Agency and Engagement

​One of the primary reasons educators choose to use Service Learning as an instructional strategy is to engage students. (Check this link for a comparison of Compliant vs Engaged Learners.) Practitioners believe by giving students voice in identifying problems and potential solutions to issues in their community students will take ownership of their own learning. This idea of student control and autonomy is referred to as student agency.  By empowering students to have greater freedom in their choice and approach to issues we encourage them to explore their interests, take risks, and perhaps even fail. To give students the greatest opportunity to be successful in these forays into choice and autonomy through Service Learning it important to provide them with scaffolds.  The IPARD process provides a clear structure to follow, while allowing for maximum student agency. 

IPARD Process
Context: 
The IPARD process is very student centered. However, it is important to consider the role the teacher must play in creating the context for the project. Before students begin to investigate the teacher must have learning outcomes in mind. What do you want your students to know or be able to do when the project is completed? Is there a priority work sector that is involved in the problem the students identify? How does the project tie into the different content areas? 

It may seem counter intuitive to provide structure so students can be more autonomous, but that is indeed what is required. The key is to be flexible and provide each learner the appropriate level of support. The teacher must plan for learning, but be willing to let the students' "voice and choice" in decisions lead where it will. You might be surprised where they take you!

Step One:
Investigate

Teachers and students investigate the community issues that they might potentially address. Investigation typically involves some sort of research and mapping activity. Service learning projects that actively involve students in the identification of issues and solutions are most successful. Remind students to start small, focus on issues close to home that they will be able to solve.

Step Two:
Planning and Preparation

Teachers and students identify community resources and plan the learning and service activities. While students should be involved in planning, teachers must identify  content and service learning standards to be addressed and identify administrative issues needed for a successful project. 

Step Three:
Action

The “heart” of the project: engaging in the meaningful service experience that will help your students develop important knowledge, skills, and attitudes, and will benefit the community. 

STEP 4:
Reflection

STEP 5:
Demonstration
Activities that help students understand the service-learning experience and to think about its meaning and connection to them, their society, and what they have learned in school. This step is key to cementing the learning for students.
The culminating experience when students, community partners and others publicly share what they have learned, the results of the service-learning project, and look ahead to the future.