Service-learning in gifted education: Addressing cognitive and affective domains
Many curriculum and instructional models seek to address the cognitive needs of gifted students; however, few also attend to their psychosocial needs. This chapter introduces the reader to service-learning, summarizes the research supporting service-learning experiences for students, highlights the role service-learning plays in curriculum development for gifted learners, and shares teachers’ experiences with implementing service-learning in schools and classrooms. The use of service-learning in schools has grown significantly over the past two decades. In designing service-learning instructional activities, teachers can use these typologies to determine the degree to which activities involve little service but significant learning, significant service and little learning, little service and little learning, and significant service and significant learning.