Embedded Files
Register the Crowd” model reflection (This is a fictional project)
"We were concerned that some of the older students were using rude language in front of primary aged children and this might lead young kids into thinking swearing was okay so we started a campaign called “Register the Crowd” to raise awareness of the need to notice who is around you so you can adjust your register, or the way you talk.
My main job was producing powerful posters for which I learned graphical design techniques such as how to do layouts and which colour combinations went well together. The project took ten weeks and sometimes team members missed meetings or did not do something they said they would, for example one person was supposed to stage and photograph older students talking with a younger student standing out of their eye-line, and listening in, but he did not do it. I was frustrated but instead of giving up I created the scene graphically using Paint and stock photos. We had a meeting about how everyone should work together and we all agreed to get our tasks done or let the others know if we were struggling. The meeting made us all realise that everyone meant well and wanted the project to succeed.
We were worried that our campaign might do the opposite of what we intended, ie. some students might swear more as a “laugh” every time they stood near one of our posters, so we also went into year 12 homerooms and talked about why our project was important. We made a little film using my brother who is a six year old, swearing about his lego. The year 12s thought this was funny, then we switched to the next scene where the six year old was being shouted at by his parents (my parents are good actors) for the language he used at home, and everyone went quiet.
My main skills are in writing ideas clearly so I helped a lot in project management. For example, I produced an action plan for us all to follow. I am not very good at French but I learned how the francophones swear and which words are considered rude in both English and French and which are not. I can talk about this more in the interview if you like.
I think my teammates would say my main strengths are that I am organised and dedicated to getting things done but perhaps I am sometimes impatient with others and do not take the time to really listen to their ideas. So I am going to try and listen more carefully in future and try some techniques I learned such as “paraphrasing” what someone has said in my own words to see if I have understood it correctly.
I think our project was successful because we did raise awareness of the issue and I think some of the older students were more careful about who was around them when they talked but because we did not do surveys to measure how often primary kids had heard bad language before and after our intervention we can not be sure how successful we were.I would like to continue to develop this project and I want to devise ways to measure its effect."
Jan 2016
Toby Reid
S&A sample reflections for one-off activity
S&A sample reflections for one-off activity
Activity: School X Fun Run Helper
Description and Goals: As part of the Fun Run Team, I am responsible for planning the race. With the help of my group, I will prepare the course, mark the runners during the race, and tidy the area when the run is finished.
Activity Aim: The aim of the annual School X Fun Run is to raise money for charity. This year, donations will help support Mary’s Meals, an organization that helps feed children at schools in poverty stricken areas of the world. The run is also a good opportunity to promote physical fitness and community spirit.
Learning Outcomes:
• Develop international-mindedness
• Discuss, evaluate and plan student-initiated activities
• Work collaboratively with others
Reflections:
May 2013
Learning Outcome: Planning and initiative; Collaboration
I attended two meetings prior to the Fun Run. During the first meeting, I met with the entire Fun Run Team to decide who would be responsible for the event’s different parts (e.g. race, registration, barbeque). I chose to be part of the race group because I’ve run the course before, and I know what will be needed on the day. During the second meeting, I helped the race group make a list of the necessary race-day materials (e.g. water, tables, markers, tape), and explained how we would have to set up the course for the run. I volunteered to prepare the course in the morning and mark the runners at the finish line during the race. In planning and collaborating with my group, I noticed that it’s very important to look ahead and anticipate the runners’ needs. For example, we were only going to set up one water table, but decided to have two because the weather forecast predicted a hot day. It was also very easy to delegate responsibility within my group because most of us had participated in the Fun Run before, and there were enough of us to manage all of our different tasks.
May 2013
Learning Outcome: International-mindedness
The Fun Run was a massive success, with a record number of participants and funds raised for Mary’s Meals. The Fun Run Team had a meeting with the Mary’s Meals group at School X after all of the donations had been collected, and we learned that the funds raised would help to support the building of a kitchen at a partner school in Malawi. Once the school has its kitchen, students can be fed more easily, and the charity can better achieve its aim of supplying lunch to children living in poverty. We learned that the lunches provided attract poor students to the classroom where they can gain a better future for themselves and their communities. The combination of food, education and hope for a better life certainly makes me consider what I often take for granted. Students sometimes think of school as a burden rather than a place of opportunity. I think that the focus on Mary’s Meals at this year’s Fun Run might make them think differently.
Below are some sentence frames. It is not a requirement that these be used – they are simply here to help students unsure of what to write or say. It is recommended that you go beyond just ‘filling the gaps’ with one-word answers to complete a high quality reflection.
In this activity I did (___activity(ies)___) on (___date(s)___)
One thing I loved about the activity was …
During the project, I felt really good when …
One thing that frustrates/frustrated me about this project was …
During this activity I felt challenged when …
One adjective that describes my project would be _______ because …
When I disagree(d) with my group members in my activity, I …
One way I tried to make my project better was …
One thing our group did to communicate better was …
If I had put a little/lot more effort into my project, I think …
If I look closely at my project, I think it would have been better to … because …
This project helped me to understand that … I was really surprised when … because …
I know I worked hard on this project because …
For example, …
The worst part about the project was …
The greatest part about the project was …
In this project, I learned/discovered/figured out that …
Now I understand …
I am determined to …
I am most proud of …
My goal was to … and I achieved this by …
I want to know more about …
I can use my new skill of _____ when I …
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