UC Service Learning, Yearbook 2020

Faculty of Education

Faculty of Education

Literature in childhood Course Level : First year

Practical Workshop for Minors: Game and Didactic Resources; Interculturality; Infant Expression Course Level : Fourth year

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Teaching Staff:

-Teachers: Maili Ow. -Assistants: Javiera Rojas, Ethel Martínez, Catalina González and Octavia Olmos.

Teaching Staff: -Teachers: Tatiana Gurovich, Verónica Lizana and Marcela Suárez. -Assistants: Carolina Águila, Karime Jadue and Sigal Szewkis.

Attended needs: Promote learning experiences in remote format the first semester and the second semester. The challenge was that students could implement different materials in the courtyard to generate different spaces for interaction. Projectdescription: Thestudentsdesignedpedagogical material and learning experiences to promote reading, both for educators and families, as well as digital material such as videos, readings aloud for boys and girls from 0 to 5 years old. Community Partners: Jardín Infantil Raíz de Sueños, in Bajos de Mena (Puente Alto).

Reflection strategy (s) used: An initial meeting with the community partner is key after presenting the project. This previous space helps to adapt the SL work that we are imagining. At the end, they write a personal self- assessment of their work performance. Assessment strategy (s) used: Oral presentation, written self-assessment (it is the argumentative essay).

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Community Partners: Colegio Nuestra Señora del Camino, Colegio San Leonardo, Jardín Infantil Tierra de Niños, Escuela de Lenguaje Mi pequeño Mozart, Colegio Altair, Jardín Infantil UC- Campus Oriente, Colegio Monte de Asís, Jardín Infantil Las Almendritas del Salvador, Colegio Padre José Kentenich, Sala Cuna and Jardín Infantil - Casa Central UC, Escuela de Lenguaje Mi pequeño Mozart, Colegio Providencia, Jardín Infantil and Sala Cuna UC - San Joaquín. Project description: The students designed strategies and accompanying materials for the families to promote learning in relation to play, creativity and education in children. They also conducted remote training for educational teams on pedagogy in times of emergency.

Attended needs: The greatest need presented by the educational centers was related to the understanding of adapting a pedagogy in emergency contexts, either in terms of the emotional accompaniment of children and their families, or in the design of pedagogical proposals in remote contexts. Reflection strategy (s) used: Social Prejudices, Reflection Circles and Narratives. Assessment strategy (s) used: Assessment scale, rubrics and narratives.

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