For example, many academic writers are asked to reflect on how they improved as writers over the semester or quarter.
And finally, an application section prompts students to comment on how the experience and course content can be applied to their personal or professional life. Free Association Brainstorming - (This reflection session should take place no earlier than the end of the first 1/3 of the project experience.) Give each student 10-20 "postits" and ask them to write down all the feelings they had when they first heard about their service-learning requirement.
In the middle of the page, they are asked to analyze how course content relates to the service experience.
Anyone can earn credit-by-exam regardless of age or education level.
Faculty Policies and Procedures Faculty Orientations Faculty Colloquia Campus and Academic Leaders Forum Service-Learning Instructional Support Resources for Teaching Mid-Semester Feedback Course Design Institute Part-time Faculty Guide Ten Steps to Success Newsletters (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 ) It is clear that the power in learning is in the action of doing the activity. Have three newsprint papers strategically located and taped to the walls around the classroom.
There are the traditional strategies such as writing in journals, reporting orally in front of the class, or writing an essay describing the experience. Then have them stand next to the newsprint that has most of their feelings.
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. This exercise involves both writing and speaking and is seen as non-threatening in an oral presentation sense. 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.However, some major elements go into a typical reflective essay: introduction, body and conclusion.Reflective essays always have an introduction, where the speaker shares, either directly or indirectly, what the overall focus of the reflection will be.Many popular essay writers might be a bit indirect about their main topic, or about what part of their lives they will focus on.However, an academic writer should be more direct in explaining what aspect of his or her experiences that he or she will talk about.Reflection provides the same power through the action of articulating thoughts. Have one with a large happy face, one with a sad face, and one with a bewildered face.Reflection is the necessary bridge in the learning process that takes place when a student is involved in a service-learning experience. Ask students to now place their words on the newsprint paper that closest fits their brainstormed feelings.A strong reflective writer will not only share the change but also give examples as supporting details.For example, if a writer discusses becoming more optimistic in life, then examples should be given of what made this change, such as sharing an incident in which the writer took a positive approach to resolving the incident. Encourage them to write down as many different brainstormed thoughts as possible (one for each card). After they finish the first question, have them write down all of the feelings they had when they experienced their first "field encounter." After finishing question two completely, have them write down all of the feelings they are having "right now" regarding their service-learning experience.