There are many variations and each have their usefulness for different applications. According to Kerissa Heffernan, there are six general models. Discipline-Based Discipline-Based Model In this model, students are expected to have a presence in the community throughout the semester and reflect on their experiences regularly.
Select Page Teaching Tools: Reflection after an experience is a natural part of learning.
What can I do better next time? By writing down their experiences and reflecting on them, students move from the more abstract world of "Yeah, I would like to do better on my next test," to the more concrete world of goal setting.
As teachers we want students to reflect on what they learned, analyze why they made the mistakes that they made, and make the appropriate adjustments next time. We assume that this is an inherent ability in all of us and that students do this regularly: Another problem is how we as teachers present reflection as a tool to our students.
But to be effective, reflective practices should be accompanied with goal setting. Teachers can convey the importance and purpose of reflection formal learning. How much time do you give yourself to study?
Where do you study best, in a quiet room? Do you have a space in which you can study? How long can you concentrate on a difficult subject before you need to take a break?
Next, have students think about content. How you study for a math test vs. Does the test require rote memorization or a demonstration of a skill? Can you break down the test into skill questions vs. Which kind did you have the most trouble with?
Did the test require you to formulate an analysis? Or make an inference? Last, have students think about what method of learning works best for them.
Are they visual, kinesthetic, or auditory learners? Help them to think of ways to use their strengths and learning styles to their advantage. Flash cards may work best for some students, while rhymes or other mnemonic devices may work better for others. Students who need to memorize long passages or scripts might do well in recording themselves and listening to it multiple times.
Putting these thoughts on paper is key. They can easily come back to their journals, review, reflect, and make adjustments for next time. Encourage your students to reflect often and effectively in their journey to become life-long learners.
Bret Thayer is a teacher with 15 years of classroom experience and is passionate about helping other teachers and students reach their highest potential…he also enjoys the Zen of fly fishing, cooking, and playing acoustic guitar.
Boyd and Ann W. Nice meet you at Twitter and read your blog. I have already place your site at my blog.3 Introduction The staff of the Center for Service Learning and Civic Engagement is here to support you in your implementation of service-learning and .
Guidelines. The Department of Social Science & Civic Engagement supports the implementation of the Service Learning graduation requirement. The following guidelines are currently in place to guide our work. Reflection has many facets.
For example, reflecting on work enhances its meaning. Reflecting on experiences encourages insight and complex learning.
Introduction Reflection is one of the most academically rigorous components of a service-learning course. Students who take the time to reflect on service-learning experiences will . Service Learning Service Learning. Research, critical reflection and effective service are the core components of Collin College's award winning Service Learning program.
A practitioner's guide to reflection in service-learning: Student voices & reflections [Janet Eyler, Dwight Giles] on initiativeblog.com *FREE* shipping on qualifying offers. 8 1/2 by 11 inch approximate paperback textbook style pages.