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dc.date.accessioned 2009-10-23T22:44:01Z
dc.date.accessioned 2009-10-23T22:44:01Z
dc.date.available 2009-10-23T22:44:01Z
dc.date.available 2009-10-23T22:44:01Z
dc.date.issued 2008
dc.date.issued 2008
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_US
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_US
dc.identifier.issn 1944-0219
dc.identifier.issn 1944-0219
dc.identifier.uri http://hdl.handle.net/10139/661
dc.identifier.uri http://hdl.handle.net/10139/661
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_US
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_US
dc.language.iso en_US en_US
dc.language.iso en_US en_US
dc.publisher Edward Ginsberg Center for Community Service and Learning, The University of Michigan en_US
dc.publisher Edward Ginsberg Center for Community Service and Learning, The University of Michigan en_US
dc.subject service learning en_US
dc.subject reflection en_US
dc.subject pedagogy en_US
dc.subject service learning en_US
dc.subject reflection en_US
dc.subject pedagogy en_US
dc.title Making Connections to Teach Reflection en_US
dc.title Making Connections to Teach Reflection en_US
dc.type Article en_US
dc.type Article en_US
dc.contributor.csuciauthor Correia, Manuel G. en
dc.contributor.csuciauthor Bleicher, Robert E. en
dc.contributor.csuciauthor Correia, Manuel G. en
dc.contributor.csuciauthor Bleicher, Robert E. en


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