Some things to keep in mind
It’s important to first understand your outcomes. What do you hope the students will learn, do, discuss, etc? You can’t structure reflection prompts until you know what your outcomes are.
Do you want to facilitate a discussion based on a certain social issue?
Are they reflecting through discussion or through another means?
How will you rate the success of the reflection?
|Using Structured Reflection to Enhance Learning from Service||Campus Compact||Outlines reflection|
|Reflection Tool-Kit||The American University in Cairo||Developed by the Northwest Service Academy in Portland, OR; Outlines the What, So What, Now What Technique and provides examples based on the amount of time they take|
|Various||Center for Civic Reflection||National organization specializing in reflection and dialogue|
|Various||Bonner Foundation||Search “reflection” and you will get a plethora of examples.|
|Reflection Prompts||Davidson College||Resources to Use for Prompts|
|Student Reflection||Towson University||Examples of Basic reflection prompts|
|Bradley's Criteria for Assessing Levels of Reflection||Towson University||Rating scale for Reflection|
|VALUE Rubrics||AAC&U||Rubrics that you may want to use to rate reflections|
|Faculty Planning Resources||Duke University Service-Learning||Duke has some great resources on critical reflection|
|Tools for Critical Analysis||Sonoma State University Center for Community Engagement||Activities for reflection and critical analysis|
|Reflection in Service-Learning Classes||University of Minnesota Community Service-Learning Center||Provides some resources on reflection including the four C's of reflection (Eyler and Giles0|
|A Model for Evaluating Student Learning in Academically Based Service||Connecting Cognition and Action: Evaluation of Student Performance in Service-Learning Courses||Provides a model of how to assess reflections|
|Reflection||The Ohio State University Service Learning Initiative||Summarizes the 4 C's of Reflection, Bradley's model of assessing reflection, and includes examples and other resources|
|Essential Guide to Reflection||CalCorps Public Service Center (UC Berkeley)||Comprehensive reflection manual with overview, examples, and techniques|
|Creating Your Reflection Map||New Directions for Higher Education, no. 114, Summer 2001||Provides a tool for planning reflection|
|DEAL Model||PHC Ventures||Provides an explanation of the DEAL Model and rubrics for assessment|
|Service-Learning Reflection Activities||Wartburg College||Examples of reflection activities compiled by Professor Diane Sloan (Miami Dade Community College) and based on the work of Julie Hatcher and Robert Bringle|
|Reflection Activities||Inver Hills Community College||Examples of reflection activities|
|Service-Learning Reflection Activities by Type and Length||HandsOn Network||Charts various reflection activities according to type and length|