Reflection is a critical way to learn about oneself and the world, including related to service experiences. Our Google Drive-based Guides include sections for designing reflection activities, posting questions to learners’ guides, and for them to write or submit video reflections.
Contents of This Page
- Context possibilities
- Frequency options
- Format options
- Content objectives
- Question/item examples
Contexts
Reflection ideally occurs throughout a service project. Possible contexts include:
- As part of planning or research
- During or just after on-site experiences
- In response to assigned readings related to service experiences
- While composing thank-you notes to partners or resource donors
- In developing products or presentations
- While assessing the process or impacts
Frequency
Regular reflecting is crucial to maximize benefits of projects lasting multiple weeks or months. The ideal frequency can depend on learner buy-in and number and type of service experiences. Possibilities include:
- Daily
- Multiple times per week
- Weekly
- Bi-weekly
Format
Choices can vary with academic and project goals or communication styles. The Drive Guide has more detailed descriptions. Options include:
- Written journal (in the Drive Guide, on paper, email, other)
- Video journal
- In-class writing activities
- Online forum (e.g., a private FB page)
- Discussion (on-site or classroom)
- Research paper
Content
Quality questions prompt deeper thinking about things like:
- What a learner cares about or stands for
- Future service or career possibilities
- Connections between a service experience, different academic disciplines, and non-school contexts
- Knowledge or skills to potentially increase
Question/Item Examples
Choices ideally match learner comprehension levels and types of experiences involved. The Educator Drive Guide includes a comprehensive set from which to choose. In the examples below recommended minimum grade level is indicated in parentheses after each item.
Site-Related
Other
- Describe sights, sounds, odors, tactile sensations, people, furniture, events, animals, or other things you noticed on day 1 on site.
- Describe how an on-site activity (or event, observation, or discovery) was challenging (or frustrating or confusing) and how you or someone else dealt with it.
- Describe people who have provided support to you during the experience and how.
Other
- Do you have any questions about the community?
- Do you have any questions about the partner organization?
Site-Related
The Community or Issue
The Learner
- Describe how an on-site activity, event, observation, or discovery relates or compares to a class discussion or reading (i.e., course content, including vocabulary and concepts).
- Empathy is the ability to understand and share someone else's feelings. If applicable, describe a situation in which you (have) empathized with a person or group on site.
The Community or Issue
- Describe the community served by the organization or project (e.g., shared experiences of members, differences within it, ways in which members create and sustain it, and benefits and responsibilities of members)
- Describe unique knowledge or skills you observed within the community.
The Learner
- Name a skill you observed being used effectively during your project experience that you'd like to develop further.
- What steps could you take to further develop in this area?
- What coaches, groups, or resources are available to help you or others develop in this area?
Note: These are designed to be possible additions to items also suitable for lower grade levels.
Site-Related
The Community or Issue
The Learner or Process
Site-Related
- Describe how an on-site activity, event, observation, or discovery impacts or relates to a personal value, project objective, or goal.
- Describe something you might do differently if faced with a situation similar to one that occurred during the project.
- If possible, describe a different strategy or other change to something you’ve perceived as wasteful, ineffective, inefficient, or counterproductive for the organization or community.
The Community or Issue
- Describe the community need(s) addressed during your experience.
- Based on observations, interviews, research, or your on-site experiences, what might the future hold for the community involved?
- How would you describe the level of interest in dealing with this issue within the community?
The Learner or Process
- Describe one or more unexpected challenges encountered during the project, as well as attempts to overcome them (or other responses you observed)
- Describe an additional way you could positively impact a community, ideally relating to your unique interests and abilities.
Note: These are designed to be possible additions to items also suitable for lower grade levels.
Site-Related
The Community or Issue
The Learner or Process
Site-Related
- Describe how a personal characteristic of someone you've observed impacted their effectiveness in addressing a community issue.
The Community or Issue
- Describe any unaddressed community needs perceived during the experience.
- Have you observed any cultural traditions, power structures, or other factors that could promote or hinder civic actions or leadership taking by community members? If so, describe.
- Make a diagram showing people and groups impacted by the issue and in what ways.
The Learner or Process
- Describe a break-down or break-through that occurred.
- Name a skill you observed being used effectively during your project experience that you'd like to develop further.
- What does mastery in this area look like?