Benefits and opportunities
Reflecting involves thinking about what is going on in the world, about our experiences, about the experiences of and with other people, about our role in society. In this section there are several questions to help us delve deeper into the benefits and opportunities of incorporating reflection into our courses.
Why is reflection important?
■ It is a catalyst for learning.
■ It links experiential and theoretical learning.
■ Intends the development of cross-cutting or higher skills.
■ Generates greater commitment to service activity.
■ Gives meaning to the A+S experience.
How is reflection defined?
Reflection in Service Learning has proven to have multiple benefits both for theoretical learning and for the development of different transversal or higher skills. But for this, reflection must be planned, with clear objectives and with activities for the three moments of the service (before, during and after) that allow them to be fulfilled. In other words, reflection is a strategy adapted to the characteristics of each course in order to meet certain objectives aimed at raising awareness of the social reality that will be addressed during the course, linking theoretical learning with service, emphasizing the social role of their profession and enhancing the development of transversal skills.
What is the purpose of a reflection activity?
The purpose of reflection activities in service learning is to account for the learning outcomes defined by each course, its service objectives, the development of higher skills and its contribution to the students’ value formation, all characteristics associated with the profile of the UC graduate. Reflection activities have different formats depending on who they are aimed at and what they are expected to achieve. For example, they can last from 5 minutes to more than an hour, they can be in the classroom or in the field, they can be based on a film or a specific question, it can be a reflective diary that lasts the whole service or a game made during class, etc. The important thing is that it is contingent and contextualized, that it is motivating and that the students actively participate in it.