Reflection in Service-Learning: Principles & Practice

1. Reflection in Service-Learning: Principles & Practice Deena Sue Fuller Center for Service-Learning and Civic Engagement Tennesse State University

2. What is this thing called “reflection”? • On paper or your computer write down your definition of “reflection” in 60 seconds. • Then describe an example of how you use “reflection” in your own life or in your teaching --- BRIEFLY in 60 seconds.

3. How diverse are our responses? • Let’s discuss our responses. • Guess what….You’ve just completed a “pre-flection” activity. [More on this later…stay tuned!]

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?

6. Reflection in service-learning can go beyond this definition to include things like… Integration of theory and practice Integration of knowledge into personal life & action Consideration of the service-learning experience in the “bigger picture” Questioning our knowledge & understanding

7. Why do instructors use reflection? What are the objectives? What are some formats for reflection? Let’s do a physical & mental aerobic exercise to answer these questions!

8. Reflection Formats What are various objectives for reflection? What are some formats for reflection? What are some pros/cons to each format? [We’ll revisit this process later]

9. Objectives of the Reflection Process Academic/cognitive growth Application of skills Critical thinking & articulating a position Personal development Promoting citizenship Integration of theory & practice Others from YOUR list

10. Reflection Formats Oral Reflection Written Reflection (electronic or paper) Arts and/or multi-media Large Group & Small Group Simulations/activities Individual Reflection Out-of-class Reflection

11. Pros & Cons of Reflection Formats • Advantages of Large Group • Very efficient • Everyone hears the same thing • Allows many different perspectives and ideas • Students learn from each other • Professor gets a good sense of how students are growing and learning

12. Pros & Cons of Reflection Formats • Disadvantages of Large Group • A few “talkers” may dominate • Shy students don’t contribute • Takes up time from other activities

13. Pros & Cons of Reflection Formats • Small Group Discussions • Address some issues of larger groups • Reconvene larger group to get reports from small groups • Time is a factor • Easier forum for more shy students • Instructor can walk around and hear some of all groups

14. Written Reflection • Students can contemplate their ideas • Can be long or short • Quick responses on index cards can be circulated • Longer reflection provides deep responses and confidentiality • Works better when you have progressively deep questions • Takes time to read them

15. Pros & Cons of Reflection Formats • Written Reflection (continued) • Instructor can dialogue on paper with each student • Large classes require more time • Written reflection can take place out of class • Threaded discussions • Set guidelines

16. What are some Pros & Cons of THESE Reflection Formats? Podcasts Video journals Photography Poetry Music Dance Skits

17. Other Challenges Lack of depth & richness Venting, “shooting the bull”, shallow observations, diaries (lack of critical thinking) Difficulty in assessing reflection and/or growth Finding methods that match students’ learning styles

18. There’s no single way to conduct reflection Mix and match objectives and formats to accommodate different learning styles Speaking of learning styles…

19. The Four “Cs” of Reflection Connected Continuous Challenging Contextualized

20. Connected Connect to learning objectives Determine if there are cognitive connections of class content to the service-learning experience Challenge what they’ve learned Provides an instructor insight and helps assess their own teaching

21. Write one reflection prompt that will connect the course content (lecture, reading, theories, etc.) with the service activity.

22. Continuous • Allowing time to reflect before, during, and after the experience • Think about and plan to make time for reflection • Reflection vs. lecturing • Intersperse lecture with reflection • Enhance lecture with reflection • Use reflection to see what students are learning from lectures

23. - 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.

24. Challenge Challenge students with new ideas and perspectives Propose unfamiliar or “uncomfortable” ideas for consideration Create provocative dialogue in class discussions or written journals

25. Write one reflection prompt that will deepen your student’s thinking. Consider the higher order thinking in Bloom’s taxonomy.(see handout)

26. Contextualized • First… • Determine the proper and most appropriate context for reflection • Determine type and format of reflection • Decide when to conduct reflection • Second… • Structure reflection within the context of the service-learning experience or course content

27. Example • Based on what you learned in yesterday’s lecture and reading and your first week with your mentee, what teaching/ learning strategies will probably work best? • Which learning strategies have worked? Why? Which haven’t worked well? Why? • How will you change what you’re doing based on the past 2 weeks experiences and last week’s lectures/readings?

28. Example • What did you learn last week in the community site that supported and/or challenged what you learned from your textbook ? • Create a poster, drawing, pamphlet, essay, skit , etc. highlighting what you learned in the community that deepens your understanding of the course content.

29. Example List 3 needs that you have observed in the community. What have you learned from your first 2 weeks in the community? Describe the health hazards you have observed in the community and write about how you think they affect the quality of life for the residents.

30. Part II: Methods of Reflection There is no “right” or “best” method…you don’t have to use these if you don’t want to. These techniques are “tried and true” and easy to use. These methods can be combined and modified for various formats. Some work better in some situations than others. Reflection can be a teaching AND learning tool. Reflection is not JUST for service-learning.

31. Some Guidelines for Oral Reflections Confront an idea…not a person Maintain confidentiality (within legal/ethical limits) Respect differences – no judgments Don’t attempt to “convince” or “convert” others Back up your ideas/opinions with WHY and/or content from class “Temporary” silence is OK… but revisit the issue Consider creating a covenant

32. SOME Methods of Reflection [Pre-flection] What? So what? Now what? Graffiti Get off the fence/take a stand ABC123 Others are in your notebook and on the web

33. Pre - flection Powerful & simple technique Grounded in Constructivist Learning Theory Activates learners’ existing knowledge and experience

34. Pre-flection: At the Beginning Students write down what they think they’ll learn… What they want to learn… What they’re excited and/or anxious about Collect, keep, redistribute, and re-flect

35. Pre-flection: In Class Write down thoughts or definition of a key concept Circulate definitions Pair up and share definitions Share what they’ve learned

36. What? So what? Now what? WHAT? = A topic, issue, or experience is identified, defined, described, discussed, and analyzed SO WHAT? = Rationale or importance of the topic or issue – critical thinking – relate the experience to your course content NOW WHAT? = Consider the next steps; what should you do; how can you make a difference; what actions are needed

37. An Example… Sustainability of a tutoring/ mentoring program for new immigrants • WHAT? • The term sustainability is discussed in class • Reading assignments on immigrants • Reflect on examples in their lives - their previous experiences or understandings and what they are experiencing in the service-learning experience • What keeps the program operating

38. An Example…Sustainability • SO WHAT? • Small group brainstorming on why this is important and maybe what will be the impact if it continues long term • Reconvene for large group discussion and review main points

39. An Example…Sustainability • NOW WHAT? • Small group discussion on… • New policies • Challenge cultural norms • Strategies to promote sustainability • What worked; what didn’t • Application to service-learning experience • (Final Reflection Paper could be a summary of all three with a focus on NOW WHAT?)

40. What? So what? Now what? Combine with journal entries or threaded discussions Use as a basis for a final paper Pair-up students and go through all 3 steps

41. Interactive Exercise Consider how you might use WHAT? SO WHAT? NOW WHAT? Would it work for you? Why? Or Why not? Jot down your ideas & we’ll discuss them.

42. 4 Cs + What? So What? Now What? Identifying a term that is part of the course content and the service experience = connected Pre-flection and reflections during lectures or journal entries after class = continuous Question preconceived notions = challenge Apply to specific service-learning experiences = contextualized

43. ABC123 Method Students sometimes need to be taught how to reflect and this helps them understand Can be used with oral or written reflection

44. ABCs A = Affect: attitudes, emotions, feelings B = Behavior: past, current, or future behaviors C = Cognitive Connections: thoughts and overt reference to topic, term, skill

45. A “Relevant” Example… • As a group…we’ve been studying about reflection in service-learning. • Cognitive – What have you learned about reflection? What are key components? • Affect – How do you feel about what you’ve learned? Why? How do you feel about your use of this strategy? • Behavior – Describe how you will integrate reflection into your course and how this will change the way you teach.

46. Assigning Points – Simple Way • Dichotomous scoring • 1 pt for each of the ABC responses • 0 pt for each one missing

47. Assigning Points – Another More Complex Approach Adding points for increased depth of responses! Students may “freak” at getting a grade for reflection, based on past experiences of “shooting the bull” 3 pts – Affect 3 pts – Behavior 4 pts – Cognitive content See next slide for more…

48. Assigning Points – Based on Quality or Depth Criteria • Level 1 = cursory discussion without elaboration of “why” or “how” • Level 2 = deeper observation but still limited in context or application • Level 3 = complex application, understanding & articulation • Qualitative points • 3 pts for rich/in-depth response • 2 pts for marginal response • 1 pt for cursory response • 0 pt for no discussion

49. ABC as Feedback Teacher’s comments acknowledge student comments Note little to nothing articulated Explain why points were lost Encourage student to respond to all 3 components of the ABC & re-submit (adjust grade)

50. Explicitly teach the ABC – students do not intuitively know how to reflect in these dimensions Consider providing a sample (pros/cons) Cognitive responses help determine students’ understanding of critical concepts Over time, we’ve discovered the ABCs are a teaching tool as well as a learning tool