I think the one thing that truly distinguishes SL from other pedagogies is the student reflection component. There is no point in teaching via SL if the student experiences are not captured as part of the learning to determine whether or not it was in sync with the learning goals and objectives of the course. In effect, the reflection component of an SL class is the point at which everyone learns if the project was both educational and rewarding for the students and the community partner -- which is the point of teaching with this pedagogy.
In a very general sense, student reflection on the SL project can occur through speaking, writing, activities, and/or the use of multimedia & performing arts. (http://www.humboldt.edu/~slee/html/faculty.shtml#reflect)
Speaking examples include class discussions, small group discussions, oral reports and presentations, testimony before policy-making bodies, teaching material to younger students, public speaking, or one-on-one meetings.
Writing examples include essays, research papers, journals and learning logs, guides for future volunteers and participants, self-evaluations, or published articles.
Activities examples include planning future projects, simulation and role playing games, recognition and celebration, recruiting peers, or training other students.
Multimedia & Performing Arts examples include scrap books, web pages; paintings, drawings, and collages; music, theater, and dance presentations; or photo, slide, and video essays.
In Monday's post I will share some tips to consider when structuring reflection activities as well as provide a series of sample questions that can be used to help you construct reflection questions for your students.
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