Step 12

Reflect and Repeat as Necessary

Now you are at the end of the project it is time to reflect. Perhaps the project is now at an end. Was your project process successful? Did you function well as a group? What did you learn throughout this entire process?

Perhaps you can now see how to reform/reshape the project or continue it in another direction. In this case, you may like to begin the Action Learning process again.

ACTIVITY Individual Reflection Questions

10 minutes of every work time is best reserved for individual reflection. The responses to these questions should be compiled in the project journal. The following questions might serve as useful prompts for students to reflect on throughout the process.

Examples of Questions:

Step 01:

• What did you do today?

• What happened that was positive?

• What happened that was negative?

• What did you learn today?

• What questions do you still have?

• What do you hope to accomplish tomorrow?

Step 05:

• I am concerned about the problem we are trying to work on because… (describe the consequences of the problem in as detail as possible).

• Some of the ways we were successful today are…

• Some of the frustrations/problems we have encountered are…

• This is how we hope to address the things that frustrated us today…

• One thing that I can change/do differently tomorrow to be even more successful is…

• Do you think this action plan will result in a positive change to the situation? Why or why not?

Step 07:

• Something that has frustrated me about this project is… (may be more than one thing)

• Some ways that I have tried to solve these issues are…

• Some things that I have learned about trying to make change are…

• What levels of government are involved in your issue? Which levels of government are not involved? Do you think this division of responsibilities is appropriate (i.e. is the appropriate level of government dealing with the issue?)

• Rate the quality of your work today. Explain.

Step 10:

• Who exerts power in terms of your issue (company, government, person etc.)? (who has the power to make the decisions? Who has the power to make the rules? Who has the power to make the changes?). Explain.

• Create a graphic organizer and list the positive and negative aspects of each of the following processes of decision making:

a) consensus model b) majority wins model c) dictatorship model.

• How do decisions seem to be made in your group? Did you use any of the three models mentioned above?

• Do you feel that using this method worked for your group? Why or why not? Would you change this next time?

Step 12: FINAL INDIVIDUAL REFLECTION:

• What did you learn about planning a project?

• Take a look at your group’s action plan. A) What steps in the plan really helped you with the project? Explain. B) What steps did not seem to matter to the project? Explain.

• What steps, if any, will you use when planning another project? Explain why you chose those steps.

• What skills would you like to develop before taking on another big project? Explain.

ACTIVITY Group Reflection

Purpose:

• To reflect on the group’s progress thus far and plan for future action

• To identify barriers to the action process

• To identify things the group has going for them

• To identify opportunities and resources to overcome barriers

Materials:

• Chart paper- (two pieces side-by-side lengthwise to make a large chart)

• Thick markers (1 per group of 2-5 students)

• Coloured paper cut out in the shapes of boulders (beige), fish (pink), stream invertebrates (blue) and humans (yellow); simply using different colours of paper will also work.

Procedure:

1. Individually, participants should quietly reflect on the following questions:

a. What are the challenges/barriers you have encountered in moving forward in your action project thus far (e.g. lack of time, current political climate, etc.)?

b. What strengths do you have going for you that have helped you move this far along?

c. What resources (human and non-human) are available to assist? (e.g. local expertise, organization, sources of funding, meeting space, water quality test kits, etc.)

d. Where are the “windows of opportunity” you can draw on to help you? (e.g. an upcoming event – spirit week or community election campaign, an unused ravine etc.)

2. Create a visual metaphor to illustrate the action project journey thus far. For example, your group could use a stream metaphor – the start of your journey (perhaps your group is traveling on a kite board, a surf board, in a canoe, a kayak…) on your action project is at one end of the large paper; the successful completion of the journey is at the other end. On the way the group will encounter boulders (barriers) that you need to navigate around as well as food (resources) that help you. You will have had small successes (fancy tricks in your water craft) as well as some problems (dents and scratches in your boat?).

3. Use the metaphor to create shapes that represent the barriers (eg. rocks) and resources (eg. food plants). Write one barrier per rock (“eg. too many other commitments”) and one resource per picture of food until all barriers and resources are listed.

4. Discuss the visual. Any surprises? Any cautions abut the journey ahead?

ACTIVITY Reflecting at the End - Keepers/Changers

Purpose:

• To reflect on what worked and what didn’t when taking action

Materials:

• Blackboard or chart paper and thick markers

• 8 1/2 X 11 sheets of paper (for option 2)

Procedure:

Option 1

1. On the board or chart paper, create a chart:

Keepers (things that you would do again)

Changers (things you would do differently)

2. In small groups, have students brainstorm what things they would do the same or differently, if you were to take on a similar action project again.

3. Discuss as a large group.

Option 2

1. Brainstorm categories for reflection (e.g. public relations, letter writing campaign, communication with community partners, class teamwork etc.), whatever makes sense based on the components of your project.

2. Put the title of each category on an 8 1/2 by 11 sheet of paper, with the keepers/changers chart below the title.

3. Post these pages around the room and have students move from one sheet to the next, adding their input. If they agree with something someone else has already written down, they can put a check mark beside that comment.

4. Bring ideas together and discuss.

Note: If possible, involve community partners or school administration in at least some part of the reflection process.