How to Guide for REFLECTION

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How to Guide for REFLECTION

The National Service-Learning Cooperative ServeAmerica K-12 Clearinghouse Pennsylvania Institute for nvironmental an! Community Service Learning Northeast "egional Technical Assistance Center Compiled by Lorraine Parrillo

Cooperative/Clearinghouse Coordinator Northeast Regional Technical Assistance Center December 5, 199 #se! $ith their permission

INTRODUCTION
This module includes a summar! o" materials currentl! used to support re"lection in the service learning movement# Crucial in"ormation presented includes$ ! Introdu"tory material# on Refle"tion by Diane Hedin and Dan Conrad $! Refle"ti%e tea"&in' te"&ni(ue# u#in' ele%en different form# of refle"tion rat&er t&an )u#t u#in' )ournal# and a#*in' &ow parti"ipant# feel about #er%i"e +! ,a#i" "riti"al t&in*in' #*ill# t&at may be u#ed in refle"tion #e##ion# -! ,iblio'rap&y

Refle"tion
Re"lective learning techni%ues are not the lone providence o" service activities# All thin&ing and dialogue re%uires some "orm o" re"lection i" learning is to ta&e place# 'ndividuals need time and reconsideration o" events to put "acts and ideas into se%uence and eventuall! into a better understanding as to (hat happened during a speci"ic event# )ver!one in their li"e-time (ill be

re%uired to repeat this process endlessl!# Nevertheless, schools do little to prepare their students "or re"lection# Re"lection activities allo( students a sense o" intellectual o(nership and a better understanding o" onesel" and one*s o(n abilities# Re"lection is more than problem solving (hich has an e+cessive concern "or right ans(ers# 't "ocuses on ho( %uestions arise# This al(a!s re%uires greater s!nthesis and creativit! than does simple ans(ers# ,ervice pro-ects in the communit! setup a multi"aceted and potentiall! challenging situation that encourages students to "rame their o(n %uestions# Clearl! the %uestions a student poses about their communit! are usuall! much more pro"ound than are correct ans(ers to te+tboo& %uestions# .&at i# Refle"tion/ There are as man! de"initions o" re"lection as there are service learning pro"essionals# .hile preparing this pac&et, (e "ound that most articles on the re"lection process do not contain a de"inition# The "e( that (e "ound include$ Through reflection% practitioners can surface an! critici&e the tacit un!erstan!ings that have gro$n up aroun! the repetitive e'periences of a speciali&e! practice% an! can ma(e ne$ sense of the situations of uncertainty or uni)ueness $hich he may allo$ himself to e'perience* Donald A. Schon The Reflective Practitioner "eflection is a s(ill% more accurately a cluster of s(ills% involving o+servation% as(ing )uestions an! putting facts% i!eas% an! e'periences together to a!! ne$ meaning to them all* Learning to learn in this $ay% an! instilling the practice as a ha+it% can allo$ program e'periences to live on in the stu!ents, lives in ne$ e'periences an! ne$ learning* -an Conra! . -iane /e!in 0outh Service1 A gui!e+oo( for -eveloping an! 2perating ffective Programs Though it is di""icult to de"ine, re"lection is critical to the service learning process, since this is (here the true learning ta&es place# There are man! methods o" re"lection# /e"ore determining the method o" re"lection, an educator must decide (hat student outcomes are desired, as each t!pe o" re"lection carries (ith it di""erent outcomes# Conrad 0 1edin 219345 list the "ollo(ing outcomes o" service learning pro-ects/ re"lection sessions$ 0"ademi" Learnin' 'mproved basic s&ills# /etter learning o" sub-ect matter# 1igher level o" thin&ing and problem ,olving 6earning to learn "rom e+perience Per#onal De%elopment A(areness o" change in onesel"# A sense o" communit!# Ta&ing charge o" li"e# Pro'ram Impro%ement 'mproved per"ormance o" the ,ervice# 'mproved service program#

The (or& o" Conrad and 1edin, especiall! in the "ield o" re"lection, remains crucial to those in the service learning "ield# Although (ritten a number o" !ears ago the article that "ollo(s remains the best place to start learning about re"lection#

Contents LE0RNING FRO1 2ER3ICE TI1E2 OF REFFLECTION ORG0NI4ING THE REFLECTI3E CO1PONENT IDE02 FOR DIRECTED .RITING GUIDELINE2 TO REFLECTI3E TE0CHING 1ODEL 201PLE2 OF REFLECTION 2UGGE2TED 5UE2TION2 FOR REFLECTION F0CILIT0TOR .OR62HEET RE2OURCE2 ON REFLECTION REL0TED .E, 2ITE2

LE0RNING FRO1 2ER3ICE

E7perien"e I# t&e ,e#t Tea"&er 8 Or I# It/
,y Dan Conrad 9 Diane Hedin 'ndependent ,ector 0outh Service1 A 3ui!e+oo( for -eveloping an! 2perating ffective Programs* To!ay I got to the nursing home at 2144* Tal(e! to some la!ies* Passe! out popcorn at the movie* 5ent home at 6144* 7rom a stu!ent,s 8ournal The student %uoted above (as surrounded b! human drama# 7n ever! side (ere loneliness, love, struggle, -o!, death, dignit!, in-ustice, and concern# There (ere people (ith (isdom she could dra( upon, and (ith pains she could ease# There (ere more than a do8en health-related careers to observe# ,he missed it all# The same barren sentences (ere entered in her -ournal, t(ice (ee&l!, "or si+ (ee&s# ,he (as in a !outh service program (here she had chosen her o(n assignment# ,he (as needed there# ,he (as engaged in tas&s that mattered to others# /ut she*d seen, "elt, and e+perienced virtuall! nothing# 't*s not supposed to be that (a!# 9eople are supposed to learn "rom e+perience# 'n "act, a central part o" the case "or !outh service rests on claims "or the possibilit! even necessit!, o" learning "rom e+perience# To sa! that e+perience is a good teacher, ho(ever, does not impl! that it*s easil! or automaticall! so# '" it (ere, (e*d all be a lot (iser than (e are# 't*s true that (e can learn "rom e+perience# .e ma! also learn nothing# 7r

(e ma!, li&e :ar& T(ain*s cat (ho learned "rom sitting on a hot stove lid never to sit again, learn the (rong lesson# The &e!, as Aldous 1u+le! e+plained, is that ;e+perience is not (hat happens to a man< it is (hat a man does (ith (hat happened to him#; 9"eflection :can allo$ program e'periences to live on in the stu!ents, lives in ne$ e'periences an! ne$ learning#; Conrad and 1edin

Reward# of Refle"tion

The purpose o" this chapter is to provide practical suggestions "or encouraging !oung people to re"lect on their e+periences$ to thin& about them, (rite about them, share them (ith others, learn "rom them# This is not so eas! to accomplish# ,erious re"lection is seldom the pre"erred activit! o" active !oung people# 'ts value is not al(a!s immediatel! obvious, and is never guaranteed# 9;eing a+le to learn from e'perience: increases our capacity to influence su+se)uent e'periences#; Conrad and 1edin 't is important, then to be able to ans(er (ith conviction the %uestion$ ;.h! do it=; Three &inds o" bene"its are described belo($ improved academic learning, personal development, and program improvement#

0"ademi" Learnin'
Impro%ed ba#i" #*ill## are a deliberate aim o" man! discussing their e+periences engaging (a! "or students to 'mproving reading, (riting, and spea&ing abilities !outh service programs# .riting about and and reading about their area o" service is an practice these basic s&ills#

,etter learnin' of #ub)e"t matter# A ma-or goal o" man! school-based programs is to enhance learning b! giving students the opportunit! to appl! &no(ledge and to practice s&ills learned in the classroom$ helping in a da!care center as part o" a child development class or interning at cit! hall as part o" a civics class are t(o obvious e+amples# ,ince the ;real (orld; is, b! nature, not organi8ed b! academic disciplines, a side bene"it is that students learn not onl! about one particular sub-ect, but also about the interrelationships bet(een that sub-ect and man! others# Hi'&er le%el t&in*in' and problem #ol%in'# /eing able to anal!8e problems, generate alternatives, and anticipate conse%uences are critical s&ills in an! area o" li"e# A national stud! o" >? school-sponsored !outh participation programs revealed that the &e! "actor in stimulating comple+ thin&ing and improving the problem-solving abilit! o" students (as the e+istence, regularit!, and %ualit! o" a re"lective component 2Conrad 0 1edin, 193@5# Learnin' to learn from e7perien"e# Re"lection is a s&ill, more accuratel! a cluster o" s&ills, involving observation, as&ing %uestions, and putting "acts, ideas, and e+periences together to add ne( meaning to them all# 6earning to learn in this (a!, and instilling the practice as a habit, can allo( program

e+periences to live on in the students* lives in ne( e+periences and ne( learning#

Per#onal De%elopment
0warene## of "&an'e# in one#elf# :eeting (ith other volunteers provides the opportunit! to share successes and "ailures, to call on the help and advice o" others, and to gain support, recognition, and a sense o" belonging to some greater e""ort# 't also develops a sense o" o(nership o" the pro-ect, and a commitment to its success# Ta*in' "&ar'e of life# /eing able to learn "rom e+perience gives us the po(er to in"luence the meaning and impact o" things that (e do or that happen to us# 't also increases our capacit! to in"luence subse%uent e+periences# 't puts us in charge# 't does this b! providing a clearer understanding o" the (orld, a heightened sense o" (ho (e are and can be, and an increased capacit! and inclination to empo(er others#

Pro'ram Impro%ement
Impro%ed #er%i"e! A ma-or reason "or including time "or re"lection is to improve the %ualit! o" service# Re"lection, considered in this light, includes such things as learning speci"ic s&ills re%uired b! the pro-ect, problem solving, brainstorming, devising plans and strategies, and (or&ing on communication s&ills# As a general rule, the more practical the sessions and the more obviousl! related to the service e+perience, the more important the! (ill seem and the more energeticall! the volunteers (ill participate# Impro%ed pro'ram# Aor a program director, the ongoing "eedbac& "rom participants on ho( things are going and discussions o" ho( to ma&e them go better is invaluable#

TI1E2 OF REFLECTION
'n man! cases the real %uestion is not (hether to encourage re"lection, but (here and (hen to do so# The "ollo(ing approaches commonl! are used, o"ten in combination# ;'t is in the da!-toda! processing o" e+perience that (e reali8e, or miss, the limitless potential o" learning "rom service#; Indi%idual "onferen"e# 'n ever! program, there is some opportunit! "or individual discussions bet(een participants and their teachers or adult supervisors# As part o" the initial placement intervie(, "or e+ample, a student ma! be guided to set particular goals# These (ill serve as ground (or& "or a -ournal or other sel"-monitoring method, as (ell as "or periodic "ollo(-up con"erences during the course o" the program# ,rief daily meetin'## ,tudents ma! meet together brie"l! either be"ore or a"ter going to their communit! placements to get e%uipment, arrange transportation, "ile reports, and so# These gatherings provide opportunities "or e+changing ideas, "or reporting on successes or di""iculties, or "or group

problem solving# 7n occasion these sessions are e+tended to allo( "or more indepth discussions# .ee*ly 'roup meetin'#! 'n some cases a group session is built into the program*s structure "rom the beginning# Aor e+ample, a program involving students in child care might be scheduled "or a double period each da!, (ith the students spending three da!s each (ee& in da!-care centers and t(o da!s in group meetings# These meeting ma! be devoted to stud!ing earl! childhood development or planning activities to be conducted (ith the children# Periodi" wor*#&op## 'n some cases, special (or&shops are scheduled into the overall program# These o"ten are "ull or hal"-da! events "ocusing on such things as the special needs "or the people being served and the necessar! s&ills to respond e""ectivel!# These sessions ma! be conducted b! the program leader and/or b! e+perts "rom the communit!#

.&ere and How to Refle"t

Designing e""ective seminars or re"lection sessions is di""icult, parado+icall!, because !outh are in ne( roles o" importance and respect$ being in charge o" things, (or&ing alongside adults rather than as underlings# The classroom component ma! seem too much li&e business-as-usual# To return to the student role can seem li&e a letdo(n, as one 1B-!ear old girl (rote in her -ournal$ ;# # # and no( it*s time to return to school, to change "rom person bac& into student#; 1a*in' t&e #e##ion# a# little li*e #"&ool a# po##ible by alterin' bot& t&e #ettin' and t&e format is the &e! to success# ,ome leaders have "ound it possible - and productive- to hold their group meetings in the agencies (here the students volunteer, in their o(n or the students* homes, or even in a con"erence room at the Cnited .a! or Chamber o" Commerce# '" !ou must meet (ithin the school, tr! to "ind some(here other than a normal classroom# /e!ond the obvious observation that discussion should be the primar! mode o" the sessions and that the! should include a variet! o" activities, the "ormat should be that o" sta"" training or sta"" meetings# This point is not at all trivial, "or both setting and "ormat must conve! that these sessions are serious, signi"icant, and a continuation o" the students* important roles in the communit!# T&e #e"ond *ey to #u""e## i# t&at t&e #e##ion# be dire"tly related to t&e wor* bein' done in t&e "ommunity# This is the most easil! accomplished (hen all the participants are per"orming similar &inds o" service, or are (or&ing in the same agenc! or on one large pro-ect# ,ometimes the same e""ect can be achieved b! dividing the total volunteer team into t(o or more subgroups# .hen these steps are not possible 2and ver! o"ten the! are not5, the -ob o" constructing a relevant curriculum is more complicated but not impossible to achieve# The &e! is to "ind as man! common elements as !ou can, starting (ith the uni"!ing "actor that all (ill be providing service to others#

ORG0NI4ING THE REFLECTI3E CO1PONENT

6earning activities can be organi8ed into the three phases o" a program (hich (e re"er to as the ;three 9*s; Preparation - 6earning activities conducted prior to a student*s volunteer (or&< Pro"e##in' - Assisting students during their service placement to understand the setting, their "eelings and to solve problems (hich arise< and Produ"t - Activities designed to achieve closure and pull together the strands o" e+perience#

Preparation
There is no "ormula to determine e+actl! the right amount o" preparation needed prior to the start o" volunteer (or&# A good rule o" thumb, ho(ever is that it*s usuall! better to err on the side o" too little preparation than too much# Those (ho volunteer o"ten do so precisel! because the! (ant a ne( &ind o" e+perience# A length! orientation period is almost certain to turn them o""# 'n addition, it is nearl! impossible to &no( (hat actuall! (ill be help"ul until real issues arise "rom the (or&# )ven (hat (e &no( is important (ill not necessaril! seem so to !oung people until the! have had a taste o" real e+perience in the "ield# A list o" topics that could be valuable be"ore the volunteers begin their service e+periences "ollo(s# .e suggest that !ou choose onl! some o" these and leave the rest until later in the pro-ect# 1# ,uild "o&e#ion wit&in t&e 'roup# This is crucial i" the group is to "unction as a source o" support and ideas "or each volunteer# :embers o" an adhesive group &no( and respect each other, and (ill listen and "eel "ree to tal&# @# Clarify re#pon#ibilitie# and e7pe"tation#! ># E7plore #er%i"e option# so each person can ma&e as in"ormed a decision as possible concerning (hat the! (ill be doing# An e+plorator! visit that does not impl! obligation "or either the agenc! or the potential volunteer should be made (henever possible# # 0rou#e intere#t in and "ommitment to t&e pro'ram and speci"ic service pro-ects# This is use"ul and valid "or those (ho participate out o" idealism as "or those (ith less lo"t! motives# 5# 0rou#e t&e %alue#: *nowled'e: and #*ill# each volunteer brings to the pro-ect# The bene"its o" doing this include building the con"idence o" the volunteer, learning to share sensitive and important things (ith the group, and providing a portrait o" each person as the! begin the program (hich can be contrasted (ith (hat/(ho the! are at the end#

B# De%elop ba"*'round information about the people and problems that the volunteers (ill encounter# The goal is more to sensiti8e and revise preconceptions than to provide detailed in"ormation# 4# De%elop and pra"ti"e #*ill# that (ill be used 2"rom using a crosscut sa( to listening to a child5# This should include practice in the s&ills needed to learn "rom service, namel!, to be vigilant observers and persistent %uestioners o" e+perience#

Pro"e##in'
't is in the da!-to-da! processing o" e+perience that (e reali8e, or miss the limitless potential "or learning "rom service# 9rocessing e+perience al(a!s means thin&ing about it, being consciousl! engaged in it# This conscious engagement (ill ta&e man! "orms$ observing, thin&ing, tal&ing, listening, as&ing %uestions, (riting, reading, creating, and more# The uni%ue value o" the result lies in its personal nature$ personall! discovered &no(ledge, personall! "ormed ideas, and personall! ac%uired values and belie"s# A list o" topics and techni%ues to help bring substance and "orm to this tas& "ollo(s# ,ome are individual activities most involve a group# 1# .ritin': e#pe"ially *eepin' a )ournal ma! be the most common re%uirement in !outh service programs# This is a m!sti"!ing ne( e+perience "or man! !oung people, and suggestions "or (hat to include in a -ournal are included later in this section# @# 0naly;in' and #ol%in' problem# is a use"ul (a! to thin& about e+perience and is necessar! "or e""ective action# A most use"ul approach "or identi"!ing and anal!8ing problems is that o" the ;Critical 'ncident#; ># Learnin' and pra"ti"in' #*ill# probabl! (ill be a "eature o" the ever!da! service e+perience, but it also can be given concentrated emphasis through special (or&shops held during the course o" the program# The s&ills to emphasi8e (ill be dictated b! the nature o" each program, And ma! be as speci"ic as ho( to gla8e a (indo( or as general as learning to be assertive# ,ome s&ills, such as assertiveness, could be use"ul in almost an! &ind o" service e+perience# The same is true o" interpersonal s&ills such as active listening and e""ective communication# ,ome program leaders have "ound it use"ul to "ocus their seminar sessions or (or&shops around a cluster o" s&ills that relate to some central theme 2such as leadership5or occupation 2such as human service pro"essional5# # Gi%in' ob#er%ation e7er"i#e# and a##i'nment# ma! help give participants an idea o" (here to loo& to "ind learning opportunities in service# A da!-care center can present a scene o" mass con"usion, or be ;-ust a bunch o" little &ids pla!ing around; to a person (ho has no %uestions, no idea o" 2or interest in5 the (onders that ma! be discovered b! (atching the scene more closel!# The same scene can be a valuable laborator! to the person loo&ing "or ans(ers to speci"ic %uestions on child development# 5# Pro%idin' ba"*'round #e##ion# 2such as lectures or "ilms5 can be highl! use"ul (hen sharpl! "ocused on the (or& the students are doing# Aor e+ample, a description o" the operation o" small claims court (ould be e+tremel! help"ul to students in a consumer advocac! group (ho are about to present a claim# 9roblems can arise (hen group members are in a (ide variet! o" placements, ho(ever# 7ne solution is to as& the agencies to conduct such sessions "or

student volunteers and/or to include them in their o(n sta"" training or brie"ing sessions# B# Tea"&in' a"ademi" #ub)e"t matter is the chie" "ocus o" re"lection in some school-based programs, and can be use"ul in an! program (hen the application to real e+perience can be directl! sho(n#

Produ"t
,ervice programs almost al(a!s (ill be strengthened i" participants (or& to(ard some product that summari8es and integrates their previous (or&# The product ma! center on the achievements o" individuals and/or (hat (as gained b! the group# There should be the opportunit!, even the re%uirement, "or individuals to articulate (hat has been gained# 't is in giving e+pression to (hat (e have learned that learning is solidi"ied, clari"ied, and incorporated into our being# ,ome (a!s to encourage this are listed belo(# 1# Ha%e ea"& parti"ipant prepare a <tip #&eet< o" things he or she has learned to pass on to later volunteers# Aor e+ample, !ouths (or&ing in nursing homes have prepared sheets outlining ;Ten Rules "or .or&ing (ith the )lderl!#; Doung volunteers ma! even agree to return to ;brea& in; their successors# @# Ha%e ea"& parti"ipant write an informal e##ay or #tru"tured re#ear"& paper to demonstrate the e+pertise the! have gained# 7ne approach is to have each participant, at about the midpoint o" the program, "ormulate a list o" %uestions about their volunteer (or&# The "inal paper is their ans(er to one or more o" their o(n %uestions, (ith the in"ormation dra(n "rom their o(n e+periences and re"lections on those e+periences# ># 9eople o"ten need &elp in findin' lan'ua'e too e7pre## w&at t&ey &a%e learned or ho( the! have changed# ,ometimes it is help"ul to have a list o" possibilities to respond to# This guideboo& contains several lists "rom (hich one could construct a master list o" the ;things one might have gained this !ear#; Aor the group as a (hole, there should be the opportunit! present, proclaim, and preserve (hat the! have accomplished, some suggestions "ollo(# The pro)e"t it#elf may "ulminate in an e%ent or a product such as a "reshl! painted house, a ne(l! built pla!ground, or a published boo&let on "acilities accessible to handicapped persons# )ven then, perhaps especiall! then, there is additional value in documenting the accomplishment# 7ne (a! to do this is to produce a lasting document on the pro-ect$ a photo essa!, videotape, boo&let, or slide presentation# This should sho( both the achievements and the process in order to help interested persons attempt a similar pro-ect# 2tudent 'roup# "an ma*e a formal pre#entation on the pro-ect to a school principal or board member, or to an appropriate audience li&e the cit! council, school board, cooperative e+tension agents, service club, or other students, The point is to have the chance to tell some outside audience (hat !ou have achieved#

Ainall!, t&ere ou'&t to be a formal "lo#in' to t&e pro)e"t that a""irms and celebrates (hat has been accomplished# This can range "rom simple sharing o" personal highlights to a "ull-scale part! involving volunteers, agenc! personnel, "unders, and people served# Another (a! to e+amine re"lection is b! using the "ollo(ing eleven "orms o" re"lection b! 1arr! C ,ilco+, at the 9enns!lvania 'nstitute "or ,ervice 6earning# A short description o" each o" these "orms o" re"lection (ill help the reader get some idea o" ho( one might structure re"lection to gain an outcome# 15

Random Readin'

'n random reading the reader selects an!thing that the! might en-o! reading and are as&ed to be prepared to share their thoughts about (hat the! read# To encourage re"lection, comments must be descriptive and not evaluative# .hat (ere the dilemmas presented in the boo&= Did !ou learn an!thing that changes ho( !ou vie( the activities in (hich !ou are involved# @5

Dire"ted Readin'

The selection o" reading materials that supports an e+perience or that (ill help enrich an e+perience# The current best e+amples is the 7ut(ard /ound 1urricane 'sland /oo& 23??-> 1-14 5 that has been in use "or thirt! !ears# 'n "ocusing on courage, leadership and (ilderness the readings provide rein"orcement "or the out(ard bound e+perience# 't uses the service e+perience and can "orm the cognitive connection to increase understanding and memor! retention in the learner# >5

=ournal .ritin'

.riting o" personal belie"s, attitudes and e+perience and ho( the! interact (ith attitudes and values o" an individual# A -ournal is private and not open to public discussion# The basic value o" such (riting is "or the individual and this outcome (ill not change in the process# '" such -ournals are read publicl! the process is bro&en since the individual (ill not trust the teachers# This acts as a deterrent and discourages students "rom (riting their innermost thoughts# 5 Dire"ted .ritin' .riting to "ill speci"ic re%uest that can support a re"lective session# The chart that "ollo(s gives e+amples o" some directed (riting assignments# Directed (riting can be highl! cognitive is assigned properl!# 55

Oral>Tell w&at wa# done and &ow t&e parti"ipant felt about it#?
This is the most (idel! used "orm o" re"lection# 't is a good (a! to develop group spirit and cohesiveness but a poor (a! to gain cognitive &no(ledge# 1o(ever it is overdone b! service learning teachers and advocates to the point o" being boring# A variet! o" re"lection sessions (or&s best in a group#

@? Oral>2tudent a# E7pert?
)ach student in the room is given a pro-ect and e+pected to become an e+pert in that area o" stud!# )ach class discussion that 'nvolves that area o" stud! is re"erred to the student assigned to that area, ,tudents as e+perts is a highl! cognitive "orm o" re"lection that re%uires man! e+periences and

directed reading assignments# 'n its "inal "orm it (ill resemble an apprenticeship model (ith a mentor and passing the in"ormation to a learner, 45

Oral>Co'niti%e Learnin' 2e##ion? Fa"ilitator and Commentator

Airst mentioned b! :ar! Eenned! at :ichigan ,tate, the commentator is an essential individual in cognitive learning re"lection# Eenned! states that the "acilitator has enough to do to &eep the conversation alive and active# A commentator 2listener (ho can stop the action5 is necessar! to "ocus the group on the cognitive activities o" the re"lective session, Commentators can be teachers and "acilitators can be students# ,tudent leadership is high in this "orm o" re"lection, 35

Ob)e"t Refle"tion

To re"lect on an ob-ect that can tell the stor! o" an event more than can be done b! (atching an event# 't becomes the stor! behind the stor!# 95

2tru"tured 0"ti%ity One day #er%i"e e%ent: rope "limb: wall "limb or role play!
A structured activit! is an!thing a group can do together that has built (ithin it a mutual e+perience# The best thing about this "orm o" re"lection is that it can be used on a one da! basis (ith other "orms o" re"lection#

1?5

Creati%e 0"ti%ity 3ideo pre#entation: "omputeri;ed pro'ram#: puppet #&ow: dramati" pre#entation

Dramatic presentations carr! (ith it t(o "orms o" re"lection - the actor and the audience# The same can be said o" an! art sho( or presentation# The audience perceives one thing and the per"ormance another, Re"lection processing becomes a mirror "or the participants (hen this creative activit! is used, 115

Pre8refle"tion >T&e u#e of refle"tion prior to t&e e7perien"e?

Diana Aal& o" :ineola 1igh ,chool in Farden Cit! 9ar&, Ne( Dor& conducts (hat she calls pre"lection sessions# 9re"lection is a (ord coined b! Aal& that re"ers to doing (hat she calls a re"lective session prior to the e+perience# Csing the in"erencing s&ills o" the students she as&ed them to picture (hat the service e+perience (ill be li&e# 7nce (ritten these predictions are saved "or later use, .hen the service is over Diana begins her re"lection session b! revie(ing (hat the! (rote prior to the service# The impact on the service learners adds to the relevance o" the e+perience and sets the stage "or the direction o" the conversation that "ollo(s# Aal&, in describing this process, notes that pre"lection (ill give contrast to (hat is believed about a service situation and (hat practitioners "ind in service# 't is this contrast that deepens insights and "ocuses discussion that are more meaning"ul to the participants#

IDE02 FOR DIRECTED .RITING

Content
1#)vents

.&at to .rite

.hat happened, in se%uence= 1o( did the event start= 1o( did it end= .hen, in time, did it start= )nd= 6ist the people, things, content o" the event#

Potential Effe"t>#?

'ncreased a(areness o" timing cues !ou use to &no( (hen something begins and ends# 'ncreased s&ill in describing behavioral se%uence in an interaction process#

Content
@# 9eople

.&at to .rite
Name persons< describe them ph!sicall!< se+# race, age, height, (eight, ph!sical condition# Note the ones (ho (ere most important to !ou# Describe their behavior, verbal and/or nonverbal, (hich made an impact on !ou#

Potential Effe"t>#?

'ncreased observation s&ills, increased abilit! to identi"! (hat t!pes o" personal and/or behaviors evo&e a response in !ou# 'ncreased a(areness o" (hat !ou attend to and do not attend to (ith other persons#

Content
># Aeelings

.&at to .rite

.hat !ou "elt/"eel# 1o( !our bod! "elt/"eels 2.as there a change in breathing= .hat nonverbal, ph!sical cues (ere present at the time the "eeling (as recogni8ed=5 .hat (as the "lo( o" "eelings during the da! G the highs, the lo(s, the neutral or %uiet times= .ho or (hat (as involved (ith !ou (hen the "eelings occurred#

Potential Effe"t>#?
'ncreased a(areness o" the "lo( o" !our emotional responses# Recognition o" "eelings as a constantl! changing "lu+ throughout the da!# A(areness o" bod! changes as "eelings change# 'ncreased attention to ph!sical response to people and processes, a(areness o" !our nonverbal cues, internal and e+ternal 2overt behavior5#

Content
# ,tri&ing thoughts or ;'nsights;

.&at to .rite

.rite out the complete thought# '" possible, describe (hat !ou (ere doing (hen the thought occurred# .rite do(n an! other associations !ou ma&e (ith the thought# :a&e a "ull report#

Potential Effe"t>#?

'ncreased a(areness o" !our o(n learning< s!ntheses o" !our dail! li&e e+periences< sensitivit! to !our o(n (isdom< potential sources "or action in the laborator! or bac& home#

Content

5# )+periences (ith 'deas

.&at to .rite
'deas ma! come "rom !oursel", other people, or boo&s# .rite them do(n# /rie"l! 2@ or > sentences5 describe their impact on !ou#

Potential Effe"t>#?
'ncreased a(areness o" the e+tent to (hich ideas, language and thought a""ect !ou and have impact on !our behavior#

Content
B#)+periences (ith Things

.&at to .rite

9aintings, pla!s, (ater, novels, boo&s, trees, "lo(ers, "ood, and roc&s are onl! a "e( o" the things (hich ma! impact !ou during a da!# Note them#

Potential Effe"t>#? Content

Recognition and appreciation o" non-human materials and !our sensitivit! to them#

4# Dreams/Aantasies

.&at to .rite
.rite out the dream completel! and accuratel!, (ith as much detail as possible#

Potential Effe"t>#?

Eno(ledge about !our o(n personal s!mbolic language< a ne( means o" understanding !our li"e e+periences "rom an inner perspective#

GUIDELINE2 TO THE REFLECTI3E TE0CHING 1ODEL

I#

2*ill# Ne"e##ary to Condu"t a Refle"ti%e 2e##ion

A re"lective teacher$ 0! 1u#t be an alert li#tener and able to 'enerate re#pe"t between all partie# in a refle"ti%e #e##ion!

Re"lective teachers are more concerned (ith the thin&ing process o" each student than the! are in the content o" (hat is being said# The! ma&e the dialogue interesting and at the same time stimulate through prodding and insisting that those in the session o""er -usti"ication "or (hat is being said# No hand raising s necessar!, rather the participants become a(are o" the s&ills necessar! in (hat Hane 1eal! 2The n!angere! <in!s 5 re"ers to as ;polite conversation#; ,! 1u#t &a%e t&e ability to frame (ue#tion#! Teachers are in the business o" "raming %uestions (hen the! decide (hat the! are going to teach# The! have "ramed out the lesson "or that da!# /ut, as Donald ,chon has demonstrated, re"lective practitioners must &no( ho( to "rame a %uestion "rom a group dialogue, .hat 's it that the group (ants to &no( but does not have the bac&ground and in"ormation to come up (ith a reasonabl! correct ans(er= This is the "acilitator*s and commentator*s main tas& in (or&ing (ith the group to frame out t&e future dire"tion of learnin' for t&e 'roup# This becomes the crucial part o" the process other(ise the group is le"t to (ander aimlessl! in a sea o" unrelated incidents or "acts# C! 1u#t under#tand t&e intri"a"ie# and nuan"e# of "riti"al t&in*in'! Eno(ing di""erent "orms o" re"lection and understanding the value that each brings to the dialogue is the methodolog! upon (hich re"lection sessions succeed or "ail# Also re"lective teachers must become s&illed in the use o" the critical thin&ing techni%ues#

II! Rule# of a Refle"tion 2e##ion

9rior to beginning a re"lective session certain rules should be given to the group# These rules are not intended to restrict communication in the group but rather to encourage the in"ormal interchange o" ideas# 1ere is (hat (e have "ound use"ul at the 'nstitute$ 0! Dialo'ue %#! Di#"u##ion )ssential to an! re"lective session is an understanding o" the di""erence bet(een dialogue and discussion# .hen t(o people are having a discussion neither person hears or cares about the other person*s responses# The! simpl! state their ideas over and over again (ithout recogni8ing the validit! o" the other persons argument# This is a techni%ue 2bro&en record5 used in assertiveness training but is not appropriate "or a learning situation# .hat is needed in verbal re"lection sessions is a dialogue# 'n dialogue, people recogni8e and report their responses to one another# )ach person learns "rom another# The process o" interacting stimulates understanding i" not al(a!s agreement# ,! 1odel <Polite Con%er#ation< This term is used to describe a process b! (hich students move "rom street tal&, interrupting spea&ers, and inappropriate discussions to use"ul, thought provo&ing conversation# 9olite conversation is one o" the (a!s that dignit! and sel"-discipline can be promoted in the group# This ta&es time to accomplish and

re%uires even handed, respect"ul conversation encouraged b! a "irm, resource"ul leader# C! Fa"t %#! ,elief or Opinion /! pushing the issue o" -usti"ication one can separate out "act "rom opinion# Iuestions li&e, ;1o( do !ou &no( that=; are basic to all re"lection sessions# 7pinion is based on a belie" that is hard to -usti"! (hereas "acts permit the development o" logical arguments 2that ma! or ma! not be correct5# D! 1u#t be #*illed in t&e u#e of open ended (ue#tionin'! Those using re"lective teaching to develop critical thin&ing s&ills must use open ended %uestions# 'n the 1o( to Fuide to Re"lection$ Adding Cognitive 6earning to ,ervice 6earning there is a chart 2Aacilitator .or&sheet "ollo(s5"or "acilitators that "eatures open ended %uestioning# Critical thin&ing s&ills are best developed (hen problems have no one ans(er# E! 1u#t under#tand refle"ti%e tea"&in' terminolo'y and te"&ni(ue#! 't is clear "rom e+perience (ith re"lective sessions that once the "orm o" re"lection is chosen the learning outcome o" the session has been chosen# ,ervice learning re"lection sessions all to o"ten consist o" -ournal (riting or telling ;' "eelings; about a service activit!# This is too limited a vie( o" re"lection# Re"lective teaching means using the s&ills and activities necessar! to ma&e sense out o" (hat happened# :a&ing sense can be at a number o" di""erent levels$ personal, group relations, leadership, or cognitive# There"ore, one can use critical thin&ing s&ills to understand each o" these levels "rom the same e+perience# F! 0lway# "on#ider t&e #e%erity of t&e out"ome of a "on"lu#ion! 't is e+citing to use theor! "or developing a plan o" action but (hen the theor! leads to an erroneous conclusion in practice then it must be discarded and not used# Critical human issues can never be solved in solitude in an air conditioned o""ice# The! must be tested, re-evaluated and open to criticism i" the! are to succeed# 1elping those participating in re"lective sessions to learn to use critical thin&ing s&ills in an open process becomes the valued tool# The most obvious e+ample o" theor! ta&en to e+tremes (as the theor! o" evolution as interpreted b! the Na8is# 'n this instance Dar(in*s theories o" evolution (ere translated into social Dar(inism and the idea o" the survival o" the "ittest into polic! that resulted into societal genocide# No theor! should ever go to carr!ing out race management# The severit! o" the outcome precludes such ideas "rom having an! validit!#

,a#i" Criti"al T&in*in' 2*ill#

T&in*in' i# pro"e##in' data# 't o"ten amounts to nothing more than ma&ing sense out bits and pieces o" in"ormation# 1o(ever, in a (orld that is increasingl! "illed (ith data and the con"usion that comes out o" an technologicall! "illed (orld that has condensed !earl! crisis into dail! crisis there is no more important s&ill needed b! human beings than to be able to come to grips (ith it all#

Criti"al t&in*in' is not onl! processing data but demanding -usti"ication or proo" "or data and understanding ho( the data (as obtained, To be critical is to push the issues o" credibilit! and practical verses theoretical value o" data# This means open conversation 2dialogue5 and the abilit! to ma&e connections bet(een data and its uses# 0! Cate'ori;in' > i*e# and di#li*e#A #ame a# or different from?! Categori8ing is the beginning step in developing critical thin&ing s&ills# The simplest "orm o" anal!sis 's to place in"ormation into categories# The most di""icult o" this e+ercise is deciding on (hat the categories should be and "raming the ideas that "orm the categories# :ost national opinion polls are nothing more than categories o" belie" b! people# The secret to the categories reported upon is the %uestion as&ed b! the pollsters# Iuestions can be "ramed on the same sub-ect to give the appearance o" radicall! opposite results# Aor instance, those in "avor o" 9resident Clinton*s health care plan "ramed their %uestion as "ollo(s, ;Are !ou "or health care "or ever!one= )ight!-"ive percent o" the American people said !es# Those against Clinton*s plan changed that response b! adding t(o items, ;Are !ou "or health care "or ever!one that contains a provision "or abortion and emplo!er mandates= No( onl! thirt!-eight percent o" the American people said !es# The "raming o" a %uestion is the most signi"icant "actor in determining the response# ,! 0naly#i# >"onte7tual? The categories established b! the group "orm the basis "or discussion and ho( the! "it together to support an idea becomes the anal!sis part o" ma&ing sense out o" the e+perience# Anal!sis can determine i" the steps or "acts used provide a logical se%uence to the "inal idea# '" such logical arguments e+ist, are there an! important contradictions o" "act le"t unconsidered= Do those in the re"lection session agree (ith the anal!sis or is more in"ormation needed= '" so, (ho (ill get the in"ormation and share it (ith the group= C! Inferen"in' 'n"erencing is the abilit! to use the categories that have been anal!8ed and ma&e predictions about "uture trends# ,ince guessing is involved in in"erencing it is at best an unpredictable and ris&! techni%ue# Nevertheless, it (ill move the group into thin&ing o" the "uture# 't is one o" the rare techni%ues that pushes the mind o" the individual into e+panding ideas into action# D! 2ynt&e#i# ,!nthesis is the abilit! o" putting idea strands together "rom isolated in"ormation# Categories, anal!sis, in"erences and consideration o" the severit! o" the conclusion are all parts o" a critical thin&ing model outcome# The s!nthesis, i" done correctl!, should point to a conclusion#

201PLE2 OF REFLECTION
Oral Refle"tion can ta&e place in the "orm o" a discussion or report in either small or large groups# Discussions can be "actual or center on "eelings#

7ral re"lection can involve individuals outside the classroom, such as communit! members, e+perts on an issue, or !ounger students# Testimon! be"ore polic! ma&ing bodies ma! also be appropriate# The "ollo(ing (or&sheet is help"ul to "acilitate an e""ective oral re"lection session# Performan"e Refle"tion utili8es the media and a variet! o" art "orms to create a presentation# 9roducts o" 9er"ormance Re"lection include photo, slide or video essa!s, paintings or dra(ings, and dance, music or theater presentations# Ob)e"t Refle"tion utili8es an ob-ect, such as a (or& o" art or a historical arti"act, as the "ocus o" the re"lection# The 'deal ob-ect gets the participants engaged in their o(n learning development so the! can (atch themselves gro( as learners# )ver! ans(er given b! a student is important, even (rong ans(ers can stimulate ideas in someone else and adds to the bod! o" &no(ledge that is building as the group tries to identi"! an ob-ect# The ob-ect serves as a springboard "or cognitive learning# ,ilco+ 2199>5 sites the "ollo(ing e+ample$ T&e Ci%il .ar ,ullet Aor training purposes at the 'nstitute (e have used a Civil .ar /ullet# )ach person in the re"lective sessions is as&ed to touch it, hold it, and loo& at it to decide (hat it is# The stor! that it tells the group is "illed (ith intrigue, militar! strateg!, speci"ic metal ma&ing s&ills o" a b! gone da!, techni%ues o" ri"ler!, and a tale "rom a battle"ield# Through ,ocratic %uestioning, the group is able to discuss Civil .ar battles, Civil .ar manu"acturing, Civil .ar hospitals, the ps!cholog! o" the men going into battle, and the stor! o" ho( one little bullet changed the "ace o" (ar "or all man&ind# The bullet becomes more than a bullet, and the group becomes more than the individuals it contains# Co'niti%e Refle"tion$ Done (ith a "acilitator and commentator, it teaches students ho( to use critical thin&ing s&ills to solve problems# The commentator directs the group through "our critical thin&ing levels b! modeling basic critical thin&ing s&ills#

2UGGE2TED 5UE2TION2 FOR REFLECTION

Can be u#ed to &elp in )ournal writin' 0bout your .or*
.hat do !ou do on a t!pical da! at !our placement= 1o( has this changed since !ou "irst began there 2di""erent activities, more or less responsibilities, etc#5= Tell about the best thing that happened this (ee&< something someone said or did, something !ou said or did, a "eeling, an insight, a goal accomplished# .hat*s the most di""icult part o" !our (or&=

.hat thing 2or things5 did !ou disli&e most this (ee&= .h!= '" !ou (ere in charge o" the place (here !ou volunteer, (hat (ould !ou do to improve it= '" !ou (ere the supervisor, (ould !ou have the volunteers do an!thing di""erent "rom (hat !ou are doing= .ould !ou treat them di""erentl!= Tell about a person there (ho !ou "ind interesting or challenging to be (ith# )+plain (h!# .hat do !ou "eel is !our main contribution= '" a time (arp placed !ou bac& at the "irst da! o" this program, (hat (ould !ou do di""erentl! the second time around=

0bout Bou
1o( do people see !ou there= As a sta"" member= a "riend= a student - or (hat= .hat do !ou "eel li&e (hen !ou*re there= .hat did someone sa! to !ou that surprised !ou= .h!= .hat compliments have been given and (hat did the! mean to !ou= 1o( did !ou react= .hat about criticism and !our reaction to them= Did !ou ta&e 2or avoid ta&ing5 some ris& this (ee&= .ere there things !ou (anted to sa! or do that !ou didn*t sa! or do= .hat happened that made !ou "eel !ou (ould 2or (ould not5 li&e to do this as a career= .hat &ind o" person does it ta&e to be success"ul at the &ind o" (or& !ou do 2as volunteer, as a career5= .hat did !ou do this (ee& that made !ou proud= .h!= .hat "eeling or idea about !oursel" seemed especiall! strong toda!= .hat insights have !ou gained into people 2(hat ma&es them happ! or sad, success"ul or "ailures, pleasant or unpleasant, health! or sic&, etc#5= 1o( similar is !our impression o" !oursel" to the impression others seem to have o" !ou= Tell about something !ou learned as a result o" a disappointment or even a "ailure# Thin& bac& on a moment (hen !ou "elt especiall! happ! or satis"ied# .hat does that tell !ou about !oursel"= 2Conrad 0 1edin, 19345

Gettin' ,eyond t&e 6nowled'e Le%el

The idea o" a teacher modeling critical thin&ing s&ills "orms the basis "or more cognitive re"lective teaching sessions# :a&ing sense out o" the e+perience becomes the most cognitive act "or preparing students "or a (orld oversupplied (ith in"ormation and promises to "orm the basis o" education in the @1st centur!# 1elp"ul to all (ho are using re"lective teaching techni%ues is &no(ing the role o" the "acilitator .hat "ollo(s is a chart o" the most common %uestions and techni%ues used b! "acilitators# These should be studied and used during re"lection sessions#

F0CILIT0TOR .OR62HEET
:ost "ailures in cognitive re"lective teaching sessions result "rom an inabilit! o" the "acilitator to stimulate conversation# There can be little constructive learning in a session that lac&s concentration, enthusiasm, and purpose sti"led b! a lac& o" understanding as to ho( to stimulate conversation# 6isted belo( are certain phrases and sentences meant to stimulate meaning"ul dialogue# These are essential tools "or the "acilitator# Cse them as the! appropriatel! "it the circumstance o" the re"lection session#

5ue#tion# t&at Prompt Refle"tion

Can !ou tal& more about that= .h! do !ou thin& that happens= .hat evidence do !ou have about that= .hat does this remind !ou o"= Do !ou see a connection bet(een this and 1o( else could !ou approach that= .hat do !ou (ant to happen= 1o( could !ou do that=

0ffirmation t&at 2upport# Refle"tion

Dou can "ind a (a! that (or&s "or !ou (hen !ou are read!# ' li&e tal&ing li&e this# Dou can gro( at !our o(n pace# Dou can e+periment and e+plore# ' (ill help !ou# Dou can learn "rom (hat doesn*t (or& "or !ou# Dour re"lections are important#

RE2OURCE2 ON REFLECTION
0rti"le#

Cruic&shan&, D#R#, 0 Tro!er, :#/# 219915# ;Re"lective Teaching#; 9hi Delta Eappa# )ducational 6eadership 21991, :arch5# ;Re"lective Teaching#; 6angseth, :# 2199?, ,pring5# ;,ervice-learning$ Core elements#; The Fenerator# Roseville, :N$ National Douth 6eadership Council# R!an, :# 21 99>, :arch-April5 ;Csing Re"lective Hudgment in an )+periential )ducation :odel#; )+periential )ducation# ,par&s-6anger, F#: 0 Associates 2199?, November - December5# ;Re"lective 9edagogical Thin&ing$ 1o( Can .e 9romote 't and :easure it=; Hournal o" Teacher )ducation# ,par&s-6anger, F#: 0 Associates 21991, :arch5# ;,!nthesis o" Research on Teachers* Re"lective Thin&ing#; )ducational 6eadership# ,urbec&, )# 0 Associates 21991, :arch5# ;Assessing Re"lective Responses in Hournals#; )ducational 6eadership#

,oo*#
/oud, D#, Eeogh, R# and .al&er, D# 219355# ;9romoting re"lection in learning$ A model,; /oud, D#, Eeogh, R# and .al&er, D# 2eds#5 Re"lection$ Turning )+perience into 6earning, 6ondon$ Eogan 9age, 13- ?# Conrad, D# 0 1edin, D# 2193B5# Douth ,ervice$ A Fuideboo& "or Developing and 7perating )""ective 9rograms# Cleveland, 71 'ndependent ,ector Call 'ndependent ,ector, .ashington DC 2@?@5 @@>-31?? J1@#?? De(e!, H# 219>>5# 1o( .e Thin&$ A Restatement ot the Relation o" Re"lective Thin&ing to the )ducative 9rocess# Chicago, '6# 1onnet, )# 9# 0 9oulson, ,#H# 219395# 9rinciples o" Food 9ractice "or Combining ,ervice and 6earning# Racine, .l$ The Hohnson Aoundation, 'nc# Eielsmeier, H# 0 .illits-Cairn, R# 219915# Fro(ing 1ope$ A ,ourceboo& on 'ntegrating Douth ,ervice 'nto the ,chool Curriculum# Roseville :N$ National Douth 6eadership Council# :e8iro, Hac& and Associates, 2199?5# Aostering Critical Re"lection in Adulthood$ A Fuide to Trans"ormative and )mancipatorv 6earning# ,an Arancisco$ Hosse!-/ass, 'nc# :e8iro(, Hac&# 219915# Trans"ormative Dimensions o" Adult 6earning# ,an Arancisco$ Hosse!-/ass, 'nc# National Center "or ,ervice 6earning in )arl! Adolescence# Re"lection$ The Eev to ,ervice 6earning# Ne( Dor&$ Center "or Advanced ,tud! in )ducation Fraduate ,chool and Cniversit! Center o" the Cit! Cniversit! o" Ne( Dor&# ,chon, D# 2193>5# The Re"lective 9ractitioner$ 1o( 9ro"essionals Thin& in Action# Ne( Dor&# ,chon, D# 219345 The Re"lective 9ractitioner# ,an Arancisco, CA#

,ilco+, 1#C# 2199>5# A 1o( to Fuide to Re"lection$ Adding Cognitive 6earning to Communitv ,ervice 9rograms# 1olland, 9A$ /righton 9ress 'nc# @15->54-53B1 ,tice, Hames )#219345#Developing Critical Thin&ing and 9roblem-,olving Abilities#Ne( Directions "or Teaching and 6earning, no# >?# ,an Arancisco$ Hosse!-/ass

Peer Con#ultant#CPre#enter#
/a&er# .illiam R# Hr# The ,chool at Church Aarm /o+ @???, 9aoli, 9A 19>?1 2B1?5 >B>-5>5B ,ilco+, 1arr! C# Director 9A 'nstitute "or )nvironmental and Communit! ,ervice 6earning c/o 9hiladelphia College o" Te+tiles 0 ,cience 1enr! Avenue 0 ,chool 1ouse 6ane 9hiladelphia, 9A 191 9hone$ @15-591-?> > Aa+$ @15-951-?> 5 Toole, Hames 0 9amela Trainers National Douth 6eadership Council 191? .est Count! Road / Roseville, : N 5511> 9hone$ B1@-B>1->B4@ 3??-A7N-ND6C

RELATED WEB SITES

Critical Thinking Web Site
http://www.sonoma.edu/cthink/k12

Service Learning Reference Resources http://www.uri.edu/acadsupp_services/slearn/reflectr.html