http://www.leeds.ac.uk/medicine/prof_dev/free/ReflectionLitBite/page_02.htm
Reflect. Plan. Act. Observe. Reflect. Plan. Act. Observe. Reflect.
http://writing.colostate.edu/guides/teaching/service_learning/reflect.cfm
http://nichcy.org/disability/specific/intellectual
http://www.ohiounion.osu.edu/posts/documents/importance%20of%20reflection_sample%20reflection%20ideas.pdf
Reflection provides a structured opportunity for individuals and groups to consider the ramifications of the service they provided and better understand their role in the larger community.
Reflection also makes a connection between the service you have provided and the broader social issues that are impacting that population or community.
a time for personal growth when individuals can look within, by processing the knowledge and skills one acquires through service.
https://sites.google.com/site/reflection4learning/why-reflect
What are the pedagogical and physiological foundations of reflection for learning? Why is reflection important for learning? What does the literature say about how reflection supports learning?
Learning/Process Portfolios involve the focus on Plato’s directive, “know thyself” which can lead to a lifetime of investigation. Self-knowledge becomes an outcome of learning. John Zubizaretta (2004, 2009), in his insightful books on Learning Portfolios in higher education, describes the primary motive of a learning portfolio: “to improve student learning by providing a structure for students to reflect systematically over time on the learning process and to develop the aptitudes, skills and habits that come from critical reflection.” (2004, p.15)
The major theoretical roots of reflection can be found in John Dewey, Jürgen Habermas, David Kolb, and Donald Schön. John Dewey has stated, “We do not learn from experience…we learn from reflecting on experience.” The Learning Cycle, developed by David Kolb, based Dewey, Piaget, and Lewin, is based on the belief that deep learning (learning for real comprehension) comes from a sequence of experience, reflection, abstraction, and active testing. James Zull's (2002) fascinating book on the biology of learning, points out evidence that the learning cycle arises naturally from the structure of the brain (p.19).
http://www.myrp.sg/ced/research/papers/role_of_reflection_in_student_learning.pdf
Reflection journals can help to increase the value of the learning experience
by facilitating learners to make meaning out of the process they are engaged
in.
It enables the learners to relate the new material of learning to prior
knowledge and hence a better understanding of the discipline.
It also enhances the learner’s meta-cognitive awareness.
Reflect. Plan. Act. Observe. Reflect. Plan. Act. Observe. Reflect.
Importance of Student Reflection
Reflection, a key component of many writing classes, is vital to the success of a service-learning course. Reflection is a process of examining and interpreting experience to gain new understanding. The following links highlight this important element of service-learning:
Back to Overviewhttp://writing.colostate.edu/guides/teaching/service_learning/reflect.cfm
http://nichcy.org/disability/specific/intellectual
http://www.ohiounion.osu.edu/posts/documents/importance%20of%20reflection_sample%20reflection%20ideas.pdf
Reflection provides a structured opportunity for individuals and groups to consider the ramifications of the service they provided and better understand their role in the larger community.
Reflection also makes a connection between the service you have provided and the broader social issues that are impacting that population or community.
a time for personal growth when individuals can look within, by processing the knowledge and skills one acquires through service.
https://sites.google.com/site/reflection4learning/why-reflect
Why Reflect?
It is the language of reflection that deepens our knowledge of who we are in relation to others in a community of learners.
What are the pedagogical and physiological foundations of reflection for learning? Why is reflection important for learning? What does the literature say about how reflection supports learning?
Learning/Process Portfolios involve the focus on Plato’s directive, “know thyself” which can lead to a lifetime of investigation. Self-knowledge becomes an outcome of learning. John Zubizaretta (2004, 2009), in his insightful books on Learning Portfolios in higher education, describes the primary motive of a learning portfolio: “to improve student learning by providing a structure for students to reflect systematically over time on the learning process and to develop the aptitudes, skills and habits that come from critical reflection.” (2004, p.15)
The major theoretical roots of reflection can be found in John Dewey, Jürgen Habermas, David Kolb, and Donald Schön. John Dewey has stated, “We do not learn from experience…we learn from reflecting on experience.” The Learning Cycle, developed by David Kolb, based Dewey, Piaget, and Lewin, is based on the belief that deep learning (learning for real comprehension) comes from a sequence of experience, reflection, abstraction, and active testing. James Zull's (2002) fascinating book on the biology of learning, points out evidence that the learning cycle arises naturally from the structure of the brain (p.19).
http://www.myrp.sg/ced/research/papers/role_of_reflection_in_student_learning.pdf
Reflection journals can help to increase the value of the learning experience
by facilitating learners to make meaning out of the process they are engaged
in.
It enables the learners to relate the new material of learning to prior
knowledge and hence a better understanding of the discipline.
It also enhances the learner’s meta-cognitive awareness.
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