Optional: Ask people to add their thoughts about what creative reflection means on post-its as they are walking in.

Overview of our workshop: We'll talk first what we mean by creative reflection, some tools that have shaped our work, examples, and then you'll get a chance to think through it yourself. We'll also be sending you home with some ways to continue to explore this concept.

For the sake of time, we're going to assume that you all value reflection as an important tool to deepen the service experience. The reason CREATIVE reflection is important in the service context is because theoretically if you are catering to various styles of processing information, more people will be invested and involved. Therefore, bringing in creative and various methods will create buy in.

Warren Wilson's model is that all students are required to do service (not just Bonners). Our Bonners lead frequent oral reflections with groups large and small and additionally the Service Program requires reflections (usually written) at the end of each of four goals. When we hired a new director of e-portfolio, his style of thinking about multiple types of learning really paired well with our efforts to solicit meaningful reflections from our students having service experiences.

First ask people to share what they wrote at the beginning (what comes to mind with "creative reflection").

Now we'll share what we're intending by these terms in the context of this presentation:

Often people can be intimidated by the concept of "creative reflection"...

Creative: Any alternative to the "standard" method of doing something. Not just "art."

Reflection: Really means any processing of the work students have done (which at our institution we do both orally and in writing), but it is important to note that we strive for deep and meaningful, critical reflection.

Artifacts: This comes from our work with the e-portfolio. An artifact is any recorded evidence of service or reflection. Can be compiled and used to reflect on or created as a method of reflection.

Multiple Intelligence handout.

How many people are familiar with Gardner's multiple intelligences? Raise hands.

Essentially the idea is that people process and reflect on the world in different ways and Gardner identified 8 main themes. It's important to note that the point is not to develop one particular strength, but to recognize which come more naturally to you and which may be more difficult, recognizing that others may have different combinations of strengths and undeveloped intelligences. Gardner encourages people to develop strengths in each.

Feel free to follow along on the handout we gave you.
Briefly, they are:
-Verbal-Linguistic (like writing or presenting)
-Logical-Mathematical (like collecting and analyzing data)
-Visual-Spatial (like processing through pictures)
-Bodily-Kinesthetic (using movement and tactile senses)
-Musical (written and performing)
-Interpersonal (working with others)
-Intrapersonal (looking within yourself)
and -Naturalistic (connecting with the natural world)

Most activities combine a number of intelligences--they're not singular. For example, Shuli is graphically facilitating this meeting, so she's using visual-spatial intelligence, but also bodily-kinesthetic because of the movement involved.

A couple things to note: Reflection will naturally include intrapersonal intelligence, since reflection is thinking about yourself. Also, we tend to give preference to verbal-linguistic in academic settings.

Before we get to examples...
-Capturing artifacts give you concrete things to go back to and reflect on. For example, videoing group reflections can be one artifact that captures interpersonal processing.

-Allowing for time to process after a service experience or oral reflection may allow for the experience to be examined and thought through.

-Allowing for more than one method will help to be open to different intelligences. If you are looking for a particular result, be sure to implement a prompt or let participants know how you'll be evaluating their reflection.

It's important to note that sometimes it feels like group work needs to be part of reflection, but reflection can be done well individually.

Part of a Senior's Extended Service Project reflection.
Play podcast intro overview:
https://soundcloud.com/rmooreservice/rmooreesp

Interpersonal-interview
Musical-play, develop, connect to service

Part of a senior's letter to the college/final reflection.

Visual-Spatial: draw, visualize what happened
Bodily-Kinesthetic: tactile

Issue Workshop Video: https://www.youtube.com/watch?v=g6xFNdaMVog

Visual: for the viewer
Logical-Mathematical: using stats/numbers to argue why they did the work, why it's important. -cause and effect, -critically thinking to tell a story through the video

Multiple Intelligence Planning Sheet.

Now we'd like to give you a chance to think about how you might apply this in your setting as a student or as an administrator. Choose a goal that you can imagine you'd like someone to get from a reflection you've prompted and then fill out how someone might be able to process that using different intelligences. You can be as vague or specific as you'd like. For example, you could use a Bonner common commitment like "community building" or a stop in the Student Development Service Road (ie. "Example: Site/Project Coordinator"). We'll give you 2-3 minutes to fill out a sheet on your own and then you'll share with a partner and we'll reconvene and share.

Now as a pair, share for a couple of minutes: Which ones did you fill out first? Which ones were harder to fill out?
Come back as a group. 3+ people share: 5 minutes to share