Reflection in service learning teacher training 2010 10

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Transcript of Reflection in service learning teacher training 2010 10

  • 1. 10-2010

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  • Furco, A. (1996). Service-learning: A balanced approach to experiential education. In Corporation for National Service (Ed.),Expanding Boundaries: Serving and Learning(pp. 2-6). Columbia, MD: Cooperative Education Association.

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    • Education about the community
    • Education for the community
    • Education in / through the community

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  • Learning the content
  • (Learning the service)
  • (Learning the Social Issues)

9. 10. SERVICE

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11. SERVICE +LEARNING SERVICE : LEARNING 12.

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  • Begin with aPowerful Issue
  • Promote discussionof service events, activities and experiences
  • IncludeGuide Reflection
  • Base assessment on students demonstratedlearning and application of knowledge to settings and issues

16. (Powerful Issue)

  • is a set ofmotivational and relevant questionsthat could engage students in the learning process
  • connectsstudents and teachersto larger communities
  • provides themomentum and tensionfor the curriculum participants to work together
  • facilitate students tofind answers from the service users (stakeholders)in the community
  • motivate students toapply their learningto develop community services which are relevant to the service users.

(Chan, 2009) 17. 18.

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19. P.R.O.J.E.C.T

  • P articipation
  • R elevant
  • O riginative
  • J oy
  • E nthusiastic
  • C oncerns
  • T eam

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  • (transfer of learning)??
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25. Critical Reflection in S-L

  • Students must engage,not only in thinking aboutthe past experience, but intheorizingabout it in the sense of considering problematic questions associated withpower, history and agency .
  • Questioning practices and assumptionsthat appear to make lives easier.
  • Defamiliarization : Students become caught up in a circular interplay between the familiar and the strange.
  • Students come to really hear, see, or feel what the other tries to convey (engrossment) and experience motivational displacement , an affective state in which they feel the desire to help the other in their need.

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  • (tailor-made)
  • (participatory, structural and flexible)
  • (continuous process)
    • Promote self-reflection among students
    • Quick Review after experiences
  • (application)

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  • Kolb: Experiential Learning Cycle

ConcreteExperience ActiveExperimentation ReflectiveObservation AbstractConceptualization 28. ( ) ( ) ( / ) ( ) ( / ) ( ) 29.

30. Transfer of learning / 31. / 32.

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36. 37.

    • (Action Techniques and Quick Review)
    • Formative Reflection

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    • Action Techniques and Quick Review
    • Formative Reflection

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52. 53. 54. 55. 56. 57. 58.

  • 4Fs

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61. 4Fs (Roger Greenaway) Future Finding Facts Feeling /

  • F 4Fs
  • F
    • ( feeling fact/finding )
  • (Upward Spiral)

62. Fact

63. Feeling

  • Vs

64. Finding

65. Future

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  • Who am I?
  • What are my values?
  • What have I learned about myself through this experience?
  • Do I have more/less understanding or empathy than I did before volunteering?
  • In what ways, if any, has your sense of self, your values, your sense of "community," your willingness to serve others, and your self-confidence/self-esteem been impacted or altered through this experience?
  • Have your motivations for volunteering changed? In what ways?
  • How has this experience challenged stereotypes or prejudices you have/had?
  • Any realizations, insights, or especially strong lessons learned or half-glimpsed?
  • Will these experiences change the way you act or think in the future?
  • Have you given enough, opened up enough, cared enough?
  • How have you challenged yourself, your ideals, your philosophies, your concept of life or of the way you live?

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  • What happened? Describe your experience. What would you change about this situation if you were in charge?
  • What have you learned about this agency, these people, or the community?
  • Was there a moment of failure, success, indecision, doubt, humor, frustration, happiness, sadness?
  • Do you feel your actions had any impact? What more needs to be done?
  • Does this experience compliment or contrast with what you're learning in class? How?
  • Has learning through experience taught you more, less, or the same as the class? In what ways?

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  • From your service experience, are you able to identify any underlying or overarching issues which influence the problem? What could be done to change the situation? How will this alter your future behaviors/attitudes/and career?
  • How is the issue/agency you're serving impacted by what is going on in the larger political/social sphere?
  • What does the future hold? What can be done?

70. Action Techniques & Quick Review

    • Video Voices

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  • V
  • / present / re-present / (frame / reframe)

Action Techniques & Quick Review 72.

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Action Techniques & Quick Review http://cd1.edb.hkedcity.net/cd/lwl/ole/article/CS_navigator.pdf http:// www.reviewing.co.uk http:// servicelearning.bgca.org.hk 73. Formative Reflection

    • Photo Voices

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Formative Reflection 75. Formative Reflection

76. Photo Voices 77. 78.

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79. 80. http://servicelearning.bgca.org.hk 81. ! - - 3.0 [email_address] http:// servicelearning.bgca.org.hk http:// www.slideshare.net/bongsir 82.

  • (2004). . .
  • 2002 . .
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  • (2008). .
  • (2005). .
  • 2004

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  • Marguerite Foxon (1994) Using action planning to facilitate the transfer of training. Australian Journal of Educational Technology, A process approach to the transfer of training ,Part 2.
  • Pfeiffer and Jones (1974) Handbook of Structured Experiences.
  • The PRIME II Project (2002) Transfer of Learning--A Guide for Strengthening the Performance of Health Care Workers.
  • Robert E. Haskell (2000) Transfer of Learning: Cognition and Instruction
  • Roger Greenaway. Active Reviewing Websitehttp://www.reviewing.co.uk .

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  • Bringle R.G.., Phillips, M.A., and Hudson, M. (2003) The Measure of Service Learning. Research Scales to Assess Student Experiences. Washington DC:APA
  • A. Furco, P. Muller, and M. S. Ammon (1998). The Civic Responsibility Surveys. Service-Learning Research & Development Center, University of California, Berkeley
  • Rahima C. Wade (ed.) 1997. Community service-learning : a guide to including service in the public school curriculum. Albany : State University of New York Press.
  • Ms Lynn Montrose (2001). Building Community & World-Ready Youth Paper Presented in the National Service-Learning Conference 2001: National Youth Council
  • James C. Kielsmeier (2002) Recasting the Role of Youth in the 21st Century: Active Learning and Civic Engagement Paper presented in the National Service-Learning Conference 2002: National Youth Council.
  • The Bank of I.D.E.A.S Website.http:// www.bankofideas.com.au

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  • Ngai, S.S.Y., Cheung, C.K., Ngai, N.P., & Chan, Kwok-bong. (in press). Building reciprocal partnerships for service-learning: The experiences of Hong Kong secondary school teachers.Child &Youth Services . vol. 31(3/4). Canada: UVIC.
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  • A .http://www.slideshare.net/bongsir/a-5353204
  • 2010 . . OLE .
  • Chan, Kwok-bong (2009). Classroom in community: Serving the Elderly People, Learning from Senior Citizens. A community-based Service Learning for Secondary School students in Hong Kong.New Horizons in Education , 57, No.3 (Special Issue), Dec 2009,n15:82-96 . HK: Hong Kong Teachers Association
  • 2009 .http://cd1.edb.hkedcity.net/cd/lwl/ole/article/CS_navigator.pdf