Presented by: Brenda Marsteller Kowalewski

 Reflect on learning  Examine reflection and what it adds to the learning process  Discuss reflection models and techniques

On pink sticky “post-it” notes, answer the following question:  What basic assumptions about how students learn shape your choices about class assignments and activities? (Use as many “post-it” notes as necessary)

On yellow sticky “post-it” notes, answer the following question:  How do you think community-based learning contributes to the learning process? (Use as many “post-it” notes as necessary)

Ash, Clayton & Moses (2009)

 Continuous  Connected  Challenging  Contextualized

 is an ongoing part of the learner’s education and service experience.  It allows the students to go through Kolb’s learning model (discussed in a few slides) multiple times in semester.

 Links service to students’ intellectual and academic pursuits  Service experiences illustrate theories and concepts  Brings statistics to life

 Makes students engage issues in a more critical way  Poses questions and proposes unfamiliar or even uncomfortable ideas for the students’ consideration

 The environment and method of reflection corresponds in a meaningful way to the topics and experiences that form the material for reflection.  Important to consider: the degree of formality of the reflection method; location of the reflection experience; and format – oral or written.

On the Fence, Off the Fence exercise

 not a product, but a process.  a crucial part of community-based learning, which allows students to look back on, think critically about, and learn from their service experience.  beneficial to students.

 Leads to thoughtful and more effective service.  Helps students internalize the lessons learned and connect those lessons to their own personal choices and behavior.  Helps develop a long-term commitment to service.  Provides tools to assess values and beliefs, which leads to personal growth. (from Giles, Eyler and Schmiede, 1996)

 What?  Reporting what happened objectively – without judgment or interpretation, students describe in detail the facts and event(s) of the service experience.  So What?  What did you learn? What difference did the event make?  Students discuss their feelings, ideas, and analysis of the service experience.  Now What?  How will students think or act in the future as a result of the experience?  Students consider broader implications of the service experience and apply learning.

Engage in Service Describe Engage in service and test Examine Articulate Learning Personal Growth Civic Learning Academic Enhancement

 Education Through Reflection  Blue handout – pp  Service Reflection Toolkit  green handout  CIC newsletter, June 2011  Practitioner’s Guide to Reflection in Service- Learning (1996 – Giles, Eyler, & Schmiede)