Multiplying the Benefits of Active Learning through Shared Reflection
© 2013 by Stephen G. McLeod, Ed.D.
Jackson State University, Jackson, Mississippi
Abstract
In order for active learning to occur, students must engage in
both components of the active learning process: action and
reflection (Bonwell & Eison, 1991; Karmas, 2006).
Accordingly, in a previous CHEP session, McLeod (2011)
introduced the “After-Action Report” as a tool for stimulating
student reflection in all disciplines. After students complete a
major assignment, the After-Action Report provides them
with an opportunity to reflect—in writing—on (a) the easiest
aspect of the assignment, (b) the most challenging aspect,
and (c) the strategies they used to overcome the challenge.
Going beyond this first level of reflection (self-reflection), this
year’s session will engage participants in exploring the
benefits of additional levels of reflection (shared reflection).
For example, a second tier of reflection occurs when
students share and discuss their reflections from the AfterAction Report in small groups of three or four. Each group
them produces a chart with two columns: one column lists
the challenges identified by the group, and the other column
lists the strategies applied to overcome each challenge. A
third tier of reflection occurs when the spokesperson for each
group shares the group’s findings with the entire class. A
fourth tier of reflection occurs when the professor reflects on
these group charts, combines the data into a comprehensive
chart for the entire class, and shares the chart with the
students. In addition to the metacognitive benefits of
multitiered reflection, through which both students and
professors improve the teaching-learning process, multiple
layers of reflection further multiply the benefits of an
assignment by providing additional opportunities for students
to develop skills in written communication, oral
communication, collaboration, and presentation. Moreover, if
the professor shares the comprehensive chart with students
during subsequent semesters, an additional tier of shared
reflection is created across the dimension of time.
Levels of Reflection
Comprehensive Challenge/Strategy Chart
Challenge
Strategy
Category 1: Procedural Concerns
Challenge: Formatting Follow the example that Dr. McLeod provided.
the strategy page
Following directions
Re-check the assignment requirements and
and meeting due dates ensure that the assignment is complete before
the day it is due.
Overcoming
procrastination
Do the assignment on the day that you receive
it.
Finding time to do the Remove yourself from the distractions of your
work
room: Work in the library or the writing center.
Category 2: Rhetorical Mode, Subject, Audience, Purpose
Getting a topic that I
felt that I could amply
describe
Choose a recent topic that is fresh on your
mind; choose a topic that you are well aware of;
ask family members or the professor for
suggestions.
Keeping the audience Consider the perspective of your audience.
entertained
Getting my audience’s Get feedback on this point via peer review.
attention
Category 3: Development
Not being able to look Look at photos of the object or the place.
at the object or the
place I was describing
Sample After-Action Report Assignment
Your assignment for today’s class is to write an After-Action Report by
reflecting on your experience of completing the Descriptive
Assignment. Your report with consist of three paragraphs, each built
on a topic sentence that you will compose by completing the three
sentence stems below:
1. The easiest thing about writing my description was.... Complete
that sentence stem. Then develop the idea by adding facts, reasons,
examples, and details to produce a fully developed paragraph.
Describing the topic in Revisit the object or the place in person, in
sufficient detail
memory, or via photos. Describe all aspects of
the object or the place. Check your description
for areas where more detail is needed; then
fully describe the place or object. Get all of the
senses involved. Focus on the little things.
Category 4: Coherence
Organization
Prepare an outline.
Bringing my thoughts
together
Take your time. Don’t rush through the
assignment.
Category 5: Unity
References
Bonwell, C. C., & Eison, J. A. (1991). Active Learning:
Creating Excitement in the Classroom. ASHEERIC Higher Education Report No. 1. Washington,
D.C.: The George Washington University, School of
Education and Human Development.
Karmas, C. (2006). Active learning in the humanities
classroom: Everything, nothing, something,
anything. International Journal of the Humanities,
3(6), 237-244. Retrieved from www.HumanitiesJournal.com
McLeod, S. G. (2011). Improving the products and
processes of teaching and learning with an AfterAction Report. In P. Doolittle (Ed.), Proceedings
2011: Third Annual Conference on Higher
Education Pedagogy (p. 180). Blacksburg, VA:
Virginia Tech.
Contact Information
Stephen G. McLeod, Ed.D.
P.O. Box 190411, Jackson, MS 39217
stephen.g.mcleod@jsums.edu
2. The most challenging thing about writing my description was....
Now complete that sentence stem. Then develop the idea by adding
facts, reasons, examples, and details to produce a fully developed
paragraph.
Incorporating enough
history without it
becoming a narrative
paragraph
Provide brief background on the place or object
without overpowering the sensory aspect of it.
Category 6: Technique
3. I overcame this challenge by.... Complete that sentence stem.
Then develop the idea by adding facts, reasons, examples, and
details to produce a fully developed paragraph.
Putting my descriptions Just write what you see and experience.
into words
When you finish all three paragraphs, submit your After-Action Report
to your professor.
Expressing thoughts
clearly
Sample Small Group Challenge/Strategy Chart
Challenge
Describing the topic in sufficient detail
Strategy
Remember the subject and describe all of
its aspects in order to bring out the
description.
Formatting the strategy page
Follow the example provided.
Getting a topic that I felt that I could amply
describe
Choose a topic that is recent so that the
details are still fresh in your mind.
Following directions and meeting due dates Re-check the assignment requirements.
Adding more details
Check to see where more description is
needed; fully describe the topic; get all of the
senses involved.
Peer review: Get and give feedback on clarity.
Avoiding fragments
Re-read and edit your composition until you
and run-on sentences have found and corrected the errors; engage in
peer review.
Acknowledgements
Information for charts: Students of English 104-05,
Jackson State University
(See Presenter Utilities for names of contributing students.)
Travel Grant: Center for University Scholars,
Jackson State University
Graphics, top photograph: Anne McLeod
Bottom photograph: NASA and ESA “Sombrero Galaxy”
Poster Printing: Lauren Bryant and CIDER
“Just as a reflector telescope can reveal the wonders of the macrocosm,
so the act of reflection can reveal our potential and help us to improve our performance.”
—S.G. McLeod
“Also the universe He has placed in their mind” (Ecclesiastes 3:11).