Different Skills Within Education

Different skills within education

A study in the US in different middle schools (Middle Schools), determined that for learning and service in students to be significant, students must be exposed to quality practice standards in the following areas: link to the curriculum properly;Incorporation of significant service;involve the voice of students in the planning, implementation and evaluation of the project;include reflections that involve higher order thinking skills;constant project progress monitoring;and maintain duration and intensity of service hours (Newman et al., 2015). Additionally, Newman et al. They also mention that the role of teachers should be only as guides and facilitators to integrate the quality and service quality standards throughout the projects (2015). This ensures that the projects are a reflection of the ability and effort of the students, but not of a controlling entity.

Learning and service is considered as a facilitating method for the positive development of young people, since it is a practice in which young people can demonstrate their skills and put them into practice. Socio-emotional learning is one of the aspects that Chung and McBride (2015) consider more significant in the implementation of projects based on learning and service, since students get involved in collaborative work, social skills, problem solving and critical thinking. According to Chung and McBride, all these skills are linked to the development of learning and service as follows: during the research process students create social awareness of situations that occur around them;During the design of a solution to the problem, students have the ability to handle relationships and self-manage;And during the action and reflection of the project, students are able to develop responsibility by making decisions.

For this reason, learning and service makes students more aware of themselves and capable of developing socio-emotionally.

Benefits in students and the community during the APS

The benefits offered by APS to the educational community are extremely significant and enduring. Ochoa Cervantes and Pérez Galván (2017) explain that the motivation and projective involvement towards academic and community concepts is one of the results that are evidenced in students during APS. Another benefit is the possibility of promoting active citizenship, conscious decision making and responsibility in young people who are involved in these projects. Similarly, Fleck et al. (2017) claim that students who are linked to APS learn more than those who only attend traditional classes, since it is an innovative and impressive teaching method for students. Fleck et al. (2017) also believe that knowledge is created through transformative experiences, which occur when students are linked to their community to solve a real and significant problem.

Academic understanding and retention is another aspect that students consider as benefit when they get involved in APS. Additionally, the directors and teachers of the schools where the PHC has been applied report that the students’ behavior is positively impacted, since there were fewer disciplinary events during the APS process. According to Hatcher et al, there is evidence that through APS academic learning, civic learning and personal growth is improved. Participation in APS projects increases awareness of social problems, the desire to make a difference, civic skills and emotional aspects. According to Domínguez et al, students develop critical thinking and action. Similarly, Blewitt et al.They mention that through APS the emotional intelligence of the students is increased, personal and social skills are improved, including emotional self-control, organizational consciousness, self-confidence, empathy, teamwork and collaboration. APS activities allow social and collaborative learning, favor the development of technical and social skills, and imply learning throughout life, because they introduce reality in the classroom and take the classroom to reality.

On the other hand, APS projects contribute to the improvement of the quality of life of society that is a way of exercising responsible citizenship. Students learn to link and have the necessary knowledge to be an active agent of changes within their community. Although they are minors, students can reach their greatest potential through cooperation and help to vulnerable people. Also, APS projects support the ethical perspective of care, which is a network of interpersonal relationships and responsibility that seeks all for all. The realization of APS projects meet real needs of the community and cause changes in the entities in which a service is performed.

conclusion

After analyzing the topics set forth above, it was concluded that school projects in Ecuador should be linked to APS, since it is an effective and beneficial learning method, since students can find meaning to what they study, applying, applyingYour knowledge and skills in practice.

Recapitulating that currently in Ecuador the PEs do not have any type of link with learning and service (APS), we have developed a proposal focused on the implementation and connection of the PEs that are executed in the Ecuadorian educational institutions, together with the APS. Learning and Service (APS) is a pedagogical method starring students in situations and contexts connected to their cultural and social environment. Taking into account the information developed, we propose that the implementation in the PEs is directly linked to the Methodology of the PHC nationwide. This is necessary to have a community more involved and motivated in the PEs and not only are they met by requirement.