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Reflection in Service-Learning: Principles & Practice Deena Sue Fuller Center for Service-Learning and Civic Engagement Tennesse State University
What is this thing called “reflection”? ,[object Object],[object Object]
How diverse are our responses? ,[object Object],[object Object],[object Object]
Reflection is…. The intentional consideration of an experience in light of particular learning objectives. (Hatcher & Bringle, 1997).
Compare Your Definition of Reflection With… The intentional consideration of an experience in light of particular learning objectives . What does your definition say, include, or not include?
Reflection in service-learning can go beyond this definition to include things like… ,[object Object],[object Object],[object Object],[object Object]
Theoretical Foundations
Theoretical Foundations ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Kolb’s Cycle Concrete Experience Reflective Observation Abstract Conceptualization Active Experimentation
[object Object],[object Object],[object Object],[object Object]
Reflection Formats ,[object Object],[object Object],[object Object],[object Object]
Objectives of the Reflection Process  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Reflection Formats ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Pros & Cons of Reflection Formats ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Pros & Cons of Reflection Formats ,[object Object],[object Object],[object Object],[object Object]
Pros & Cons of Reflection Formats ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Written Reflection  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Pros & Cons of Reflection Formats ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What are some Pros & Cons of  THESE  Reflection Formats? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Other Challenges ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
The Four “Cs” of Reflection ,[object Object],[object Object],[object Object],[object Object]
Connected ,[object Object],[object Object],[object Object],[object Object]
Write one reflection prompt that will connect the course content (lecture, reading, theories, etc.) with the service activity.
Continuous ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
- Write one reflection question that you could use before your students start their service activities. - Write one for during the service. - Write one that you could use near the end of the service.
Challenge ,[object Object],[object Object],[object Object]
Write one reflection prompt that will deepen your student’s thinking.  Consider the higher order thinking in Bloom’s taxonomy. (see handout)
Contextualized ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Example ,[object Object],[object Object],[object Object]
Example ,[object Object],[object Object]
Example ,[object Object],[object Object],[object Object]
Part II: Methods of Reflection ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Some Guidelines for Oral Reflections ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
SOME   Methods of Reflection ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Pre - flection ,[object Object],[object Object],[object Object]
Pre-flection: At the Beginning ,[object Object],[object Object],[object Object],[object Object]
Pre-flection: In Class ,[object Object],[object Object],[object Object],[object Object]
What? So what? Now what? ,[object Object],[object Object],[object Object]
An Example… Sustainability of a tutoring/ mentoring program for new immigrants ,[object Object],[object Object],[object Object],[object Object],[object Object]
An Example…Sustainability ,[object Object],[object Object],[object Object]
An Example…Sustainability ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What? So what? Now what? ,[object Object],[object Object],[object Object]
Interactive Exercise ,[object Object],[object Object],[object Object]
4 Cs + What? So What? Now What? ,[object Object],[object Object],[object Object],[object Object]
ABC123 Method ,[object Object],[object Object]
ABCs ,[object Object],[object Object],[object Object]
A “Relevant” Example… ,[object Object],[object Object],[object Object],[object Object]
Assigning Points – Simple Way ,[object Object],[object Object],[object Object]
Assigning Points – Another More Complex Approach ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Assigning Points – Based on Quality or Depth Criteria ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
ABC as Feedback ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object]
Shifting Gears a Bit ,[object Object],[object Object],[object Object],[object Object]
ABC123 ,[object Object],[object Object]
[object Object],[object Object],[object Object]
ABC123 ,[object Object],[object Object],[object Object]
Assessing Depth ABC123 Affect (1) + Behavior (1) +  Cognition (1) Level 1  (1)  OR  Level 2 (2)  OR  Level 3 (3) 3 X 1 = 3 3 X 2 = 6 3 X 3 = 9 2 X 1 = 2 2 X 2 = 4 2 X 3 = 6 1 x 1 = 1 1 X 2 = 2 1 X 3 = 3
ABC123 ,[object Object],[object Object],[object Object]
Interactive Exercise ,[object Object]
Reflection Activity - Putting It All Together ,[object Object],[object Object],[object Object],[object Object]

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Reflection presentation-june 15, 2010

  • 1. Reflection in Service-Learning: Principles & Practice Deena Sue Fuller Center for Service-Learning and Civic Engagement Tennesse State University
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  • 4. Reflection is…. The intentional consideration of an experience in light of particular learning objectives. (Hatcher & Bringle, 1997).
  • 5. Compare Your Definition of Reflection With… The intentional consideration of an experience in light of particular learning objectives . What does your definition say, include, or not include?
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  • 9. Kolb’s Cycle Concrete Experience Reflective Observation Abstract Conceptualization Active Experimentation
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  • 24. Write one reflection prompt that will connect the course content (lecture, reading, theories, etc.) with the service activity.
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  • 26. - Write one reflection question that you could use before your students start their service activities. - Write one for during the service. - Write one that you could use near the end of the service.
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  • 28. Write one reflection prompt that will deepen your student’s thinking. Consider the higher order thinking in Bloom’s taxonomy. (see handout)
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  • 58. Assessing Depth ABC123 Affect (1) + Behavior (1) + Cognition (1) Level 1 (1) OR Level 2 (2) OR Level 3 (3) 3 X 1 = 3 3 X 2 = 6 3 X 3 = 9 2 X 1 = 2 2 X 2 = 4 2 X 3 = 6 1 x 1 = 1 1 X 2 = 2 1 X 3 = 3
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