Reflection activity what was the situation


Role plays are also beneficial in that they actively engage participants in a problem-solving. The facilitator can also pose questions such as "If these solutions exists, why have thy not been implemented?

Small Group Week 23. Facilitators may want to make the reading of quotes a group activity by filling a hat with strips of paper containing different quotes. Goldsmith, 1995. Class presentations of the experiential research paper can culminate semester work. How do I feel my solution relates to real-world situations and problems?

reflection activity what was the situation

Role plays involve students identifying a problem situation and assuming the identities of those persons affected by the problem in order to act out potential solutions. Students could also create their own list of key phrases to include.

25 Self-Reflection Questions to Get Students Thinking About Their Learning

Course-focused reflection questions: Email Discussion Groups 24. This exercise takes 45 minutes - 1 hour for a group of 25.

reflection activity what was the situation

What is the most important thing I learned personally? Provide reflective journal to write down students' positions, give reasons to support what they think, show awareness of opposing positions and the weaknesses of their own positions. This could be a major factor in distinguishing them from other candidates.

Reflecting about your experience

Students, in collaboration with their instructor and agency supervisor, identify learning and service objectives and identify the range of tasks to be completed during the service experience. For example, the facilitator asks that everyone explain on paper "why are there so many homeless people in this city?

reflection activity what was the situation

Class Presentations - A way for students to share their service-learning experience with peers is to make a class presentation through a video, slide show, bulletin board, panel discussion, or a persuasive speech. This activity helps to get a visual picture of who makes up a group, and to accentuate similarities and differences within one group.

Facilitators need not limit quotes to those that represent the popular view or the view supported by the group, but can offer a mixture of quotes that represent several viewpoints, or one that has multiple interpretations. Prompt reviews of the learning situation, what is known, what is not yet known, and what has been learned.

This adds somewhat to the drama and risk involved. Links to more information on reflective thinking:

reflection activity what was the situation