REFLECTION

Presented by:

Brenda Marsteller Kowalewski

OBJECTIVES Reflect on learning

Examine reflection and what it adds to the learning process

Discuss reflection models and techniques

PRE-FLECTION

On pink sticky “post-it” notes, answer the following question:

What basic assumptions about how students learn shape your choices about class assignments and activities?

(Use as many “post-it” notes as necessary)

PRE-FLECTION

On yellow sticky “post-it” notes, answer the following question:

How do you think community-based learning contributes to the learning process?

(Use as many “post-it” notes as necessary)

REFLECTION AS A KEY COMPONENT TO CBL

Ash, Clayton & Moses (2009)

REFLECT ON LEARNING GOALS

Ash, Clayton & Moses (2009)

THE FOUR C’S: PRINCIPLES OF REFLECTION

Continuous

Connected

Challenging

Contextualized

CONTINUOUS REFLECTION

is an ongoing part of the learner’s education and service experience.

It allows the students to go through Kolb’s learning model (discussed in a few slides) multiple times in semester.

CONNECTED REFLECTION Links service to students’ intellectual

and academic pursuits

Service experiences illustrate theories and concepts

Brings statistics to life

CHALLENGING REFLECTION Makes students engage issues in a more

critical way

Poses questions and proposes unfamiliar or even uncomfortable ideas for the students’ consideration

CONTEXTUALIZED REFLECTION The environment and method of

reflection corresponds in a meaningful way to the topics and experiences that form the material for reflection.

Important to consider: the degree of formality of the reflection method; location of the reflection experience; and format – oral or written.

REFLECTION AND THE LEARNING PROCESS

On the Fence, Off the Fence exercise

KOLB’S MODEL SPECIFIC TO CBL

REFLECTION IS… not a product, but a process.

a crucial part of community-based learning, which allows students to look back on, think critically about, and learn from their service experience.

beneficial to students.

STUDENTS SAY REFLECTION IS IMPORTANT BECAUSE IT… Leads to thoughtful and more effective

service. Helps students internalize the lessons

learned and connect those lessons to their own personal choices and behavior.

Helps develop a long-term commitment to service.

Provides tools to assess values and beliefs, which leads to personal growth.

(from Giles, Eyler and Schmiede, 1996)

REFLECTION MODEL: WHAT?, SO WHAT?, NOW WHAT? What?

Reporting what happened objectively – without judgment or interpretation, students describe in detail the facts and event(s) of the service experience.

So What? What did you learn? What difference did the event

make? Students discuss their feelings, ideas, and analysis

of the service experience. Now What?

How will students think or act in the future as a result of the experience?

Students consider broader implications of the service experience and apply learning.

REFLECTION MODEL: DEAL

Engage in

ServiceDescribe

Engage in service and test

Examine

Articulate Learning

Personal Growth

Civic Learning

Academic Enhanceme

nt

WHAT REFLECTION TECHNIQUES DO YOU ALREADY USE IN YOUR

COURSES?

MORE REFLECTION IDEAS Education Through Reflection

Blue handout – pp. 83-86

Service Reflection Toolkitgreen handout

CIC newsletter, June 2011

Practitioner’s Guide to Reflection in Service-Learning (1996 – Giles, Eyler, & Schmiede)