Reflection in Service-Learning: Principles & Practice Marshall Welch, Ph.D. University of Utah.
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Transcript of Reflection in Service-Learning: Principles & Practice Marshall Welch, Ph.D. University of Utah.
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 reflectionDefine reflectionBRIEF Theoretical overviewBRIEF Theoretical overviewPractical Application:Practical Application:– GoalsGoals– FormatsFormats– TechniquesTechniques
Interactive presentationInteractive presentation
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 “reflection” in 60 your definition of “reflection” 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 “reflection” in society views and practices “reflection” in 60 seconds.60 seconds.
Welcome Back!Welcome Back!
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 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 “bigger picture”experience in the “bigger 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 construct” – it’s a set or “theoretical construct” – it’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
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 courses Some courses do ALL of these…some courses
do some or are better suited for somedo some or are better suited for some– Can all of these be integrated into a course? – Can all of these be integrated into a course? –
Maybe there’s a easier way…stay tuned!Maybe there’s a 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((Tag-Team Physical and Mental AerobicsTag-Team Physical and Mental Aerobics))
What are various objectives for What are various objectives for reflection? reflection?
What are some formats for What are some formats for reflection?reflection?
What are some pros/cons to each What are some pros/cons to each format?format?[We’ll revisit this process later][We’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 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 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 ideasStudents can contemplate their ideas– This can diminish spontenityThis can diminish spontenity– Can be long or shortCan be long or short– Quick responses on index cards can Quick responses on index cards can
be circulatedbe 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 club” (lack of critical “Oprah book club” (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…
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 “1” “2” “3” “4” across the topPut “1” “2” “3” “4” across the top
Column responses of “Y” for yes and “N” Column responses of “Y” for yes and “N” for nofor no
Here we go…Here we go…
Category #1Category #1
I’m action orientedI’m 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 I’m gregarious & people-I seek attention as I’m gregarious & people-orientedorientedI thrive on challenge and tend to get bored I thrive on challenge and tend to get bored by “busy work”by “busy work”
Category #2Category #2
I watch or listen before offering an opinion I watch or listen before offering an opinion or doingor doingI postpone decision-making until are data I postpone decision-making until are data are inare inI ponder experiencesI ponder experiencesI’m focused on creating personal meaning I’m focused on creating personal meaning out of experienceout of experienceI consider the “big” pictureI consider the “big” 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 & decision I display practical problem solving & decision making skillsmaking skills
I dislike ruminating and open-ended questionsI dislike ruminating and open-ended questions
I act quickly and confidently to implement ideasI act quickly and confidently to implement ideas
I work with others but I’m content to work I work with others but I’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 Kolb’s 4 Stages of LearningThese reflect Kolb’s 4 Stages of LearningKnowing your “type” and the fact that students Knowing your “type” and the fact that students may be similar or dis-similar…what are the may be similar or dis-similar…what are the implications for you and your course implications for you and your course as well as as well as for reflectionfor reflection??
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
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 ideas Challenge students with new ideas and perspectivesand 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 journalsclass discussions or written journals
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 “right” or “best” method…you don’t have to There is no “right” or “best” method…you don’t have to use these if you don’t want to.use these if you don’t want to.
These techniques are “tried and true” and easy to use.These techniques are “tried and true” and easy to use.
These methods can be These methods can be combinedcombined and and modifiedmodified for for various formats.various formats.
Some work better in some situations than others.Some work better in some situations than 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 personMaintain 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 bashingRespect differences – no judgmentsRespect differences – no judgmentsDon’t attempt to “convince” or “convert” othersDon’t attempt to “convince” or “convert” othersBe willing to “squirm”Be willing to “squirm”Back up your ideas/opinions with WHY and/or Back up your ideas/opinions with WHY and/or content from classcontent from class““Temporary” silence is OK… but revisit the issueTemporary” silence is OK… but revisit the issueFeelings are OK and not “graded” – but Feelings are OK and not “graded” – but justify/explain your feelingsjustify/explain your feelingsConsider 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 or Head + Heart + Hands or Head + Heart + Hands
Integral approach (the dart board)Integral approach (the dart board)
Pre - flectionPre - flection
Powerful & simple techniquePowerful & simple technique
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 they Students write down what they think they’ll learn…think they’ll learn…
What the want to learn…What the want to learn…
What they’re excited or anxious What they’re excited or anxious aboutabout
Collect, keep, redistribute, and re-Collect, keep, redistribute, and re-flectflect
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
Pre-flection: In ClassPre-flection: In Class
Discover new perspectivesDiscover new perspectives
Similar understandingsSimilar understandings
Collect baseline dataCollect baseline data
Revisit 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 sustainabilityStrategies to promote sustainability– 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? Why? Or Would it work for you? Why? Or Why not?Why not?
Jot down your ideas & we’ll Jot down your ideas & we’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 = connectedconnected
Pre-flection or during a lecture or Pre-flection or during a lecture or journal entry after class = journal entry after class = continuouscontinuous
Preconceived notions = Preconceived notions = challengechallenge
Apply 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 topic
Effective with a two-sided issue (but Effective with a two-sided issue (but doesn’t HAVE to be used this way)doesn’t HAVE to be used this way)
Poster paper placed on walls/tablesPoster paper placed on walls/tables
Individuals 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 perspectivesRespond from various perspectives– 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 “pro or cons”necessarily listing “pro or cons”It can be responding to a thought or It can be responding to a thought or quote or experiencequote or experienceIt provides a “safer” venue for “shy” It provides a “safer” venue for “shy” 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 Graffiti
Jot down your ideas & we’ll discuss Jot down your ideas & we’ll discuss themthem
Get Off The Fence/Take A Get Off The Fence/Take A StandStand
Let’s do it!Let’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 statements Prepare provocative questions or statements without “right” or “wrong” answerswithout “right” or “wrong” answersPose the questionPose the questionStudents respond by stepping forward or “getting Students respond by stepping forward or “getting off the fence” or standing up to “take a stand”off the fence” or standing up to “take a stand”Dialogue on “why?” + making a critical argument Dialogue on “why?” + making a critical argument for the positionfor 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-type” range of response in the room.“Likert-type” 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 haven’t thought about it before.respond…they haven’t thought about it before.After a discussion…allow students a chance to After a discussion…allow students a chance to modify their “stance”modify their “stance”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 “why” in responses & ALWAYS include the “why” in responses & discussion to avoid “warbling” or “radio talk discussion to avoid “warbling” or “radio talk show debates”show 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 Fence/Take A Other ways to employ Get Off the Fence/Take A Stand?Stand?
ABC123 ABC123 Head + Heart + Hands MethodHead + Heart + Hands Method
Oral or written reflectionOral or written reflection– Journal, graffitiJournal, graffiti
Reflection frameworkReflection framework
Assessment 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 “Elementary” Example…An “Elementary” Example…
As a class…we’ve been collecting plastic bags.As a class…we’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’ve – How do you feel about what you’ve learned or done in our project? Why?learned or done in our project? Why?
HandsHands – Describe what you’ve done in this – Describe what you’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 we’ve done this project.future now that we’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 they’re feeling and Articulate WHAT they’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 “freak” getting a grade for Students may “freak” getting a grade for reflection based on past experiences of reflection based on past experiences of “warbling”“warbling”
3 pts – Affect/Heart3 pts – Affect/Heart
3 pts – Behavior/Hands3 pts – Behavior/Hands
4 pts – Cognitive content/head4 pts – Cognitive content/head
See next slide for more…See next slide for more…
Assigning Points – Based on Assigning Points – Based on Bradley’s Assessment MethodBradley’s Assessment Method
Level 1 = cursory discussion without elaboration of “why” or Level 1 = cursory discussion without elaboration of “why” or “how”“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 & articulationLevel 3 = complex application, understanding & articulation
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
Teacher’s comments acknowledge Teacher’s comments acknowledge student commentsstudent comments
Note little to nothing articulatedNote little to nothing articulated
Explain why points were lostExplain why points were lost
Encourage 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 students’ understanding of critical conceptsstudents’ understanding of critical concepts
Over 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 perspective
Level Two = empathic or “other-ness” Level Two = empathic or “other-ness” perspectiveperspective
““I never really understood the frustration of a I never really understood the frustration of a single mom of color until I had this service-single mom of color until I had this service-learning experience.”learning 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” is not an I read with the student in the classroom” is not an
empathic statement.empathic statement.
ABC123ABC123
Level One = self-centered perspectiveLevel One = self-centered perspective
Level Two = empathic or “other-ness” Level Two = empathic or “other-ness” perspectiveperspective
Level 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 ABCs
Identify 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 “dart board”)(The “dart 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 “out” of exclusive Takes a topic “out” 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
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