SL Primer 2023-2024

Photo by: CAZA

SERVICE-LEARNING PRIMER FOR SENIOR HIGH SCHOOL STUDENTS

2023-2024

THE DLSU IS SHS SERVICELEARNING PROGRAM 1.

Service-Learning is an experiential learning pedagogy that moves students beyond the classroom to become active participants in their learning and develop civic knowledge and skills. It is a “course-based, credit bearing educational experience in which students (a) participate in an organized service activity that meets identified community needs, and (b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility” (Bringle & Hatcher, 2009, p.38).

Guided by the Principles of Lasallian Social Development, the DLSU IS SHS Service- Learning Program aims to contribute in “the achievement of genuine social development and the fullness of life for everyone in God’s plan.” As a response in the “fulfillment of the educational mission, the program hopes to bring the students to an “awareness and deeper understanding of social realities and to be in solidarity with progressive elements of the larger community” (Guiding Principles of Lasallian Family, 2009) by integrating servicelearning in the Christian Living courses.

LASALLIAN REFLECTION FRAMEWORK

The SHS-SL program shall be an integration of the three facets namely Lasallian Reflection Framework, Christian Living Education courses and Strand/Track Integration

1.1. Lasallian Reflection Framework (LRF)

This framework is anchored to the core values of faith, zeal of service and communion in mission and this serves as a guide to all formation and engagement activities. It has three phases:

1.1.1. SEE-EXPERIENCE or CONSCIOUS EXPERIENCE (“Masid-Danas”)

The Tagalog terms “masid” or “to observe closely” and “danas” or “to experience”, when combined (“masid-danas”) means “conscious experiencing”. This is the first stage of “see-experience” where students will have an understanding of the perceived situation and social issues.

In this phase, the partner community is invited during CLVE class period to present and introduce their community/organization.

1.1.2. ANALYSIS-REFLECTION or CRITICAL REFLECTION (“Suri-Nilay”)

“Suri” is Tagalog term for “analysis” while “nilay” is “reflection”, when combined (“suri-nilay”) means “critical reflection”. The second stage which is the heart of LRF leads us to go further and deeper in the process, from senseexperience to a second level seeing– that of critical analysis and reflection.

The students revisit the Masid-Danas phase by watching the video presentation created during Term 1. This highlights the identified problems of the partner community. In this phase, the students present the approved SL Project Proposal to the partner community. If the partner community approves the project, it will be launched on social media.

1.1.3. COMMITMENT-ACTION or COMMITTED ACTION (“Taya-Kilos”)

“Taya” typically means “to bet” but it can also mean “to offer”. This stage starts with a commitment where Lasallians are engaged in the work-mission to put into actions the plans (Lasallian Mission, 2011).

In this phase students implement their project to the partner community. Below is the summary of the Service Learning Implementation using the Lasallian Reflection Framework (LRF).

CHRISTIAN LIVING AND VALUES EDUCATION

1.2. Christian Living and Values Education

Anchored on the Lasallian Core Values of Faith, Zeal for Service and Communion in Mission, Christian Living is a core subject of all strands in the Senior High School. The course supports the Lasallian Christian Formation program of De La Salle University. It primarily aims to accompany adolescent learners in their personal, spiritual and communal journey within the context of Catholic teachings that will help them imbibe the Lasallian values towards the achievement of Lasallian identity. Each course utilizes the Lasallian Reflection Framework (LRF) and Challenge Based Learning (CBL) approach to acquire a deeper appreciation of the current social issues especially the poor and marginalized and on how they can respond to these challenges.

1.2.1. Christian Living and Values Education 1: Who Am I? (Kawangis)

This course aims to offer opportunities for students to understand their identity in relation to their faith and God by exploring the fundamental Christian doctrines on Imago Dei, Life and Dignity of the Human Person, Faith, Religious Freedom, and Moral Agency. This enables the students to see themselves, through the eyes of faith, as beloved, empowered, and sent by God. To acquire a dynamic understanding of their identity as Filipino Christians and Lasallians the first phase of the Lasallian Reflection Framework: Masid-Danas will be explored.

1.2.2. Christian Living and Values Education 2:

How can I become more fully human?

(Kalakbay sa Pagpapakatao)

This explores the foundation of values and norms learned within the family, school, and community. As baptized members of the Catholic Church and sharers in His threefold ministry, the signs of the times necessitate for us to reflect on Jesus as our model in rediscovering our responsibilities towards self, others, God and country, as re-read following the examples lived by the Blessed Virgin Mary and the saints. It is hoped that the learners are able to identify credible mentors and models in their faith community as they grow in their discipleship as they use the first phase of the Lasallian Reflection Framework: Masid-Danas.

1.2.3. Christian Living and Values Education 3: What is my Purpose? (Katuturan at Kahalagahan)

This aims to develop students' appreciation of the sacramentality of the Christian faith: in the whole of creation and Jesus and the Church as sacraments or visible expressions (bakas) of God's presence in the world. It is hoped that the students will understand the seven sacraments as celebrations in symbolic language of life stages, when we feel God's gace or kagandahang-loob more deeply, and that they are also prophetic symbols of God’s reign. As they discern their unique vocation and profession that will respond to the needs of the world, the course will guide the students through the use of the second phase of the Lasallian Reflection Framework: Suri-Nilay in making God present and active in the lives of all especially the poor and vulnerable.

1.2.4. Christian Living and Values Education 4: How Can I Grow in my Love of God (Kapiling)

This course enables the students to nourish a faith that is grounded in the God of the Bible. To grow in a holistic faith/ love of God involves forming a right image of God, nourishing our prayer life, loving God in our neighbor, caring for creation, and dialoguing with the religious other. As a practical application of loving God in our neighbor, the class begins the year-long service-learning project for a partner community using the second phase of the Lasallian Reflection Framework: Suri-Nilay. At the end of the course, students should acquire an understanding of the different ways by which God communicates with humanity, recognize stories in the Bible as reflections on God’s action in history, and present ways for a holistic growth in faith.

1.2.5. Christian Living and Values Education 5: How Can I Grow in my Love of Neighbor (Pakikipagkapwa-tao)

This enables the students to nourish a faith that is grounded in the God of the Bible. To grow in a holistic faith/ love of God involves forming a right image of God, nourishing our prayer life, loving God in our neighbor, caring for creation, and dialoguing with the religious other. As a practical application of loving God in our neighbor, the class begins the implementation of a service-learning project for a partner community using the third phase of the Lasallian Reflection Framework: Taya-Kilos. This also guides the students to acquire a holistic understanding of their Christian role to their neighbor and be able to recognize Christ in their responsibility towards others.

1.2.6. Christian Living and Values Education 6: How Can I Grow in my Service to the World (Kapatiran)

This course aims to provide students the opportunity to grow in their service to others and recognize their worth as disciples of Jesus who are called to love one another and witnesses to the realization of the Kingdom of God in this world. It provides opportunities for students to explore the different issues and Catholic social teachings around work, on the marginalized, and in the realm of politics. As a continuing practical application of loving God in our neighbor, the class implements their service-learning project for a partner community using the third phase of the Lasallian Reflection Framework: Taya-Kilos. It is hoped that, at the end of their senior high school, they now own and live their Lasallian identity as Christian/Spiritual Achievers for God and Country.

SERVICE-LEARNING TALKS

1.3. Service-Learning Talks

Aligned with the Vision-Mission of the university, “to attune to a sustainable Earth, and in the service of Church and society, especially the poor and marginalized” service-learning provides a new dimension of learning by making it real. Beyond the fulfillment of a course requirement, the beauty lies when realizations and connections between the theory and practice engages their minds and hearts (Kaye, 2004). Service-Learning talks provide a new perspective on what they learn and its application to the need-based projects they will work on.

1.3.1. Service-Learning Talk #1: Service-Learning: An Orientation (S-LO)

The talk provides students and faculty members who will be handling S-L an overview of the service-learning program of DLSU IS SHS. The S-LO shares a detailed discussion of the senior high school's Service-Learning Primer through an orientation. In addition, the participants will also be oriented on conducting service-learning, Lasallian Reflection Framework (LRF) and more sustainable and need-based projects that respond to the changing needs of time and are aligned to the 2030 Agenda for Sustainable Development Goals.

1.3.2. Service-Learning Talk #2: Service-Learning: Types and Advocacy Programs (S-L TAP)

To help students hone their skills, knowledge, and develop an attitude of empathy and habit of making a difference in the community, the various types of service-learning will be explored in this talk. This also equips students to become the best advocate through the presentation and sharing of invited guests through parallel sessions on their advocacy programs and on how it personally transforms them and the community.

1.3.3. Service-Learning Talk #3: Service-Learning: Process Flow (S-L PF)

This talk describes how S-L works and the processes involved. In addition, former students are invited to share their S-L implementation in the community. This also provides an opportunity to share the previous data of the partner communities and introduce initially the partner communities.

1.3.4. Service-Learning Talk #4: Service-Learning: Doing Community Needs Assessment (S-L CNA)

To equip students on identifying the gaps and needs of the community, this talk provides the students with tools to critically analyze the present situation. They will also have the opportunity to plan and design possible needs and sustainable projects related to their academic track. This talk will also guide them on the Do’s and Don’ts during the community visit and guidelines to follow in the future implementation of the project.

1.3.5. Service-Learning Talk #5: Service-Learning: On Project Implementation (S-L OPI)

This talk provides the beneficiary or partner community to share the perceived impact of the students’ implemented project. In addition, this also provides an avenue for feedback and evaluation of the project.

1.3.6. Service-Learning Talk #6: Service-Learning: Towards Sustainability (S-L TS)

This talk provides guidance on how to achieve project sustainability.

1.4. Proposed Expected Learning Outputs for Christian Living and Values Education and ServiceLearning Integration

Below summarizes the CLVE outputs and S-L activities

Christian Living and Values

Education 1

Potpourri of Giftedness ( Masid-Danas)

Service-Learning Talk #1: Service-Learning: An Orientation (S-LO) Term 1: Week 1

Christian Living and Values Education 2

Advocacy Promotion: Digital Magazine (Masid-Danas)

Service-Learning Talk #2: Service-Learning: Types and Advocacy Programs (S-L TAP)

Term 2: Week 1

Christian Living and Values Education 3

Infomercial (Suri-Nilay)

Service-Learning Talk #3: Service-Learning: Process Flow (S-L PF)

Term 3: Week 1

Christian Living and Values

Education 4

ServiceLearning Project Proposal (Suri-Nilay)

Service-Learning Talk #4:

Service-Learning: Doing Community Needs Assessment (S-L CNA)

Christian Living and Values Education 5

Individual Reflection (Taya-Kilos)

Service-Learning Talk #5: Service-Learning: On Project Implementation (S-L OPI)

Christian Living and Values

Education 6

Creative Synthesis

ServiceLearning Exhibit-Their Stories. My Story. (Taya-Kilos)

Service-Learning Talk #6: Service-Learning: Towards Sustainability (S-L TS)

Term 1: Week 1

Term 2: Week 11

Term 3: Week 11 7

2. STRAND/TRACK-SPECIFIC

INTEGRATION

2.1. The Accounting, Business and Management (ABM) Strand

The Accountancy, Business and Management (ABM) strand would focus on the basic concepts of financial management, business management, corporate operations, and all things that are accounted for. ABM can also lead to careers in management and accounting. Careers under this strand could be the following: sales manager, human resources, marketing director, project officer, bookkeeper, accounting clerk, internal auditor.

2.2. The Arts and Design Track (ADT)

The Arts & Design track will prepare students as they learn around the design, performative, and creative industry. This track aims to get a career in the creative field after graduating. To instill the right employment skills after graduation, part of the curriculum of this track is to expose students to various forms of media such as architecture, interior design, industrial design, graphic design, animation, painting, fashion design, photography, and film.

This track is for those who are interested in pursuing careers on the performative and creative field. It opens students to possible employment in industries of music, theatre, visual arts, media arts, and dance.

2.3. The Humanities and Social Sciences (HUMSS) Strand

The HUMSS strand is designed for students who are considering taking up journalism, communication arts, liberal arts, education, and other social science-related courses in college. Part of the curriculum includes introduction to world religions, Philippine and world literature, political and community development specialization subjects

Possible work or college programs in line with this strand are a teacher, a psychologist, a lawyer, a writer, a social worker, or a reporter someday. This strand focuses on improving students’ communication skills.

2.4. The Sports Track (SpT)

The Sports Track aims to give you understanding of the basic principles and techniques in relation to physical education and recreation. It will also offer students knowledge through various factors that affect social, psychological, and cognitive development in sports leadership and management. Professions that are related in this track are fitness trainers, game officials, tournament manager, recreation attendant, masseur, or gym instructor.

Physical Education includes an understanding of human movements through anatomy and physiology. Part of the curriculum in the Sports Track is Safety and First Aid. This is to ensure that students have the life skills and competencies in safety, injury prevention and management in various sports and exercise settings for prompt and proper response during emergencies.

2.5. The Science, Technology, Engineering, and Mathematics (STEM) Strand

Science, Technology, Engineering, and Mathematics are intertwining disciplines as applied in the real world. The difference of the STEM curriculum with the other strands and tracks is the focus on advanced concepts and topics.

Under this track, students can pursue a career as a pilot, an architect, an astrophysicist, a biologist, a chemist, an engineer, a dentist, a nutritionist, a nurse, a doctor. Those who are also interested in Marine Engineering are recommended to take this track.

3.

SERVICE-LEARNING STRUCTURE

3. SHS Service-Learning Structure

3.1. Organizational Chart

SHS

4. OUR PARTNERS

4.1. COSCA and LMO

The Center for Social Concern and Action (COSCA) is the social development arm of De La Salle University. COSCA assists the SHS Service Learning structure in a two-fold manner by integrating the social development principles in the academic programs of DLSU through the Service Learning Program (SLP), and by building bridges with community partners through the Partnership and Network Development Program (PNDP).

The Lasallian Mission Office (LMO) Laguna is the office committed to the goal of enriching faith formation and community engagement to help DLSU become more and more a school of and for the poor. LMO Laguna assists the SHS Service Learning structure by collaborating with prospective community partners for purposes of social engagement with the academic community.

4.2. The SHS Academic Coordinator

The SHS Christian Living Education (CLE) Academic Coordinator is responsible for the delivery of the Christian Living Curriculum and programs. He/she reports directly to the Humanities and Social Sciences Department Chair.

Principal Roles:

Supervise, monitor and evaluate curriculum, instructional programs, and classroom practices

Design or redesign the syllabus, rubrics, and guidelines for Christian Living courses

Ensure that the Christian Living curriculum is aligned with the SHS Service Learning program

4.3. The SHS Learning Specialist

To promote social engagement and development as guided by the Lasallian Reflection Framework, the Service Learning Specialists are responsible for the coordination with the Academic Coordinator, COSCA and LMO to link community partners with the CL Faculty and SHS students. The team is composed of the following: SL Specialist for ABM, ADT, HUMSS and SpT Manila, SL Specialist for STEM Manila, and SL Specialist for Laguna.

Principal Roles:

Constant coordination with Academic Coordinator, COSCA, LMO, partner communities, and related offices for the SHS Service Learning program

Conduct orientations to SHS classes under the Service Learning Program

Create project proposals evaluation team for community action

Set up consultations and trace mobilization plans with different partner communities

Supervise all project implementation of the students to the community

Communicate concerns and request to COSCA, LMO or to the SHS Administration

Spearhead training sessions for the CL Faculty implementing Service Learning

4.4. The Partner Community

Communicate and actively engage with the CL Faculty and SHS Students through official modes of online and/or onsite communication for purposes of immersion and consultation

Approve project proposals for community action initiatives by the SHS classes under the Service Learning Program

Participate in the duly approved community action initiatives of SHS classes by sending community members in the projects and activities

The partner communities are in partnership and collaboration with the COSCA or LMO as evidenced by Memorandums of Understanding to cultivate responsible citizenship and empowerment of marginalized sectors towards a just and equitable society. 1. 2. 3. 4. 5.

Act as a co-educator and a collaborator in students’ education, giving them a unique opportunity to learn about the social and cultural issues that shape their environment. Provide students the opportunity to get involved in “reallife” experiences that will enhance their academic learning and outcomes.

4.5. The Christian Living (CL) Faculty

The CL Faculty is the course teacher for the Christian Living courses in SHS. The CL Faculty ensures the proper facilitation of the course objectives and alignment with the SHS Service-Learning program and works collaboratively with the SL Specialists and the Partner Communities.

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Handle lectures on Christian Living courses

Set up official modes of communication with partner communities

Supervise the writing of project proposals for community action

Facilitate the project implementation of the students to the community

Assess student’s performance through various forms of formative and summative assessments, including scaffolding tasks related to the Service Learning program

Monitor the progress of the class in planning and implementing the project for the partner community.

Plan and develop the logistics of the project for the partner community and communicate with other involved individuals and faculty volunteers.

4.6. The Senior High School Students

The SHS Students include all who are taking Christian Living courses. The SHS Students primarily coordinate with the CL Faculty along with the assigned partner community.

Principal Roles:

Attend regular classes for Christian Living courses

Take down notes during the Masid-Danas community orientation and immersion

Communicate with the partner community through the official modes of communication

Prepare project proposals for community action initiatives during the Suri-Nilay phase

Implement the duly approved project proposal directed to the community partner

Writers

Mr. Balanquit, Simon Peter, LPT.

Ms. Camarines, Teresa, LPT., Ed. D.

Atty. Garganta, Lambert Yancy, LPT.

Ms. Mobilla, Patricia Joy, LPT, M.A.

Mr. Ramos, Gil, LPT

Designers

Mr. Nuiz, Charlo Neil

Mr. Samson, Paul Vincent

Consultant

Mr. Christian P. Gopez

Chair, Humanities and Social Science Department

Acknowledgement

Center for Social Concern and Action (COSCA), Manila Campus

Center for Social Concern and Action (COSCA), Laguna Campus[CG1]

REFERENCES

Bringle, R. G., & Hatcher, J. A. (2009). Innovative practices in servicelearning and curricular engagement. New Directions for Higher Education, (147), 37–46.

De La Salle University Integrated School Student Handbook. (2021-2024)

p. 10

De La Salle University Manila. (2019, February 22). Lasallian Reflection

Framework-De La Salle University. De La Salle University.

https://www.dlsu.edu.ph/lasallianmission/cosca/about-us/lrf/

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Photo Credit:

Carlos Arnaiz Architects (CAZA). Sanctuario De La Salle.2022.

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LASALLIAN ACHIEVERS FOR GOD AND COUNTRY