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REFLECTION

REFLECTION. CCPH Service-Learning Institute Sleeping Lady Conference Center June 17-20, 2005. The hyphen between service and learning. EFFECTIVE REFLECTION Continuous Contextual Challenging Connected. Source: Eyler, Giles, Schmiede 1996. Concrete Experience Feeling/ Sensing.

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REFLECTION

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  1. REFLECTION CCPH Service-Learning Institute Sleeping Lady Conference Center June 17-20, 2005

  2. The hyphen between service and learning EFFECTIVE REFLECTION Continuous Contextual Challenging Connected Source: Eyler, Giles, Schmiede 1996

  3. Concrete Experience Feeling/ Sensing Kolb's Experiential Learning Styles Reflectors (Diverging) feel & watch Activists (Accommodating) feel & do Active Experimentation Doing/Planning Reflective Observation Watching/Reviewing Perception Continuum How we think about things Processing How we Continuum do things Pragmatists (Converging) think & do Theorists (Assimilating) think & watch Abstract Conceptualization Thinking/Concluding Adapted from Alan Chapman 2005

  4. Four Types of Learning Styles • Activist • Reflector • Theorist • Pragmatist

  5. ACTIVIST • Acts first, considers the consequences later • Focuses on the present • “I’ll try anything once” philosophy • Tackles problems by brainstorming • Thrives on challenges; bored by implementation

  6. REFLECTOR • Ponders experiences and observes • Seeks data and considers thoroughly • Postpones decision making until all information is collected • Watches and listens before offering an opinion

  7. THEORIST • Approaches problems using vertical, step by step approach • Pulls together disparate fact into coherent theories • Seeks perfection • Dislikes flippancy and uninformed decision-making

  8. PRAGMATIST • Displays practical problem-solving and decision-making skills • Sees problems as opportunities • Acts quickly and confidently to implement ideas • Dislikes ruminating and open-ended discussion

  9. Learning to ride a bike • Reflectors – think about riding and watch others ride • Theorists – want a clear grasp of the concept of riding a bike • Pragmatists – Seek practical tips from a biking expert • Activists – Leap on the bike and give it a try

  10. Selecting Reflection Activities

  11. READING: Literature and Written Materials • Case Studies • Books about social issues • Government documents • Professional journals • Classic literature Appeals to Theorists: theylearn best through abstract conceptualization Eyler,Giles,Schmiede 1996

  12. WRITING: Written Exercises • Blogs (Web-based logs) • Journals and logs • Reflection essays • Self-evaluation essays • Critical Incident Report • Portfolios • Analysis papers • Case studies • Grant proposals • Press releases • Drafting legislation • Letters to other students/clients/self/politicians • Published articles (newspaper, newsletter, journals) • Volunteer/Agency training manuals Appeals to Theorists and Reflectors Eyler,Giles,Schmiede 1996

  13. DOING: Projects and Activities • Simulations • Conducting interviews • Art journal • Role playing • Collecting photos, creating slide or PowerPoint presentations • Watching movies/videos • Presentations involving dance, music, or theatrics • Planning public relations events for the agency • Analyzing or creating agency budgets • Program development • Appeals to activists Eyler,Giles,Schmiede 1996

  14. TELLING: Oral Exercises • Focus groups • Informal discussions • Formal class discussions • Presentations • Teaching a class • Story telling • Individual conferences with faculty or community partner • Legislative testimony • Appeals to activists

  15. Mapping S-L Reflection (Source: Eyler, Creating your Reflection Map

  16. Mapping S-L Reflection (Source: Eyler, Creating your Reflection Map

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