Abstract
The value of reflection on experience to enhance learning has been advanced for decades; however, it remains difficult to apply in practice. This paper describes a reflection model that pushes students beyond superficial interpretations of complex issues and facilitates academic mastery, personal growth, civic engagement, critical thinking, and the meaningful demonstration of learning. Although developed in a service-learning program, its general features can support reflection on a range of experiences. It is accessible to both students and instructors, regardless of discipline; and it generates written products that can be used for formative and summative assessment of student learning.
This is a preview of subscription content, access via your institution.
References
Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives, handbook I: Cognitive domain. New York, NY: David McKay Company.
Bradley, L. R. (1997). Evaluating service-learning: Toward a new paradigm. In A. S. Waterman (Ed.), Service-Learning: Applications from the research (pp. 151-171). Mahwah, NJ: Erlbaum.
Conrad, D., & Hedin, D. (1990). Learning from service: Experience is the best teacher-Or is it? In Jane Kendall and Associates (Eds.), Combining service and learning. I (pp. 87-98). Raleigh, NC: National Society for Internships and Experiential Education.
Dewey, J. (1910). How we think. Boston, MA: D.C. Heath and Company.
Eliot, T. S. (1943). The four quartets. New York, NY: Harcourt, Brace, and Company.
Eyler, J. (2000). What do we most need to know about the impact of service-learning on student learning? Michigan Journal of Community Service Learning, Special Issue Fall, 11-17.
Eyler, J., & Giles, D. E. (1999). Where's the learning in service-learning?. San Francisco, CA: Jossey-Bass.
Eyler, J., Giles, D. E., & Schmiede, A. (1996). A practitioner's guide to reflection in service-learning. Nashville, TN: Vanderbilt University.
Gelmon, S. B., Holland, B. A., Driscoll, A., Spring, A., & Kerrigan, S. (2001). Assessing service-learning and civic engagement. Providence, RI: Campus Compact.
Hondagneu-Sotelo, P., & Raskoff, S. (1994). Community service-learning: Promises and problems. Teaching Sociology, 22, 248-254.
Kiser, P. M. (1998). The Integrative Processing Model: A framework for learning in the field experience. Human Service Education, 18,3-13.
King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco, CA: Jossey-Bass.
Kolb, D. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice Hall.
Payne, C. A. (1993). Construction of an instrument to assess the service learning model: Establishing concurrent validity and internal reliability. (Doctoral dissertation, Uni-versity of Northern Colorado, 1992). Dissertation Abstracts International, 53/07A.
Paul, R. (1993). Critical thinking: What every person needs to survive in a rapidly changing world. Santa Rosa, CA: Foundation for Critical Thinking.
Rogers, R. (2001). Reflection in higher education: A concept analysis. Innovative Higher Education, 26,37-57.
Schön, D. (1983).The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
Serow, R. C. (1997). Research and evaluation on service-learning. In A. S. Waterman (Ed.), Service-Learning: Applications from the research (pp. 13-24). Mahwah, NJ: Erlbaum.
Stanton, T. K. (1990). Liberal arts, experiential learning and public service: Necessary ingredients for socially responsible undergraduate education. In Jane Kendall and Associates (Eds.), Combining service and learning I (pp. 175-189). Raleigh, NC: National Society for Internships and Experiential Education.
Steinke, P., & Buresh, S. (2002). Cognitive outcomes of service-learning: Reviewing the past and glimpsing the future. Michigan Journal of Community Service Learning, 8, 5-14.
Strand, K. J. (1999). Sociology and service-learning: Acritical look. In J. Ostrow, G. Hesser, & S. Enos (Eds.), Cultivating the Sociological Imagination. (pp. 29-37). New York, NY: American Association for Higher Education.
Walker, U. (1990). Assessing Learning. In Jane Kendall and Associates (Eds.), Combining service and learning II (pp. 206-207). Raleigh, NC: National Society for Internships and Experiential Education.
Welch, M. (1999). The ABCs of reflection: A template for students and instructors to implement written reflection in service-learning. NSEE Quarterly, 25,22-25.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Ash, S.L., Clayton, P.H. The Articulated Learning: An Approach to Guided Reflection and Assessment. Innovative Higher Education 29, 137–154 (2004). https://doi.org/10.1023/B:IHIE.0000048795.84634.4a
Issue Date:
DOI: https://doi.org/10.1023/B:IHIE.0000048795.84634.4a