Reflection activity examples


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Presentation by Matt Lindsey, Kansas Campus Compact on Reflection Activities for the MCC STEM sub-grantee meeting

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  • Interactive activityCommunity partner as co-educatorsThis example would be helpful after students have some experience in the field and some academic knowledge. Enables them to put forth their questions and ideas. Including the community partner at this juncture emphasizes the knowledge and wisdom from the non-profit perspective.
  • Connections to course contentBring the article from today’s paper or website.Have students bring in articles.
  • Community partners as co-educatorsThis example literally gives voice to the voice of community members – residents, politicians, business owners. Ask students: Who “wins” in your dialogue?
  • Interactive classroomOne student starts. The next student is self-selected – should see how his/her story will relate to the one just completed.This would be one way to temper the soap-box by actually creating a specific moment for students to speak out as they wish.
  • Interactive classroomConnections to social justice issuesSJ connections – About midway in the semester 3 ways that I contribute at the agency 2 things I still want to know 1 way my actions may change as a result of this experience
  • Emotional response
  • Emotional response
  • SJ issuesInteractive ClassroomWhat students gain --The ability to draw reasonable inferences from observationsThe ability to synthesize and integrate information and ideasThe ability to learn concepts and theories in the subject areaMy example – from the UTA course.
  • Connections to SJ issuesThis reminds students that what they study does not exist in a vacuum, and that the service they do is just one way to respond to societal issues and community goals.This reflection teaches a skill that goes into the future.
  • Connections to course content
  • Reflection activity examples

    1. 1. Reflection Activity Examples<br />Midwest Campus Compact STEM Consortium<br />2011 Grantee Summit<br />By Matthew Lindsey, Kansas Campus Compact<br />
    2. 2. Gallery Experience<br />A series of statements are posed on butcher-size paper throughout the room. Students (and community partners) quietly work their way around the room writing their responses. Read the responses to each statement out loud and discuss. <br />Examples: <br />Hungry people are…<br />The social justice issues evident in this community are…<br />My feelings about working with this community are …<br />People are hungry because…<br />Society should…<br />
    3. 3. Everyday Ethical Dilemma<br />Select a current news article or video clip that addresses the course content. Ask students to identify the conflicting values at play and how their experiences in service-learning and the other course readings help them understand the issue and its complexities.<br />Recent articles:<br />Washington Post, 12/14/10 – “Wootan: Hunger-Free Kids Act will have big impact”<br />NPR, 12/30/10 – “USDA To Require Nutrition Labels On Meat”<br />LA Times, 12/20/10 – “Holistic nutrition is weak on science, strong on selling supplements”<br />
    4. 4. Invented Dialogue<br />Encourage students to integrate perspectives and knowledge from various sources through role-playing or written assignments.<br />Example: Craft a dialogue about a proposed state pesticide law. Participants: governor, legislators, small business owners likely to be harmed or helped, local farmers, and an author from course text. Have a role-playing debate to explore the multiple benefits and losses (and for whom), conflicting values, and pathways to economic and human development?<br />
    5. 5. 3-Minute Speeches<br />Pose a common question to the entire group and give students 15 minutes to prepare 3-minute speeches. Each student then delivers his/her speech; another student is the timer. Facilitator provides closing remarks. <br />Examples:<br />What is one key reason you are involved in work on alleviating hunger?<br />What would you say to [author] about his/her thoughts on [topic]?<br />What has this course taught you about science?<br />What have the people at [service site] taught you?<br />
    6. 6. 3-2-1 Exit Poll<br />In-class exercise. An exit poll at the end of a particular class or service experience gives the instructor fast feedback about what is/is not working.<br />Give this as a handout or a note-card. It should take less than five minutes for each student to complete before leaving.<br />Example: After completing your first day at the service site, please tell me:<br /> 3 things you learned today<br /> 2 things that are still confusing<br /> 1 thing you enjoyed about today<br />
    7. 7. One-Word Journal<br />In-class exercise. First ask students to answer a question with just one word. Then, ask them to write a paragraph or two about why they chose the word. Students share their answers in pairs or small groups.<br />Examples: <br />What one word describes how you felt after your first day of service?<br />What one word represents why it is difficult to ensure quality food for everyone?<br />What one word captures why you want to work in the sciences?<br />
    8. 8. ABCS of Reflection<br />The ABCs of Reflection: affective (emotional), behavioral (action-oriented), and cognitive (learning). You can begin a classroom conversation by talking through these three areas. <br />Examples:<br />What did we/you do? <br />How did it feel? <br />What did you think about it? <br />Then transition to the topic/readings of the day.<br />
    9. 9. Concept Map<br />Helps students create visual representations of linkages and connections between a major concept and other knowledge students have learned.<br />The topic for the concept map should grow from the major question that the course seeks to explore.<br />Students work in small groups and draw concept maps on large butcher paper. After 20-30 minutes, each group presents their work. The faculty member provides feedback and correction (if needed); ask students to do the same for their peers.<br />
    10. 10. Letter to the Editor<br />As a short form argumentative essay, this reflection asks students to translate their experience and knowledge into the public square.<br />Ask students to pick a topic that clearly links the course and a public issue. Ask students to write letters either for or against this issue.<br />Example: A local referendum asks voters to assess an additional parcel tax to help pay for renovations to a facility that houses the local farmers’ market. <br />
    11. 11. A Better Essay<br />Original: Write a 2-page essay about your experience with Harvesters.<br />Revised (Add): In one paragraph describe your particular service activities. In a second paragraph, connect your service to a nutrition policy issue. Then, spend the remainder of the reflection on the following: Pick one of the theories of nutrition we have studied and show how it applies to the work of Harvesters.<br />
    12. 12. Sources<br />Adams, M.A., et al. (1997). Teaching for Diversity and Social Justice, a Source Book.<br />Angelo, T and Cross, K. (1993). Using Classroom Assessment Techniques.<br />Heffernan, J. (17 September 2009). Service-Learning 101. Webinar for Kansas Campus Compact.<br />Jacoby, B. and Mutascio, P., eds. (2010). Looking In, Reaching Out: A Reflective Guide for Community Service Professionals.<br />Pigza, J. (21 October 2010). Critical Reflection Toolbox: Enhancing Student Learning and Development. Webinar for Kansas Campus Compact.<br />Reed, J. and Koliba, C. (2003). Facilitating Reflection: A Manual for Leaders and Educators.<br />Welch, M. (1999). “ABCs of reflection: A template for students and instructors to implement written reflection in service learning.” NSEE Quarterly, 25(2), 23-25.<br />