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Critical Reflection: Meaning Making in Service-Learning

The document discusses the importance of reflection in service-learning experiences. It defines service-learning and notes that students must reflect on their service activities to better understand course content and enhance civic responsibility. Several models for structuring reflection are presented, including Kolb's learning cycle, Bloom's taxonomy of learning domains, and mapping potential reflections throughout a service project. A variety of techniques for facilitating reflection, such as journals, discussions, and presentations, are also outlined. The document emphasizes integrating reflection before, during, and after service to examine learning, relationships, and academic and ethical connections.

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13 views

Critical Reflection: Meaning Making in Service-Learning

The document discusses the importance of reflection in service-learning experiences. It defines service-learning and notes that students must reflect on their service activities to better understand course content and enhance civic responsibility. Several models for structuring reflection are presented, including Kolb's learning cycle, Bloom's taxonomy of learning domains, and mapping potential reflections throughout a service project. A variety of techniques for facilitating reflection, such as journals, discussions, and presentations, are also outlined. The document emphasizes integrating reflection before, during, and after service to examine learning, relationships, and academic and ethical connections.

Uploaded by

Lenny Joy Elemento Sardido
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Critical Reflection

 
Meaning Making in Service-Learning
Service-learning is a credit-bearing educational
experience in which students participate in an
organized service activity that meets identified
community needs, and reflect on the service
activity in such a way as to gain further
understanding of course content, a broader
appreciation of the discipline, and an enhanced
sense of civic responsibility.
Bringle & Hatcher, 1996, p. 222
“We don’t learn from experience.
We learn from reflecting on
experience.”

-John Dewey (Dewey, 1938 p. 13)


Kolb Learning Cycle Integration of Experience
w/Curricular Knowledge

http://teaching.colostate.edu/guides/servicelearning/principles_whatis_kolb.cfm
Continuous

Reflection’s 4Cs Connected


Challenging
Contextualized

It should:

• Provide students a variety of opportunities to reflect on thoughts, feelings, and


curricular connections before, during and after the project.
• Examine the results, processes and relationships encountered in through the project
• Help students consider the social and ethical dimensions of their project
• Create clear connections between the service experience and academic curriculum

“To reflect in service-learning is to give careful consideration to the relationship between


service, curriculum, self and community.”
-Making Time for Reflection

Service Learning 2000 Center, 1998


Reflection Models &
Tools
 
Describe
Examine &
Articulate
Learning
Bloom’s
Taxonomy
Bloom’s Six Domains
 Knowledge
o Identify a theory/concept that relates to your service experience.

 Comprehension
o Explain how the previous reading relates to what you are experiencing at your service site.

 Application
o How did you see a theory/concept in action in your service experience?

 Analysis
o What are some possible reasons for the differences between the course material and your service experience?

 Synthesis
o What resources and strategies would you use to evaluate the effectiveness of this service project in meeting
the needs of your community partner?

 Evaluation
o What are the strengths and weaknesses of this theory/model/concept in the context of your service
experience?

Adapted from Boise State’s Reflection: Theory & Practice Training references Krawthwohl, D.R. (November 01, 2002). A Revision of Bloom’s Taxonomy: An Overview.
Theory into Practice, 41 (4), 212-218.
As found at http://www.jsheblakfamily.com/reflection-question-models.html
Reflection Techniques

 Journals/Discussion Boards
 Group Discussions
 Papers
 Presentations
 Community Partner/Leader Interview
 Portfolios
 Blogs
Planning Reflections Reflection Maps

Use a map to visualize potential reflection activities throughout the service:


Before During After

Alone Letter to Self Structured Journal Reflective Essay

With Classmates Hopes/Fears Group Discussion Team Presentation


Discussion

With Community Partners Asset Mapping Debriefing Presentation to Community


Group

Or to visualize reflection activities for different learning styles:


Before During After
Reading “Role of Service” Case Studies Point/Counterpoint articles
Articles
Writing Letter to self Critical questions essays Integrative papers

Doing Field data gathering Oral histories Artistic reflection

Telling Informal discussions Oral presentations Reflection with community

Adapted from Boise State’s Reflection: Theory & Practice Training http://servicelearning.boisestate.edu/faculty/files/2011/10/Reflection101Outline.pdf
Assessing/Evaluating Using Bloom’s Taxonomy

Reflection
Identify Apply Analyze Evaluate

Reflection demonstrated Reflection Reflection Reflection


Exemplary student’s knowledge by demonstrated student’s demonstrated demonstrated
identifying and describing ability to apply student’s ability to student’s ability to
academic concepts that are academic concepts in analyze the evaluate the
connected to service- the context of his/her relationship between relevance of the
learning experience. service experience. the academic course material in the
material and his/her context of their
For example: “This For example: “This is service experience. service.
experience reminded me of how I see this
our discussion about…” theory/concept/model For example: It For example: “The
in action in my service- seems that the strengths/weakness
learning experience…”. difference between of this theory in my
this service experience
theory/concept/mode was. . .Given this
l and my experience evaluation, I would
are due to…” recommend.”

Adapted from Boise State’s Reflection: Theory & Practice Training http://servicelearning.boisestate.edu/faculty/files/2011/10/Reflection101Outline.pdf
Reflection Tools
 Civic Engagement VALUE Rubric AAC&U

 Center for Civic Reflection

 Student Reflection Blog Rubric

 Office of Community Engagement Wiki

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