Creating Flexible Frameworks for

Creating Flexible Frameworks for Service Learning

By John Haakon Gould

Service learning. We can all agree on the range of benefits it provides to students. A deeper understanding of Common language can be a powerful tool to encourage a community-wide understanding of the experiential learning course content. A realization of what is meant by reciprocity and power dynamics in community partnerships. Opportunities to explore and develop interests in a meaningful way. The list goes on. Still, we may also recognize that, practically speaking, it can be difficult to get started. Or you may simply be wondering: How can we do it better? One approach This adaptable that schools can take is to create flexible scaffolding can frameworks for service. be invaluable This adaptable scaffolding can be invaluable for all for all involved. involved. For teachers and coordinators, these For teachers and can be empowering, rather than a burden on coordinators, planning or a series of these can be tick boxes. Furthermore, one can also easily empowering. embed best practices for teaching and learning such as coaching, universal design for learning (UDL), international mindedness, and more. These flexible frameworks can ensure that community partnerships are strengthened in an equitable way. They can invite parents into the learning process. For students, they can be viewed as much-needed support and an energizing collective avenue through which to pursue service. process. Whether you’re just getting started on this journey, or trying to refine your school’s approach, l invite you to catch a glimpse of the process here at Shanghai Community International School (SCIS).

Balance

While we may strive for authenticity in our service learning programs, the start may require something more foundational: an institutional inventory. Schools are a system of interconnected smaller bodies that must balance a range of priorities. A rigorous curriculum expands students’ thinking. Pastoral programming cares deeply for their social-emotional wellbeing. Extracurricular opportunities create an exhilarating atmosphere to apply knowledge and skills. We should not only be mindful of these, but also realize that service learning calls for promoting student agency and a school culture with empathy at its core. This brings forth the question: how can we leverage these to inform and optimize our whole-school approach to service learning?

Themes

We’ve come to realize that a thematic approach to service learning has its advantages by providing a window for inquiry, knowledge-building, and possible action. This inevitably begs the question ‘What variables may enter into the theme selection process?’ A great place to start could include: • Reviewing the school strategic plan • Reminding ourselves of the mission and core values • Explicitly considering curriculum standards • Carrying out activities with students like the personal inventory and 4 Corners

Activity (Cathryn Berger Kaye) • Reviewing outcomes (from the

International Baccalaureate or otherwise) • Complement with existing frameworks such as the UN

Sustainable Development Goals Here at SCIS we’ve presently ended up with fi ve themes.

Breaking stigmas often associated with openly discussing health issues has been increasingly popular. We’ve noted the students’ desire for sharing their love of learning; their self-discoveries of skills they possess; and what issues they fi nd captivating.

Also, students show willingness towards a cooperative effort to tackle the seemingly insurmountable sustainability crisis.

Lastly, demonstrating an enduring understanding of global citizenship and shifting perceptions of those very concepts has led to lively conversations and an overall increased awareness. In an ever more divided world, students’ eagerness to lend their own voices to initiatives focused on justice, equity, diversity, and belonging has been inspiring.

From the very outset of this selection process student voice was essential. Yet, how would they chronicle their journey? Celebrate ongoing struggles and successes? Each theme links to a student voices platform; regularly updated not only for institutional memory purposes, but also to provoke further inquiry. Digital storytelling advice from experts, such as LeAnne Lavender, could further elevate refl ection. Pause for a moment now and think of your organization. What factors would you consider in your theme selection process?

Initiatives

Of all the avenues for service, curricular integration can seem the most daunting for coordinators and teachers. But what if there was a way to make it less so? A way to further support horizontal and vertical alignment? While engrossed in the planning process, a shortlisted set of conditions for planning long-term initiatives came to mind, as follows. (This is by no means comprehensive or hierarchical).

They should be transdisciplinary. Their non-specifi city allows accessibility across all subject areas, albeit to varying

They should be transdisciplinary.

degrees. For example, an initiative focused on health and wellness may include integration in math while evaluating measurements of mental health; language acquisition due to building and applying relevant vocabulary; science and physical education via the study of biomechanics, and more!

They should be measurable. Devising a set of success criteria and refl ecting on successes and failures to evaluate next steps is vital. For example, for the initiative noted above, quantitative data may be collected in terms of tracking submissions from different community members (for instance teachers, students, parents) Qualitative data from stakeholders too would provide 

They should be scalable. An experience can start within school walls.

another essential feedback loop. Cocreating these criteria with students promotes even further buy-in.

They should have longevity. For example, an initiative that involves guest speaker invitations around the topics of justice, diversity, equity and belonging presumes that this is an ongoing process of progress. This can be grounded even further by it being evident in the school’s strategic plan. Regardless of the initiative, it can grow and adapt on a yearly basis.

They should be scalable. An experience can start within school walls. It might be within a classroom, or a division. Yet, the potential for external community engagement should be possible. For example, an initiative focused on capturing voices in the community might begin with the upper school in a certain context, spread to the lower school in another context, and aspire for a wider goal of partnering with a local elderly home or across the country to explore various perspectives of ethnic groups. Additionally, another initiative may focus on policy – how it’s created, why it’s important to be informed and inform others. This may initially center on what it means to be a member of the school community by examining essential agreements, but ultimately lend itself to practicing active citizenship through other means.

During the planning process, other factors – such as organizational resources, existing curriculum opportunities, networks, and more – should be accounted for.

From Ideation to Realization

Let’s explore two initiatives more in depth.

Community Voices Concepts of fact versus perspective have come alive while uncovering generational views and interpretations of historical events. Multilingualism and musical creativity can literally be heard with guitar riffs around the world which promote intercultural understanding. Archetypes and other models of language and literature have taken on more meaning as we’ve connected and celebrated the everyday heroes of our community. Community Voices ensures that we never stop listening.

SCISDragonfit The complex topics associated with health can be a collaborative conversation across the diverse school community. Purposefully curated prompts for monthly challenges are part of an ongoing social media campaign. These connect to subjects and encourage participants to be active, rather than passive, learners. A call for action is further reinforced through an established external community partnership with Lifeline. Whether it’s recording a conversation questioning ableist mainstream views, sharing a recipe and accompanying ‘food story’, or a creative writing piece about feelings on vulnerability after failure – submissions have come in all forms. Enlisting the expertise of instructional coaches, counselors and more has made the aspirations of Dragonfit more achievable as we’ve demonstrated a unified commitment towards wellness.

Community

This is a snapshot into our program. Themes have been formed, initiatives gradually expanded. We have embraced the flexible frameworks model due to the fluidity it provides and its capacity for us all to learn, unlearn, and relearn. As a community, we may all be at different stages of our service learning journeys, but we share this one truth: The ability to get started. ◆

John Haakon Gould is Service-Learning Coach and IB Diploma CAS Coordinator at Shanghai Community International School Hongqiao.✉ jgould@scis-china.org

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