Service learning, a method of instruction that combines learning with service to the community, can foster mutual respect and caring between gifted students and their communities. Using examples from various service learning experiences conducted by young gifted adolescents, the authors relate how service learning can be instrumental in infusing the qualities of caring in gifted youth. A K-12 best-practice model for service learning that incorporates the Creative Problem Solving process, the cognitive apprenticeship model, cooperative learning, reflection, and celebration is described.

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Citing the need for a basic, K-12 developmental framework for service learning, this article describes such a model. This model, an inclusive typology of Tirvice learning, distinguishes three levels of service learning: Community Service, Community Exploration, and Community Action. The authors correlate this typology to Piaget's cognitive developmental stages tying in Bradley's three-factor Criteria for Assessing Levels of Reflection. Two types of service, direct and indirect, are explained. Implications for education, research, and the community are discussed.

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