During the planning period we encourage our teachers to use the IPARD approach.
Includes both the inventory or profile of student interest, skills and talents, and the social analysis of the issue being addressed. For this analysis, students gather information about the issue through action research that includes use of varied approaches: media, interviews of experts, surveys of varied populations, and direct observation and personal experiences. The action research typically reveals the authentic need that students will address.
The service learning process moves the curriculum forward as students continue to
acquire content knowledge and raise and resolve questions regarding the authentic need. They identify
community partners, organize a plan with clarification of roles, responsibilities and time lines, and
develop skills needed to successfully carry out the plan.
Students implement their plan through direct service, indirect service, advocacy, and/or research. Action is planned with partners based on mutual understandings and perspectives, and aims for reciprocal benefits for all involved.
Reflection is ongoing and occurs as a considered summation of thoughts and feelings regarding essential questions and varied experiences to inform content knowledge, increase selfawareness, and assist in ongoing planning. When students have varying modalities for reflection, they grow to identify their preferred ways to reflect and value the reflective process. This leads to students becoming reflective by choice.
Student demonstration captures the entire service learning experience, beginning with investigation, and includes what has been learned, the process of learning, and the service or contribution accomplished. Sharing this with an audience educates and informs others. Students draw upon their skills and talents in the manner of demonstration, often integrating technology.