Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Deal Model for Critical Reflection Project
Deal, Model, Critical, Reflection, Project
One year reflection paper
Adapted from: Ash, Clayton, & Moses. (2009). Learning through Critical Reflection: A Tutorial for Service-Learning
Students. Raleigh, NC.
Reflection Template
DEAL Model for Critical Reflection
Use the following prompts to create a comprehensive reflection piece detailing your civic engagement experience and what you learned from it.
Step 1: Describe
Describe your experience objectively. Answer the following prompts:
- What did you do?
- Where did you do it?
- Who were you working with and/or for?
- When did this happen?
- Why did you do it?
- What did you say or otherwise communicate?
- Who else was there?
- What did others do? What actions did you/others take?
- Who didn’t speak or act?
- What else happened that might be important (e.g., equipment failure, weather-related issues, etc.)
Step 2: Examine
Examine your experience in terms of ONE of the following four learning outcomes: civic knowledge, civic skills, civic values, or civic motivation. Answer the prompts associated with ONE of the four learning outcomes listed below.
Civic Knowledge (Intersection between academic enhancement and civic learning)
- Did any academic concepts become apparent during this experience?
- Were any academic concepts utilized to reach the goal you were trying to accomplish? How so?
- Did you need to change your approach after new information and experiences were presented to you?
- What do the differences between your textbook and your experience in the community suggest
about changes that may be needed in the policies that affect the individuals your partner
organization serves?
- How can you or others in the community use what you learned about the course material and
are there any challenges associated with doing so?
- Did this experience differ from your initial expectations? Why or why not?
- How does your civic engagement experience and academic knowledge inform your understanding of systemic causes of the social, political, or civic issue on which you are focused?
Adapted from: Ash, Clayton, & Moses. (2009). Learning through Critical Reflection: A Tutorial for Service-Learning Students. Raleigh, NC.
Civic Skills (Intersection between civic learning and personal growth)
- What was the goal you were trying to accomplish?
- Were you able to effectively achieve your goal? Why or why not?
- Which skills did you bring to the experience that helped you meet your goal?
- How did your skills contribute to the diversity of the people with whom you worked? And how did you approach the harnessing of those differences for maximal effectiveness?
- Did you form any new assumptions that required you to change your approach? How so?
- Did you acquire any new skills by having to work to achieve this goal?
- Was this an easy or a difficult task to undertake? Why?
- Did you recruit others to help accomplish your goals or raise awareness of the problem you are actively trying to address? Why and how? Or why not?
Civic Values (Intersection between personal growth and civic learning)
- How did your strengths and weaknesses contribute to working towards the goal you were trying to accomplish? What were the positive and negative effects of these personal characteristics?
- What assumptions did you bring? And what new assumptions did you need to form as you undertook this process?
- Did your assumptions about members of the community make your experience more or less successful when accomplishing your objectives?
- Did your personal values regarding civic engagement play a role in helping you to accomplish your goal? How and why? Or why not?
- What effect did you and this experience have on others?
- In evaluating the plan in light of its benefits and challenges, did you recognize any need for you to change personally? How so?
Civic Motivation
- Did this experience increase your sense of responsibility for acting on behalf of others?
- Did this experience have any influence on your future educational or career path?
- What personal knowledge and skills did you discover or acquire during this experience that will assist you in your future endeavors in this area?
- Did this experience inspire you to continue a commitment to serving others?
- What steps have you taken – or do you plan to take – to implement this plan of continued commitment?
Adapted from: Ash, Clayton, & Moses. (2009). Learning through Critical Reflection: A Tutorial for Service-Learning
Students. Raleigh, NC.
Step 3: Articulate Learning
Use your responses to the prompts above in both the “Describe” and “Examine” sections of this
reflection template to create a thoughtful essay wherein you articulate what you have learned from
your civic engagement experience.
Each of the following questions should be addressed in your essay:
- What did I learn?
- How did I learn it?
- Why does it matter?
- What might/should be done in light of it?
The essay should be formatted as follows:
Reflection Essay Title
(This should reflect the central focus of what you learned)
By: Your Name goes here
Student Learning Outcome Area:
(This is where you name the outcome area in which you examined your experience: civic knowledge,
civic skills, civic values, civic motivation)
I learned that …
I learned this when …
This learning matters …
In light of this learning …
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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