Reflection in Service-Learning: Reflection in Service-Learning: Principles & PracticePrinciples & Practice

Deena Sue FullerDeena Sue Fuller

Center for Service-Learning Center for Service-Learning and Civic Engagementand Civic Engagement

Tennesse State UniversityTennesse State University

What is this thing called What is this thing called “reflection”?“reflection”?

On paper or your computer write down On paper or your computer write down your definition of “reflection” in 60 your definition of “reflection” in 60 seconds.seconds.

Then describe an example of how you use Then describe an example of how you use “reflection” in your own life or in your “reflection” in your own life or in your teaching --- BRIEFLY in 60 seconds.teaching --- BRIEFLY in 60 seconds.

How diverse are our How diverse are our responses?responses?

Let’s discuss our responses.Let’s discuss our responses.

Guess what….You’ve just Guess what….You’ve just completed a “pre-flection” activity.completed a “pre-flection” activity.

[More on this later…stay tuned!][More on this later…stay tuned!]

Reflection is….Reflection is….

The intentional The intentional consideration of an consideration of an experience in light experience in light of particular of particular learning objectives.learning objectives.

(Hatcher & Bringle, 1997).(Hatcher & Bringle, 1997).

Compare Your Definition of Compare Your Definition of Reflection With…Reflection With…

The intentional consideration of The intentional consideration of an experience in light of an experience in light of particular learning objectivesparticular learning objectives..

What does your definition say, What does your definition say, include, or not include?include, or not include?

Reflection in service-learning can go Reflection in service-learning can go beyond this definition to include beyond this definition to include

things like…things like…

Integration of theory and practiceIntegration of theory and practice

Integration of knowledge into personal Integration of knowledge into personal life & actionlife & action

Consideration of the service-learning Consideration of the service-learning experience in the “bigger picture”experience in the “bigger picture”

Questioning our knowledge & Questioning our knowledge & understandingunderstanding

Theoretical FoundationsTheoretical Foundations

Theoretical FoundationsTheoretical Foundations

Kolb’s Learning Cycle (depicted on next slide)Kolb’s Learning Cycle (depicted on next slide)– 1) Concrete experience1) Concrete experience– 2) Reflective observation2) Reflective observation– 3) Abstract conceptualization3) Abstract conceptualization– 4) Active experimentation4) Active experimentation– Some courses do ALL of these…some Some courses do ALL of these…some

courses do some or are better suited for courses do some or are better suited for somesome

– Can all of these be integrated into a course? Can all of these be integrated into a course? – Maybe there’s an easier way…stay tuned!– Maybe there’s an easier way…stay tuned!

Kolb’s CycleKolb’s Cycle

Concrete Experience

Reflective Observation

Abstract Conceptualization

Active Experimentation

Why Why dodo instructors use reflection? instructors use reflection?

What are the objectives?What are the objectives?

What are some formats for What are some formats for reflection?reflection?

Let’s do a physical & mental Let’s do a physical & mental aerobic exercise to answer these aerobic exercise to answer these questions!questions!

Reflection FormatsReflection Formats

What are various objectives What are various objectives for reflection? for reflection?

What are some formats for What are some formats for reflection?reflection?

What are some pros/cons to What are some pros/cons to each format?each format?[We’ll revisit this process later][We’ll revisit this process later]

Objectives of the Reflection Process Objectives of the Reflection Process

Academic/cognitive growthAcademic/cognitive growth

Application of skillsApplication of skills

Critical thinking & articulating a positionCritical thinking & articulating a position

Personal developmentPersonal development

Promoting citizenshipPromoting citizenship

Integration of theory & practiceIntegration of theory & practice

Others from YOUR listOthers from YOUR list

Reflection FormatsReflection Formats

Oral ReflectionOral Reflection

Written Reflection (electronic or Written Reflection (electronic or paper)paper)

Arts and/or multi-mediaArts and/or multi-media

Large Group & Small GroupLarge Group & Small Group

Simulations/activitiesSimulations/activities

Individual ReflectionIndividual Reflection

Out-of-class ReflectionOut-of-class Reflection

Pros & Cons of Reflection Pros & Cons of Reflection FormatsFormats

Advantages of Large GroupAdvantages of Large Group– Very efficientVery efficient– Everyone hears the same thingEveryone hears the same thing– Allows many different Allows many different

perspectives and ideasperspectives and ideas– Students learn from each otherStudents learn from each other– Professor gets a good sense of Professor gets a good sense of

how students are growing and how students are growing and learninglearning

Pros & Cons of Reflection Pros & Cons of Reflection FormatsFormats

Disadvantages of Large GroupDisadvantages of Large Group– A few “talkers” may dominateA few “talkers” may dominate– Shy students don’t contributeShy students don’t contribute– Takes up time from other activitiesTakes up time from other activities

Pros & Cons of Reflection Pros & Cons of Reflection FormatsFormats

Small Group DiscussionsSmall Group Discussions– Address some issues of larger groupsAddress some issues of larger groups– Reconvene larger group to get reports from Reconvene larger group to get reports from

small groupssmall groups– Time is a factorTime is a factor– Easier forum for more shy studentsEasier forum for more shy students– Instructor can walk around and hear some of all Instructor can walk around and hear some of all

groupsgroups

Written Reflection Written Reflection

– Students can contemplate their ideasStudents can contemplate their ideas– Can be long or shortCan be long or short– Quick responses on index cards can be Quick responses on index cards can be

circulatedcirculated– Longer reflection provides deep responses and Longer reflection provides deep responses and

confidentialityconfidentiality– Works better when you have progressively Works better when you have progressively

deep questionsdeep questions– Takes time to read themTakes time to read them

Pros & Cons of Reflection Pros & Cons of Reflection FormatsFormats

Written Reflection (continued)Written Reflection (continued)– Instructor can dialogue on paper Instructor can dialogue on paper

with each studentwith each student– Large classes require more timeLarge classes require more time– Written reflection can take place Written reflection can take place

out of classout of class– Threaded discussionsThreaded discussions– Set guidelinesSet guidelines

What are some Pros & Cons What are some Pros & Cons of of THESETHESE Reflection Reflection

Formats?Formats?

PodcastsPodcasts

Video journalsVideo journals

PhotographyPhotography

PoetryPoetry

MusicMusic

DanceDance

SkitsSkits

Other ChallengesOther Challenges

Lack of depth & richnessLack of depth & richnessVenting, “shooting the bull”, shallow Venting, “shooting the bull”, shallow observations, diaries (lack of critical observations, diaries (lack of critical thinking)thinking)Difficulty in assessing reflection and/or Difficulty in assessing reflection and/or growthgrowthFinding methods that match students’ Finding methods that match students’ learning styleslearning styles

There’s no single way to There’s no single way to conduct reflectionconduct reflection

Mix and match objectives and Mix and match objectives and formats to accommodate formats to accommodate different learning stylesdifferent learning styles

Speaking of learning styles…Speaking of learning styles…

The Four “Cs” of ReflectionThe Four “Cs” of Reflection

ConnectedConnected

ContinuousContinuous

ChallengingChallenging

ContextualizedContextualized

ConnectedConnected

Connect to learning objectivesConnect to learning objectives

Determine if there are cognitive Determine if there are cognitive connections of class content to the connections of class content to the service-learning experienceservice-learning experience

Challenge what they’ve learnedChallenge what they’ve learned

Provides an instructor insight and helps Provides an instructor insight and helps assess their own teachingassess their own teaching

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

with the service activity.with the service activity.

ContinuousContinuousAllowing time to reflect before, during, Allowing time to reflect before, during, and after the experienceand after the experience

Think about and plan to make time for Think about and plan to make time for reflectionreflection

Reflection vs. lecturingReflection vs. lecturing

– Intersperse lecture with reflectionIntersperse lecture with reflection

– Enhance lecture with reflectionEnhance lecture with reflection

– Use reflection to see what students are Use reflection to see what students are learning from lectureslearning from lectures

- Write one reflection question that - Write one reflection question that you could use before your students you could use before your students start their service activities.start their service activities.

- Write one for during the service.- Write one for during the service.

- Write one that you could use near - Write one that you could use near the end of the service.the end of the service.

ChallengeChallenge

Challenge students with new Challenge students with new ideas and perspectivesideas and perspectives

Propose unfamiliar or Propose unfamiliar or “uncomfortable” ideas for “uncomfortable” ideas for considerationconsideration

Create provocative dialogue in Create provocative dialogue in class discussions or written class discussions or written journalsjournals

Write one reflection prompt that Write one reflection prompt that will deepen your student’s will deepen your student’s

thinking. Consider the higher thinking. Consider the higher order thinking in Bloom’s order thinking in Bloom’s

taxonomy.taxonomy.(see handout)(see handout)

ContextualizedContextualizedFirst…First…– Determine the proper and most appropriate Determine the proper and most appropriate

context for reflectioncontext for reflection– Determine type and format of reflectionDetermine type and format of reflection– Decide when to conduct reflectionDecide when to conduct reflection

Second…Second…– Structure reflection within the context of the Structure reflection within the context of the

service-learning experience or course contentservice-learning experience or course content

ExampleExampleBased on what you learned in yesterday’s Based on what you learned in yesterday’s lecture and reading and your first week lecture and reading and your first week with your mentee, what teaching/ learning with your mentee, what teaching/ learning strategies will probably work best?strategies will probably work best?

Which learning strategies have worked? Which learning strategies have worked? Why? Which haven’t worked well? Why?Why? Which haven’t worked well? Why?

How will you change what you’re doing How will you change what you’re doing based on the past 2 weeks experiences based on the past 2 weeks experiences and last week’s lectures/readings?and last week’s lectures/readings?

ExampleExample

What did you learn last week in the What did you learn last week in the community site that supported and/or community site that supported and/or challenged what you learned from your challenged what you learned from your textbook ?textbook ?

Create a poster, drawing, pamphlet, Create a poster, drawing, pamphlet, essay, skit , etc. highlighting what you essay, skit , etc. highlighting what you learned in the community that deepens learned in the community that deepens your understanding of the course content.your understanding of the course content.

ExampleExample

List 3 needs that you have observed in the List 3 needs that you have observed in the community.community.

What have you learned from your first 2 weeks What have you learned from your first 2 weeks in the community?in the community?

Describe the health hazards you have observed Describe the health hazards you have observed in the community and write about how you in the community and write about how you think they affect the quality of life for the think they affect the quality of life for the residents.residents.

Part II: Methods of ReflectionPart II: Methods of Reflection

There is no “right” or “best” method…you don’t There is no “right” or “best” method…you don’t have to use these if you don’t want to.have to use these if you don’t want to.

These techniques are “tried and true” and easy These techniques are “tried and true” and easy to use.to use.

These methods can be These methods can be combinedcombined and and modifiedmodified for various formats.for various formats.

Some work better in some situations than Some work better in some situations than others.others.

Reflection can be a teaching AND learning tool.Reflection can be a teaching AND learning tool.

Reflection is not JUST for service-learning.Reflection is not JUST for service-learning.

Some GuidelinesSome Guidelinesfor Oral Reflectionsfor Oral Reflections

Confront an idea…not a personConfront an idea…not a personMaintain confidentiality (within legal/ethical Maintain confidentiality (within legal/ethical limits)limits)Respect differences – no judgmentsRespect differences – no judgmentsDon’t attempt to “convince” or “convert” Don’t attempt to “convince” or “convert” othersothersBack up your ideas/opinions with WHY Back up your ideas/opinions with WHY and/or content from classand/or content from class““Temporary” silence is OK… but revisit the Temporary” silence is OK… but revisit the issueissueConsider creating a covenantConsider creating a covenant

SOMESOME Methods of Reflection Methods of Reflection

[Pre-flection][Pre-flection]

What? So what? Now what?What? So what? Now what?

GraffitiGraffiti

Get off the fence/take a standGet off the fence/take a stand

ABC123ABC123

Others are in your notebook and Others are in your notebook and on the webon the web

Pre - flectionPre - flection

Powerful & simple Powerful & simple techniquetechnique

Grounded in Constructivist Grounded in Constructivist Learning TheoryLearning Theory

Activates learners’ existing Activates learners’ existing knowledge and experienceknowledge and experience

Pre-flection: At the BeginningPre-flection: At the Beginning

Students write down what Students write down what they think they’ll learn…they think they’ll learn…

What they want to learn…What they want to learn…

What they’re excited and/or What they’re excited and/or anxious aboutanxious about

Collect, keep, redistribute, and Collect, keep, redistribute, and re-flectre-flect

Pre-flection: In ClassPre-flection: In Class

Write down thoughts or Write down thoughts or definition of a key conceptdefinition of a key concept

Circulate definitionsCirculate definitions

Pair up and share definitionsPair up and share definitions

Share what they’ve learnedShare what they’ve learned

What? So what? Now what?What? So what? Now what?

WHAT? = A topic, issue, or experience is WHAT? = A topic, issue, or experience is identified, defined, described, discussed, identified, defined, described, discussed, and analyzedand analyzed

SO WHAT? = Rationale or importance of SO WHAT? = Rationale or importance of the topic or issue – critical thinking – relate the topic or issue – critical thinking – relate the experience to your course contentthe experience to your course content

NOW WHAT? = Consider the next steps; NOW WHAT? = Consider the next steps; what should you do; how can you make a what should you do; how can you make a difference; what actions are neededdifference; what actions are needed

An Example…An Example…Sustainability of a tutoring/ Sustainability of a tutoring/ mentoring program for new mentoring program for new immigrantsimmigrants

WHAT?WHAT?– The term sustainability is discussed in classThe term sustainability is discussed in class– Reading assignments on immigrantsReading assignments on immigrants– Reflect on examples in their lives - their Reflect on examples in their lives - their

previous experiences or understandings and previous experiences or understandings and what they are experiencing in the service-what they are experiencing in the service-learning experiencelearning experience

– What keeps the program operatingWhat keeps the program operating

An Example…SustainabilityAn Example…Sustainability

SO WHAT?SO WHAT?– Small group brainstorming on Small group brainstorming on

why this is important and maybe why this is important and maybe what will be the impact if it what will be the impact if it continues long termcontinues long term

– Reconvene for large group Reconvene for large group discussion and review main discussion and review main pointspoints

An Example…SustainabilityAn Example…Sustainability

NOW WHAT?NOW WHAT?

Small group discussion on…Small group discussion on…– New policiesNew policies– Challenge cultural normsChallenge cultural norms– Strategies to promote sustainabilityStrategies to promote sustainability– What worked; what didn’tWhat worked; what didn’t– Application to service-learning experienceApplication to service-learning experience

(Final Reflection Paper could be a summary of (Final Reflection Paper could be a summary of all three with a focus on NOW WHAT?)all three with a focus on NOW WHAT?)

What? So what? Now what?What? So what? Now what?

Combine with journal entries Combine with journal entries or threaded discussionsor threaded discussions

Use as a basis for a final Use as a basis for a final paperpaper

Pair-up students and go Pair-up students and go through all 3 stepsthrough all 3 steps

Interactive ExerciseInteractive Exercise

Consider how you Consider how you mightmight use use WHAT? SO WHAT? NOW WHAT? SO WHAT? NOW WHAT?WHAT?

Would it work for you? Why? Would it work for you? Why? Or Why not?Or Why not?

Jot down your ideas & we’ll Jot down your ideas & we’ll discuss them.discuss them.

4 Cs + What? So What? Now What?4 Cs + What? So What? Now What?

Identifying a term that is part of the course Identifying a term that is part of the course content and the service experience = content and the service experience = connectedconnected

Pre-flection and reflections during lectures or Pre-flection and reflections during lectures or journal entries after class = journal entries after class = continuouscontinuous

Question preconceived notions = Question preconceived notions = challengechallengeApply to specific service-learning Apply to specific service-learning

experiences = experiences = contextualizedcontextualized

ABC123 MethodABC123 Method

Students sometimes need Students sometimes need to be taught how to reflect to be taught how to reflect and this helps them and this helps them understand understand

Can be used with oral or Can be used with oral or written reflectionwritten reflection

ABCsABCs

A = Affect: attitudes, emotions, A = Affect: attitudes, emotions, feelingsfeelings

B = Behavior: past, current, or B = Behavior: past, current, or future behaviorsfuture behaviors

C = Cognitive Connections: C = Cognitive Connections: thoughts and overt reference to thoughts and overt reference to topic, term, skill topic, term, skill

A “Relevant” Example…A “Relevant” Example…

As a group…we’ve been studying about As a group…we’ve been studying about reflection in service-learning.reflection in service-learning.

CognitiveCognitive – What have you learned about – What have you learned about reflection? What are key components?reflection? What are key components?

AffectAffect – How do you feel about what you’ve – How do you feel about what you’ve learned? Why? How do you feel about your use learned? Why? How do you feel about your use of this strategy?of this strategy?

BehaviorBehavior – Describe how you will integrate – Describe how you will integrate reflection into your course and how this will reflection into your course and how this will change the way you teach.change the way you teach.

Assigning Points – Simple WayAssigning Points – Simple Way

Dichotomous scoringDichotomous scoring– 1 pt for each of the ABC responses1 pt for each of the ABC responses– 0 pt for each one missing0 pt for each one missing

Assigning Points – Another Assigning Points – Another More Complex ApproachMore Complex Approach

Adding points for increased depth of Adding points for increased depth of responses!responses!

Students may “freak” at getting a grade for Students may “freak” at getting a grade for reflection, based on past experiences of reflection, based on past experiences of “shooting the bull”“shooting the bull”

3 pts – Affect3 pts – Affect3 pts – Behavior3 pts – Behavior4 pts – Cognitive content4 pts – Cognitive contentSee next slide for more…See next slide for more…

Assigning Points – Based on Assigning Points – Based on Quality or Depth CriteriaQuality or Depth Criteria

Level 1 = cursory discussion without elaboration of “why” Level 1 = cursory discussion without elaboration of “why” or “how”or “how”

Level 2 = deeper observation but still limited in context or Level 2 = deeper observation but still limited in context or applicationapplication

Level 3 = complex application, understanding & Level 3 = complex application, understanding & articulationarticulation

Qualitative pointsQualitative points– 3 pts for rich/in-depth response3 pts for rich/in-depth response– 2 pts for marginal response2 pts for marginal response– 1 pt for cursory response1 pt for cursory response– 0 pt for no discussion0 pt for no discussion

ABC as FeedbackABC as Feedback

Teacher’s comments acknowledge Teacher’s comments acknowledge student commentsstudent comments

Note little to nothing articulatedNote little to nothing articulatedExplain why points were lostExplain why points were lostEncourage student to respond to all 3 Encourage student to respond to all 3

components of the ABC & re-submit components of the ABC & re-submit (adjust grade)(adjust grade)

Explicitly teach the ABC – students do not Explicitly teach the ABC – students do not intuitively know how to reflect in these intuitively know how to reflect in these dimensionsdimensions

ConsiderConsider providing a sample (pros/cons) providing a sample (pros/cons)Cognitive responses help determine Cognitive responses help determine

students’ understanding of critical conceptsstudents’ understanding of critical conceptsOver time, we’ve discovered the ABCs are Over time, we’ve discovered the ABCs are

a teaching tool as well as a learning toola teaching tool as well as a learning tool

Shifting Gears a BitShifting Gears a Bit

This next approach is NOT an evaluation or This next approach is NOT an evaluation or “grading” method“grading” method

This next approach CAN be used to assess This next approach CAN be used to assess & monitor depth of students’ reflection& monitor depth of students’ reflection

This next approach CAN provide an This next approach CAN provide an additional framework to guide reflectionadditional framework to guide reflection

At the risk of confusing you…Forget At the risk of confusing you…Forget everything we just discussed in terms of everything we just discussed in terms of “point values”“point values”

ABC123ABC123

Level One = self-centered perspectiveLevel One = self-centered perspectiveLevel Two = empathic or “other-ness” Level Two = empathic or “other-ness”

perspectiveperspective

““I never really understood the I never really understood the frustration of a single mom of color frustration of a single mom of color until I had this service-learning until I had this service-learning experience.”experience.”

A reference to another individual is not A reference to another individual is not necessarily an empathic statement necessarily an empathic statement – “ “I read with the student in the classroom” I read with the student in the classroom”

is not an empathic statement.is not an empathic statement.

ABC123ABC123

Level One = self-centered perspectiveLevel One = self-centered perspectiveLevel Two = empathic or “other-ness” Level Two = empathic or “other-ness”

perspectiveperspectiveLevel Three = global or systemic Level Three = global or systemic

perspective of political and cultural perspective of political and cultural issuesissues

Assessing Depth ABC123Assessing Depth ABC123

3 X 1 = 33 X 1 = 3 3 X 2 = 63 X 2 = 6 3 X 3 = 93 X 3 = 9

2 X 1 = 22 X 1 = 2 2 X 2 = 42 X 2 = 4 2 X 3 = 62 X 3 = 6

1 x 1 = 11 x 1 = 1 1 X 2 = 21 X 2 = 2 1 X 3 = 31 X 3 = 3

Affect (1)

+

Behavior (1)

+

Cognition (1)

Level 1 (1) OR Level 2 (2) OR Level 3 (3)

ABC123ABC123

Instructors have begun to explicitly ask Instructors have begun to explicitly ask students to share reflection statements students to share reflection statements from various levels.from various levels.

Some students rarely consider Some students rarely consider experience from Level 3.experience from Level 3.

Instructors can raise such issues in Instructors can raise such issues in class discussions or assignments.class discussions or assignments.

Interactive ExerciseInteractive Exercise

How might you consider using the How might you consider using the ABC or ABC123 model in oral ABC or ABC123 model in oral discussions or written reflection discussions or written reflection entries?entries?

Reflection Activity - Putting It Reflection Activity - Putting It All TogetherAll Together

• What…is reflection?What…is reflection?• So What? So What?

What difference does it make (if at all)?What difference does it make (if at all)?• Now What am I going to do with it and Now What am I going to do with it and

what I learned today (if anything)?what I learned today (if anything)?