What is reflection? Reflection is the heart of service-learning.
Students sift through their service-learning experiences in order to become aware of what they
have actually accomplished and learned. They think critically about the service experience and
how they contributed to their community in a positive way. Through this process, students are able
to make connections to their classroom subjects as well as to other areas of their lives. If
students do not take time to reflect on and evaluate their learning activities, valid learning is
greatly minimized.
Reflection activities can be designed or fashioned to meet the needs of every learner. They should be
chosen to provide opportunity to think about the service activity in a structure that is appropriate
for the age and developmental level of the students. The Education Department at Providence College,
Rhode Island, has developed a guidebook for teachers listing activities for thoughtful reflection; these activities are
divided into primary, intermediate, and middle school age groups (go to
Toolbox for reference).
Examples of Reflective Activities:
(From Activities for Thoughtful Reflection: Connecting
Service and Learning, Providence College, Department of Education, Rhode Island, 1999).
Primary (grades K-2):
Alphabet Book - Students brainstorm words or phrases about their project that each begin with different
letters of the alphabet. For example, with a project that develops a community garden they might
think of ants (in the soil) for A, shovel for S, dig for D, and then construct a book with the words
in alphabetical order. The book can then be used to share the project with parents or other classes.
Mobiles or Flipbooks - This activity can be used at any point in the project. Students construct a
mobile depicting some aspect of the project or their feelings about it. Examples: one at the beginning to
reflect the community the students are working with; one in the middle to show the progress being made; and
one at the end to depict the students' evaluation of the project's effectiveness or cumulative results
(this activity can also be used for Intermediate Grades).
Intermediate (grades 3-5):
Reflection Center - A reflection center is set up in the room. A tape recorder, a microphone, and open
ended questions are provided. Students record their responses into the tape recorder. Later the class
listens to the recordings and discusses the results (also for primary and middle school grades).
Word Puzzles - Have students brainstorm various words associated with the service project. The word is
then written in capital letters downward like an acrostic poem. Students then write a sentence which
expresses their feelings about the project which begins with each letter of the original word.
Middle (grades 6-8):
Flag - Students work in groups or with a partner to design their own flag that represents some part
of their project. The students explain the meaning of their flag to the class.
Power Point Presentation - Students develop a power point presentation using reflective statements
and snapshots to show the stages and results of their service-learning project. The presentation could
be used on Parent's Night or during a school assembly.
More common forms of reflection include group discussion, journal writing, and essay writing, but there
are an unlimited number of possible reflection tools. Look for ways that students can share what they
have learned in creative and meaningful ways. Students can: compose songs; create role plays about something
that occurred during the service-learning experience; creating a video; or, using charts, pictures, maps,
prepare a display; compile statistics or other data; constructing timelines; even perform dances or skits.
The list of possibilities is endless.
Reflection is most effective when it is done before, during, and after student learning activities.
Post service reflection needs to occur as soon after the service event or project as possible, but
insights can be reexamined a week, month, semester, or year later as well. When artwork or books
have been produced as part of student assessment, those products can be reviewed or re-displayed later in
the year. This provides students with continuing access to the past service-learning experience
and can foster the addition of new products as new service-learning projects are initiated.
Step One: Study the Student Reflection
Questionnaire below. It is one kind of tool you can use or adapt for student reflection and/or
self- assessment. You will want your students to be able to answer these questions or similar
types of self-assessment questions either in writing or within a group discussion.
Student Reflection Questionnaire
On a scale from 1 = strongly agree to 5 = strongly disagree, students can assess their own learning
from the service-learning project.
Step Two: Prepare a self-assessment activity
students might use in reflecting on their service-learning activity and their learning as a result of
the service. First, determine an age/grade level and a hypothetical service activity. Review the
examples provided here for ideas. You may wish to use journal questions, oral or dialogue questions,
or art or performance activity. You will email this to your instructor, along with journal entry #12.
Age Group:
Service Project:
Curriculum Content Area(s):
Reflection Activity (can be used before, during, and after the service):
Step Three: Read the article in the Toolbox:
Service-Learning: An Education Strategy for Preventing School Violence.
According to Ann Southworth, "The power of service-learning lies in its ability to initiate the most important
learning activity of all, the realization of self." As you begin journal entry #12, keep this in mind.
Entry #12:
Reflect on the article you have just read as well as what you have learned thus far about service-learning.
Write an entry in your journal that discusses or suggests how service-learning and reflective
activities may act as tools for helping to prevent school violence.
Step Four: Email these assignments to your instructor as an attachment.
Prev