And what strategies might we employ in our classrooms to promote action and service learning?

Service learning can allow students to formulate questions based upon their own areas of interests, before engaging in subsequent stages of active student planning, investigation, action, reflection and demonstration. Each of these stages requires a wide range of approaches to learning and connects the individual learner to the real world, it provides context to learning, it is a chance to empower students and encourage them to be lifelong, change makers and develop an awareness of their own strengths and areas for growth.

In the 21st century, service learning can be modified and adapted in response to the changing needs of societies and workplaces. Employers on a global scale are increasingly valuing the skills, values and mindset associated with active, service learning, including creativity, imagination, collaboration, resourcefulness, empathy, able to view situations from multiple perspectives and curiosity.

To do so, I would argue that approaches to education in the human sciences also need to modify and adapt in response to a changing world. The human sciences have traditionally neglected service learning as a form of action. For example, history is often concerned with the causes and effects of past events but how often is this then used as a force for good and a foundation to consider future possibilities and action? Only by doing so can the human sciences, and indeed all areas of knowledge, play a role in education in creating future change makers and effective problem solvers. The human sciences encourage holistic thinkers that can view issues and challenges from multiple perspectives and this is essential when considering possible forms of action in service learning. Crucially for student wellbeing, adopting a solution-focused approach can empower students when investigating global issues such as climate change, poverty, health or conflict as opposed to harbouring anxieties and pessimism.

A recent example involved an M2 class investigating modern systems of food production and in particular the impact these systems can have on the environment, resources and the health of societies. The action component required the students to plan, investigate, and build a sustainable system of food production on the school site. One group built their own aquaponic tank growing herbs in a large funnel above a fish tank that provided water and nutrients for the plants and in turn filtered the water for the fish. Other projects included forms of rainwater harvesting and composting for the school garden. Beans grown in the garden were harvested and served in the school kitchen.

Students gained intellectual, experiential, social and natural capital from this unit whilst being empowered by the understanding that they can take action to transition the world towards more sustainable agricultural practices. Furthermore, students were able to reflect on the connections between the local to the global as well as the importance of interdisciplinary approaches to problem solving. The unit incorporated at least three of the 4 classifications of service learning; direct in working with the people and environment that they wanted to impact, advocacy in allowing them an opportunity to speak up about what they considered to be the negative aspects of modern agricultural practices and research required in order to inform their actions and to raise awareness. Opportunities also existed to include the fourth type, ‘indirect’ by working on behalf of other groups to initiate change, for example the food produced could have been sold to raise funds.

It helps to have a tool kit full of strategies to help guide students through this form of solution focused inquiry and I will outline some examples below.

SOCIAL ENTREPRENEURSHIP

Action through service learning can be encouraged through providing opportunities for social entrepreneurship in the curriculum. This form of entrepreneurship may use business models and a sustainable income but should benefit people and/or the environment. This form of action often requires an interdisciplinary approach, requiring students to transfer knowledge and skills from different disciplines and develops important thinking, research and communication skills. An M2 class were assigned the task of setting up a company that would be an example of social entrepreneurship addressing a chosen issue/ challenge related to food production or consumption. One group looked at the issue of plastic waste and considered how to turn this issue into an opportunity. Using design

thinking (see below) they researched and created a prototype food wrapper made from organic material that was biodegradable. The final products were presented using an elevator pitch to the rest of the class. This example fully engaged and motivated the students because they had autonomy over what they focused on, the task was challenging but achievable because they had the tool kits, they saw the role they can play in being active change makers and also the way this task can link to real world careers.

DESIGN THINKING

This approach starts by making observations, empathising with different groups and identifying the problem, for example the amount of food waste created each day in the school cantina. The 2nd stage is to carry out research and investigation into the issue and also existing solutions. How have other groups tried to address this issue? What were the strengths and limitations of these solutions? The students now move on to idea generation regarding possible solutions (see divergent/ convergent thinking). From this some form of prototype of test should be carried out followed by reflection and revisions before the final action can be implemented. For example, students develop a system of waste food collection that can quickly be sorted and then suitable waste used as food in the wormery for the school permaculture site creating a circular system. Reflection plays a key role in all stages of design thinking and another useful tool here is the perspectives compass (see next page).

DIVERGENT AND CONVERGENT THINKING

FINDING THE RIGHT PROBLEM

FINDING THE RIGHT SOLUTION

1 1 ALTERNATIVES

DIVERGENCE

CONVERGENCE

DIVERGENCE TIME

1CONVERGENCE

This is a very simple brainstorming tool that encourages idea generation, creativity and focus. This tool is normally used after a problem has been identified and there has been some level of investigation into its causes, effects and existing solutions. Students begin by brainstorming a whole range of solutions. At this stage it is about quantity not quality and encourage them to think big with no limitations. No ideas should be judged at this stage, every suggestion is noted. Ideas can include technology not yet invented or “out of the box” solutions. A time limit can be set to encourage rapid brainstorming. After this initial stage students should start to group/ rank the list of suggestions and then try to focus these down to what might be the most appropriate or effective solution. Once the ideas have been focused divergent thinking can once again take place to consider all the different ways this could be done, applied or created. The cycle can continue until students have

reached a possible solution to the initial problem and from here further research, testing or prototyping can take place.

SCAMPER MODEL

This is a useful tool for encouraging students to be creative. SCAMPER (see over) is an acronym and each letter provides a way to consider a new perspective. For example, a student that is concerned about plastic and waste pollution in the oceans considers the idea of substituting toxic fibreglass used on surfboards with a new, more organic material such as cork. This material is waterproof, strong and locally available and is biodegradable.

THE PERSPECTIVES COMPASS

WELL-BEING INDIVIDUAL HEALTH FAMILIES SELF-DEVELOPMENT QUALITY OF LIFE

NATURE ENVIRONMENT RESOURCES ECOSYSTEMS CLIMATE

N

W

E

S

SOCIETY GOVERNMENT CULTURE INSTITUTIONS SOCIAL CONCERNS

ECONOMY PRODUCTION CONSUMPTION EMPLOYMENT INVESTMENT

This is a useful tool for considering multiple perspectives on a proposed solution or form of action. It considers environmental, social, economic and political viewpoints. For example, what would the cost be of implementing a system of sorting food waste? How would this pose risks to health? What are the laws regarding food waste on a school site in this location?

SLIDING SCALE FOR RANKING IDEAS

Students may be generating ideas and suggestions to address a particular issue or challenge faced by society but how can they decide which ones to develop further? A sliding scale (see opposite) requires them to select two important criteria, for example, cost and environmental

impact and then rank each idea on the graph in order to identify the ones that achieve the highest in both criteria.

REVERSE

SUBSTITUTE

COMBINE

ELIMINATE

SCAMPER TECHNIQUE

PUT TO ANOTHER USE

MODIFY

ADAPT

2 CRITERIA SLIDING SCALE

CRITERIA B CRITERIA A HIGHEST SCORING IDEAS 1 1

LOWEST SCORING IDEAS

CONCLUSION

If the aim of education is to prepare students for the future, and to contribute to the communities and world in which they live, then it stands to reason that there must be opportunities for student led action. This is the generation that will have to face complex issues and it is more important than ever that they see themselves as change makers. If education is really to be a force for good then action must, where possible, lead to service learning. From a teacher´s perspective what could be more satisfying and rewarding than to guide young people towards being part of a change towards a more sustainable, optimistic and equitable future?

BIBLIOGRAPHY

Norman, D. (2013) The design of everyday things. Basic Books. (Divergent and Convergent Thinking)

Meadows, Donella H, and Diana Wright. Thinking In Systems. (Perspectives Compass)

Elmansy, R. (2015). A guide to the Scamper technique for creative thinking. https://www.designorate.com/a-guideto-the-scamper-technique-for-creative-thinking/

ABOUT THE AUTHORS

Mark Barling is the Leader of learning for Individuals and Societies at Sotogrande International School, Spain. He has worked in international education for over 25 years in schools in Colombia, Egypt, South Korea and Spain. His recent interests are in designing flexible and inspiring learning spaces, concept based learning inquiry, interdisciplinary learning and the development of effective e-assessments for integrated humanities.

An educator who draws upon a diverse career that includes work in the music industry and in corporate entertainment, David Green is committed to exploring innovations in educational environments and practices. David has taught both the national curriculum in the UK and the International Baccalaureate at Sotogrande International School in Spain. He is currently working at Green School, Bali. His recent work has included exploration of innovative educational environments, development of integrated, experiential units of work, concept based inquiry, permaculture and education, arts integration, developing student autonomy, introvert friendly classrooms and mindfulness in schools. His study of Gaia Education’s, ‘Design for Sustainability’ course is part of a lifetime commitment to contributing to more sustainable and regenerative cultures through education.