From Diversifying Economic Quality: A Wiki for Instructors and Departments
Service learning can be incorporated through student based instruction. This method requires students to teach economic concepts to younger students. This type of service learning can occur through seminars, presentations, or after school programs. Teaching information to individuals who have not had the same experiences that they have had will help student retain information better. Students will have to frame economic concepts in terms which their pupils can understand, a task which inevitably will aid the students in their own understanding of the concepts.
A paper by Kim Marie McGoldrick and colleagues (2000) reviews various pedagogical techniques and their applications to economics classrooms. In particular, they focus on service-based learning. They used student-based instruction in a service-learning experience in which managerial economics students developed curriculum and taught elementary school students basic economic concepts.
Example: Students in principles courses could teach economic concepts such as scarcity, or opportunity cost to grade-school students.
How to implement
1. Instructor will have to contact local grade schools in order to find appropriate placement for students (either with after school programs, mini presentations in specific classrooms, ect.).
2. Students should dedicate 10 to 30 hours to teaching younger students the economic concepts and document their expierences in journals.
3. Students experiences can be integrated into the course through a class presentation, a formal paper, class discussions, or an on-site evaluation of the students work.
4. Generally, this portion of the class accounts for ten percent of the students' final grade.
McGoldrick, KimMarie, and Andrea L. Ziegert. Putting the Invisible Hand to Work: Concepts and Models for Service Learning in Economics. Ann Arbor, MI: University of Michigan, 2002. Print.