How to Deepen Learning through Critical Reflection Wednesday, April 20, 2011 Presented by: Dr. Barbara Jacoby Dr. Barbara Jacoby is Senior Scholar for the Adele H. Stamp Student Union � Center for Campus Life at the University of Maryland, College Park. She facilitates initiatives involving academic partnerships and civic engagement and serves as the Faculty Associate for Leadership and Community Service-Learning. Dr. Jacoby has written extensively on service-learning, including Service-Learning in Higher Education, Building Partnerships for Service-Learning, Civic Engagement in Higher Education, and Looking In, Reaching Out: A Reflective Guide for Community Service-Learning Professionals. Widely recognized for her work with service-learning and commuter students, she consults and speaks extensively throughout the country. Dr. Jacoby received her Ph.D from the University of Maryland in French Language and Literature in 1978. 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This is a professional recording of the complete online seminar and is an excellent opportunity to: � Catch something you may have missed � Use as a staff training resource � Listen to or read as many times as you wish � Share with your colleagues � Review whenever and it�s convenient plus FREE SHIPPING!  CD/Transcript: $259 $130  CD/Transcript with Campus Access License: $459 $330 Special rebroadcast prices: Bonus Material CD now includes: � Transcript of online seminar � Facilitator�s Discussion Guide � Supplemental Materials � PowerPoint Handouts � Event Description How to Deepen Learning through Critical Reflection April 20, 2011 Magna presents 1 Sponsored by 2 Our presenter Author of: � Service-Learning in Higher Education: Concepts and Practices � Building Partnerships for Service-Learning � Civic Engagement in Higher Education: Concepts and Practices Barbara Jacoby, Ph.D. Senior Scholar, University of Maryland, College Park 3 This seminar will cover: � What critical reflection is and is not � Forms of critical reflection � Design & facilitation of critical reflection: 4 steps � Examples of critical reflection in the curriculum 4 Why Critical Reflection? � The powerful process of making meaning. � Adds depth & breadth to meaning by challenging simplistic conclusions, examining causality & raising more questions. 5 Why Critical Reflection? � Avoids oversimplified views of complex issues or clinging to a single perspective without considering others � Challenges a priori assumptions � Develops critical thinking skills � Enables courses on how the disciplines address the �big questions� facing society 6 What is Critical Reflection? Critical reflection is the process of analyzing, reconsidering & questioning one�s experiences within a broad context of issues & content knowledge. 7 John Dewey�s Definition Critical reflection is the �active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends.� (p. 6) --Dewey, J., How we think. Boston, MA: D. C. Heath & Co. 8 Critical Reflection is: � Continuous � occurs throughout the course, not just at the end � Connected � builds bridges among content, personal reactions, & first-hand experiences --Eyler, Giles, & Schmiede, 1996 9 Critical Reflection Is: � Challenging � avoids simplistic conclusions, examines causality, raises deeper questions � Contextualized � form & process guided by context (setting, critical incidents) --Eyler, Giles, & Schmiede, 1996 10 Critical Reflection is NOT: � A didactic retelling of what happened � Only an emotional outlet � A time for soap-boxing � A neat & tidy exercise that brings closure 11 Reflection is critical when: � � it is carefully and intentionally designed to generate learning by applying theory to practice, examining causality & raising questions. 12 Reflection is critical when: � �it deepens learning by challenging simplistic conclusions, comparing different perspectives, and asking �why� iteratively. � � it documents student learning by producing evidence of learning for assessment. 13 Modes of Reflection � Telling � Writing � Activities � Media 14 Telling � Focus groups � Structured dialogue � Class discussions � Presentations � Teaching a class � Story telling � Preparing real or mock testimony � Poetry slam 15 Writing � Journals, logs � Problem analysis, case studies � Essays � Portfolios � Press releases � Drafting legislation � Letters to politicians, editor, self 16 Activities � Role play � Problem-based learning � Interviews � Program development � Yarn web � Forced choice exercise 17 Media � Photo or music collages � Musical compositions � Drawings, paintings � Collective murals � Digital stories 18 Critical Reflection: 4 Steps 1. Identify desired learning outcomes. 2. Design reflection activities to achieve learning outcomes. 3. Engage students in reflection. 4. Assess learning through critical reflection. 19 Step 1: Identify Desired Learning Outcomes � Begin with the end in mind (learning goals). � State learning outcomes in concrete, measurable terms. � Make it clear what students can expect to gain. 20 Step 2: Design Reflection Activities to Achieve Learning Outcomes � Reflection strategies � Toward what outcomes will reflection be guided? � When, where, how often will reflection occur? � Who will facilitate & participate in reflection? � Through what mediums will reflection occur? 21 Step 3: Engage Students in Reflection. � Balance challenge & support. � Use formative assessment. � Recognize that students are often unfamiliar with critical reflection. 22 Tips for Facilitating Reflection � Consider the impact of your comments. � Ask �why� iteratively. � Discourage participation without consideration of what others have said. � Encourage all voices. 23 Step 4: Assess Learning Through Critical Reflection � What products will demonstrate learning? � What criteria will you use to assess learning? � What assessment mechanisms will you use? � How will evaluation of reflection be factored into grades? 24 Example: Psychology of Domestic Violence � Learning outcomes: � Demonstrate understanding of dynamics & effects of domestic violence. � Demonstrate understanding of various approaches & their effectiveness. � Analyze effects of gender, culture, race/ethnicity, & SES on victims. 25 Example: Psychology of Domestic Violence � Weekly service analysis papers � 2 pages � include multiple references � maximum 1 paragraph on what occurred � critical reflection on how service experience relates to readings --O�Brien, K. M., PSYC 319D, University of Maryland, 2010 26 Example: Psychology of Domestic Violence � Service analysis paper topics: � What did I learn about working with women or children in crisis this week? � How successfully does the agency address the issues victims face? � How does culture/race/SES influence my service? 27 Grading Service Analysis Papers � 4 points = Exceptional, thoughtful critique that integrates concepts & research into an analysis of the experience � 3 points = Very good, thoughtful critique that applies course concepts & research 28 Grading Service Analysis Papers � 2 points = Average to below average analysis, does not thoroughly integrate course concepts & research � 1 point = Completed assignment, but did not provide a thoughtful analysis --O�Brien, K. M., PSYC 319D, University of Maryland, 2010 29 Example: Clinical Nursing Practice [In the health professions,] critical reflection �is a window through which the practitioner can view and focus self within the context of her own lived experience in ways that enable her to confront, understand, and work towards resolving the contradictions within her practice between what is desirable and actual practice.� --Johns, 2000, p. 34 30 Example: Clinical Nursing Practice Written Reflection Activity Describe a critically reflective practitioner. � What does a critically reflective practitioner do? � How do you know (s)he reflects critically? � How does this help you think about yourself as a critically reflective practitioner? -- Bowden, S. D., �Enhancing Your Professional Nursing Practice Through Critical Reflection,� 2003 31 Describing as Opposed to Defining � Provides more complete picture, rich in detail � Seems less removed, distant, or unreachable � Makes it easier to relate to practice � Provides a springboard for improving practice -- Bowden, S. D., �Enhancing Your Professional Nursing Practice Through Critical Reflection,� 2003 32 Reflecting on the Description of the Critically Reflective Practitioner 1. What informed the writing of your description? 2. Did you think about a nurse you know? 3. How did you draw on other courses, readings, or discussions? 33 Reflecting on the Description of the Critically Reflective Practitioner 4. Did you think only within the nursing context or more broadly? 5. What attitudes, values & assumptions are evident in your description? 6. Where did these attitudes & values come from? -- Bowden, S. D., �Enhancing Your Professional Nursing Practice Through Critical Reflection,� 2003 34 Example: Contemporary Art Theory � Learning outcomes: � Employ art theory in critical thinking about a broad range of contemporary art developments. � Understand issues encountered by artists, museums, galleries, collectors & critics. --Weil, R., ARTT 489C, University of Maryland, 2008 35 In-Class Reflection Questions: Early 1. What is contemporary art? 2. What are we doing/saying when we purchase, sell, collect, or display art? 3. How do we assign value to works of art? 4. Is selling/collecting/displaying art good, neutral, or insidious? --Weil, R., ARTT 489C, University of Maryland, 2008 36 Selected Readings � West, C., The New Cultural Politics of Difference � Cockroft, E., Abstract Expressionism, Weapon of the Cold War � Veblin, T., The Theory of the Leisure Class � Karl Marx on alienation & private property � Hughes, R., Art and Money � Sontag, S., Style --Weil, R., ARTT 489C, University of Maryland, 2008 37 In-Class Reflection Questions: Later 1. What is style? What is taste? 2. What is the difference between collecting & appreciating? 3. Should art be private property? 4. Does art need public support? Corporate? 5. Is there a right to display controversial art? Should there be? --Weil, R., ARTT 489C, University of Maryland, 2008 38 Final Reflection � What assumptions or prior knowledge do you question as a result of today�s seminar? � What might you do differently in your teaching as a result of today�s seminar? Why? 39 �Knowledge emerges only through invention and re-invention, through restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.� --P. Freire, Pedagogy of the Oppressed, 2000 40 �You could be the grain of sand that turns us in the right direction.� --P. Seeger 41 42 Thank you for joining us! � We�d like to hear from you. Please consider completing a survey that can be found at: � http://www.surveymonkey.com/s/42011 43