REFLECTION PowerPoint Presentation, PPT - DocSlides

REFLECTION PowerPoint Presentation, PPT - DocSlides

2015-12-04 73K 73 0 0


Or, Critically Integrating Community and Place-Based Learning in the Classroom. By . T. R. . Johnson. Reflection is . . .. The bridge between academic content and service-experience in the wider community. ID: 213657

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Presentations text content in REFLECTION



Or, Critically Integrating Community and Place-Based Learning in the Classroom


T. R.



Reflection is . . .

The bridge between academic content and service-experience in the wider community

The activity through which learning takes place

Therefore it is of the most vital importance and must be carefully planned as a rigorous dimension of the course.


Goal for this Workshop:

To guide you in the development of a plan for a system of reflection-assignments for your course


Overview of workshop:

Assumptions and definitions

Types of Reflection assignments

Ways to grade reflections assignments



Primary Assumption:

“An ounce of experience is better than a ton of theory simply because it is only in experience that any theory has vital and verifiable significance. An experience, even a very humble experience, is capable of generating and carrying any amount of theory (or intellectual content), but a theory apart from an experience cannot be definitely grasped even as a theory. It tends to become a mere verbal formula . . .”

-- Robert


and Julie Hatcher


Reflection is NOT

Vague, inward reverie

Stream-of-consciousness diary entries



Personal opinion (unavailable to evaluation)



Instead, reflection should be


Structured and Structuring








Analytical: Require students, in reflection, to . . .

Look at experience “through the lens” of assigned reading, and vice-versa: what new details become important and why?

Identify problems or conflicts – within reading or at site, or between reading(s) and site(s)

Delineate the key components of problems and dismantle ill-structured problems


Structured and Structuring

Regular, short, low-stakes reflections should link each week’s reading to service experience

Larger, high-stakes reflections should assess the service-experience in light of the course goals and build on the shorter reflections


eedback from peers, from professor, and from community partner should shape upcoming reflections – regularly and systematically


Continuous,because . . .


thereby becomes habitual in students, not an artificial “add-on” after most of the work of the semester is finished

It thereby provides invaluable opportunity to “trouble-shoot” the service project as it unfolds and open the way for immediate correctives


Synthetic: it leads students to make connections . . .


etween different readings

Between readings and service-experiences

Between different service-experiences

And thereby to build a coherent body of new knowledge derived from diverse elements – actively, creatively, analytically, even argumentatively



Can be archived and used as readings in future iterations of the course

Can be revisited by the students themselves in later projects (both academic and professional)

Can be used in an on-going way by community partner (in grant applications, in out-reach…)

Can thereby strengthen in a material way the tie between the course and the community partner and help to sustain this tie, even create a shared “history”


Public: when transparent, academic work can

Preserve the dynamic between the course and the community partner beyond the end of the semester

Give students a sense of meaningful and potentially open-ended audience beyond the person who awards their grade for semester

Radicalize students’ consciousness of their own subject-position in wider community, beyond Tulane “bubble”



So that students will take it seriously

So that it can foster more dialogue between student and professor

So that its relation to course goals can be actualized in direct ways


Types of Reflection Assignments

At the beginning of semester

Throughout the semester

At the end of the semester


Beginning of Semester

Interpreting course goals

Documenting first impressions

Articulating key questions or anxieties

Delineating contractual obligations


Throughout semester

Weekly Discussion Board posts that link quotes from reading and anecdotes about service experience

Weekly Double-entry journal that comment, in one column on reading, and in the other about service-experience

Weekly Critical Incident logs that describe and analyze problematic or surprising moments.


At end of semester

Class presentations

Reflective narratives

Group collaborations


Facebook Pages

Public Showcases


Grading: a 4-part rubric

1. Quotes from reading are

numerous, well-integrated

less numerous, less integrated

not there or merely imposed

2. Service-experience is described/narrated

in complex detail

more superficially

not at all


Rubric cont’d . . .

3. Engages course goals

in meaningful depth

more sporadically

not at all

4. Evinces significant develop as

a person

a citizen

an intellectual

a professional


Break-Out Session

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