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Online Course: Reflection Strategies for Experiential Learning
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 Export to Your Calendar 10/6/2020 to 10/27/2020
When: October 6, 13, 20, 27 (Tuesdays)
6-7:30pm Eastern / 3-4:30pm Pacific
Where: Online Event Via Zoom
United States

Online registration is available until: 10/27/2020
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This event will run 6-7:30pm Eastern / 3-4:30pm Pacific.

Single Sessions: $50 each
All four sessions: $150


Single Sessions: $100 each
All four sessions: $300


If registrants are unable to attend the live session times, they can choose to sign up for the recording of the presentations. Please note: the recordings will only include the presentation portion, not the discussion portion, and will be available to stream for one month.


Event Description

Experiential learning, a high-impact approach to education that centers on concrete experience, relies on reflection to extrapolate meaning from that experience. Research shows that meaning-making from experience is more likely to happen when it is fostered by reflective structures. This series of webinars offers educators effective tools for building these structures and facilitating reflection with students in and beyond the classroom. The webinars will be structured as workshops, rather than lectures, and participants are expected to bring their first-hand experiences, challenges, and questions forward for small and large group discussion and, of course, reflection.

Each webinar is designed as a one-hour-long workshop covering the following areas of reflective learning design and facilitation. Participants can register for each event a la carte, or purchase all four classes for the price of three.

WEEK 1, Oct. 6: Reflection Basics: Pausing for What - So What - Now What

Introducing critical reflection as a necessary skill, this session covers the basic ‘what - so what - now what’ reflection arc that will be drawn upon in all four webinars and can be relied upon to structure entire experiences, individual assignments, and collaborative or solo reflection. Participants will be introduced to reflection as a learned skill to foster resilience and well-being; as a contemplative practice; and as distinct from discussion, debate, or intergroup dialogue.

WEEK 2, Oct. 13: Facilitating Reflective Conversations: Norms, Questions, and Circle Processes
Field trips, service-learning experiences, and immersive learning trips often involve an end-of-day or end-of-experience group reflection. We can probably all recall experiences like this that were life-changing, and others that left us feeling at best bored and at worst discouraged. It can be hard to find the balance between teaching and facilitating, and even harder to strike the right chord when the experience being reflected on reveals an injustice or implicates student participants’ own identity markers like race, sexual orientation, gender, class, documentation status, home life -- not to mention the instructor’s! This webinar covers three strategies to help educators structure group reflections in a way that anticipates challenge and emphasizes inclusion: norm setting, question posing, and circle processes.

WEEK 3, Oct. 20: Beyond the Journal Entry: Reflection in the Digital Age

Technology has a role to play in reflection. We all have experiences with and through technology. At the same time, we can depend on technology to share or distract ourselves from our experiences. This session demonstrates multiple ways to leverage technology, including devices, social networks, and digital learning platforms, to foster creative reflection in community. Participants will practice and critique a twitter-style micro-reflection discussion board approach and share their innovations and challenges at the intersection of reflection and technology with each other.

WEEK 4, Oct. 27 : “I Have Feelings About Grading Feelings”: Building and Grading Reflection Assignments

Assigning reflection can seem like a superfluous endeavor to faculty and students alike. This webinar makes the case that critical reflection is a skill that can and should be taught, learned, and graded. Participants will be introduced to reflective assignments and grading rubrics and are welcome to share their own as we discuss strategies for how to take this work seriously and fairly. This session concludes the 4-part series and will end with a group reflection on take-aways.




About the facilitator: Amanda Munroe serves as Assistant Director, Social Justice Curriculum & Pedagogy at Georgetown University’s Center for Social Justice Research, Teaching, and Service. In this role Amanda directs Georgetown’s community-based learning programs, develops global partnerships for social justice immersion and supports mission-driven initiatives related to the university’s commitment to social justice and the common good. She also teaches courses in reflection for social action and cultural humility for social justice and community health work. Amanda holds an MA in Conflict Resolution with a focus on Peace Pedagogy from Georgetown University and a BA in Global Studies & French with a focus on African Studies from North Park University. She is an RYT 200 Yoga Alliance Certified Yoga Teacher, an avid cyclist, and proud resident of Washington, D.C.





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