Reflection

Grades: 
6, 7, 8
Learners evaluate the effectiveness of their solution and service-learning project, including individual and group processes and learnings. They reflect individually and in groups, and celebrate their success. 
Lesson Rating 
0
Duration 
PrintOne 50-Minute Session
Objectives 

The learner will:

  • reflect individually on the future goals with service-learning.
  • reflect as a group on the service-learning process.
  • celebrate the success of the service-learning process.
Materials 

teacher access to directions for a Chalk Talk https://www.nsrfharmony.org/wp-content/uploads/2017/10/chalk_talk_0.pdf

All tuning protocols (including Chalk Talk) https://nsrfharmony.org/protocols/

Teacher Preparation 

After a long, hard, fruitful unit, it can be easy to skip the reflection/celebration phase, but this would be a mistake. Reflection is where much of the learning both academic and philanthropic solidfies with a learner. Finding ways to share the success of all the class can help to inspire others. Sharing the successes outside of the classroom can be a big boost for your learners, your classroom, your school, and your community. Consider creative ways to share your successes. Connecting with GenerationOn via social media can be a great way to increase your class's audience.

Bibliography 

Instructions

Print
  1. Select one or two reflection activities from these choices:

  2. As an individual reflection, have each student write a 5-paragraph essay explaining the process of their project, the results of the project, and their future plans with service-learning.

  3. Discuss possible action the students can do as a whole class to address the issue of hunger in their community. This may include a fundraiser or canned food drive or serving food at a local soup kitchen. See the Bibliographical References for ideas for direct service projects kids can do.

  4. Encourage students to use social media to share the results of their group projects. They may submit stories to the school newspaper, the generationOn website, or the local media. Encourage them to tweet and share stories and impact and motivations to others.

  5. Students may use SurveyMonkey and other tools to conduct further research on reactions to their project.

  6. Use the "Chalk Talk" process to conduct a group reflection. 

  7. Celebrate the success of the service-learning project by sharing a reflection and demonstration video with a pubic audience. Post it on the school website, share it with community partners, and share with generationOn.  Here is a quick media guide/timeline.

Cross Curriculum 

Part of the celebration phase could be to engage in a direct service-learning project such as a canned food drive, a visit to the local food pantry, passing this new knowledge on to elementary students, or other creative options learners come up with. Encourage learners to apply their new found knowledge and passion by going out into the community and doing direct service.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 02. Roles of Government, Business, and Philanthropy
      1. Benchmark MS.2 Give examples of needs not met by the government, business, or family sectors.
  2. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark MS.1 Define and give examples of the motivations for giving and serving.
      2. Benchmark MS.5 Describe the responsibility students have to act in the civil society sector to improve the common good.
  3. Strand PHIL.IV Volunteering and Service
    1. Standard VS 02. Service and Learning
      1. Benchmark MS.2 Identify specific learning objectives from the academic core curriculum that are being applied in the service-learning project.
    2. Standard VS 05. Integrating the Service Experience into Learning
      1. Benchmark MS.3 Identify outcomes from the service.