Embedded Files
The resources below are simply graphics, questions or reminders that can help us at different stages of the Service Learning process — especially investigation, preparation and reflection. Thus, for example, when you are starting out and know very little about a situation, you could ask yourself "Which of the M-I-S-O options will help me investigate this?" Similarly, you might look at the UWCSEA Profile and ask yourself "Which skills do I need to learn or improve in order to contribute most effectively to this service?" Then, when it's time to reflect (which is always!) you could choose between a quick 'What?/So What?/NowWhat?' approach, or a more elaborate 'SWOT' evaluation, or a self-critical 'To-With-(Not)-For' analysis.
As Ernesto Sirolli says in his famous TED Talk, "Shut up and listen!" In other words, take the time to understand a situation and prepare yourself rather than blunder straight in with action that does more harm than good.
A tool to help us to understand any social or environmental situation from different perspectives: nature, society, economy and wellbeing. This fits well with the concept of Systems Thinking.
It is especially useful to check the range of skills and qualities in your team. Different people have different strengths; use them strategically. The Profile can be useful for reflection too ("Am I growing as a person?")
Four different ways of investigating a situation. Research it (media). Interview relevant people (not only the powerful or high status ones). Do a survey to collect data. Observe (not just from "outside", but possibly also by participating in activities).
This is called an experiential learning cycle. It sounds fancy, but all it means is that you do something, then you ask what actually happened; figure out what you can learn from it; and, finally, keep all that in mind as you plan your next bit of action.
Many of your parents probably use this tool in their work. It can be used very effectively to meet with Service partners (e.g. from a local service or an overseas NGO). Used well, it means that we don't just get positive feedback ; we also hear about problems and missed opportunities.
A tool to check your relationship with your GC/Service partners. Are you working collaboratively with them or imposing your own ideas on them?
Simple ground rules to ensure that a meeting is productive. One example: "Presuming Positive Intentions — Assuming that others’ intentions are positive promotes and facilitates meaningful dialogue and discussion, and prevents unintentional put-downs."
All 17 Sustainable Development Goals in comic form. Aimed at kids, the graphics make the SDGs memorable for readers of any age.
A funny, impassioned talk that reminds us why Investigation is the first stage of Service Learning. Sustainable development economist Ernesto Sirolli explains why most aid work is ineffective.
Recommended for teachers. Cathryn Berger Kaye is the leading authority on Service Learning in international school contexts. Hear her talk about good practice and sound a few warnings too.
The final stage of Service Learning is 'demonstration' — sharing your experience with others and possibly inspiring them to take action. Standing beside a poster and talking about it may seem like an odd way to do this, but it's what our Grade 5 students do in their annual exhibition and it's commonly used at academic conferences. This example deals with American football, but never mind — just focus on the advice about how to present.
The "go to" place for learning about Systems Thinking. "Systems thinking is an interconnected, holistic approach to problem-solving and understanding the world. [...] What makes systems thinking so powerful? Because lasting, impactful change occurs when we understand a system fully — what’s happening, what’s working, what isn’t, what’s possible — and when we have the tools to change the system to produce desired results."
A classic real life illustration of how human actions can disrupt a system and produce unintended consequences!
This separate video includes an example of a Connection Circle that represents the cause-effect relationships in the cat drop story.
Systems Thinking applied to the natural world via an animation. A balanced ecosystem (e.g. predator and prey populations rising and falling in a wave-like rhythm) has equilibrium and is resilient. However, when we interfere with the system (for example, by using pesticides) we may unbalance the system.
On the surface, we only see events. Look deeper and we can see the social structure that led to those events. Look even deeper and we can see the mental models (assumptions, beliefs, values) that underlie the system.
This example analyses the situation of migrant domestic workers in Singapore.
Graphic organisers help you understand complexity. Draw arrows to trace cause-effect relationships and thus start to see the multiple relationships within a system.
An example (minus arrows) for Introduction to Plant-based Cooking. - based on this video (11:55-14:28 and 24:08-59:20).
An example (minus arrows) based on an article about relative poverty in Singapore.
An example (minus arrows) based on our "soil and plant" services.
An example of a completed circle by an Incredible Edible group.
A system is a collection of parts that are connected to form a whole. A bicycle, a human body, a community ... A map can help us understand how a complex social system works because it makes it easier to see how different components connect with each other. That can also help us see which parts or connections need to be changed in order to bring about sustainable change.
This excellent graphic describes ways of thinking about how systems work and how actions taken can have an impact on eventual outcomes. A reminder that we need to analyse a problem or situation from multiple angles to understand it. (The online version is here, but you need to register for the site.)
Extracts from Chapter 4 of Kate Raworth's groundbreaking book. Just read the section headed 'The Dance of Complexity' for a clear explanation of how feedback loops function in a system — essential for understanding what Systems Thinking is.
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