Reflection Dine and Discuss October 5, 2005.

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Presentation transcript:

Reflection Dine and Discuss October 5, 2005

How we think about things Concrete Experience Feeling/ Sensing Kolb's Experiential Learning Styles Reflectors (Diverging) feel & watch Activists (Accommodating) feel & do Active Experimentation Doing/Planning Reflective Observation Watching/Reviewing How we think about things Perception Continuum Processing How we Continuum do things Pragmatists (Converging) think & do Theorists (Assimilating) think & watch Abstract Conceptualization Thinking/Concluding Adapted from Alan Chapman 2005

Four Types of Learning Styles Activist Reflector Theorist Pragmatist

ACTIVIST Acts first, considers the consequences later Focuses on the present “I’ll try anything once” philosophy Tackles problems by brainstorming Thrives on challenges; bored by implementation

REFLECTOR Ponders experiences and observes Seeks data and considers thoroughly Postpones decision making until all information is collected Watches and listens before offering an opinion

THEORIST Approaches problems using vertical, step by step approach Pulls together disparate fact into coherent theories Seeks perfection Dislikes flippancy and uninformed decision-making

PRAGMATIST Displays practical problem-solving and decision-making skills Sees problems as opportunities Acts quickly and confidently to implement ideas Dislikes ruminating and open-ended discussion

Learning to ride a bike Reflectors – think about riding and watch others ride Theorists – want a clear grasp of the concept of riding a bike Pragmatists – Seek practical tips from a biking expert Activists – Leap on the bike and give it a try

Selecting Reflection Activities

READING: Literature and Written Materials Case Studies Books about social issues Government documents Professional journals Classic literature Appeals to Theorists: they learn best through abstract conceptualization Eyler,Giles,Schmiede 1996

WRITING: Written Exercises Blogs (Web-based logs) Journals and logs Reflection essays Self-evaluation essays Critical Incident Report Portfolios Analysis papers Case studies Grant proposals Press releases Drafting legislation Letters to other students/clients/self/politicians Published articles (newspaper, newsletter, journals) Volunteer/Agency training manuals Appeals to Theorists and Reflectors Eyler,Giles,Schmiede 1996

DOING: Projects and Activities Simulations Conducting interviews Art journal Role playing Collecting photos, creating slide or PowerPoint presentations Watching movies/videos Presentations involving dance, music, or theatrics Planning public relations events for the agency Analyzing or creating agency budgets Program development Appeals to activists Eyler,Giles,Schmiede 1996

TELLING: Oral Exercises Focus groups Informal discussions Formal class discussions Presentations Teaching a class Story telling Individual conferences with faculty or community partner Legislative testimony Appeals to activists

Mapping S-L Reflection Before During After Alone Letter to myself Structured journals Reflective essay Letter of advocacy With Classmates Hopes and fears discussion Theatre Mixed team discussion Team presentation Collage, mural, video, photo essay With Community Partners Asset mapping Planning w/ community Lessons learned, debriefing Presentation to community group (Source: Eyler, Creating your Reflection Map