Service Learning and Problem-Based Learning [The Cycle of Service]

This approach has four phases that allow students to connect to the curriculum by providing a service. When the service is directly related to the student, it has the potential to increase their level of understanding and build on related skills such as leadership and community collaboration.

The strength of this approach is that it is service-oriented, and offers a holistic learning experience. Students are asked to connect to what they are studying personally. In the given example of service, the students are asked to go outside and pick up trash, basically share the responsibility of beautifying their community. The approach is positive because it has a cyclical format that it is continuous in thought/reflection for students. The lesson is intended to benefit the community. Students efforts are rewarded which makes them more inclined to repeat a community project. The community is brought together by the students who remind each other of their shared value in the community.

The limitation is that students tend to be lazy and are less likely to appreciate service-learning unless they can see a direct benefit and a financial reward. For example, the idea of picking up trash sounds great, but incentives would have to go along with the task of doing, not to mention the extra cost of gloves, shoe covers (for their name brand shoes), and sunscreen. A teacher can advise the students to dress in clothes appropriate for picking up trash, but not every student follow directions - the teacher will need to accommodate for those students as well.