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:
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Reflection Presented by: Brenda MarstellerKowalewski
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
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 Service Describe Engage in service and test Examine Personal Growth Civic Learning Academic Enhancement Articulate Learning
More Reflection Ideas • Education Through Reflection • Blue handout – pp. 83-86 • Service Reflection Toolkit • green handout • CIC newsletter, June 2011 • Practitioner’s Guide to Reflection in Service-Learning (1996 – Giles, Eyler, & Schmiede)