Effective Reflection Strategies for Service-Learning: A Compendium by Prof. Diane Sloan, Study notes of Statistics

Download Effective Reflection Strategies for Service-Learning: A Compendium by Prof. Diane Sloan and more Study notes Statistics in PDF only on Docsity! Tried and True Teaching Methods to Enhance Students’ Service-Learning Experience Compiled by Professor Diane Sloan, Miami Dade College, and based on the work of Julie Hatcher and Robert Bringle’s “Reflection Activities for the College Classroom” (Indiana University—Purdue University Indianapolis) 2 REFLECTION SESSION CLASSROOM STRATEGIES: It is clear that the power in learning is in the action of doing the activity. Reflection provides the same power through the action of articulating thoughts. Reflection is the necessary bridge in the learning process that takes place when a student is involved in a service-learning experience. There are the traditional strategies such as writing in journals, reporting orally in front of the class, or writing an essay describing the experience. The following examples will include and also move ahead of the tried and true, giving the facilitator a variety of other methods that he/she might like to incorporate in the classroom. Index of Reflection Techniques: 1. Personal Journals ……………………………… pg 3 2. Dialogue Journals…………………….………… pg 3 3. Highlighted Journals……………………………pg 3 4. Key Phrase Journals……………………….……pg 3 5. Double-entry Journals………………………… pg 3 6. Critical Incident Journals…………………….. pg 4 7. Three-part Journals…………………………… pg 4 8. Free Association Brainstorming………………pg 4 9. Quotes…………………………………………… pg 5 10. Quotes in Songs…………………………………pg 5 11. Reflective Essays………………………………. pg 6 12. Directed Writings………………………………pg 6 13. Experiential Research Paper…………………. pg 6 14. Service-Learning Contracts and Logs………. pg 6 15. Directed Readings………………………………pg 7 16. Ethical Case Studies…………………..………..pg 7 17. Class Discussion…………………………..……. pg 7 18. Truth is Stranger than Fiction………………. pg 7 19. Student Portfolios………………………………pg 8 20. It’s My Bag……………………………………….pg 8 21. It’s Your Thing/Express Yourself……………pg 8 22. Small Group Week………………………………pg 9 23. Email Discussion Groups………………………..pg 9 24. Class Presentations…………………………..…pg 9 5 9. Quotes – Using quotes can be a useful way to initiate reflection because there is an ample supply of them, and they are often brief and inspiring. Here are some quotes as examples you might want to use: “If we do not act, we shall surely be dragged down the long, dark and shameful corridors of time reserved for those who possess power without compassion, might without morality, and strength without insight.” ---Dr. Martin Luther King, Jr. “A different world cannot be built by indifferent people.” ---Horace Mann “I believe that serving and being served are reciprocal and that one cannot really be one without the other.” ---Robert Greenleaf, educator and writer “Never doubt that a small group of thoughtful, committed citizens can change the world: indeed, it’s the only thing that ever has.” ---Margaret Mead “Unless you choose to do great things with it, it makes no difference how much you are rewarded, or how much power you have.” ---Oprah Winfrey Quotes may be used in a variety of ways. You might give each student a page of quotes and ask them to pick one that fits his/her feelings about the service-learning project. Then you could ask them to explain why this quote represents his/her feelings. The best results seem to be when the students are given the sheet one session before the reflection class. This gives them time to put their thoughts together. The students could also do it as a one-minute paper that might then be read and explained to the rest of the class. (Diane Sloan, Miami Dade College) 10. Quotes in Songs – Ask the students to find a song where the singer uses lyrics that describe what he/she feels about the service-learning project. Emphasize that it does not need to be a whole song but a lyric in a song. If they have access to the song, tell them to bring it to play at the end of the reflection session. Even if they do not have the song, ask them to “say” the lyric that describes their feelings. This usually proves to be “fun” in a sense that it creates a casual atmosphere and bonds the group together. Many 6 times others will help by trying to sing it with them. Playing the songs usually creates a celebratory atmosphere. You might also bring a bag of Hershey’s kisses, or something similar to keep the festive spirit going. (adapted from Prof. Gwen Stewart’s song speech, Miami Dade College) 11. Reflective Essays – Reflective essays are a more formal example of journal entries. Essay questions are provided at the beginning of the semester and students are expected to submit two to three essays during the term. Reflective essays can focus on personal development, academic connections to the course content, or ideas and recommendations for future action. As with any essay, criteria can be clearly stated to guide the work of the students. (Chris Koliba, Georgetown University) 12. Directed Writings – Directed writings ask students to consider the service experience within the framework of course content. The instructor identifies a section from the textbook or class readings (i.e., quotes, statistics, concepts) and structures a question for students to answer. For example, “William Gray has identified five stages of a mentor- protégé relationship. At what stage is your mentoring relationship with your protégé at this point in the semester? What evidence do you have to support this statement? In the following weeks, what specific action can you take to facilitate the development of your mentoring relationship to the next stage on Gray’s continuum?” A list of directed writings can be provided at the beginning of the semester, or given to students as the semester progresses. Students may also create their own directed writing questions from the text. Directed writings provide opportunity for application and critical analysis of the course content. 13. Experiential Research Paper – An experiential research paper, based on Kolb’s experiential learning cycle, is a formal paper that asks students to identify a particular experience at the service site and analyzes that experience within the broader context in order to make recommendations for change. Mid-semester, students are asked to identify an underlying social issue they have encountered at the service site. Students then research the social issue and read three to five articles on the topic. Based on their experience and library research, students make recommendations for future action. This reflection activity is useful in inter-disciplinary courses and provides students flexibility within their disciplinary interests and expertise to pursue issues experienced at the service site. Class presentations of the experiential research paper can culminate semester work. (Julie Hatcher, IUPUI). 14. Service-Learning Contracts and Logs – Service-learning contracts formalize the learning and service objectives for the course. Students, in collaboration with their instructor and agency supervisor, identify learning and service objectives and identify the range of tasks to be completed during the service experience. Oftentimes, a service-learning 7 contract cannot be completed until the student is at the agency for a couple of weeks and has a clear idea of how their skills and expertise can be of service. A service log is a continuous summary of specific activities completed and progress towards accomplishing the service-learning goals. The contract and the log can become the basis for reflection when students are asked to assess their progress towards meeting the identified objectives and identify the obstacles and supports that had an impact on their ability to achieve the service-learning objectives. These items can also be submitted in a service- learning portfolio as evidence of the activities completed. 15. Directed Readings – Directed readings are a way to prompt students to consider their service experience within a broader context of social responsibility and civic literacy. Since textbooks rarely challenge students to consider how knowledge within a discipline can be applied to current social needs, additional readings must be added if this is a learning objective of the course. Directed readings can become the basis for class discussion or a directed writing. 16. Ethical Case Studies – Ethical case studies give students the opportunity to analyze a situation and gain practice in ethical decision making as they choose a course of action. This reflection strategy can foster the exploration and clarification of values. Students write a case study of an ethical dilemma they have confronted at the service site, including a description of the context, the individuals involved, and the controversy or event that created an ethical dilemma. Case studies are read in class and students discuss the situation and identify how they would respond. (David Lisman, Colorado College) 17. Structured Class Discussions – Structured reflection sessions can be facilitated during regular class time if all students are involved in service. It is helpful for students to hear stories of success from one another. They can also offer advice and collaborate to identify solutions to problems encountered at the service site. The following exercise is an example of structured reflection discussion: list phrases that describe your senses/feelings at the service site. List phrases that describe your actions at the service site. List phrases that describe your thoughts at the service site. What contradictions did you sense at the service site? What connections can you make between your service and the course content? (Nadinne Cruz, Stanford University) 18. Truth is Stranger than Fiction – (This is an exercise that is best used toward the middle or end of the student’s experience). Have the students break into groups of three (no more). Ask them to share the most unusual story that happened to them during their service-learning experience. Some students will be hesitant at first. If they really can’t think of one, don’t let them off the hook. Tell them to take the assignment home, write it and submit it at the next session. This usually motivates them to think of one rather