Reflection in Service-Learning: Principles & Practice

Reflection in Service-Learning: Reflection in Service-Learning: Principles & PracticePrinciples & Practice

Marshall Welch, Ph.D.Marshall Welch, Ph.D.

University of UtahUniversity of Utah

Define Define reflectionreflectionBRIEF BRIEF Theoretical Theoretical overviewoverviewPractical Practical Application:Application:– GoalsGoals– FormatsFormats– TechniquesTechniques

Interactive Interactive presentationpresentation

But first…on 2 slips of paper…But first…on 2 slips of paper…

On one slip of paper…legibly write down On one slip of paper…legibly write down your definition of your definition of ““reflectionreflection”” in 60 in 60 seconds.seconds.

On the second slip of paper…BRIEFLY jot On the second slip of paper…BRIEFLY jot down thoughts about how our culture & down thoughts about how our culture & society views and practices society views and practices ““reflectionreflection”” in in 60 seconds.60 seconds.

Welcome Back!Welcome Back!

LetLet’’s discuss our responses.s discuss our responses.

Guess what….YouGuess what….You’’ve just ve just completed a completed a ““pre-flectionpre-flection”” activity. activity.

[More on this later…stay tuned!][More on this later…stay tuned!]

Reflection in Service-learning As Reflection in Service-learning As Tending a GardenTending a Garden

Reflection is….Reflection is….

The intentional The intentional consideration of an consideration of an experience in light experience in light of particular of particular learning objectives.learning objectives.

(Hatcher & Bringle, 1997).(Hatcher & Bringle, 1997).

Compare Your Definition of Compare Your Definition of Reflection With…Reflection With…

The intentional consideration of The intentional consideration of an experience in light of an experience in light of particular learning objectivesparticular learning objectives..

What does your definition say, What does your definition say, include, or not include?include, or not include?

Reflection in service-learning can go Reflection in service-learning can go beyond this definition to include beyond this definition to include

things like…things like…

Integration of theory and practiceIntegration of theory and practice

Integration of knowledge into personal Integration of knowledge into personal life & actionlife & action

Consideration of the service-learning Consideration of the service-learning experience in the experience in the ““bigger picturebigger picture””

Questioning our knowledge & Questioning our knowledge & understandingunderstanding

Theoretical FoundationsTheoretical Foundations

Purpose & Utility of TheoryPurpose & Utility of Theory Theory is nothing more than a set or Theory is nothing more than a set or framework of ideas that guide our framework of ideas that guide our behaviors and understanding.behaviors and understanding. Example – The way your parents taught Example – The way your parents taught you to save/spend money is actually a you to save/spend money is actually a ““theoretical constructtheoretical construct”” – it – it’’s a set or s a set or framework of ideas that guide and/or framework of ideas that guide and/or explain your behavior & understanding of explain your behavior & understanding of money.money.

Just a smattering of some theoretical Just a smattering of some theoretical models used in the strategies presentedmodels used in the strategies presented

Dewey – Learning & ExperienceDewey – Learning & ExperienceKolb - Learning CycleKolb - Learning CycleSchon - Ladder of ReflectionSchon - Ladder of ReflectionYates & Youness - Levels of TranscendenceYates & Youness - Levels of TranscendenceHondagneu-Sotelo & Raskoff - 3 Dimensions Hondagneu-Sotelo & Raskoff - 3 Dimensions of Reflectionof ReflectionWilbur – Integral ApproachWilbur – Integral Approach

Theoretical FoundationsTheoretical Foundations

KolbKolb’’s Learning Cycle (depicted on next slide)s Learning Cycle (depicted on next slide)– 1) Concrete experience1) Concrete experience– 2) Reflective observation2) Reflective observation– 3) Abstract conceptualization3) Abstract conceptualization– 4) Active experimentation4) Active experimentation– Some courses do ALL of these…some Some courses do ALL of these…some

courses do some or are better suited for courses do some or are better suited for somesome

– Can all of these be integrated into a course? Can all of these be integrated into a course? – Maybe there– Maybe there’’s a easier way…stay tuned!s a easier way…stay tuned!

KolbKolb’’s Cycles Cycle

Concrete Experience

Reflective Observation

Abstract Conceptualization

Active Experimentation

Why Why dodo instructors use reflection? instructors use reflection?

What are the objectives?What are the objectives?

What are some formats for What are some formats for reflection?reflection?

LetLet’’s do a physical & mental s do a physical & mental aerobic exercise to answer these aerobic exercise to answer these questions!questions!

Reflection FormatsReflection Formats((Tag-Team Physical and Mental AerobicsTag-Team Physical and Mental Aerobics))

What are various objectives What are various objectives for reflection? for reflection?

What are some formats for What are some formats for reflection?reflection?

What are some pros/cons to What are some pros/cons to each format?each format?[We[We’’ll revisit this process later]ll revisit this process later]

Objectives Objectives

Academic/cognitive growthAcademic/cognitive growth

Application of skillsApplication of skills

Critical thinking & articulating a positionCritical thinking & articulating a position

Personal developmentPersonal development

Promoting citizenshipPromoting citizenship

Integration of theory & practiceIntegration of theory & practice

Others from YOUR listOthers from YOUR list

Reflection FormatsReflection Formats

Oral ReflectionOral Reflection

Written ReflectionWritten Reflection

Arts and/or multi-mediaArts and/or multi-media

Large Group & Small GroupLarge Group & Small Group

Simulations/activitiesSimulations/activities

Individual ReflectionIndividual Reflection

Out-of-class ReflectionOut-of-class Reflection

Pros & Cons of Reflection Pros & Cons of Reflection FormatsFormats

Advantages of Large GroupAdvantages of Large Group– Very efficientVery efficient– Everyone hears the same thingEveryone hears the same thing– Allows many different Allows many different

perspectives and ideasperspectives and ideas


Disadvantages of Large GroupDisadvantages of Large Group– Talkers may dominateTalkers may dominate– Shy students donShy students don’’t contributet contribute– Takes up time from other activitiesTakes up time from other activities


Small Group DiscussionsSmall Group Discussions– Address some issues of larger Address some issues of larger

groupsgroups– Reconvene larger group to get Reconvene larger group to get

reports from small groupsreports from small groups– Time is a factorTime is a factor


Written ReflectionWritten Reflection– Students can contemplate their Students can contemplate their

ideasideas– This can diminish spontenityThis can diminish spontenity– Can be long or shortCan be long or short– Quick responses on index cards Quick responses on index cards

can be circulatedcan be circulated– Longer reflection provides deep Longer reflection provides deep

responses and confidentialityresponses and confidentiality


Written Reflection (continued)Written Reflection (continued)– Instructor dialogue on paperInstructor dialogue on paper– Large classes require more timeLarge classes require more time– Written reflection can take place Written reflection can take place

out of classout of class– Threaded discussionsThreaded discussions– Set guidelinesSet guidelines

What are some Pros & Cons What are some Pros & Cons of of THESETHESE Reflection Reflection

Formats?Formats?

Oral tape recordingsOral tape recordings

Video journalsVideo journals

PhotographyPhotography

PoetryPoetry

MusicMusic

DanceDance

Other ChallengesOther Challenges

Lack of depth & richnessLack of depth & richnessVenting, warbling, radio talk shows, Venting, warbling, radio talk shows, ““Oprah book clubOprah book club”” (lack of critical (lack of critical thinking)thinking)Difficulty in assessing reflection and/or Difficulty in assessing reflection and/or growthgrowthFinding methods that match studentsFinding methods that match students’’ learning styleslearning styles

ThereThere’’s no single way to s no single way to conduct reflectionconduct reflection

Mix and match objectives and Mix and match objectives and formats to accommodate formats to accommodate different learning stylesdifferent learning styles

Speaking of learning styles…Speaking of learning styles…

Types of Learner – What Type Types of Learner – What Type R U?R U?

Take another one of your slips of paperTake another one of your slips of paper

Put Put ““11”” ““22”” ““33”” ““44”” across the top across the top

Column responses of Column responses of ““YY”” for yes and for yes and ““NN”” for nofor no

Here we go…Here we go…

Category #1Category #1

II’’m action orientedm action orientedI tend to act first & consider consequences I tend to act first & consider consequences laterlaterI tackle problems by brainstorming – I tackle problems by brainstorming – especially with othersespecially with othersI seek attention as II seek attention as I’’m gregarious & people-m gregarious & people-orientedorientedI thrive on challenge and tend to get bored I thrive on challenge and tend to get bored by by ““busy workbusy work””


I watch or listen before offering an I watch or listen before offering an opinion or doingopinion or doingI postpone decision-making until are data I postpone decision-making until are data are inare inI ponder experiencesI ponder experiencesII’’m focused on creating personal m focused on creating personal meaning out of experiencemeaning out of experienceI consider the I consider the ““bigbig”” picture picture


I approach problems/situations in a step-I approach problems/situations in a step-by-step approachby-step approach

I seek perfectionI seek perfection

I prize rationality and logicI prize rationality and logic

I pull facts into cogent theoriesI pull facts into cogent theories

I dislike uninformed decision-makingI dislike uninformed decision-making


I see problems as opportunitiesI see problems as opportunities

I display practical problem solving & I display practical problem solving & decision making skillsdecision making skills

I dislike ruminating and open-ended I dislike ruminating and open-ended questionsquestions

I act quickly and confidently to implement I act quickly and confidently to implement ideasideas

I work with others but II work with others but I’’m content to work m content to work independently as wellindependently as well

What Are You?What Are You?

Category 1 = activistCategory 1 = activistCategory 2 = reflectorCategory 2 = reflectorCategory 3 = theoristCategory 3 = theoristCategory 4 = pragmatistCategory 4 = pragmatistThese reflect KolbThese reflect Kolb’’s 4 Stages of Learnings 4 Stages of LearningKnowing your Knowing your ““typetype”” and the fact that and the fact that students may be similar or dis-similar…students may be similar or dis-similar…what are the implications for you and what are the implications for you and your course your course as well as for reflectionas well as for reflection??

The Four The Four ““CsCs”” of Reflection of Reflection

ConnectedConnected

ContinuousContinuous

ChallengingChallenging

ContextualizedContextualized

ConnectedConnected

Connect to learning objectivesConnect to learning objectives

Determine if there are cognitive Determine if there are cognitive connections of class content to the connections of class content to the service-learning experienceservice-learning experience

Challenge what theyChallenge what they’’ve learnedve learned

Provides an instructor insight and helps Provides an instructor insight and helps assess their own teachingassess their own teaching

ContinuousContinuous

Allowing time to reflect before, Allowing time to reflect before, during, and after the experienceduring, and after the experience

Think about and plan to make Think about and plan to make time for reflectiontime for reflection

Reflection vs. lecturingReflection vs. lecturing– Intersperse lecture with reflectionIntersperse lecture with reflection– Enhance lecture with reflectionEnhance lecture with reflection

ChallengeChallenge

Challenge students with new Challenge students with new ideas and perspectivesideas and perspectives

Propose unfamiliar or Propose unfamiliar or ““uncomfortableuncomfortable”” ideas for ideas for considerationconsideration

Create provocative dialogue in Create provocative dialogue in class discussions or written class discussions or written journalsjournals


First…First…– Determine the proper and most Determine the proper and most

appropriate context for reflectionappropriate context for reflection– Determine type and format of Determine type and format of

reflectionreflection– Decide when to conduct reflectionDecide when to conduct reflection


Second…Second…– Structure reflection within the Structure reflection within the

context of the service-learning context of the service-learning experience or course contentexperience or course content

Part II: Methods of ReflectionPart II: Methods of Reflection

There is no There is no ““rightright”” or or ““bestbest”” method…you don method…you don’’t t have to use these if you donhave to use these if you don’’t want to.t want to.

These techniques are These techniques are ““tried and truetried and true”” and easy and easy to use.to use.

These methods can be These methods can be combinedcombined and and modifiedmodified for various formats.for various formats.

Some work better in some situations than Some work better in some situations than others.others.

Reflection can be a teaching AND learning tool.Reflection can be a teaching AND learning tool.Reflection is not JUST for service-learning.Reflection is not JUST for service-learning.

Some GuidelinesSome Guidelines

Confront an idea…not a personConfront an idea…not a person Maintain confidentiality (within legal/ethical limits)Maintain confidentiality (within legal/ethical limits) Criticism/critical thinking is not judgment or bashingCriticism/critical thinking is not judgment or bashing Respect differences – no judgmentsRespect differences – no judgments DonDon’’t attempt to t attempt to ““convinceconvince”” or or ““convertconvert”” others others Be willing to Be willing to ““squirmsquirm”” Back up your ideas/opinions with WHY and/or Back up your ideas/opinions with WHY and/or

content from classcontent from class ““TemporaryTemporary”” silence is OK… but revisit the issue silence is OK… but revisit the issue Feelings are OK and not Feelings are OK and not ““gradedgraded”” – but – but

justify/explain your feelingsjustify/explain your feelings Consider creating a covenantConsider creating a covenant

SOMESOME Methods of Reflection Methods of Reflection

[Pre-flection][Pre-flection]What? So what? Now what?What? So what? Now what?GraffitiGraffitiGet off the fence/take a standGet off the fence/take a standABC123ABC123 or Head + Heart + Hands or Head + Heart + HandsIntegral approach (the dart board)Integral approach (the dart board)

Pre - flectionPre - flection

Powerful & simple Powerful & simple techniquetechnique

Grounded in Constructivist Grounded in Constructivist Learning TheoryLearning Theory

Activates learnersActivates learners’’ existing existing knowledge and experienceknowledge and experience

Pre-flection: At the BeginningPre-flection: At the Beginning

Students write down what Students write down what they think theythey think they’’ll learn…ll learn…

What the want to learn…What the want to learn…What theyWhat they’’re excited or re excited or

anxious aboutanxious aboutCollect, keep, redistribute, Collect, keep, redistribute,

and re-flectand re-flect

Pre-flection: In ClassPre-flection: In Class

Write down thoughts or Write down thoughts or definition of a key conceptdefinition of a key concept

Circulate definitionsCirculate definitionsPair up and share definitionsPair up and share definitionsShare what theyShare what they’’ve learnedve learned

Pre-flection: In ClassPre-flection: In Class

Discover new perspectivesDiscover new perspectivesSimilar understandingsSimilar understandingsCollect baseline dataCollect baseline dataRevisit their understandingRevisit their understanding

What? So what? Now what?What? So what? Now what?(C.O.O.L.)(C.O.O.L.)

WHAT? = A topic or issue is WHAT? = A topic or issue is identified, defined, and identified, defined, and discusseddiscussed

SO WHAT? = Rationale or SO WHAT? = Rationale or importance of the topic or issueimportance of the topic or issue

NOW WHAT? = Consider the NOW WHAT? = Consider the next stepsnext steps

An Example…SustainabilityAn Example…Sustainability

WHAT?WHAT?– The term is discussed in classThe term is discussed in class– Reading assignments Reading assignments – Reflect on examples in their lives Reflect on examples in their lives

and service-learning experienceand service-learning experience– Discover little evidence of Discover little evidence of

sustainabilitysustainability


SO WHAT?SO WHAT?– Small group brainstormingSmall group brainstorming– Reconvene for large group Reconvene for large group

discussiondiscussion


NOW WHAT?NOW WHAT?Small group discussion on…Small group discussion on…

– New policiesNew policies– Challenge cultural normsChallenge cultural norms– Strategies to promote Strategies to promote

sustainabilitysustainability– Application to service-learning Application to service-learning

experienceexperience

What? So what? Now what?What? So what? Now what?

Combine with journal entries Combine with journal entries or threaded discussionsor threaded discussions

Pair-up students and go Pair-up students and go through all 3 stepsthrough all 3 steps

Interactive ExerciseInteractive Exercise

Consider how you Consider how you mightmight use use WHAT? SO WHAT? NOW WHAT? SO WHAT? NOW WHAT?WHAT?

Would it work for you? Would it work for you? Why? Or Why not?Why? Or Why not?

Jot down your ideas & weJot down your ideas & we’’ll ll discuss them.discuss them.

4 Cs + What? So What? Now 4 Cs + What? So What? Now What?What?

Identifying a term = Identifying a term = connectedconnectedPre-flection or during a lecture or Pre-flection or during a lecture or

journal entry after class = journal entry after class = continuouscontinuousPreconceived notions = Preconceived notions = challengechallengeApply to service-learning experience = Apply to service-learning experience =

contextualizedcontextualized

GraffitiGraffiti

We actually did this earlier! We actually did this earlier! Public response to a topicPublic response to a topicEffective with a two-sided issue (but Effective with a two-sided issue (but

doesndoesn’’t HAVE to be used this way)t HAVE to be used this way)Poster paper placed on walls/tablesPoster paper placed on walls/tablesIndividuals or small groups rotate and Individuals or small groups rotate and

respond in writingrespond in writing


Graffiti responses to…Graffiti responses to…– Advantages of hydrogen cellsAdvantages of hydrogen cells– Disadvantages of hydrogen cellsDisadvantages of hydrogen cells– Advantages of solar powerAdvantages of solar power– Disadvantages of solar powerDisadvantages of solar power

Respond from various Respond from various perspectivesperspectives– Oil companyOil company– Environmental advocacy groupEnvironmental advocacy group

Other Factors to ConsiderOther Factors to Consider

It can be simply listing ideas or It can be simply listing ideas or examples (feelings?) without examples (feelings?) without necessarily listing necessarily listing ““pro or conspro or cons””

It can be responding to a thought or It can be responding to a thought or quote or experiencequote or experience

It provides a It provides a ““safersafer”” venue for venue for ““shyshy”” students to be actively engaged in a students to be actively engaged in a reflection activityreflection activity


Consider how you might use GraffitiConsider how you might use GraffitiJot down your ideas & weJot down your ideas & we’’ll discuss ll discuss

themthem

Get Off The Fence/Take A Get Off The Fence/Take A StandStand

LetLet’’s do it!s do it!Students should be required to do service-Students should be required to do service-

learning.learning.Teachers should be required to teach service-Teachers should be required to teach service-

learning classes.learning classes.Service-learning is a short-term fix to complex Service-learning is a short-term fix to complex

problems that does more harm than good.problems that does more harm than good.

Get Off The Fence/Take A Get Off The Fence/Take A StandStand

Clear physical space in the roomClear physical space in the roomPrepare provocative questions or Prepare provocative questions or

statements without statements without ““rightright”” or or ““wrongwrong”” answersanswers

Pose the questionPose the questionStudents respond by stepping forward or Students respond by stepping forward or

““getting off the fencegetting off the fence”” or standing up to or standing up to ““take a standtake a stand””

Dialogue on Dialogue on ““why?why?”” + making a critical + making a critical argument for the positionargument for the position

Other Factors to Think About Other Factors to Think About with This Method with This Method

Adapt/modify the response format with a Adapt/modify the response format with a ““Likert-typeLikert-type”” range of response in the room. range of response in the room.

Keep in mind…students may not know how to Keep in mind…students may not know how to respond…they havenrespond…they haven’’t thought about it before.t thought about it before.

After a discussion…allow students a chance to After a discussion…allow students a chance to modify their modify their ““stancestance””

Consider listing the topic questions in advance Consider listing the topic questions in advance so they can think about it.so they can think about it.

ALWAYS include the ALWAYS include the ““whywhy”” in responses & in responses & discussion to avoid discussion to avoid ““warblingwarbling”” or or ““radio talk radio talk show debatesshow debates””

Get Off The Fence + So What? Get Off The Fence + So What? Now What?Now What?

So What? – During the So What? – During the dialoguedialogue

Now What? – Now What? – – During the dialogue During the dialogue – Written journal responsesWritten journal responses– Small group discussionSmall group discussion


Other ways to employ Get Off the Other ways to employ Get Off the Fence/Take A Stand?Fence/Take A Stand?

ABC123 ABC123 Head + Heart + Hands MethodHead + Heart + Hands Method

Oral or written reflectionOral or written reflection– Journal, graffitiJournal, graffiti

Reflection frameworkReflection frameworkAssessment and feedbackAssessment and feedback

ABCs/HHHABCs/HHH

A = Affect/Heart: attitudes, A = Affect/Heart: attitudes, emotions, feelingsemotions, feelings

B = Behavior/Hands: past, B = Behavior/Hands: past, current, or future behaviorscurrent, or future behaviors

C = Cognitive Connections/Head: C = Cognitive Connections/Head: overt reference to topic, term, skill overt reference to topic, term, skill

An An ““ElementaryElementary”” Example… Example…

As a class…weAs a class…we’’ve been collecting plastic bags.ve been collecting plastic bags.HeadHead – What have you learned about plastic – What have you learned about plastic

bags?bags?HeartHeart – How do you feel about what you – How do you feel about what you’’ve ve

learned or done in our project? Why?learned or done in our project? Why?HandsHands – Describe what you – Describe what you’’ve done in this ve done in this

project…how you used plastic bags in the past project…how you used plastic bags in the past and how you might change your behavior in the and how you might change your behavior in the future now that wefuture now that we’’ve done this project.ve done this project.

2 Things to Consider2 Things to Consider

First – No right or wrong answer when First – No right or wrong answer when expressing feelingsexpressing feelings– Not penalized for negative feelingsNot penalized for negative feelings– Articulate WHAT theyArticulate WHAT they’’re feeling and re feeling and WHYWHY– Some are uncomfortable with thisSome are uncomfortable with this

Second – Make overt references to Second – Make overt references to content from the classcontent from the class

Assigning Points – Simple WayAssigning Points – Simple Way

Dichotomous scoringDichotomous scoring– 1 pt for each of the ABC/HHH1 pt for each of the ABC/HHH– 0 pt for each one missing0 pt for each one missing

Assigning Points – Another Assigning Points – Another More Complex ApproachMore Complex Approach

Adding points increased depth of responses!Adding points increased depth of responses!

Students may Students may ““freakfreak”” getting a grade for getting a grade for reflection based on past experiences of reflection based on past experiences of ““warblingwarbling””

3 pts – Affect/Heart3 pts – Affect/Heart3 pts – Behavior/Hands3 pts – Behavior/Hands4 pts – Cognitive content/head4 pts – Cognitive content/headSee next slide for more…See next slide for more…

Assigning Points – Based on Assigning Points – Based on BradleyBradley’’s Assessment Methods Assessment Method

Level 1 = cursory discussion without elaboration of Level 1 = cursory discussion without elaboration of ““whywhy”” or or ““howhow””

Level 2 = deeper observation but still limited in context or Level 2 = deeper observation but still limited in context or applicationapplication

Level 3 = complex application, understanding & Level 3 = complex application, understanding & articulationarticulation

Qualitative pointsQualitative points– 3 pts for rich/in-depth response3 pts for rich/in-depth response– 2 pts for marginal response2 pts for marginal response– 1 pt for cursory response1 pt for cursory response– 0 pt for no discussion0 pt for no discussion

ABC/H+H+Hs as FeedbackABC/H+H+Hs as Feedback

TeacherTeacher’’s comments acknowledge s comments acknowledge student commentsstudent comments

Note little to nothing articulatedNote little to nothing articulatedExplain why points were lostExplain why points were lostEncourage student to respond to all 3 Encourage student to respond to all 3

components of the ABC/HHHs & re-components of the ABC/HHHs & re-submit (adjust grade)submit (adjust grade)

Explicitly teach the ABC/HHHs – students Explicitly teach the ABC/HHHs – students do not intuitively know how to reflect in do not intuitively know how to reflect in these dimensionsthese dimensions

ConsiderConsider providing a sample (pros/cons) providing a sample (pros/cons)Cognitive responses help determine Cognitive responses help determine

studentsstudents’’ understanding of critical concepts understanding of critical conceptsOver time, weOver time, we’’ve discovered the ABCs are ve discovered the ABCs are

a teaching tool as well as a learning toola teaching tool as well as a learning tool

Shifting Gears a BitShifting Gears a Bit

This next approach is NOT an evaluation or This next approach is NOT an evaluation or ““gradinggrading”” method method

This next approach CAN be used to assess This next approach CAN be used to assess & monitor depth of students& monitor depth of students’’ reflection reflection

This next approach CAN provide an This next approach CAN provide an additional framework to guide reflectionadditional framework to guide reflection

At the risk of confusing you…Forget At the risk of confusing you…Forget everything we just discussed in terms of everything we just discussed in terms of ““point valuespoint values””

ABC123ABC123

Level One = self-centered perspectiveLevel One = self-centered perspectiveLevel Two = empathic or Level Two = empathic or ““other-nessother-ness””

perspectiveperspective

““I never really understood the I never really understood the frustration of a single mom of color frustration of a single mom of color until I had this service-learning until I had this service-learning experience.experience.””

A reference to another individual is not A reference to another individual is not necessarily an empathic statement necessarily an empathic statement – ““I read with the student in the classroomI read with the student in the classroom””

is not an empathic statement.is not an empathic statement.

ABC123ABC123

Level One = self-centered perspectiveLevel One = self-centered perspectiveLevel Two = empathic or Level Two = empathic or ““other-nessother-ness””

perspectiveperspectiveLevel Three = global or systemic Level Three = global or systemic

perspective of political and cultural perspective of political and cultural issuesissues

Assessing Depth ABC123Assessing Depth ABC123

3 X 1 = 33 X 1 = 3 3 X 2 = 63 X 2 = 6 3 X 3 = 93 X 3 = 9

2 X 1 = 22 X 1 = 2 2 X 2 = 42 X 2 = 4 2 X 3 = 62 X 3 = 6

1 x 1 = 11 x 1 = 1 1 X 2 = 21 X 2 = 2 1 X 3 = 31 X 3 = 3

Affect (1)

+

Behavior (1)

+

Cognition (1)

Level 1 (1) OR Level 2 (2) OR Level 3 (3)

Plotting Reflection Depth & Plotting Reflection Depth & MovementMovement

3

2

1

Shallow 1 2 3

Deep

Plotting Reflection Depth & Plotting Reflection Depth & MovementMovement

3

2

1

Shallow 1 2 3

Deep

X

X X X

X X

X XX X

X X

X

ABC123ABC123

Instructors have begun to explicitly ask Instructors have begun to explicitly ask students to share reflection statements students to share reflection statements from various levels.from various levels.

Some students rarely consider Some students rarely consider experience from Level 3.experience from Level 3.

Instructors can raise such issues in Instructors can raise such issues in class discussions or assignments.class discussions or assignments.

Listen to an exampleListen to an example

An actual reflection response from a An actual reflection response from a student….student….

Identify examples of the ABCsIdentify examples of the ABCsIdentify what level this response Identify what level this response

seems to reflectseems to reflect


How might you consider using the How might you consider using the ABC/HHH or ABC123 model in ABC/HHH or ABC123 model in oral discussions or written oral discussions or written reflection entries?reflection entries?

An Integral ApproachAn Integral Approach(The (The ““dart boarddart board””))

A useful rubric to frame reflection A useful rubric to frame reflection questions around a concept, skill, or questions around a concept, skill, or term at varying levels and across term at varying levels and across domains.domains.

Takes a topic Takes a topic ““outout”” of exclusive of exclusive application or perspective to the application or perspective to the profession or discipline.profession or discipline.

Student

Teacher

Curricular Topic

Traditional Mediation Approach

Student

Profession

Local Community

Global Community

EconomicCultural

Political Environmental and/or Health

Student

Profession

Local CommunityGlobal

Community

EconomicCultural


Globa

l Com

mun

ity

TOPIC: Consumerism

Student

Profession

Local Community

Global Community Economi

c

Cultural


Let’s try it!


How might you consider using the How might you consider using the integral approach?integral approach?

Could it be combined with some of the Could it be combined with some of the other reflection formats?other reflection formats?

Reflection Activity - Putting It Reflection Activity - Putting It All TogetherAll Together

What…is reflection?What…is reflection?

So What? So What?

What difference does it make (if at all)?What difference does it make (if at all)?

Now What am I going to do with it and what Now What am I going to do with it and what I learned today (if anything)?I learned today (if anything)?

Remember…Remember…reflection is reflection is

like tending a like tending a gardengarden

[email protected]

801-585-7826

www.bennioncenter.org

Date post:	27-Jan-2016
Category:	Documents
Upload:	yanni
View:	32 times
Download:	0 times

Reflection in Service-Learning: Principles & Practice

Documents