The Articulated Learning: An Approach to Guided Reflection and Assessment

Ash, Sarah L.; Clayton, Patti H.

doi:10.1023/b:ihie.0000048795.84634.4a

Cited by 294 publications

(285 citation statements)

References 11 publications

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“…The costs of ineffective reflection can be high: poor reflection can lead to inadequate or flawed connections between the actions of service and the concepts of learning. Poor reflection can even reinforce flawed thinking, if inaccurate assumptions remain unchallenged (Ash & Clayton, 2004). The quality of the reflection can also affect the quality of the service.…”

Section: Reflectionmentioning

confidence: 99%

Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private

Sturgill

Motley

2014

Teaching & Learning Inquiry

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Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private aBSTraC T reflection is a key component of service learning, but research shows that in order to maximize learning, the reflection must be of high quality. This paper compares the affordances of three different models of written reflection in engendering students' higher-order thought processes. Student reflections were compared across axes of guided versus free response, dialogic versus expressive reflection, and pub lic versus private reflection. results indicate that guided reflection yields more response than free reflection does. Dialogic and guided reflections both yield more integration of knowledge from service learning activities within a larger context. results for pub lic reflection versus private were mixed. ethical considerations for pub lic reflection are also discussed.Key WOrDS reflection, applied learning, experiential learning, service learning, blogsAs instructors work with students to meet course objectives through service learning, intentional reflection about the process is an important way for students to integrate knowledge of theory with experience in practice. In fields where direct service is not a goal of the discipline-for example, in business or communications-engaging students in effective reflection can be a challenge, as it may be more difficult to convince students of the need for it. This is unfortunate because reflection will be an essential part of successfully integrating their knowledge into a professional context.Reflection has been well studied and is key to distinguishing service learning from volunteering. There are many types of reflection, in clud ing group discussion, partner interactions, and other face-to-face opportunities. This paper investigates the affordances of different types of written reflection along three dimensions. We examine the reflections of students enrolled in multiple sections of an international service learning class. Cases are drawn from the same cohort of students, who are doing similar projects, but engaging in different methods of reflection. Their level of criti cal thinking about the service experience is coded and compared.

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Section: Reflectionmentioning

confidence: 99%

Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private

Sturgill

Motley

2014

Teaching & Learning Inquiry

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“…It is therefore important to ensure good-quality reflection on experiences where students articulately express the essence of their learning. [3] These authors also found a correlation between meeting deeper learning outcomes and how rigorous the reflection opportunity is presented, and the quantity and quality of the reflections.…”

Section: Researchmentioning

confidence: 93%

“…Considering that community awareness is an integral part of servicelearning, it is important that facilitators guide their students in this regard. [3] In this study professional services were provided to young learners at a rural preschool, and although the circumstances in which they worked were dire, not all sessions were particularly aimed at increasing community awareness. An increase in social responsibility could only be noted once the students were escorted walking through the village to visit clients in their homes.…”

Section: Change Related To Professional Growthmentioning

confidence: 99%

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The usefulness of a tool to assess reflection in a service-learning experience

Wium

Plessis

2016

AJHPE

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Background. During a service-learning module, the focus is on the development of reflective competence, which is part of professional competence. The students have to reflect in a structured manner on the service-learning experience to understand and appreciate not only the module and discipline, but also their sense of personal value and social responsibility. By providing structured opportunities for reflection, deeper learning can be facilitated, which enhances competence. Do students benefit from the process of reflection and how should it be measured? Objective. To determine the usefulness of an assessment tool. Methods. A documented review of reflection journals made use of a rubric to score the structured reflection of students at a particular service-learning site. Descriptive statistics were used to analyse the data. Results. The results showed positive changes in terms of analysis, critical thinking, emotive aspects, social responsibility and self-confidence. Conclusion. Specific factors were identified that could have affected the reflections, and recommendations are made to increase the effectiveness of the assessment tool and the process of reflection. (anna-marie.wium@smu.ac.za) This open-access article is distributed under Creative Commons licence CC-BY-NC 4.0.

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“…4) In what ways will I use this learning? They found, however, that students need more than just the four questions structuring the AL to achieve deep, critical learning [14].…”

Section: Supporting Reflectionmentioning

confidence: 99%

Facilitating Student Reflection through Digital Technologies in the iTEC Project: Pedagogically-Led Change in the Classroom

McNicol

Lewin

Keune

et al. 2014

Lecture Notes in Computer Science

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Abstract. During the Europe-wide iTEC project, student reflection has been supported through the development of two dedicated digital tools: TeamUp and ReFlex. Using these tools, students are able to monitor their progress, thus gaining a greater awareness of their learning achievements and an appreciation of the new skills they have developed. Although TeamUp and ReFlex have been well-received by teachers and students, the use of audio-visual tools to support reflection was novel for most and the project evaluation highlighted the need for detailed guidance if these technologies are to be exploited to their full advantage.

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The Articulated Learning: An Approach to Guided Reflection and Assessment

Cited by 294 publications

References 11 publications

Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private

Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private

The usefulness of a tool to assess reflection in a service-learning experience

Facilitating Student Reflection through Digital Technologies in the iTEC Project: Pedagogically-Led Change in the Classroom

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