A Guide for the design and implementation of a service-learning (SL)

CHAPTER I

CHAPTER II CHAPTER III CHAPTER IV CHAPTER V

MODEL FOR UC SL INCORPORATION

5) The teaching team is conceived as a guide and facilitator, supporting and orienting the students in this project. The teaching team supports the learning process and the work with the community.

7) Finally, in SL there should be a structured time for reflection , designed to establish a relationship between the content and the service. This reflection is expected to have at least three moments: prior to, during, and upon completion of the service project. In this, the students are expected to have a deep understanding of the historical, sociological, cultural, economic and political aspects behind the community's need. In chapter 3 we will go deeper into the strategies for reflection.

At the UC, we built a model for the incorporation of the SL methodology, which consists of three major stages, which are internally articulated in different moments, always crossed by a process of reflection, which gives meaning to the experience.

6) Service projects may have a variable duration . There are courses that may decide to carry out the service during the whole semester or the whole year, as well as others that determine some weeks at the beginning, in the middle or at the end of the course. This depends on the learning objectives you intend to address with the SL methodology.

CHAPTER I: KEY CONCEPT

CHAPTER I: KEY CONCEPT

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