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In developing service-learning activities associated with the Cesar Chavez Day of Service and Learning, refer to the following elements:
 Integrated Learning
- The service-learning project has clearly articulated knowledge, skill or value goals that arise from broader classroom and school goals.
- The service informs the academic learning content, and the academic learning content informs the service.
- Life skills learned outside the classroom are integrated back into classroom learning.
High Quality Service
- The service responds to an actual community need that is recognized by the community.
- The service is age-appropriate and well organized.
- The service is designed to achieve significant benefits for students and community.
Collaboration
- The service-learning project is a collaboration among as many of these partners is a feasible: students, parents, community-based organization staff, school administrators, teachers, and recipients of service.
- All partners benefit from the project and contribute to its planning.
Student Voice
Students participate actively in:
- Choosing and planning the service project;
- Planning and implementing the reflection sessions, evaluation, and celebration;
- Taking on roles and tasks that are appropriate to their age.
Civic Responsibility
- The service - learning project promotes students' responsibility to care for others and to contribute to the community.
- By participating in the service - learning project, students understand how they can impact their community.
Reflection
- Reflection established connections between students' service experiences and the academic curriculum.
- Reflection occurs before, during, and after the service-learning project.
Evaluation
- All the partners, especially students, are involved in evaluating the service-learning project.
- The evaluation seeks to measure progress toward the learning and service goals of the project.
Now take a look at some examples.
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