Reflection
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This document describes four learning styles: activist, reflector, theorist, and pragmatist. It provides examples of how each style typically approaches problems and makes decisions. The document then gives examples of different learning activities and how they may appeal more to certain styles over others, such as writing exercises appealing more to theorists and reflectors, while oral exercises appeal more to activists. It focuses on applying this framework to service-learning experiences.
Reflection
- 3. FOUR TYPES OF LEARNING STYLES Activist Reflector Theorist Pragmatist
- 4. ACTIVIST Acts first, considers the consequences later Focuses on the present “I’ll try anything once” philosophy Tackles problems by brainstorming Thrives on challenges; bored by implementation
- 5. REFLECTOR Ponders experiences and observes Seeks data and considers thoroughly Postpones decision making until all information is collected Watches and listens before offering an opinion
- 6. THEORIST Approaches problems using vertical, step by step approach Pulls together disparate fact into coherent theories Seeks perfection Dislikes flippancy and uninformed decision-making
- 7. PRAGMATIST Displays practical problem-solving and decision-making skills Sees problems as opportunities Acts quickly and confidently to implement ideas Dislikes ruminating and open-ended discussion
- 8. LEARNING TO RIDE A BIKE Reflectors – think about riding and watch others ride Theorists – want a clear grasp of the concept of riding a bike Pragmatists – Seek practical tips from a biking expert Activists – Leap on the bike and give it a try
- 10. READING: LITERATURE AND WRITTEN MATERIALS Case Studies Books about social issues Government documents Professional journals Classic literature Appeals to Theorists: they learn best through abstract conceptualization Eyler,Giles,chmiede 1996
- 11. WRITING: WRITTEN EXERCISES Blogs (Web-based logs) Journals and logs Reflection essays Self-evaluation essays Critical Incident Report Portfolios Analysis papers Case studies Grant proposals Press releases Drafting legislation Letters to other students/clients/self/politicians Published articles (newspaper, newsletter, journals) Volunteer/Agency training manuals Appeals to Theorists and Reflectors
- 12. DOING: PROJECTS AND ACTIVITIES Simulations Conducting interviews Art journal Role playing Collecting photos, creating slide or PowerPoint presentations Watching movies/videos Presentations involving dance, music, or theatrics Planning public relations events for the agency Analyzing or creating agency budgets Program development Appeals to activists
- 13. TELLING: ORAL EXERCISES Focus groups Informal discussions Formal class discussions Presentations Teaching a class Story telling Individual conferences with faculty or community partner Legislative testimony Appeals to activists
- 14. MAPPING S-L REFLECTION Before During After Alone Letter to myself Structured journals Reflective essay Letter of advocacy With Classmates Hopes and fears discussion Theatre Mixed team discussion Team presentation Collage, mural, video, photo essay With Community Partners Asset mapping Planning w/ community Lessons learned, debriefing Presentation to community group
- 15. MAPPING S-L REFLECTION Before During After Alone Groups 1&4 Groups 2&3 Groups 3&1 With Classmates Groups 3&1 Groups 1&4 Groups 2&3 With Community Partners Groups 2&3 Groups 3&1 Groups 1&4
- 16. THE END