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.
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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
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DOI: https://doi.org/10.1023/B:IHIE.0000048795.84634.4a