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

CHAPTER I

CHAPTER II

CHAPTER III CHAPTER IV CHAPTER V

hours defined for the course. All these elements will guarantee the quality of the service, the teaching learning process and the workload for both the teaching team and the students, allowing that the three key people in SL will benefit.

of knowing the central components for planning a SL course : determining the learning objectives that will be addressed through the methodology, building the service objective(s), defining the kind of service to be developed, coordinating the search for a community partner, designing reflection strategies and generating assessment strategies. It is also important to define dates and key moments in the planning for delivering the course content, explaining the objectives, visiting community partners, assessments,

feedback, reflections, etc. For the planning of a course, it is necessary to maintain coherence among the learning objectives, the teaching strategy and the assessment process, as stated in the constructive alignment scheme of Biggs & Tang (2007).

These may be cognitive, procedural, attitudinal and/or value-based. In SL, it is recommended to incorporate a Service objective into the course program since, by making this explicit, the course activities, reflection and assessment strategies may be better oriented. To comply with the constructive alignment, when incorporating SL into a course, the first step to be taken is the identification of the learning objectives of the course that will be addressed by means of the SL methodology. The fact that SL may be applied to the course does not necessarily mean that all its learning objectives will be addressed through this methodology. The objective(s) selected should be fully coherent with the contents linked to the course program, as well as with the activities of the service project.

INITIAL TEACHING PLANNING

IDENTIFYING LEARNING OBJECTIVES

It is important to keep in mind that there is no single way to plan a SL course . This is why the importance

The learning objectives of a course are those that allow us to answer the question: What are the students expected to learn in this course? In other words, these are the concrete learning objectives to be achieved by the students, related to a topic, unit, area or skill.

To conduct a feasibility assessment, click here.

LEARNING OBJECTIVES

ASSESMENT SYSTEM

METODOLOGIES CHAPTER I I : PR IOR THE IMPLEMENTATI ON IN A COURSE

CHAPTER I I : PR IOR THE IMPLEMENTATI ON IN A COURSE

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