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Guide for Facilitators

Multiple Intelligence Reflection Activities

 

INTRODUCTION: In age/race/gender/culture diverse groups of learners, reflection activities need to mirror the differences in your group. These activities may do that, or spur your own creative thinking to create new ones.

 

POINT TO PONDER: "If you must dream of the world you want to live in, dream out loud." - Paul Hewson, Irish poet.

 

DIRECTIONS: The following are a list of reflection activities that are relatively easy-to-use, with few materials needed.

 

 

There are many different ways that people experience and learn from the same situations.  Keep in mind these different learning styles:

  • Linguistic Learners - Like to read, write and tell stories

  • Interpersonal Learners - Like to have lots of friends, join and talk in groups

  • Intra-personal Learners - Like to work alone and pursue own interests

  • Spatial Learners - Like to draw, create, daydream and see pictures

  • Musical Learners - Like to sing, hum tunes, listen and respond to music

  • Bodily/ Kinesthetic Learners - Like to move, touch, talk and use body language

  • Logical/ Mathematic Learners - Like to do experiments, figure things out, asks questions and look for patterns and relationship

Stream of Consciousness 

After lying down, relaxing and allowing their minds to wander, encourage students to begin free word association around their service experience. Guide participants through the process by offering refocusing words, but allow them to say what comes to their minds, without censor or restriction.

 

Collage of Words

Using a large sheet of paper, have students write words that described their experience.  Provide plenty of creative material (e.g. markers, crayons, colored pencils) and a large sheet of paper on a smooth surface.  Give students twenty minutes, and have them explain their work when they’re finished.  Explain how without everyone’s contributions, the work wouldn’t be as rich and varied as it is.

 

Service Interviews

Encourage students to see their projects through the public’s view by conducting media-style interviews with one another.  Remember to cover all the bases: who, what, when, where, why and how.  Or go Oprah and ask the hard-hitting questions!

 

Rap and Rhyme Responses

Divide the group into small teams, and give students 10 minutes to write a rap or rhyme about their service experience.  The teams must incorporate all of their members into the production.

 

Show and Tell

Individually or in pairs, have students describe items they’ve collected or used throughout the activity, including their reactions and emotions regarding the item or the activity it was used in.

 

Human Sculpture

In a large open space, divide your group into two halves.  Each half creates a sculpture around a word or phrase (e.g. peace, service-learning) with few props. Then each group displays its ‘art’ for the other group.  The watching group can interpret the sculpture, without disruption, for two minutes.  When they’re finished, the sculpture group can explain its work.

 

Group Poem Writing

Like a circle journal, this will bring your group together in a reflection on their service.  Circulate a piece of paper around your group with the title across the top “For Love of Service”, encouraging each student to write a line in response to the previous until everyone has written.  When finished, have a volunteer read the work to the entire group, and then discuss it.

 

Compile Questions Left Unanswered

In pairs, ask students to write down any question they feel is unanswered from the activity you just completed.  Encourage participants to ask anything, and then report their questions to the large group.  Refrain discussion until all the questions are read, but then allow for an open exchange between students.

 

Imagining the Future

Ask students to imagine that the year is 2020, and the participants in the group have rejoined for a reunion.  As a group, reflect on all of the changes that have happened because of the service you’ve completed, and the difference that work has made on your life

 

Graffiti Museum

Glue a wide variety of magazine pictures on construction paper, and post them down a hallway wall. Have participants look through all of the pictures, and chose one that represents their impression of the previous event (e.g. an activity, the day, or the whole weekend).  Gathering in a circle, have students quietly circulate the pictures, and write why they do or don’t relate with the picture.

 

 

More Reflection Ideas

To learn more about reflection, click here>

 

 

Suggested Citation

Fletcher, A. (2002). FireStarter Youth Power Curriculum: Participant Guidebook. Olympia, WA: Freechild Project.

 

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