In This Section
- CIRTL Homepage
- Meet our Team
- Resources
- Short Guides
- Short Guide 1: Starting Well
- Short Guide 2: Scaffolding Learning
- Short Guide 3: Icebreakers
- Short Guide 5: Discussions for Online Learning
- Short Guide 4: Visualising Thinking
- Short Guide 6: Universal Design for Learning
- Short Guide 7: Group Work
- Short Guide 8: Reimagining Practicals
- Short Guide 9: Assessment in the Age of AI
- Sustainable Development Goals Toolkit
- Group Work
- Connected Curriculum
- Civic Engagement Toolkit
- Learning Outcomes
- DigiEd Reading List
- Ethical Use of GenAI Toolkit
- Short Guides
- Professional Development
- Events
Time to Reflect
At all levels of community engaged learning, an emphasis should be placed on reflection. Students require the space and opportunity to reflect on the intersection between their disciplinary content, the wider world, and their interactions (where applicable) with the community organisation. Introducing civic engagement into your teaching approaches, especially when there are planned interactions with community organisations, could challenge students鈥 predisposing ideology or shine a light on social inequalities in which鈥痵ociety鈥檚鈥痮r their discipline鈥檚 actions have been complicit in cementing.
These emerging thoughts may be difficult to work through without a reflection framework. For these and other reasons, it is important to build in reflection practices into your community engaged learning initiatives. The more structured and immersive your community engaged activity is, the greater the emphasis on reflection, such as requiring students to record their reflections following each classroom and/or community-based session, exchange these reflections with peers, and submit these reflections as part of their overall course assessment.鈥
Gibb鈥檚 reflective cycle is鈥痑鈥痺ell-known reflective tool used in third level.鈥
鈥淕ibbs' Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences.鈥 It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experiences, allowing you to learn and plan from things that either went well or didn鈥檛 go well. It covers 6 stages:鈥
Description鈥痮f the experience鈥
Feelings鈥痑nd thoughts about the experience鈥
Evaluation鈥痮f the experience, both good and bad鈥
Analysis鈥痶o make sense of the situation鈥
Conclusion鈥痑bout what you learned and what you could have done differently鈥
Action plan鈥痜or how you would deal with similar situations in the future, or general changes you might find appropriate鈥濃
The 深夜亚洲福利久久 of British Columbia provide a useful guide for reflection鈥() that can be applied to a鈥痙iverse range鈥痮f Community鈥疎ngaged Learning Initiatives.鈥
In Practice
The creative approach taken in UCC's Community 深夜亚洲福利久久 Biodiversity Action (CUBA) partnership is a good example, where students on placement with Wild Work recorded their reflections as a Podcast for sharing on the Wild Work website, as part of the wider CUBA initiative. Community 深夜亚洲福利久久 Biodiversity Action (CUBA) is a partnership initiative between , Cork communities and 深夜亚洲福利久久 College Cork.
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This Practice Insight is published by and as part of the CE Toolkit for embedding civic and community engagement in the curriculum. Discover more about How to Cultivate Core Values here.
Enquiries on the Community 深夜亚洲福利久久 Biodiversity Action initiative can be sent to william.ohalloran@ucc.ie.