The process of reflection is an integral part of community-service learning. Reflection underpins all learning and it will be a vital part professional practice.
What is reflection?
Ordinary thinking, including personal preference, 'best' guessing, inferring, and associating concepts, provides excellent reflective tools when knowledge and experience is static and repetitive. Therefore, a common practice of learners is to consider reflection as the final stage of an assignment checklist.
What is critical reflection?
Critical reflection focuses on the idea of a reflective practice uncovering the gap between what one believes and what one does within a common community experience. Therefore, critical reflection becomes part of an experiential learning cycle: direct experience – critical reflection – conceptualization – negotiation developed by Crichton & Childs (2008).
Process
This wiki is three assignments that combined will show whether a learner's artifacts can answer the following assessment question:
Has the critically reflected artifacts presented by the learner adopted the perspective of a critical ‘other’ (peers, community member, course materials), the extent to which it conceptualizes, negotiates, integrates and applies third party perspectives to challenge the learner’s own understanding (what?), informed community/discipline needs (so what?), and incorporated a personalized action plan for the future (now what?)?
The process of reflection is an integral part of community-service learning. Reflection underpins all learning and it will be a vital part professional practice.
What is reflection?
Ordinary thinking, including personal preference, 'best' guessing, inferring, and associating concepts, provides excellent reflective tools when knowledge and experience is static and repetitive. Therefore, a common practice of learners is to consider reflection as the final stage of an assignment checklist.
What is critical reflection?
Critical reflection focuses on the idea of a reflective practice uncovering the gap between what one believes and what one does within a common community experience. Therefore, critical reflection becomes part of an experiential learning cycle: direct experience – critical reflection – conceptualization – negotiation developed by Crichton & Childs (2008).
Process
This wiki is three assignments that combined will show whether a learner's artifacts can answer the following assessment question:
Has the critically reflected artifacts presented by the learner adopted the perspective of a critical ‘other’ (peers, community member, course materials), the extent to which it conceptualizes, negotiates, integrates and applies third party perspectives to challenge the learner’s own understanding (what?), informed community/discipline needs (so what?), and incorporated a personalized action plan for the future (now what?)?