· Props (e.g. straws, “talking” stick, jigsaw puzzle, etc,) to symbolize individual experiences and to stimulate verbal interaction.
· Using prompts to act as a springboard for discussion (e.g. “What was your most memorable event?” “What disturbs or puzzles you?” “How has your Service-Learning experience changed the way you think?”
· Skit to show what you did/learned/felt
· Concept mapping/brainstorming connections
· Group journal that can be found in a central location: students contribute to an ongoing written conversation/sharing of ideas and thoughts
Formal Activities: individual, sometimes as an assessment tool.
· Journal writing with a prompt (see ideas listed above)
· Thank you notes (e.g. to senior citizens, guest speakers, the Museum of Tolerance)
· Written essay (e.g. biography of senior citizen’s life to be bound and placed in school library, senior citizens invited to visit the library and hear their stories read aloud)
· Audiovisual presentations using a variety of media (e.g. write a song to someone who has terminal cancer, write a play about the environmental consequences of pollution, make a video)
· Create an abstract dance expressing the emotion of the experience
· Children’s book project (e.g. make a jacket cover for a children’s book that student writes about the Service-Learning experience)
· Story writing (e.g. from the perspective of an endangered animal)
· Write a poem or make a sketch/painting about the experience
· Publish a BHUSD Service-Learning Reflections Booklet K-12 consisting of individual student testimony (quotation, drawing, poem, etc.) of the Service-Learning experience
· Reflective interview with Service-Learning project coordinator
