Critical Reflection. The Learning Cycle According to David Kolb’s Learning Cycle (the process...

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COMMUNITY-UNIVERSITY PARTNERSHIPS AND SERVICE- LEARNING UNIVERSITY OF VERMONT uvm.edu/partnerships – [email protected] – 802-656-0095 Critical Reflection

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Transcript of Critical Reflection. The Learning Cycle According to David Kolb’s Learning Cycle (the process...

Page 1: Critical Reflection. The Learning Cycle According to David Kolb’s Learning Cycle (the process that participants go through in experiential learning),

COMMUNITY-UNIVERSITY PARTNERSHIPS AND SERVICE-LEARNING

UNIVERSITY OF VERMONTuvm.edu/partnerships – [email protected] – 802-656-0095

 

Critical Reflection

Page 2: Critical Reflection. The Learning Cycle According to David Kolb’s Learning Cycle (the process that participants go through in experiential learning),

The Learning Cycle

According to David Kolb’s Learning Cycle (the process that participants go through in experiential learning), reflection is one of the four stages in the process that students will be exploring.

Concrete experience Observation and Active experimentation Reflection

Forming abstract concepts

Concrete experience

Page 3: Critical Reflection. The Learning Cycle According to David Kolb’s Learning Cycle (the process that participants go through in experiential learning),

What is Critical Reflection?

provides the bridge between community service activities and the educational content of the course.

directs the student’s attention to new interpretations of events

provides a means through which the community service can be studied and interpreted, much as a text is read and studied for deeper understanding.

[Bringle, Hatcher (1999) ]

Page 4: Critical Reflection. The Learning Cycle According to David Kolb’s Learning Cycle (the process that participants go through in experiential learning),

Reflection Metaphors…

1. The Mirror

Page 5: Critical Reflection. The Learning Cycle According to David Kolb’s Learning Cycle (the process that participants go through in experiential learning),

Reflection Metaphors…

2. The Bridge

Page 6: Critical Reflection. The Learning Cycle According to David Kolb’s Learning Cycle (the process that participants go through in experiential learning),

Reflection Metaphors…

3. “Harvesting” the learning

Page 7: Critical Reflection. The Learning Cycle According to David Kolb’s Learning Cycle (the process that participants go through in experiential learning),

The Myths of Reflection

Reflection is a “fluff” assignment;

Reflection assignments are always “open-ended;”

Reflection is done at the END of an experience;

Reflection is always written;

Reflection is an individual exercise;

Reflection can not be graded.

Page 8: Critical Reflection. The Learning Cycle According to David Kolb’s Learning Cycle (the process that participants go through in experiential learning),

The Truths of Reflection

Reflection is a thoughtful assignment or activity aimed at critical thinking and deep examination to articulate learning;

Reflection assignments should be structured and supported to help students to be more effective;

Reflection is done THROUGHOUT an experience;

Reflection can be written OR artistic, verbal, etc.;

Reflection is an individual AND GROUP exercise;

Reflection should be assessed using constructive feedback methods.

Page 9: Critical Reflection. The Learning Cycle According to David Kolb’s Learning Cycle (the process that participants go through in experiential learning),

Effectively Structuring Reflection

Assign reflection more than once Set clear expectations in assignments,

including explaining goal of reflection Ask students to make specific connections

to the course concepts or learning goals Use guiding questions Use words such as “analysis” Give word or length guidelines, if

appropriate Provide rubric/grading criteria in advance Provide examples of student work

Page 10: Critical Reflection. The Learning Cycle According to David Kolb’s Learning Cycle (the process that participants go through in experiential learning),

During Service

Reflection

Pre-Service

Reflection

Post-Service

Reflection

Continuous Reflection Model

Page 11: Critical Reflection. The Learning Cycle According to David Kolb’s Learning Cycle (the process that participants go through in experiential learning),

What is “Good” Critical Reflection?

Student A: It was amazing to get

a chance to work at the mobile home park this weekend; it felt so good to be able to do something for the people who were impacted by Irene. This is what this class is all about, and I’m so glad I signed up!

Student B:

I was really struck by my conversation with Kenny M, the man whose home we cleaned out this weekend. He worked so hard to buy own his own house, then it was all just taken away from him. Elkins et. al (2009) say that low income people and the elderly are the most vulnerable in times of disaster, and my conversation with Kenny really helped to illustrate that in so many ways…

Page 12: Critical Reflection. The Learning Cycle According to David Kolb’s Learning Cycle (the process that participants go through in experiential learning),

What is “Good” Critical Reflection?

I was really struck by my conversation with Kenny M, the man whose home we cleaned out this weekend. He worked so hard to buy own his own house, then it was all just taken away from him. Elkins et. al (2009) say that low income people and the elderly are the most vulnerable in times of disaster, and my conversation with Kenny really helped to illustrate that in so many ways…

Describes a specific moment of the experience.

Cites specific concept learned in class (w/ref).

Goes on to illustrate her understanding of that concept.

Page 13: Critical Reflection. The Learning Cycle According to David Kolb’s Learning Cycle (the process that participants go through in experiential learning),

What is “Good” Critical Reflection?  Incomplete/

does not meet minimum standard

0

Unsatisfactory1

Fair2

Good3

Excellent4

SYNTHESIS (25%)Originality: reflection articulates your own thoughts and insights and demonstrates creative thinking (not just descriptive)          

Integration: combines different ideas, sources, material; makes clear and meaningful connections among academic concepts (readings/lecture material) and to direct (e.g., observational, personal, service-learning) experiences

         

CRITICAL THINKING (50%)Clarity/logic: understandable; meaning can be grasped; provides sufficient level of detail; the parts make sense together, no contradictions

         

Accuracy: statements are accurate and well-supported; clearly identifies, describes and applies appropriate academic material          

Relevance/significance: relates to the matter at hand; focuses on important core issues          

Depth: explores complexities in ideas, concepts, experiences; identifies multiple interrelationships;          

Breadth/fairness: encompasses multiple viewpoints, not self-serving or one-sided.          

PROFESSIONALISM (25%)Mechanically Sound: free of all grammatical and mechanical errors           Neat:  clean, stapled, typed          On Time          


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