![Page 1: REFLECTION Or, Critically Integrating Community and Place-Based Learning in the Classroom By T. R. Johnson](https://reader035.vdocument.in/reader035/viewer/2022062719/56649ed15503460f94bdf557/html5/thumbnails/1.jpg)
REFLECTION
Or, Critically Integrating Community and Place-Based Learning in the Classroom
By T. R. Johnson
![Page 2: REFLECTION Or, Critically Integrating Community and Place-Based Learning in the Classroom By T. R. Johnson](https://reader035.vdocument.in/reader035/viewer/2022062719/56649ed15503460f94bdf557/html5/thumbnails/2.jpg)
Reflection is . . .
• The bridge between academic content and service-experience in the wider community
• The activity through which learning takes place
• Therefore it is of the most vital importance and must be carefully planned as a rigorous dimension of the course.
![Page 3: REFLECTION Or, Critically Integrating Community and Place-Based Learning in the Classroom By T. R. Johnson](https://reader035.vdocument.in/reader035/viewer/2022062719/56649ed15503460f94bdf557/html5/thumbnails/3.jpg)
Goal for this Workshop:
To guide you in the development of a plan for a system of reflection-assignments for your course
![Page 4: REFLECTION Or, Critically Integrating Community and Place-Based Learning in the Classroom By T. R. Johnson](https://reader035.vdocument.in/reader035/viewer/2022062719/56649ed15503460f94bdf557/html5/thumbnails/4.jpg)
Overview of workshop:
• Assumptions and definitions• Types of Reflection assignments• Ways to grade reflections assignments• Discussions
![Page 5: REFLECTION Or, Critically Integrating Community and Place-Based Learning in the Classroom By T. R. Johnson](https://reader035.vdocument.in/reader035/viewer/2022062719/56649ed15503460f94bdf557/html5/thumbnails/5.jpg)
Primary Assumption:
“An ounce of experience is better than a ton of theory simply because it is only in experience that any theory has vital and verifiable significance. An experience, even a very humble experience, is capable of generating and carrying any amount of theory (or intellectual content), but a theory apart from an experience cannot be definitely grasped even as a theory. It tends to become a mere verbal formula . . .” -- Robert Bringle and Julie Hatcher
![Page 6: REFLECTION Or, Critically Integrating Community and Place-Based Learning in the Classroom By T. R. Johnson](https://reader035.vdocument.in/reader035/viewer/2022062719/56649ed15503460f94bdf557/html5/thumbnails/6.jpg)
Reflection is NOT
• Vague, inward reverie• Stream-of-consciousness diary entries• Solitary• Therapeutic• Personal opinion (unavailable to evaluation)• Busy-work
![Page 7: REFLECTION Or, Critically Integrating Community and Place-Based Learning in the Classroom By T. R. Johnson](https://reader035.vdocument.in/reader035/viewer/2022062719/56649ed15503460f94bdf557/html5/thumbnails/7.jpg)
Instead, reflection should be
• Analytical• Structured and Structuring• Continuous• Collaborative• Synthetic• Documentary • Public • Graded
![Page 8: REFLECTION Or, Critically Integrating Community and Place-Based Learning in the Classroom By T. R. Johnson](https://reader035.vdocument.in/reader035/viewer/2022062719/56649ed15503460f94bdf557/html5/thumbnails/8.jpg)
Analytical: Require students, in reflection, to . . .
• Look at experience “through the lens” of assigned reading, and vice-versa: what new details become important and why?
• Identify problems or conflicts – within reading or at site, or between reading(s) and site(s)
• Delineate the key components of problems and dismantle ill-structured problems
![Page 9: REFLECTION Or, Critically Integrating Community and Place-Based Learning in the Classroom By T. R. Johnson](https://reader035.vdocument.in/reader035/viewer/2022062719/56649ed15503460f94bdf557/html5/thumbnails/9.jpg)
Structured and Structuring
• Regular, short, low-stakes reflections should link each week’s reading to service experience
• Larger, high-stakes reflections should assess the service-experience in light of the course goals and build on the shorter reflections
• Feedback from peers, from professor, and from community partner should shape upcoming reflections – regularly and systematically
![Page 10: REFLECTION Or, Critically Integrating Community and Place-Based Learning in the Classroom By T. R. Johnson](https://reader035.vdocument.in/reader035/viewer/2022062719/56649ed15503460f94bdf557/html5/thumbnails/10.jpg)
Continuous,because . . .
• It thereby becomes habitual in students, not an artificial “add-on” after most of the work of the semester is finished
• It thereby provides invaluable opportunity to “trouble-shoot” the service project as it unfolds and open the way for immediate correctives
![Page 11: REFLECTION Or, Critically Integrating Community and Place-Based Learning in the Classroom By T. R. Johnson](https://reader035.vdocument.in/reader035/viewer/2022062719/56649ed15503460f94bdf557/html5/thumbnails/11.jpg)
Synthetic: it leads students to make connections . . .
• Between different readings• Between readings and service-experiences• Between different service-experiences • And thereby to build a coherent body of new
knowledge derived from diverse elements – actively, creatively, analytically, even argumentatively
![Page 12: REFLECTION Or, Critically Integrating Community and Place-Based Learning in the Classroom By T. R. Johnson](https://reader035.vdocument.in/reader035/viewer/2022062719/56649ed15503460f94bdf557/html5/thumbnails/12.jpg)
Documentary
• Can be archived and used as readings in future iterations of the course
• Can be revisited by the students themselves in later projects (both academic and professional)
• Can be used in an on-going way by community partner (in grant applications, in out-reach…)
• Can thereby strengthen in a material way the tie between the course and the community partner and help to sustain this tie, even create a shared “history”
![Page 13: REFLECTION Or, Critically Integrating Community and Place-Based Learning in the Classroom By T. R. Johnson](https://reader035.vdocument.in/reader035/viewer/2022062719/56649ed15503460f94bdf557/html5/thumbnails/13.jpg)
Public: when transparent, academic work can
• Preserve the dynamic between the course and the community partner beyond the end of the semester
• Give students a sense of meaningful and potentially open-ended audience beyond the person who awards their grade for semester
• Radicalize students’ consciousness of their own subject-position in wider community, beyond Tulane “bubble”
![Page 14: REFLECTION Or, Critically Integrating Community and Place-Based Learning in the Classroom By T. R. Johnson](https://reader035.vdocument.in/reader035/viewer/2022062719/56649ed15503460f94bdf557/html5/thumbnails/14.jpg)
Graded
• So that students will take it seriously• So that it can foster more dialogue between
student and professor• So that its relation to course goals can be
actualized in direct ways
![Page 15: REFLECTION Or, Critically Integrating Community and Place-Based Learning in the Classroom By T. R. Johnson](https://reader035.vdocument.in/reader035/viewer/2022062719/56649ed15503460f94bdf557/html5/thumbnails/15.jpg)
Types of Reflection Assignments
• At the beginning of semester• Throughout the semester• At the end of the semester
![Page 16: REFLECTION Or, Critically Integrating Community and Place-Based Learning in the Classroom By T. R. Johnson](https://reader035.vdocument.in/reader035/viewer/2022062719/56649ed15503460f94bdf557/html5/thumbnails/16.jpg)
Beginning of Semester
• Interpreting course goals• Documenting first impressions• Articulating key questions or anxieties• Delineating contractual obligations
![Page 17: REFLECTION Or, Critically Integrating Community and Place-Based Learning in the Classroom By T. R. Johnson](https://reader035.vdocument.in/reader035/viewer/2022062719/56649ed15503460f94bdf557/html5/thumbnails/17.jpg)
Throughout semester
• Weekly Discussion Board posts that link quotes from reading and anecdotes about service experience
• Weekly Double-entry journal that comment, in one column on reading, and in the other about service-experience
• Weekly Critical Incident logs that describe and analyze problematic or surprising moments.
![Page 18: REFLECTION Or, Critically Integrating Community and Place-Based Learning in the Classroom By T. R. Johnson](https://reader035.vdocument.in/reader035/viewer/2022062719/56649ed15503460f94bdf557/html5/thumbnails/18.jpg)
At end of semester
• Class presentations• Reflective narratives• Group collaborations• Videos• Facebook Pages• Public Showcases
![Page 19: REFLECTION Or, Critically Integrating Community and Place-Based Learning in the Classroom By T. R. Johnson](https://reader035.vdocument.in/reader035/viewer/2022062719/56649ed15503460f94bdf557/html5/thumbnails/19.jpg)
Grading: a 4-part rubric
1. Quotes from reading are numerous, well-integrated less numerous, less integrated not there or merely imposed2. Service-experience is described/narrated in complex detail more superficially not at all
![Page 20: REFLECTION Or, Critically Integrating Community and Place-Based Learning in the Classroom By T. R. Johnson](https://reader035.vdocument.in/reader035/viewer/2022062719/56649ed15503460f94bdf557/html5/thumbnails/20.jpg)
Rubric cont’d . . .
3. Engages course goals in meaningful depth more sporadically not at all 4. Evinces significant develop as a person a citizen an intellectual a professional
![Page 21: REFLECTION Or, Critically Integrating Community and Place-Based Learning in the Classroom By T. R. Johnson](https://reader035.vdocument.in/reader035/viewer/2022062719/56649ed15503460f94bdf557/html5/thumbnails/21.jpg)
Break-Out Session