dc.date.accessioned |
2013-08-08T22:16:18Z |
en |
dc.date.available |
2009-10-23T22:41:16Z |
en |
dc.date.available |
2009-10-23T22:41:16Z |
en |
dc.date.issued |
2008 |
en |
dc.date.issued |
2008 |
en |
dc.identifier.citation |
Correia, Manuel G. and Robert E. Bleicher. "Making Connections to Teach Reflection." Michigan Journal of Community Service Learning. Spring 2008. p. 41-49. |
en |
dc.identifier.citation |
Correia, Manuel G. and Robert E. Bleicher. "Making Connections to Teach Reflection." Michigan Journal of Community Service Learning. Spring 2008. p. 41-49. |
en |
dc.identifier.issn |
1944-0219 |
en |
dc.identifier.issn |
1944-0219 |
en |
dc.identifier.uri |
http://hdl.handle.net/10139/660 |
en |
dc.identifier.uri |
http://hdl.handle.net/10139/660 |
en |
dc.description.abstract |
Approaching reflection from the perspective of a teachable skill set implies that research may inform how
to help students reflect. Employing a framework of making connections often used in reading comprehension,
this study aimed to characterize how making connections between the service-learning experience
(SLE) and prior experiences in similar settings, personal life experiences, and knowledge gained in
the world, helped students make better sense of their SLE. We also discovered that particular words and
phrases—reflection markers—are useful in teaching students how to write reflections. The study concludes
with practical suggestions for service-learning instructors to facilitate quality student reflections. |
en |
dc.description.abstract |
Approaching reflection from the perspective of a teachable skill set implies that research may inform how
to help students reflect. Employing a framework of making connections often used in reading comprehension,
this study aimed to characterize how making connections between the service-learning experience
(SLE) and prior experiences in similar settings, personal life experiences, and knowledge gained in
the world, helped students make better sense of their SLE. We also discovered that particular words and
phrases—reflection markers—are useful in teaching students how to write reflections. The study concludes
with practical suggestions for service-learning instructors to facilitate quality student reflections. |
en |
dc.language.iso |
en_US |
en |
dc.language.iso |
en_US |
en |
dc.publisher |
Edward Ginsberg Center for Community Service and Learning, The University of Michigan |
en |
dc.publisher |
Edward Ginsberg Center for Community Service and Learning, The University of Michigan |
en |
dc.subject |
service learning |
en |
dc.subject |
reflection |
en |
dc.subject |
pedagogy |
en |
dc.subject |
service learning |
en |
dc.subject |
reflection |
en |
dc.subject |
pedagogy |
en |
dc.title |
Making Connections to Teach Reflection |
en |
dc.title |
Making Connections to Teach Reflection |
en |
dc.type |
Article |
en |
dc.type |
Article |
en |
dc.contributor.csuciauthor |
Correia, Manuel G. |
en |
dc.contributor.csuciauthor |
Correia, Manuel G. |
en |