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Greater engagement reaps positive results; it can truly enhance the learning experience. As service providers and users interact, there are benefits for both as different perspectives are presented and people learn from one another; in addition, they derive satisfaction from working with others.
Engagement skills involve
- Establishing respectful relationships
- Sharing of values
- Communicating in an effective way
- Acquiring different perspectives
It is not enough to facilitate the meeting with others; establishing mutual goals with people and communicating in terms others understand is intrinsic to true engagement. In addition to ensuring that each person has a voice, engagement skills involve understanding what it is that people agree upon and what they dispute, as well as resolving these disputes. "Co-creation" is important; that is, people work with members of a community on what is intrinsic to them.
In the academic area,
Assessment skills involve
- Understanding evaluation theories
- Providing a facilitator a comprehension of the "ends-planning rather than means-planning." Ends-planning may involve revising facilitation tools. That is, the facilitator may first give up some power in order to receive co-operation that can begin collaborative efforts and end up with involvement and participation.
- Understanding Bloom's taxonomy and knowing how to define learning objectives
- Being able to design assessments that will produce reliable evaluations
The use of Engagement skills and Assessment Skills is somewhat dependent upon the situation in which people are involved. If, for example, the facilitator is involved in community organization that involves youth, then the degree to which these youths are positively engaged and arrive at some synthesis in which they have constructed something or developed a group that provides a positive outcome for themselves and others, then engagement and assessment skills have, indeed, been applied.
Ethical Reflection involves
- A respect for ideas, things, and people who are of concern to others
- Personal development of character
- The promotion of maturity in a concern for ethics
- An understanding of the differences in values and learning styles of people.
Ethical reflection can be put to use after activities involving writing, speaking, or critical thinking, a discussion about a literary work, or amid various academic subjects. When students work in groups, for instance, ethical reflection can be utilized as individuals respect the approach to thought that different ethnic groups may use.
Using writing as a tool for ethical reflection, students could, for instance, analyze the ethical implications in a narrative. For instance, in an ethical reflection upon the characters of Ibsen's A Doll House, students can examine how deception and honesty affect the outcome.
In a community setting, too, ethical reflection can be exercised as, for example, youth groups discuss the values that motivate some to act as they do and what can be done to promote better concern for others in their actions.
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