1. Presented by: Brenda Marsteller Kowalewski

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

3. 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)

4. 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)

5. Ash, Clayton & Moses (2009)

7.  Continuous  Connected  Challenging  Contextualized

8.  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.

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

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

11.  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.

12. On the Fence, Off the Fence exercise

15.  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.

16.  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)

17.  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.

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

20.  Education Through Reflection  Blue handout – pp. 83-86  Service Reflection Toolkit  green handout  CIC newsletter, June 2011  Practitioner’s Guide to Reflection in Service- Learning (1996 – Giles, Eyler, & Schmiede)