Learning

based on
service
Justificationofthe
methodology

Contrary to the old tradition of accumulation of learning, the

work methodology is useful for the scope it has for
promote and drive the goals of the NEM by integrating the service
to the community with academic study and in turn create
community and social network for students to develop
sense of responsibility and commitment to the community,
so it helps the students learn to
develop and participate in projects that relate to
personal interest and that of the community.
Itisasimpleandeasymethodologytoimplement.
practicethatissituatedintheinnovativecurrentof
education,anditisconsideredaspartofthe
called'pedagogiesofexperience',thatare
theyarecharacterizedbecause:

Educational practices are organized in such a way that

they make possible the direct relationship of the students with
the phenomena of reality that it studies.
The learner acts and experiments on it.
reality they want to study.
The projects based on this learning, 'emerge from the perspective
"concerned and attentive to the community," which is fundamental
get involved in community knowledge and contexts, propose and carry out
I carry out positive actions for the common good, for which their
implementation and application has numerous experiences
successful in countries of America and Europe, such as the United States,
Argentina, Canada, Netherlands, and Spain.

From a pedagogical approach, it is an educational proposal.

based on the experience that combines learning and
community service in a single well-articulated project, in which the
students develop and learn by working on real needs
of the environment with the aim of improving it. However, seen as
philosophy, it is about 'a way of understanding human growth,
a way to explain the creation of social bonds and a path to
building more just and convivial human communities
In the context of the so-called pedagogies of the
experience, which is where the model is located
what we are analyzing, these are characterized by
for opposing those pedagogical practices
based solely on the transmission of
information from the teacher; on the other hand,
the methodology as implies the work of
directly with real facts, which
provokes genuine learning processes and
it allows learning to be experienced in
the context of the reality to be studied
Learning service quadrants
proposed by the Service-Learning 2000
Stanford University Center [1996],
cited in Puig, Batlle, Bosch, and Palos [2007].
Resorting to the ace means a good opportunity for him.
development of collaborative learning experiences
and cooperative. Likewise, it is based on real practices
that motivate and stimulate students to find
meaning to what he learns and does in school, therefore
is characterized by combining in the same methodology
intentional learning and community service
as part of a process in which an is identified
need of the immediate social environment and at the same time it
creates the need to establish interactions that
help design necessary and relevant actions;
therefore, it enables students to analyze the
needs of a community context, reflect
about how to address those needs and decide how
contribute to transform and foster a change
cash.
Asfundamentalelements
fromthemethodologyas,itisgiven:

Detection of a social need.

Design of a service like
answer.
Development of learning
necessary for its implementation in
practice.
Itsthreemaincharacteristics
son

Active protagonism, since the activity is

starring the students accompanied by
teachers and tutors.
Solidarity service, due to the activities that will be
plans are intended to address problems
real and specific to a community.
Intentionally planned learnings,
because the project articulates the learning of a
curricular content with the solidarity activity.
In summary, the methodology integratesin a single
project both the learning objectives and the
service objectives, so it requires the
interdisciplinarity and the joint work of students,
teachers and tutors.

Additionally, it is also a school activity that contributes to

integral development of students and their social projection,
therefore, it is a way in which the
learning is provoked mediated by processes of
action, reflection and application.
 Service-based learning
consider 5 stages

CREATIVITY IN
MARCH
WHAT I KNOW AND
It is the implementation of what
I WANT TO KNOW planned in the design of
Guide to know project and includes the
1 the reality about it
3 monitoring of activities,
5
what is going to be worked on spaces and times of the
and what resources are responsible for each
account. activity
LET'S ORGANIZE WE SHARE
THE AND WE EVALUATE
POINT OF WHAT HAS BEEN LEARNED
ACTIVITIES
GAME
Activities that At the end of the
Of the interests of
articulate the project is
the students or of 2 intentionality
4 propose a
the needs or pedagogical with the activity for the
problems of the
intentionality of final evaluation of
community.
service. the results
[Link]

It is the start of the AS project and it can arise from the interest of the students who will be the
protagonists, or rather the need to respond to a concrete demand of the
community or a community issue. Initially, it is shared among those who
they integrate the school group, and as the project develops, then it goes
sharing and involving the rest of the community.

Sometimes, the motivation to carry out a project can derive from the
student experience in front of a specific real event, for what it is
It is necessary to start with awareness and informative activities to enrich the
approach and generate the appropriation of the proposal. It is recommended that during this
stage involves those who will be the allies, collaborators, and actors (community
school and family), since if they are thoroughly aware of the type of proposal that will be carried out
cable, will contribute to enriching the experience; this is how all the actors that
participants in the project become protagonists of both learning and
service.
[Link]
to know

During this stage, it will be necessary to guide activities to understand the reality on which it
he will work, so it is essential that the teacher gathers information, identifies the
resources available and establish links with the family and the community
(public institutions).

It is the moment when activities are generated that allow clarification of the reality about
what will be worked on, which makes it essential to gather information and have the
support from other allies, after having identified what the real needs are
and the resources available. It will also be a period in which they will be carried out.
analysis and debate activities to propose a participatory diagnosis where the
school community can make their voices heard through analysis and evaluation of
the information obtained, and there may be a need to carry out some kind of
acotación de la demanda a abordar y proponer alternativas de acción. Se trata de que
the students, the teachers, the tutors take the voice.
[Link]'sorganizethe
activities

It is about guiding activities that articulate the pedagogical intent with the
intentionality of the service to question what will be done and with which human resources
materials are available. During this stage, basic tools are usually used.
pedagogical planning and execution of social projects, starting from questions such as:
¿Qué? ¿Por qué? ¿Para qué? ¿A quiénes? ¿Cómo? ¿Cuándo? ¿Quiénes? ¿Con qué? ¿Cuánto?
With whom?

A clear description of the actions to be taken, the resources, and the timeframes is required.
necessary and those responsible for achieving the proposed objectives. They will also have to
consider the necessary material resources (physical spaces, texts, stationery, etc.)
indicating which are available and which can be obtained. Care must be taken not to
lose sight of what the curricular link of the project is and verify that the activities
allow the achievement of the learnings.
[Link]

It is the implementation of what was planned in the project design and includes the
monitoring of the activities, spaces, and times of those responsible for each
activity, which implies the monitoring of both the curricular contents to
develop as of the service. In this process of solidifying the project, there will be
a very important role is played by the interaction between students, teachers, and the family
who must formalize agreements and ties with the community.

It is important to consider that in certain cases the alliances established by the institution
educational respond to the need to have some type of resource for the
launch of the project.
[Link]
weevaluatewhathasbeenlearned

At the conclusion of the project, an activity is proposed for the final evaluation of the
results, as well as the compliance with the objectives and achievements of the project. In
this stage considers both the results of the academic experience, as well as
the fulfillment of objectives based on service to the community.

Attention must be paid to the degree of protagonism of the students in the

project, as well as the degree of integration between learning, in addition to
integrate self-assessment by the students and reflect on the achievement of
project. On the other hand, it is time to consider the continuity of the
experiencia, evaluar su factibilidad o la posibilidad de iniciar otro proyecto.
Whatdoesitrequire?

The service-learning methodology requires

aplicación en el servicio comunitario, por lo que está de manera
directly related to community projects.

Service-learning is a method to combine learning with

the social commitment. It is about learning by providing a service to the
community
Sources: