Reflection

1. Reflection Susan Abravanel, YSA Kate McPherson, PSL

2. Introductions Kate McPherson and Susan Abravanel Participants: STEM GYSD America�s Promise First time; 1-3 years, 4-6 year, Beyond

3. Self-Reflection Personal reflection � What have you learned or relearned from the institute so far? ( 2 minutes) How will this be useful to you, your students or the community? ( 2 minutes) Share in triads

4. Self-Reflection As you reflected, what did you discover, notice or appreciate more? Why is it valuable to take time to reflect? How did discussing your experience with others enrich your own thinking? How did the conversation enhance the thinking of others?

5. 5 Stages of Service-Learning

7. What research tells us Academic learning outcomes Reflection can help students deepen their understanding of what they learn, apply what they learn to real life situations, and develop increased problem solving skills (Eyler & Giles, 1999).

8. What research tells us Personal development outcomes Young people feel more confident in themselves and their accomplishments, connect to others, and link the personal and the academic.

9. What research tells us Civic engagement outcomes Studies by Eyler and Giles (1999) demonstrated that reflection is a predictor of openness to new ideas, ability to see issues in a new way, �increased commitment to use of public policy to achieve social justice, and a more systemic locus of problem causes and solutions�.

10. National Training Labs The Learning Pyramid What happens to the role of the learner as you go from the top to the bottom of the learning pyramid? What happens to the role of the learner as you go from the top to the bottom of the learning pyramid?

11. Reflection -- What do you know? 1------------------------4

12. Learning Exchange What experience have you had with reflection? What would you like to learn about reflection? What can you share that would help others?

13. What can you share?

14. What do you want to learn?

15. Examining Practice How is this teacher using reflection to increase student learning? How is she using reflection to increase the value of the service they provide?

16. K-12 Reflection Standard �Service-learning incorporates multiple challenging activities that are ongoing and that prompt deep thinking and analysis about oneself and one�s relationship to society.� National Youth Leadership Council

17. The Quality Indicators Multiple Approaches Pervasive Throughout the Project Cognitive Complexity Connected to Big Picture Issues

18. Indicator #1: Multiple Methods Quality service-learning reflection: includes a variety of verbal, written, artistic, and nonverbal activities to demonstrate understanding and changes in participants� knowledge, skills, and/or attitudes.

19. Reflection & Multiple Intelligences While schools have emphasized �word smart� and �logic smart,� Harvard�s Howard Gardner�s theory posits that there are at least eight different kinds of intelligence. People learn and make sense of the world in all of these ways. Facilitator: We have included a handout that lists sample ways that people learn and reflect in each intelligence. While schools have emphasized �word smart� and �logic smart,� Harvard�s Howard Gardner�s theory posits that there are at least eight different kinds of intelligence. People learn and make sense of the world in all of these ways. Facilitator: We have included a handout that lists sample ways that people learn and reflect in each intelligence.

20. It�s How the Brain Learns Learner needs to Reprocess the new information several times Make connections to previous learning Assign meaning We are documenting more and more about how the brain learns. Reflection is a key process in how people understand and retain and use new knowledge. We are documenting more and more about how the brain learns. Reflection is a key process in how people understand and retain and use new knowledge.

21. Indicator # 2: Pervasive Quality service-learning reflection: occurs before, during and after the service experience Reflection can be a confusing term because its Latin roots mean �Looking backward.� The reality, however, is that we reflect before (preparation for action), during (thought during action) and afterwards (making sense or understanding of action). . Reflection can be a confusing term because its Latin roots mean �Looking backward.� The reality, however, is that we reflect before (preparation for action), during (thought during action) and afterwards (making sense or understanding of action). .

22. Indicator #3: Cognitive Complexity Quality service-learning reflection: � prompts participants to think deeply about complex community problems and alternative solutions. In reality, you might want to add that it prompts students to also think deeply about themselves and their relationship to the community. Complexity lies both in ourselves and in our community challenges. In reality, you might want to add that it prompts students to also think deeply about themselves and their relationship to the community. Complexity lies both in ourselves and in our community challenges.

24. Bloom�s hierarchy of questions goes from asking simple questions about recalling knowledge to making evaluation judgments. It provides one way of thinking about the variety and depth of reflection questions. Bloom�s hierarchy of questions goes from asking simple questions about recalling knowledge to making evaluation judgments. It provides one way of thinking about the variety and depth of reflection questions.

25. Indicator #4: Connected to Big Picture Quality service-learning reflection: � encourages participants to examine a variety of social and civic issues related to their service-learning experience so that participants understand connections to public policy and civic life.

26. Connecting the Larger Context Whatever your service project, what are the larger issues and history in which it is embedded? Without looking at the larger picture, we risk preparing students for service but not for citizenship. They may become lifelong volunteers, but lack the perspective and desire to make a deeper and lasting difference. A critical civic skill is the ability to see and act upon the larger forces that are contributing to the problem you are dealing with. Whatever your service project, what are the larger issues and history in which it is embedded? Without looking at the larger picture, we risk preparing students for service but not for citizenship. They may become lifelong volunteers, but lack the perspective and desire to make a deeper and lasting difference. A critical civic skill is the ability to see and act upon the larger forces that are contributing to the problem you are dealing with.

27. Putting what we know into action Develop reflection activities that will enhance the quality of student learning and the value of the service. Personal Planning: 15 minutes

28. Identify where you would like some support or ideas. Share your current thinking with your group members Listen to the ideas of others, using those ideas that are helpful.

29. Reflection and Human Freedom �When people reflect in everyday life, they pause to review, ponder, contemplate, analyze, or evaluate an experience or information to gain deeper understanding. This ability to reflect gives people the freedom, power and responsibility, perhaps unique among all living things, to continually choose or adjust the direction of their lives. That is why reflection is at the heart of becoming a self-directed and lifelong learner.� James and Pamela Toole, 1995

30. Resources National Service-Learning Clearinghouse www.service-learning.gov K-12 Service-Learning Standards of Quality Practice www.nylc.org