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

CHAPTER I CHAPTER II

CHAPTER III

CHAPTER IV CHAPTER V

The different reflection activities in a course are carefully designed taking into account curricular learning objectives, value objectives and transversal skills to be developed throughout the course. Each reflection will then have its own objective. A reflection activity may be oriented both retrospectively and prospectively, that is, it can promote reflection and critical analysis according to past or future situations,

which allows students to situate themselves in different scenarios and to elaborate a deeper learning process around the project. Because of this, it is necessary to generate established spaces for reflection, ideally in the three stages of implementation: prior (awareness and exploration of expectations), during (pointing to the experience) and once the project is finished (drawing conclusions).

EXAMPLE OF A REFLECTION STRATEGY IN A SL COURSE

Developing as a team a diagnosis, proposal, and training regarding weed control of a small farmer's crop.

THREE INSTANCES OR ACTIVITIES ARE DESIGNED BASED ON REFLECTION

Carrying out an activity called "the thermometer ” which discusses how the professional profile relates to the service activity performed and ethical aspects of the use of pesticides

Perform a SWOT to analyze your experience after the first visit with the farmers.

Analyze the reality of small farmers who visit and the challenges of the students in designing, implementing and executing their action plan.

* It is important to consider that a reflection activity may be carried out by the community partner as well as by assistants and/or professors .

CHAPTER I I I : DUR I NG THE COURSE DEVELOPMENT

CHAPTER I I I : DUR I NG THE COURSE DEVELOPMENT

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