Post on 27-Jan-2016
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Reflection in Service-Learning: Reflection in Service-Learning: Principles & PracticePrinciples & Practice
Marshall Welch, Ph.D.Marshall Welch, Ph.D.
University of UtahUniversity of Utah
Define Define reflectionreflectionBRIEF BRIEF Theoretical Theoretical overviewoverviewPractical Practical Application:Application:– GoalsGoals– FormatsFormats– TechniquesTechniques
Interactive Interactive presentationpresentation
But first…on 2 slips of paper…But first…on 2 slips of paper…
On one slip of paper…legibly write down On one slip of paper…legibly write down your definition of your definition of ““reflectionreflection”” in 60 in 60 seconds.seconds.
On the second slip of paper…BRIEFLY jot On the second slip of paper…BRIEFLY jot down thoughts about how our culture & down thoughts about how our culture & society views and practices society views and practices ““reflectionreflection”” in in 60 seconds.60 seconds.
Welcome Back!Welcome Back!
LetLet’’s discuss our responses.s discuss our responses.
Guess what….YouGuess what….You’’ve just ve just completed a completed a ““pre-flectionpre-flection”” activity. activity.
[More on this later…stay tuned!][More on this later…stay tuned!]
Reflection in Service-learning As Reflection in Service-learning As Tending a GardenTending a Garden
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 experience in the ““bigger picturebigger picture””
Questioning our knowledge & Questioning our knowledge & understandingunderstanding
Theoretical FoundationsTheoretical Foundations
Purpose & Utility of TheoryPurpose & Utility of Theory Theory is nothing more than a set or Theory is nothing more than a set or framework of ideas that guide our framework of ideas that guide our behaviors and understanding.behaviors and understanding. Example – The way your parents taught Example – The way your parents taught you to save/spend money is actually a you to save/spend money is actually a ““theoretical constructtheoretical construct”” – it – it’’s a set or s a set or framework of ideas that guide and/or framework of ideas that guide and/or explain your behavior & understanding of explain your behavior & understanding of money.money.
Just a smattering of some theoretical Just a smattering of some theoretical models used in the strategies presentedmodels used in the strategies presented
Dewey – Learning & ExperienceDewey – Learning & ExperienceKolb - Learning CycleKolb - Learning CycleSchon - Ladder of ReflectionSchon - Ladder of ReflectionYates & Youness - Levels of TranscendenceYates & Youness - Levels of TranscendenceHondagneu-Sotelo & Raskoff - 3 Dimensions Hondagneu-Sotelo & Raskoff - 3 Dimensions of Reflectionof ReflectionWilbur – Integral ApproachWilbur – Integral Approach
Theoretical FoundationsTheoretical Foundations
KolbKolb’’s Learning Cycle (depicted on next slide)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– Maybe there’’s a easier way…stay tuned!s a easier way…stay tuned!
KolbKolb’’s Cycles 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?
LetLet’’s do a physical & mental s do a physical & mental aerobic exercise to answer these aerobic exercise to answer these questions!questions!
Reflection FormatsReflection Formats((Tag-Team Physical and Mental AerobicsTag-Team Physical and Mental Aerobics))
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[We’’ll revisit this process later]ll revisit this process later]
Objectives Objectives
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 ReflectionWritten Reflection
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
Pros & Cons of Reflection Pros & Cons of Reflection FormatsFormats
Disadvantages of Large GroupDisadvantages of Large Group– Talkers may dominateTalkers may dominate– Shy students donShy students don’’t contributet 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 Address some issues of larger
groupsgroups– Reconvene larger group to get Reconvene larger group to get
reports from small groupsreports from small groups– Time is a factorTime is a factor
Pros & Cons of Reflection Pros & Cons of Reflection FormatsFormats
Written ReflectionWritten Reflection– Students can contemplate their Students can contemplate their
ideasideas– This can diminish spontenityThis can diminish spontenity– Can be long or shortCan be long or short– Quick responses on index cards Quick responses on index cards
can be circulatedcan be circulated– Longer reflection provides deep Longer reflection provides deep
responses and confidentialityresponses and confidentiality
Pros & Cons of Reflection Pros & Cons of Reflection FormatsFormats
Written Reflection (continued)Written Reflection (continued)– Instructor dialogue on paperInstructor dialogue on paper– 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?
Oral tape recordingsOral tape recordings
Video journalsVideo journals
PhotographyPhotography
PoetryPoetry
MusicMusic
DanceDance
Other ChallengesOther Challenges
Lack of depth & richnessLack of depth & richnessVenting, warbling, radio talk shows, Venting, warbling, radio talk shows, ““Oprah book clubOprah book club”” (lack of critical (lack of critical thinking)thinking)Difficulty in assessing reflection and/or Difficulty in assessing reflection and/or growthgrowthFinding methods that match studentsFinding methods that match students’’ learning styleslearning styles
ThereThere’’s no single way to 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…
Types of Learner – What Type Types of Learner – What Type R U?R U?
Take another one of your slips of paperTake another one of your slips of paper
Put Put ““11”” ““22”” ““33”” ““44”” across the top across the top
Column responses of Column responses of ““YY”” for yes and for yes and ““NN”” for nofor no
Here we go…Here we go…
Category #1Category #1
II’’m action orientedm action orientedI tend to act first & consider consequences I tend to act first & consider consequences laterlaterI tackle problems by brainstorming – I tackle problems by brainstorming – especially with othersespecially with othersI seek attention as II seek attention as I’’m gregarious & people-m gregarious & people-orientedorientedI thrive on challenge and tend to get bored I thrive on challenge and tend to get bored by by ““busy workbusy work””
Category #2Category #2
I watch or listen before offering an I watch or listen before offering an opinion or doingopinion or doingI postpone decision-making until are data I postpone decision-making until are data are inare inI ponder experiencesI ponder experiencesII’’m focused on creating personal m focused on creating personal meaning out of experiencemeaning out of experienceI consider the I consider the ““bigbig”” picture picture
Category #3Category #3
I approach problems/situations in a step-I approach problems/situations in a step-by-step approachby-step approach
I seek perfectionI seek perfection
I prize rationality and logicI prize rationality and logic
I pull facts into cogent theoriesI pull facts into cogent theories
I dislike uninformed decision-makingI dislike uninformed decision-making
Category #4Category #4
I see problems as opportunitiesI see problems as opportunities
I display practical problem solving & I display practical problem solving & decision making skillsdecision making skills
I dislike ruminating and open-ended I dislike ruminating and open-ended questionsquestions
I act quickly and confidently to implement I act quickly and confidently to implement ideasideas
I work with others but II work with others but I’’m content to work m content to work independently as wellindependently as well
What Are You?What Are You?
Category 1 = activistCategory 1 = activistCategory 2 = reflectorCategory 2 = reflectorCategory 3 = theoristCategory 3 = theoristCategory 4 = pragmatistCategory 4 = pragmatistThese reflect KolbThese reflect Kolb’’s 4 Stages of Learnings 4 Stages of LearningKnowing your Knowing your ““typetype”” and the fact that and the fact that students may be similar or dis-similar…students may be similar or dis-similar…what are the implications for you and what are the implications for you and your course your course as well as for reflectionas well as for reflection??
The Four The Four ““CsCs”” of Reflection 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 theyChallenge what they’’ve learnedve learned
Provides an instructor insight and helps Provides an instructor insight and helps assess their own teachingassess their own teaching
ContinuousContinuous
Allowing time to reflect before, Allowing time to reflect before, during, and after the experienceduring, and after the experience
Think about and plan to make Think about and plan to make time for reflectiontime for reflection
Reflection vs. lecturingReflection vs. lecturing– Intersperse lecture with reflectionIntersperse lecture with reflection– Enhance lecture with reflectionEnhance lecture with reflection
ChallengeChallenge
Challenge students with new Challenge students with new ideas and perspectivesideas and perspectives
Propose unfamiliar or Propose unfamiliar or ““uncomfortableuncomfortable”” ideas for ideas for considerationconsideration
Create provocative dialogue in Create provocative dialogue in class discussions or written class discussions or written journalsjournals
ContextualizedContextualized
First…First…– Determine the proper and most Determine the proper and most
appropriate context for reflectionappropriate context for reflection– Determine type and format of Determine type and format of
reflectionreflection– Decide when to conduct reflectionDecide when to conduct reflection
ContextualizedContextualized
Second…Second…– Structure reflection within the Structure reflection within the
context of the service-learning context of the service-learning experience or course contentexperience or course content
Part II: Methods of ReflectionPart II: Methods of Reflection
There is no There is no ““rightright”” or or ““bestbest”” method…you don method…you don’’t t have to use these if you donhave to use these if you don’’t want to.t want to.
These techniques are These techniques are ““tried and truetried and true”” and easy 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 Guidelines
Confront an idea…not a personConfront an idea…not a person Maintain confidentiality (within legal/ethical limits)Maintain confidentiality (within legal/ethical limits) Criticism/critical thinking is not judgment or bashingCriticism/critical thinking is not judgment or bashing Respect differences – no judgmentsRespect differences – no judgments DonDon’’t attempt to t attempt to ““convinceconvince”” or or ““convertconvert”” others others Be willing to Be willing to ““squirmsquirm”” Back up your ideas/opinions with WHY and/or Back up your ideas/opinions with WHY and/or
content from classcontent from class ““TemporaryTemporary”” silence is OK… but revisit the issue silence is OK… but revisit the issue Feelings are OK and not Feelings are OK and not ““gradedgraded”” – but – but
justify/explain your feelingsjustify/explain your feelings Consider 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?GraffitiGraffitiGet off the fence/take a standGet off the fence/take a standABC123ABC123 or Head + Heart + Hands or Head + Heart + HandsIntegral approach (the dart board)Integral approach (the dart board)
Pre - flectionPre - flection
Powerful & simple Powerful & simple techniquetechnique
Grounded in Constructivist Grounded in Constructivist Learning TheoryLearning Theory
Activates learnersActivates learners’’ existing 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 theythey think they’’ll learn…ll learn…
What the want to learn…What the want to learn…What theyWhat they’’re excited or re excited or
anxious aboutanxious aboutCollect, keep, redistribute, Collect, keep, redistribute,
and re-flectand re-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 definitionsPair up and share definitionsPair up and share definitionsShare what theyShare what they’’ve learnedve learned
Pre-flection: In ClassPre-flection: In Class
Discover new perspectivesDiscover new perspectivesSimilar understandingsSimilar understandingsCollect baseline dataCollect baseline dataRevisit their understandingRevisit their understanding
What? So what? Now what?What? So what? Now what?(C.O.O.L.)(C.O.O.L.)
WHAT? = A topic or issue is WHAT? = A topic or issue is identified, defined, and identified, defined, and discusseddiscussed
SO WHAT? = Rationale or SO WHAT? = Rationale or importance of the topic or issueimportance of the topic or issue
NOW WHAT? = Consider the NOW WHAT? = Consider the next stepsnext steps
An Example…SustainabilityAn Example…Sustainability
WHAT?WHAT?– The term is discussed in classThe term is discussed in class– Reading assignments Reading assignments – Reflect on examples in their lives Reflect on examples in their lives
and service-learning experienceand service-learning experience– Discover little evidence of Discover little evidence of
sustainabilitysustainability
An Example…SustainabilityAn Example…Sustainability
SO WHAT?SO WHAT?– Small group brainstormingSmall group brainstorming– Reconvene for large group Reconvene for large group
discussiondiscussion
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 Strategies to promote
sustainabilitysustainability– Application to service-learning Application to service-learning
experienceexperience
What? So what? Now what?What? So what? Now what?
Combine with journal entries Combine with journal entries or threaded discussionsor threaded discussions
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? Would it work for you? Why? Or Why not?Why? Or Why not?
Jot down your ideas & weJot down your ideas & we’’ll ll discuss them.discuss them.
4 Cs + What? So What? Now 4 Cs + What? So What? Now What?What?
Identifying a term = Identifying a term = connectedconnectedPre-flection or during a lecture or Pre-flection or during a lecture or
journal entry after class = journal entry after class = continuouscontinuousPreconceived notions = Preconceived notions = challengechallengeApply to service-learning experience = Apply to service-learning experience =
contextualizedcontextualized
GraffitiGraffiti
We actually did this earlier! We actually did this earlier! Public response to a topicPublic response to a topicEffective with a two-sided issue (but Effective with a two-sided issue (but
doesndoesn’’t HAVE to be used this way)t HAVE to be used this way)Poster paper placed on walls/tablesPoster paper placed on walls/tablesIndividuals or small groups rotate and Individuals or small groups rotate and
respond in writingrespond in writing
An Example…SustainabilityAn Example…Sustainability
Graffiti responses to…Graffiti responses to…– Advantages of hydrogen cellsAdvantages of hydrogen cells– Disadvantages of hydrogen cellsDisadvantages of hydrogen cells– Advantages of solar powerAdvantages of solar power– Disadvantages of solar powerDisadvantages of solar power
Respond from various Respond from various perspectivesperspectives– Oil companyOil company– Environmental advocacy groupEnvironmental advocacy group
Other Factors to ConsiderOther Factors to Consider
It can be simply listing ideas or It can be simply listing ideas or examples (feelings?) without examples (feelings?) without necessarily listing necessarily listing ““pro or conspro or cons””
It can be responding to a thought or It can be responding to a thought or quote or experiencequote or experience
It provides a It provides a ““safersafer”” venue for venue for ““shyshy”” students to be actively engaged in a students to be actively engaged in a reflection activityreflection activity
Interactive ExerciseInteractive Exercise
Consider how you might use GraffitiConsider how you might use GraffitiJot down your ideas & weJot down your ideas & we’’ll discuss ll discuss
themthem
Get Off The Fence/Take A Get Off The Fence/Take A StandStand
LetLet’’s do it!s do it!Students should be required to do service-Students should be required to do service-
learning.learning.Teachers should be required to teach service-Teachers should be required to teach service-
learning classes.learning classes.Service-learning is a short-term fix to complex Service-learning is a short-term fix to complex
problems that does more harm than good.problems that does more harm than good.
Get Off The Fence/Take A Get Off The Fence/Take A StandStand
Clear physical space in the roomClear physical space in the roomPrepare provocative questions or Prepare provocative questions or
statements without statements without ““rightright”” or or ““wrongwrong”” answersanswers
Pose the questionPose the questionStudents respond by stepping forward or Students respond by stepping forward or
““getting off the fencegetting off the fence”” or standing up to or standing up to ““take a standtake a stand””
Dialogue on Dialogue on ““why?why?”” + making a critical + making a critical argument for the positionargument for the position
Other Factors to Think About Other Factors to Think About with This Method with This Method
Adapt/modify the response format with a Adapt/modify the response format with a ““Likert-typeLikert-type”” range of response in the room. range of response in the room.
Keep in mind…students may not know how to Keep in mind…students may not know how to respond…they havenrespond…they haven’’t thought about it before.t thought about it before.
After a discussion…allow students a chance to After a discussion…allow students a chance to modify their modify their ““stancestance””
Consider listing the topic questions in advance Consider listing the topic questions in advance so they can think about it.so they can think about it.
ALWAYS include the ALWAYS include the ““whywhy”” in responses & in responses & discussion to avoid discussion to avoid ““warblingwarbling”” or or ““radio talk radio talk show debatesshow debates””
Get Off The Fence + So What? Get Off The Fence + So What? Now What?Now What?
So What? – During the So What? – During the dialoguedialogue
Now What? – Now What? – – During the dialogue During the dialogue – Written journal responsesWritten journal responses– Small group discussionSmall group discussion
Interactive ExerciseInteractive Exercise
Other ways to employ Get Off the Other ways to employ Get Off the Fence/Take A Stand?Fence/Take A Stand?
ABC123 ABC123 Head + Heart + Hands MethodHead + Heart + Hands Method
Oral or written reflectionOral or written reflection– Journal, graffitiJournal, graffiti
Reflection frameworkReflection frameworkAssessment and feedbackAssessment and feedback
ABCs/HHHABCs/HHH
A = Affect/Heart: attitudes, A = Affect/Heart: attitudes, emotions, feelingsemotions, feelings
B = Behavior/Hands: past, B = Behavior/Hands: past, current, or future behaviorscurrent, or future behaviors
C = Cognitive Connections/Head: C = Cognitive Connections/Head: overt reference to topic, term, skill overt reference to topic, term, skill
An An ““ElementaryElementary”” Example… Example…
As a class…weAs a class…we’’ve been collecting plastic bags.ve been collecting plastic bags.HeadHead – What have you learned about plastic – What have you learned about plastic
bags?bags?HeartHeart – How do you feel about what you – How do you feel about what you’’ve ve
learned or done in our project? Why?learned or done in our project? Why?HandsHands – Describe what you – Describe what you’’ve done in this ve done in this
project…how you used plastic bags in the past project…how you used plastic bags in the past and how you might change your behavior in the and how you might change your behavior in the future now that wefuture now that we’’ve done this project.ve done this project.
2 Things to Consider2 Things to Consider
First – No right or wrong answer when First – No right or wrong answer when expressing feelingsexpressing feelings– Not penalized for negative feelingsNot penalized for negative feelings– Articulate WHAT theyArticulate WHAT they’’re feeling and re feeling and WHYWHY– Some are uncomfortable with thisSome are uncomfortable with this
Second – Make overt references to Second – Make overt references to content from the classcontent from the class
Assigning Points – Simple WayAssigning Points – Simple Way
Dichotomous scoringDichotomous scoring– 1 pt for each of the ABC/HHH1 pt for each of the ABC/HHH– 0 pt for each one missing0 pt for each one missing
Assigning Points – Another Assigning Points – Another More Complex ApproachMore Complex Approach
Adding points increased depth of responses!Adding points increased depth of responses!
Students may Students may ““freakfreak”” getting a grade for getting a grade for reflection based on past experiences of reflection based on past experiences of ““warblingwarbling””
3 pts – Affect/Heart3 pts – Affect/Heart3 pts – Behavior/Hands3 pts – Behavior/Hands4 pts – Cognitive content/head4 pts – Cognitive content/headSee next slide for more…See next slide for more…
Assigning Points – Based on Assigning Points – Based on BradleyBradley’’s Assessment Methods Assessment Method
Level 1 = cursory discussion without elaboration of Level 1 = cursory discussion without elaboration of ““whywhy”” or or ““howhow””
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/H+H+Hs as FeedbackABC/H+H+Hs as Feedback
TeacherTeacher’’s comments acknowledge 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/HHHs & re-components of the ABC/HHHs & re-submit (adjust grade)submit (adjust grade)
Explicitly teach the ABC/HHHs – students Explicitly teach the ABC/HHHs – students do not intuitively know how to reflect in do not intuitively know how to reflect in these dimensionsthese dimensions
ConsiderConsider providing a sample (pros/cons) providing a sample (pros/cons)Cognitive responses help determine Cognitive responses help determine
studentsstudents’’ understanding of critical concepts understanding of critical conceptsOver time, weOver time, we’’ve discovered the ABCs are 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 ““gradinggrading”” method method
This next approach CAN be used to assess This next approach CAN be used to assess & monitor depth of students& monitor depth of students’’ reflection 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 valuespoint values””
ABC123ABC123
Level One = self-centered perspectiveLevel One = self-centered perspectiveLevel Two = empathic or Level Two = empathic or ““other-nessother-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 classroomI 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 Level Two = empathic or ““other-nessother-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)
Plotting Reflection Depth & Plotting Reflection Depth & MovementMovement
3
2
1
Shallow 1 2 3
Deep
Plotting Reflection Depth & Plotting Reflection Depth & MovementMovement
3
2
1
Shallow 1 2 3
Deep
X
X X X
X X
X XX X
X X
X
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.
Listen to an exampleListen to an example
An actual reflection response from a An actual reflection response from a student….student….
Identify examples of the ABCsIdentify examples of the ABCsIdentify what level this response Identify what level this response
seems to reflectseems to reflect
Interactive ExerciseInteractive Exercise
How might you consider using the How might you consider using the ABC/HHH or ABC123 model in ABC/HHH or ABC123 model in oral discussions or written oral discussions or written reflection entries?reflection entries?
An Integral ApproachAn Integral Approach(The (The ““dart boarddart board””))
A useful rubric to frame reflection A useful rubric to frame reflection questions around a concept, skill, or questions around a concept, skill, or term at varying levels and across term at varying levels and across domains.domains.
Takes a topic Takes a topic ““outout”” of exclusive of exclusive application or perspective to the application or perspective to the profession or discipline.profession or discipline.
Student
Teacher
Curricular Topic
Traditional Mediation Approach
Student
Profession
Local Community
Global Community
EconomicCultural
Political Environmental and/or Health
Student
Profession
Local CommunityGlobal
Community
EconomicCultural
Political Environmental and/or Health
Globa
l Com
mun
ity
TOPIC: Consumerism
Student
Profession
Local Community
Global Community Economi
c
Cultural
Political Environmental and/or Health
Let’s try it!
Interactive ExerciseInteractive Exercise
How might you consider using the How might you consider using the integral approach?integral approach?
Could it be combined with some of the Could it be combined with some of the other reflection formats?other reflection formats?
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 what Now What am I going to do with it and what I learned today (if anything)?I learned today (if anything)?
Remember…Remember…reflection is reflection is
like tending a like tending a gardengarden
mwelch@sa.utah.edu
801-585-7826
www.bennioncenter.org