HomeAnnotated BibliographiesService-Learning The Articulated Learning: An approach to Guided Reflection and Assessment Share: Section NavigationSkip section navigationIn this sectionAnnotated Bibliographies Affirming and Inclusive Engaged Learning for Neurodivergent Students Capstone Experiences Conditions for Meaningful Learning Global Learning Internships Learning Communities Learning on Location: Place-Based Pedagogies Mentoring Service-Learning Student-Faculty Partnership Supporting Neurodiverse and Physically Disabled Students Undergraduate Research Work-Integrated Learning Writing Transfer In and Beyond the University Reference List Entry:Ash, Sarah L., and Patti H. Clayton. 2004. "The Articulated Learning: An approach to Guided Reflection and Assessment." Innovative Higher Education 29 (2): 137-154.About this Journal Article:Reflection is an integral aspect of service-learning, but it does not simply happen by telling students to reflect. This paper describes the risks involved in poor quality reflection and explains the results of rigorous reflection. A rigorous reflection framework is introduced that involves objectively describing an experience, analyzing the experience, and then articulating learning outcomes according to guiding questions.
