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By answering one of the following sets of prompts, students are asked to consider their thoughts and reactions and articulate the action they plan to take in the future: Describe a significant event that occurred as a part of the service-learning experience. What underlying issues (societal, interpersonal) surfaced as a result of this experience?
The best results seem to be when the students are given the sheet one session before the reflection class.
This gives them time to put their thoughts together.
In the top section, students describe some aspect of the service experience.
What is the first thing you thought of to say or do? Which of the above seems best to you now and why do you think this is the best response? Three-part Journal - Students are asked to divide each page of their journal into thirds, and write weekly entries during the semester.
Students could also create their own list of key phrases to include.
The instructor can provide a list of terms at the beginning of the semester or for a certain portion of the text.
This makes it easier for the instructor to identify the student to reflect on their experience in light of course content. Key Phrase Journal - In this type of journal, students are asked to integrate terms and key phrases within their journal entries.
While labor intensive for the instructor, this can provide continual feedback to students and prompt new questions for students to consider during the semester. Highlighted Journal - Before students submit the reflective journal, they reread personal entries and, using a highlighter, mark sections of the journal that directly relate to concepts discussed in the text or in class.
You might give each student a page of quotes and ask them to pick one that fits his/her feelings about the service-learning project.
Then you could ask them to explain why this quote represents his/her feelings.