Education for Sustainable Development
and Development Education

A Reflectionand Self-assessment
Handbook for
Practitioners©KATSUNO Mami

What is Development Education?
Development Education is the education and learning in schools
and communities that aims to raise awarenessand understanding of developmental issues
and to promote development for a just and better future.
It also seeks to change attitudes
and morale to facilitate participation in solving developmental issues.

The aims of Development Education
To help people to understand the diversity of the culturesin the world and respect all people
To help people to raise the awareness of unequal situations
and understand the core cause of inequalities and developmental issues
To help people to understand the interrelatedness between the challenges
that we are facing in the world and within ourselves
To help people to develop capacities and skills
that are necessary for participating in the process of solving the challenges

Education for Sustainable Development
and Development Education

A Reflection and Self-assessment
Handbook for Practitioners

CONTENTS

The Aim of this Handbook

2

How to Use this Handbook

5

The Five approaches
Perspective Approach
Comprehensive Approach
Descriptive Approach
Learner Approach
Feelings Approach

8
21
31
40
49

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The Aim of this Handbook

Towards the cultivation of “learning for transformation”
This handbook has been created to assist those facilitating Education for Sustainable Development(ESD) and Development Education to improve their practices through reflection and self-assessmentof their own activities according to objectives outlined by ESD and Development Education.
In order to realize a more sustainable society, we must fundamentally change structures that are
making our society “unsustainable” . To this end, it is essential that we become aware of the core
issues and their root causes that contribute to making our society unsustainable. We must also thinkof what an ideal society might be like, and become leaders, actively participating in an effort to fostera just and sustainable global community.
It is the aim of ESD and Development Education to nurture such future leaders.

Why are reflection and self-assessment so important?
Are ESD and Development Education programs actually nurturing future leaders who will create amore sustainable society? Is there a way to verify this?
The learning process emphasized by ESD and Development Education is based on participatory
learning that focuses on communication and hands-on experiences. Such characteristics and“achievements” , however, are generally thought to be difficult to measure. Below are some reasons
why.
・ “Nurturing leaders who will create a more just and sustainable society” is an achievement that will
not become apparent for several decades. It can therefore not be assessed.
・ As long as we emphasize a learner-centered approach, there will be as many learning processes
and methods as there are people. Uniform approaches to evaluation are, therefore, inappropriate.
・ There is no way to evaluate whether the activities are encouraging more “just and sustainablesocial participation” .
The aim of this handbook is not to provide a framework for reflection for what has or has not beenachieved, or to provide a third-party assessment quantifying what was good or bad in an ESD/
Development Education program.
Rather, what we believe to be most important is for practitioners to be able to move forward,
taking into account various realities incorporating the voices and reactions of learners, to be able tocritically review “their current situation” , “why things are the way they are” , and “what it is that theyvalue the most in the process” from an ESD and Development Education perspective. This handbook
suggests methods and processes through which reflection and self-assessment can be practiced.
The incorporation of the reflection and self-assessment process in ESD and Development
Education practices enable practitioners to become more aware, to self adjust, and to gain thestrength and support necessary to be able to continue with the activities to “realize a more just andsustainable society” .
We hope that this handbook can contribute in some small way to processes that lead towards
realizing a more just and sustainable society, further enriching each ESD and Development Education
experience.

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About the terms “assessment,” “reflection” and “evaluation”
Assessment and evaluation
Much research has been done regarding the difference between “assessment” and “evaluation.”
While evaluation aims to understand and come to a conclusion about achievements in learning,assessment is a more multi-dimensional activity that involves collecting and observing “evidence”
related to the achievements and processes of learning.

“Assessment places its focus on learning and implicates the collection of wide ranging sources of
information related to the learning process. It includes the process wherein students improve theirown results. Opportunities are provided to deepen their understanding and to observe the learning
process. It can be understood as an extensive evaluation and a learning activity through which students
are guided towards their next step.” (Hiromi Ishimori (2013) The Design and Assessment of Global
Education. Page 94. Gakuji Shuppan Co. Ltd. Japan.)
Reflection and assessment
In this handbook, “reflection” refers to an activity similar to that of assessment. However,emphasis is placed on reflection undertaken not by the learners, but by the person who is actually
implementing the learning program/project. “Reflection by the practitioner” is our main objective.
Importance is placed on a process of self-assessment that takes into account the practitioner's
personality and his or her ability to interact with others.

The main characteristics of the handbook
This handbook provides five different methods and processes of reflection and self-assessment tohelp practitioners to improve their practices. Practitioners can select the most appropriate method
depending on their program, as well as the specific conditions and circumstances they are working
with (refer to Table 1 on page 6).
Characteristics
・ It suggests methods and processes that take into account both the project itself as well as thelearning process in ESD and Development Education.
・ It suggests a reflection and self-assessment process that emphasizes a diverse, rather thanformulaic, approach to ESD and Development Education practice.
・ The reflection process is designed to take into account what the practitioner did, as well as what
they did not do.
・ It is designed to challenge practitioners to look at what they do from a new angle, guided by themulti-perspective reflection processes aligned with the goals of ESD and Development Education.

The handbook can be used by practitioners who want to・ Assess the “quality” of their learning program or project from various perspectives, guided by the

ESD and Development Education outlook.
・ Constantly reassess what is most important in the activities being practiced.

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・ Identify what may have been lacking or missing.
・ Critically and objectively reflect on their own practice.
・ Identify the direction they want to work towards with collaboration partners.
・ Re-evaluate their current evaluation standards from an ESD and Development Education

perspective.
・ Reflect on their organization's guidelines and policies supporting their practice.
On the other hand, the handbook may not be suitable for those who
・ Do not want to reflect on their own methods of facilitation, but are looking for guidelines toevaluate learners.
・ Are looking for a third-party evaluation process rather than to become involved in the reflection
process themselves.
・ Want to assess a project that is related to ESD and Development Education but that does not havean educational aim.
・ Already have set evaluation guidelines that they do not plan to alter.

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How To Use This Handbook

Include reflection and self-assessment in the entire processof the learning program or project
As previously mentioned, the objective of reflection and self-assessment for ESD and Development
Education is for practitioners to improve their own programs or projects.
With the aim of realizing a more just and sustainable society, the entire process of reflection andself-assessment looks at the learners' circumstances, surrounding environment and the role as a
facilitator from various angles and methods and incorporates these into the implementation process.
This will lead practitioners to establish their own perspectives for reflection and deepen their learning
as well. Rather than reflecting on and assessing what has already been done, it is important toincorporate self-assessment into the practice itself, right from the start.

Image 1: Incorporating reflection and self-assessment into the practice
Clarification of objective
and intention of facilitation
Clarification of aim
in the educational activity(

Includes clarifying the objectives for reflection
and self-assessment)(

Takes into consideration the “voices” of the learnings
and occurrences during the practice events)

Information,teaching materials,
methods, theme
Preparation of curriculum,
program

Execution of learning activity

Effects of learning (short term)
Impact (such as sustained transformationof the learners, practitioner,
cooperative partners and/or organizations, andthe establishment of new projects and relationships)

Reflection

Clarification of aim
for the next activity(

Compares the objective and intention of the activity
with what actually happened (results after the activities))(

Includes clarifying the objectives for the reflection
and self-evaluation process as well)

Continue the above process

The five approaches: their objectives and targets
This handbook outlines five different approaches to reflection and self-assessment of ESD andDevelopment Education practices. The appropriate approach should be selected based on thevarious objectives and circumstances unique to each program. Our objective is not to establish aframework for “evaluation” . We believe that there is an appropriate method and process throughDevelopment Education Association and Resource Center 5

which reflection and self-assessment should take place based on the different objectives andcircumstances of each program. Practitioners should look at the graph below and decide whichapproach would be most appropriate to guide their process of reflection.

Table 1: The five approaches
Perspective Approach:
Reflection basedon the values andperspectives of ESD
and Development
Education. (page 8)

Comprehensive
Approach:
Reflection on the overall
practice of the programor project. (page 26)

Descriptive Approach:Learner's Approach:Feelings Approach:

Reflection of self as a
facilitator. (page 41)

Reflection based on thelearners' comments,
progress andtransformation.
(page 52)

Reflection based on thepractitioner's feeling.
(page 61)

For the practitioner to
identify his or her own
perspectives and values
regarding facilitationand to understandhow he or she interpretthe reactions of thelearners.

For the practitioner toreflect on his or her
own perspectives andapproaches throughevaluation provided by
the learners.

For the practitioner
to reconsider his or
her own practice frommultiple perspectives
through an assessmentof emotions andfeelings experienced.

Objective
For practitioner toreconsider his or her
own practice from an
ESD and Development
Education perspective
and to gain a wider
perspective and senseof value for hands-on
learning.

For the practitioner
to assess the wholeprocess of his or herpractice in order todevelop his or her
own perspective
and skills and toenhance sensitivity
to the transformation
experienced by thelearners and others
involved.

Recommended for practitioners who want to(for example)

・See if the material,

method and theme
used
are appropriate.
・Assess the degree ofparticipation of aprogram.
・Reconsider the plan
and approach of anorganization.

(for example)

・Take the time

to assess the wholeprocess of a program.
・Create an original
evaluation guideline.
・Evaluate a learning
program or project,after it is completed.

(for example)

・Improve facilitation

skills.

・Assess the approachand actions taken asa facilitator.
・Deepen anunderstanding of
the learners'
perspectives andactivities undertaken.

(for example)

・Considersubconscious
perceptions.
・Involve the learners
in the reflection
process of the
facilitator.

(for example)

・Have a simple way toreflect on the learning
program or project.
・Reflect from different
perspectives, startingwith feelings.

Advantages
・Comprehensive

evaluation of thewhole program or
project.
・Focus placed onvalues important to
the practitioner.
・Objectives held by
the group or associatedorganization can betaken into
consideration fora more complete
evaluation.

・Practitioners can・Worksheets

・Value placed on・Takes a long time.

・Notes must be taken

・Focus is placed

deepen their own
perspectives andapproaches to hands
on learning.
・Provide a multidimensional
assessment of
the effects of handson learning basedon perspectives ofthe practitioner, thelearners, andothers involved.

provided here can beused for preparation,
implementation, andevaluation.

・Easy to evaluate
learners' feelings
because it is basedand experiences inon feelings.
the reflection process. ・Does not take a long・Reflection on thetime.
role and function of
the facilitator as
it relates to thelearners'
experience-a very
important factor in
ESD andDevelopment
Education.

Disadvantages
・Takes a long time.
．Requires repeatedquestioning of
oneself.

6 Development Education Association and Resource Center

while practicing theactivities.
・Emphasis is placed on
self-reflection throughwriting down progress
while facilitating.

on impressions ofparticular aspects,
making it difficult tomake acomprehensive
assessment.
・Must create and build
on questions.

・Not appropriate as aprocess to evaluate
the project as awhole as it is basedon subjective
emotions.

The Perspective
Approach

The Perspective Approach
Reflection based on the values and perspectives of
ESD and Development Education
Choose an issue you want to reflect on→ Fill in a worksheet about the issue→ Write down what you can make use of in your next program● Reflection method: Filling out a worksheet● Time required: approximately two hours (30 minutes for the simplified worksheet)

The perspective approach provides a tool for practitioners to reflect on their own practices by checking what they
have done against the foundational values of ESD and Development Education, such as "participation", "justice"and "diversity".
Reflection is undertaken from the perspective of how this activity is contributing to the creation of a "just andsustainable society." The objective is for practitioners to receive hints that will help them plan their future activities.

Features of this approach
The perspective approach will guide the reflection process based on the ESD and Development
Education values; however, the objective is not to check whether the activities are “in accordancewith the basic values” . This is because ESD and Development Education practices are diverse
given the various sites, learners and background environments, as well as the social and historicalcontexts practitioners work with, and it is a form of education that puts value on diversity itself.
Furthermore, forcing everything to fit within one framework may lead to the loss of the best aspectsof the practice.
With the acceptance that practices are diverse, it then becomes necessary for the practitioners
to progress forward by critically examining why certain methods are used, and what meaning
is attributed to them, observing from the perspective of the values and objectives of ESD andDevelopment Education.
The perspective approach is more than a simple “checklist” , and emphasizes the practitioner's
self questioning and re-questioning process based on the values to make sure that they are notself-satisfying, prejudiced, or subjective about their own goals, processes and perspective in theirpractices. It is through such processes of re-questioning, that we aim to have the practitioners realize
how their practices really are.

Targeted Activities
・ This approach can be applied to lessons, workshops, events, field studies, participatory meetings,

community based activities or campaign type activities in various locations, such as schools or
regions. As long as the objective of the activity is learning, the approach can be utilized under a

8 Development Education Association and Resource Centerwide range of circumstances regardless of location or format. However, it must be emphasizedthat is it not simply a project assessment, but a reflection of both “how the learning is taking place”
and “how the activities are taking place” .
・ The entire process that encompasses a learning activity or program, from planning, preparation
and reflection, is understood as a “practice” and is included in the reflection process.
・ This approach is appropriate when comprehensive reflection on a practice is needed.
・ In the reflection process, the “place of learning” should not be narrowly understood, but shouldtake into consideration basic matters (such as the principles of a group or organization, its
environment, as well as its structure and method of planning and assessment) (refer to the graphbelow).

Graph: Targeted range of reflection based on the Perspective Approach
Organization andenvironment

Principles
and policies of group

Assessment and planningBasicmatters

Project and learning(from preparation to reflection)
C. Facilitation skills and attitude

B. Cooperative
relationship/ partnership
A.Curriculum program/themeD.Information/ teaching material/ method

F.Learning / outcomeof activity /transformation

E. Participation /decision making

Transformation of the learners
Knowledge

SkillattitudeTransformation of partner /practitioner

G. Impact (ripple effect)
Ex) Sustainable change of the participants(such as the learners)
Change in the organization or principles
New partnerships or cooperative relationships

Procedures and important points
・ Who participates in the reflection process can be decided quite flexibly depending on the overall

objective of the practice. The subject of reflection can be several practitioners from the group, asingle practitioner and learners, etc.
・ It is better to reflect through conversation among several people, rather than individually. This way,
diverse perspectives can be provided and more realizations will be achieved.

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・ It is best if reflection points can be decided upon from the planning stages, based on the objectiveof the activity. If collaborating in a team, make sure to discuss the reflection process when firstplanning the activities.

Procedure to fill in the worksheet
Items on the reflection worksheet are listed below. A~G in the graph corresponds to the “Targetedrange of reflection, based on the Perspective Approach (Graph)” .
1 Theme and contents:

3 Process, method, and facilitation-with regards to the chosen issue, theme, andperspective.

- Process and method of learning and practice, anddesirable form of facilitation and attitude① Holistic perspectiveA① Learner-centered process of learning andCE② The pathway of globalization andA② Appropriate method / learning materialCD③ Empowerment

C

development③Background, cause, and structure of the issue A

practice/ information④ Respect for cultural diversity

A④ Respect for human rights and democracyC⑤ Review of the relationshipA⑤ Consideration of gender equality

C⑥ Diverse opinions

A⑥ Transformation and active citizenshipC⑦ Subject of development, empowerment

A⑦ Cooperation and partnershipBC

2 Preparations and creation of the learning environment- with regards to understanding the learners andpartners those working together and comprehensionof their relationships, and creating an environment forparticipation

4 Transformation and impact-Who will identify transformation and impacts, whatkind and how they are undertaken?

① Understanding of the learners, partners andBC① Identification of transformation

F② Creating of the learning environmentCE② Sharing of change

F③ Timing of participation

BE③ Impacts

G④ Consideration of inclusionCE

aim setting(1) Overview of the practiceMake a record of the overall aim of the practice (and its relation to the whole program), the main
target groups, the theme and practices, what has been considered and what were the most valuable
points. This is to identify the points needed for reflection, so there is no need to record in great detail.

(2) Reflection
All points are indicative of important values in ESD and Development Education, or perspectives
based on these values.
Not all sections on individual practices needs to be filled in. Choose particularly important points
on which to center your reflection. In addition, if there are points that were not considered importantduring the practice, by reflecting on why this was so, the practitioner can realize other perspectives.
1. Choose a point that you want to reflect on.
Based on the aim you have for the practice, decide what you want to reflect on. It is good if thiscan be decided during the planning stage.

10 Development Education Association and Resource Center2. Fill in the worksheet.
Write about the chosen focus points in the three columns on the right-hand side.
What was practiced/how was it practiced/what happened during the practice (in detail)?
The aim is to better understand what happened during the practice.
For example, record details about the activities and what actually happened: the content andprocess of the activity, the questions raised, comments and actions made by learners, the reaction
and actions of the other learners, as well as of yourself, to comments made. Record what actually
happened, or what did not happen, “who” , “when” , “where” , “what was done (said)” . Focus on
the unplanned things that happened and the planned things that did not (could not) happen.
Why did you carry out the practice in that way and why do you think the result occurred?
The aim is to better understand the reasons and causes behind why things happened the way theydid, as they are reflected in the learnersʼ reactions and comments.
When thinking about the reasons, do not just consider when and where the incidents occurred, buttake into consideration the “basic matters” that were introduced earlier including the organization orgroup, their principals and policies, environment and plan.
Findings / things considered
The aim is to reflect on the reasons why the practice was carried out in that way and the particular
results occurred in order to come up with points that can be improved upon in future practices.
Through deeper contemplation by the practitioner of the causes and the background behind results,
improvements and requirements for new initiatives can be identified.

(3) Points that should be improved upon for the next plan, or considered in the
futureComprehensively think about and write down what was realized and considered after filling in(2), then consider what you would like to do for your next practice, and what is needed for that tohappen.

Reference
The below resources were referenced in order to put together these suggestions:“Quality and Impact-A Journey to Quality Development Education: starting points that help you to beclear about what you do and why you do it.”(DEEEP, 2012)“…are we nearly there? – a self evaluation framework for global citizenship” (risk, 2010)

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worksheet

Reflection form
(1) Outline of the practice(2) Reflection(2)-1 Theme and contents – with regards to the chosen issue, theme, and perspective
Item

What was practiced/how was
it practiced/what happened
during the practice (in detail)?

① Holistic perspective

To what extent was the theme dealt
with from a holistic perspective,
such as society/history, economics,
nature or participation in politics anddecision making?

② The pathway of

globalization anddevelopment

・ To what extent was the theme

discussed in relation to
globalization, global poverty,
desirable forms of development
and their positive and negative
phases? Did the participants
express (diverse) opinions, or not,regarding the way development
ought to take place?
・ To what extent were critical
viewpoints on development
covered?

③ Background, cause andstructure of the issue

・ To what extent did you not only

discuss the facts related directly
to the issue, but undertake
activities and discussions that
explored the background andcause of the issue?
・ To what extent were complex
relationships among the issues
covered?
・ To what extent did the discussion
cover the relationship between theworld and the learners themselves
including critical perspectives?

12 Development Education Association and Resource Center

Why did you carry out thepractice in that way andwhy do you think the result
occurred?

Findings/things
consideredworksheet

Item

What was practiced/how was
it practiced/what happened
during the practice (in detail)?

Why did you carry out thepractice in that way andwhy do you think the result
occurred?

Findings/things
considered④ Respect for cultural

diversity

Was the cultural diversity of all thepeople in the world respected in
the contents and process of the
discussion? To what extent did thelearners recognize their own cultural
prejudices and fixed opinions?

⑤ Review of the relationshipHow deeply did the activity review
existing relationships in the field ofpolitics, economics, and society (e.g.
producer–consumer / developing
countries–developed countries/ politicians–citizens) and theexisting decision makers and theirprocesses?

⑥ Diverse opinions

・To what extent were diverse

opinions including pros and cons
about the theme covered?
・To what extent were critical
viewpoints covered?
・To what extent did the learners
think about where, on what, and onwhom the theme has an impact?
・To what extent was consideration
to minorities' opinions given?

⑦ Subject of development,

empowerment

To what extent was the meaningof proactive social participation insociety as a global citizen recognizedin the contents of the practice andlearning program?

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worksheet(2)-2 Preparations and creation of the learning environment- with regards to understanding the learners and partners, those working together and comprehension of their relationships,
and creating an environment for participation
Item

What was practiced/how was
it practiced/what happened
during the practice (in detail)?

① Understanding of thelearners, partners and aim
setting・Did you set proper goals based onyour understanding of the learners
and partners?
・To what extent did you consider
the learner's reality and interest in
the issue?

② Creation of the learning

environment

・ To what extent was the learning

environment safe, cooperative,
inclusive and empathetic so thateveryone was free to express
their opinions?
・ To what extent did you have an
understanding of relationships
among learners and among
partners, and between them andfacilitators, and give consideration
based on this understanding?

③ Timing of participation

What did you consider in advance ofthe practice – who should participate
and how in the timing of setting aims,
preparation, learning processes, andassessment in a suite of practices/
activities?

④ Consideration of inclusion

In a series of practices and learning
activities, to what extent did you
consider those who had difficulty inparticipating due to time, language,
the learning environment, methods
or community situation? Was there
anyone who could not participate
because of these obstacles?

14 Development Education Association and Resource Center

Why did you carry out thepractice in that way andwhy do you think the result
occurred?

Findings/things
consideredworksheet(2)-3 Process, method and facilitation
Process and method of learning and practice, and desirable form of facilitation and attitude
Item

What was practiced/how was
it practiced/what happened
during the practice (in detail)?

Why did you carry out thepractice in that way andwhy do you think the result
occurred?

Findings/things
considered① Learner-centered processof learning and practice・ Did you consider that processesof learning and practice should belearner-centered?
・ Did you respect the "quiet
person's voice"?
・ To what extent did you consider
not to manipulate learners?

② Appropriate method /learning material /information

To what extent did you take into
account whether the choice andtiming of delivery methods, learningmaterials, and information wereappropriate for the process ofthe practice and the reality of thelearners?

③ Empowerment

To what extent did you consider theempowerment of the learners andpartners in the whole process?

④ Respect for human rights

and democracy

Did you try to consider a respectfor human rights and democratic
fairness for all involved whencreating the process and learning
environment?

⑤ Consideration of genderequality

To what extent did you consider
gender equality in the whole process
and learning environment?

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worksheet

Item

What was practiced/how was
it practiced/what happened
during the practice (in detail)?

Why did you carry out thepractice in that way andwhy do you think the result
occurred?

⑥ Transformation andactive citizenship・ To what extent did you facilitate/encourage transformationin the learners, partners andpractitioners?
・ To what extent did you
encourage the learners, partners
and practitioners to proactively
participate in global and local
society?

⑦ Cooperation andpartnership・ What kind of people participatedand what kind of practice didthey participate in? Did they
participate in the whole processof the practice?
・ To what extent did you share theaim and concept of values withpartners in the process of thepractice?
・ To what extent did you consider
the expansion of cooperative
relationships and partnerships?

(2)-4 Transformetion and impact
Who will identify transformation and impacts, what kind and how they are undertaken?
① Identification oftransformation

・ How did you measure and identify

the transformation of the learners,
partners, and practitioners?
・ Did you assess the learning in aformative way?

② Sharing of change

How and with whom did you share
the transformation and learning
outcomes of the learners, partners,
and practitioners?

③ Impacts*

In what ways did you see theimpacts that you expected before
the practice? What were thereasons that you could see theimpacts or not? Were there any
unexpected impacts? Did you
understand the reasons for thoseeffects emerging?

(3) Points to be improved or considered for the next project*In this worksheet, “impact” means new incidental practices and spreading effects, etc., after the original practice.

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Findings/things
consideredworksheet

Perspective Approach (brief version of worksheet)
1) Provide an outline of the practice2) Tick the boxes of the items being reflected upon3) Rate the item 1 to 4 in the self-assessment column
4 excellent 3 good 2 satisfactory 1 poor
4) Write down why you gave that rating in the note section5) After completing the self-assessment, write down any findings, things you did in the practice, things you could not
do in the practice, and goals for next time, as well as any comments from colleagues and participants.
*This assessment can be completed with colleagues or members of the group.
*When the practice is carried out with partners, you should choose the categories you will assess beforehand and complete together after the practice.

Theme and contents
With regards to the chosen issue, theme and perspective*Reflect on whether you provided the participants an opportunity to think about the issue structurally, multilaterally and critically.

Item

Self-assessment① Holistic perspective
To what extent was the theme dealt with from a holistic
perspective, such as society/history, economics, nature or
participation in politics and decision making?

□4 □3
□2 □1

② The pathway of globalization and development
・ To what extent was the theme discussed in relation□4 □3③ Background, cause and structure of the issue

□4 □3
□2 □1

to globalization, global poverty, desirable forms ofdevelopment and their positive and negative phases?
Did the participants express (diverse) opinions, or not,regarding the way development ought to take place?
・ To what extent were critical viewpoints on development
covered?
・ To what extent did you not only discuss the facts

related directly to the issue, but undertake activities anddiscussions that explored the background and cause of
the issue?
・ To what extent were complex relationships among theissues covered?
・ To what extent did the discussion cover the relationshipbetween the world and the learners themselves including
critical perspectives?

Note

□2 □1

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worksheet④ Respect for cultural diversity

□4 □3
□2 □1

⑤ Review of the relationship

□4 □3
□2 □1

⑥ Diverse opinions
・To what extent were diverse opinions including pros and

□4 □3
□2 □1

Was the cultural diversity of all the people in the worldrespected in the contents and process of the discussion?
To what extent did the learners recognize their own cultural
prejudices and fixed opinions?

How deeply did the activity review the existing relationships
in the field of politics, economics, and society (e.g.
producer –consumer/developing countries–developed
countries/politicians–citizens) and the existing decision
makers and their processes?

cons about the theme covered?

・To what extent were critical viewpoints covered?
・To what extent did the learners think about where, on

what, and on whom the theme has an impact?

・To what extent was consideration to minorities' opinions

given?

⑦ Subject of development, empowerment

To what extent was the meaning of proactive social
participation in society as a global citizen recognized in thecontents of the practice and learning program?

□4 □3
□2 □1

Preparations and creation of the learning environment
With regards to understanding the learners and partners, those working together and comprehensionof their relationships, and creating an environment for participation*Reflect on whether the preparation and environment were appropriate① Understanding of the learners, partners and aim

□4 □3
□2 □1

② Creation of the learning environment
・ To what extent was the learning environment safe,

□4 □3
□2 □1

③ Timing of participation
・ What did you consider in advance of the practice – who

□4 □3
□2 □1

④ Consideration of inclusion

□4 □3
□2 □1

setting・ Did you set proper goals based on your understandingof the learners and partners?
・ To what extent did you consider the learners' reality andinterest in the issue?

cooperative, inclusive and empathetic so that everyone
was free to express their opinions?
・ To what extent did you have an understanding ofrelationships among learners and among partners, andbetween them and facilitators, and give consideration
based on this understanding?

should participate and how in the timing of setting aims,
preparation, learning processes and assessment in asuite of practices/activities?

In a series of practices and learning activities, towhat extent did you consider those who had difficultyin participating due to time, language, the learning
environment, methods or community situation? Was
there anyone who could not participate because of theseobstacles?

18 Development Education Association and Resource Centerworksheet

Process, method and facilitation
Process and method of learning and practice, and desirable form of facilitation and attitude*Reflect on whether the learning process and facilitation were appropriate① Learner-centered process of learning and practice・ Did you consider that processes of learning and practice

should be learner centered?

・ Did you respect the “quiet person's voice”?
・ To what extent did you consider not to manipulate

□4 □3
□2 □1

participants?

② Appropriate method / learning material / information

To what extent did you take into account whether the
choice and timing of delivery methods, learning materials
and information were appropriate for the process of thepractice and the reality of the learners?

□4 □3
□2 □1

③ Empowerment

□4 □3
□2 □1

④ Respect for human rights and democracy

□4 □3
□2 □1

⑤ Consideration of gender equality

□4 □3
□2 □1

⑥ Transformation and active citizenship・ To what extent did you facilitate/encourage

□4 □3
□2 □1

⑦ Cooperation and partnership・ What kind of people participated and what kind of

□4 □3
□2 □1

To what extent did you consider the empowerment of thelearners and partners in the whole process?

Did you try to consider a respect for human rights anddemocratic fairness for all involved when creating theprocess and learning environment?
To what extent did you consider gender equality in thewhole process and learning environment?

transformation in the learners, partners, andpractitioners?
・ To what extent did you encourage the learners, partners
and practitioners to proactively participate in global andlocal society?

practice did they participate in? Did they participate in
the whole process of the practice?
・ To what extent did you share the aim and concept ofvalues with partners in the process of the practice?
・ To what extent did you consider the expansion ofcooperative relationships and partnerships?

(2)-4 Transformation and impact
Who will identify transformation and impacts, what kind and how they are undertaken?
*Reflect on how to capture and share the various transformation and impacts.

① Identification of transformation
・ How did you measure and identify the transformation of

the learners, partners, and practitioners?

・ Did you assess the learning in a formative way?
② Sharing of change

How and with whom did you share the transformationand learning outcomes of the learners, partners, andpractitioners?

③ Impacts*

In what ways did you see the impacts that you expected
before the practice? What were the reasons that you
could see the impacts or not? Were there any unexpected
impacts? Did you understand the reasons for those effects
emerging?

□4 □3
□2 □1
□4 □3
□2 □1
□4 □3
□2 □1

*In this worksheet, “impact” means new incidental practices and spreading effects, etc., after the original practice.

Development Education Association and Resource Center 19

worksheet

Write down any findings, what you achieved in the practice and what you could not achieve,and goals for next time.

Write down any comments from colleagues and participants.

20 Development Education Association and Resource Center

Comprehensive Approach
Reflection on the overall practice of the program or project

Reflect on a particular process of the practice → Make a checklist→ Review the process from the ESD and Development Education
viewpoint → Write down things to incorporate the next time
● Reflection method: fill in the worksheet● Time required: two hours(it is possible to fill out the entire sheet at once, or sections at different times)
The comprehensive approach intends to reflect on the whole practice in a general sense.
It aims to make the findings apparent from reflecting through the flow of Plan → Do → Check → Act.

Features of this approach
ESD and Development Education practices can be carried out as a one-time workshop, classor event, or over several years. Moreover, practices can vary from case to case̶practitioners
sometimes plan and design the project or program, or are asked to be the lecturer after the planningis complete. Whatever the case of the practice, there are many commonalities in terms of the flow
Plan → Do → Check → Act (check here refers to assessment focusing on the learners' learning, theorganizer's purpose, and so on), and identifying improvements for the next time.
This approach aims to make findings apparent from looking back on the entire flow of the practiceof Plan → Do → Check → Act.
Findings may include:① What kind of social impact does the practice have?
② What kind of viewpoints do the practitioners themselves have?
③ What kind of skills are the practitioners good at using and which skills are underdeveloped?
④ What is revealed by the learners' reflection?
① The social impact of the practice relates to examining whether the result was adjusted to the aimor whether the aim itself was appropriate. It intends to confirm whether the aim has relevant social
meaning or identify the meaning the practice was given, rather than verify whether it was effective ornot.
②By focusing reflection on what impressed the practitioner, it is possible to uncover the “tendencies”
of his or her viewpoint. This follows a method of practice research called “episode description” ,which combines practice and research. The practitioner describes an episode, such as a scene,

Development Education Association and Resource Center 21

phrase or situation, in the order he or she remembers it and studies what can be seen. As
practitioners describe the episode using impressions absorbed through their eyes, ears and senses,
they are able to uncover their unconscious viewpoints.
③ The skills of practitioners vary from intensive thinking and practice skills to preparation, identifying
problems, foresight, judgment, awareness of the feelings and intentions of those involved, collecting
information, building networks, and so on.
④ Learnersʼ reflections shape the practitionersʼ viewpoints through the practitioners grasping whatkind of needs the learners have in advance of the practice, paying attention to their behavior andcomments during the practice, and reflecting on the learnersʼ reactions and comments after thepractice.
In each case, it is important for practitioners to deepen the meaning of the practice by asking
themselves why they felt or thought a particular way.

Structure of worksheet
Step 1: Describe the reflection process of the practice
Step 2: Make a checklist
Step 3: Describe the points you identified by reviewing the checklist from Step 2 from the perspectiveof ESD and Development Education
Step 4: Describe what you will incorporate to improve to next practice

Procedure to fill in the worksheet
Step 1. Look back on the practical process as a whole and describe it
The aim of Step 1 is to freely emphasize things that emerge from the reflection without concern for
the time sequence and the items listed in the worksheet below.
The worksheet consists of the time sequence across the horizontal axis and the points ofdescription down the vertical axis.
Preparation ① :Set an aim (draft)

Understanding of the target

Aims

Theme

Contents, methods, learningmaterials, etc.
Others22 Development Education Association and Resource Center

Preparation ② :Embodiment (plan)

Reaction of thelearners and those
involved (during andafter the practice)

Impression of thepractitioners (during
and after the practice)How to fill
■ Preparation ① : Set an aim
・ Describe why you set the aim by focusing on the needs of the learners and the social significanceof the theme and aim. In cases where the practitioners were asked to be a lecturer or take part in apractice organized by others, describe how the practitioners discussed the aim with the planners
organizers and whether they were able to effectively share it with the organizers or not.
・ Describe why you set the particular aim and theme.
・ For the contents, methods and materials, you should include some important discussion points
that you especially want the learners to think about in terms of your theme and materials based on
the materials research in particular.
Example: Encourage the learners to think about “wealth” as not only an economic concept byexamining the idea contained in the teaching material, If the world were a village of 100 people(DEAR, 2003).
■ Preparation ② Embodiment (plan)
・ Note how and why the practitioners embodied the aim and theme in the way they did, confirmingwith preparation ① of the plan.
■ Reaction of learners and those involved
・ Describe the reactions during the practice from the learners. If there were any organizers or otherlecturers, describe what was impressive, troubling, good, etc.
・ It is preferable to also note at the same time how practitioners themselves corresponded with eachother in each stage and whether there was a stage for rethinking the flow of the program.
・ Highlight the impressive points based on comments and a questionnaire of the learners.
■ Impression of practitioners
・ Describe what was impressive, troubling and good, and what the practitioners thought during thepractice rather than the reactions of those involved.
Note* The practitioners may fill in the preparation field prior to the practice, or after.
* The practitioners do not need to be concerned about the order of their descriptions. The
worksheet should be filled out as the practitioners remember.
* As mentioned above, describe one after another what the learners and those involved said,
highlighting impressive episodes. Describe also what the practitioners thought and said.

Step 2. Make a checklist
Formulate your original checklist by picking up again the various perspectives of the practitioners
highlighted in Step 1. Because the practitionersʼ points of view derive from their own values andexperiences, they include their unyielding beliefs. The meaning of the practice can be confirmed byrecognizing what the practitioners esteemed in the practice.

Development Education Association and Resource Center 23

How to fill
Make a list while referring to the Step 1 worksheet. The number of points is not fixed. It is also
possible to group points to create a larger point, or form a simple list.

Step 3. Describe the findings by taking another look at
the ESD and Development Education viewpoints
This step aims to improve your practice by reviewing any lacking skills and viewpoints in youroriginal checklist.
How to fill
Refer to the learning objectives of Development Education (see inside front cover) and theperspective approach (page. 8).

Step 4. Write down what you would like to take advantage offor the next practice
The purpose of reflection is to improve the practices. The next project and plan will be improvedby clarifying what you want to take advantage of for the next time.
How to fill
You may specifically note improvements for the implemented practice or foundations of thepractice, such as needs research and building relationships. In addition, you may also note what kindof skills you want to develop.

Findings and lessons learned from reflection
The following describes a reflection by a visiting lecturer that participated in a practice organizedand planned by others. The lecturer committed to exchanging opinions from the planning stage,
which enabled maintenance of a high degree of commitment to the project.
Reflection showed how important setting an aim is. Frequently, the aim of the program tends tobe described in general words, but the lecturer thought the dialogue process between the planners
and herself was important to understand their background thoughts, wishes and hidden intentions.
With a deep understanding of the aim of the practice, discomfort and unexpected outcomes after
the practice can be avoided. It is also possible to identify specifically what was good or what needs
to be improved. In addition, if practitioners have room to adjust the program to the reactions of theparticipants, the practitioners can stay calm and adapt to whatever happens.

24 Development Education Association and Resource Center

Specific notes:

Learning materials used etc.:

Facilitator(s):Participants:

Targets:

Organizer:

Date:

Title of the seminar:

Theme:

Written by:Title of the program (classes, seminars etc.) / Outline

worksheet

Development Education Association and Resource Center 25

26 Development Education Association and Resource Center

Other

Contents, methods, learningmaterials, etc.

Theme

Aim

Understanding of the target

Embodiment (plan)Set on aim (draft)with whom? For what reason?
Are there any points of view ofimportance?

and those involved (during
and after the practice)③ Reaction of the learners

practitioners (during and④ Impressions of theafter the practice)practice compared to what you
・ What did you find out from the・ What did you learn and want tothought about at Preparation
responses of the learners andtake advantage of for the next
① ? (E.g. procedure and learningorganizers?
practices, etc.?
materials, etc.)
・ Were there any impressive words
noted on the worksheets andreflection papers, etc.?

Preparation ②
・ How did you embody the plan in

Preparation ①

・How did you set the aim andStep 1: Look back on the practical process as a wholeworksheet

□

□

□

□

□

＜ After the practice ＞

□

□

□

□

□

＜ During the practice ＞

□

□

□

□

□

＜ Preparations ＞*Write down remarkable points of your own from looking back to Step 1.

Step 2: Make a checklist

worksheet

Development Education Association and Resource Center 27

28 Development Education Association and Resource Center

Rerevance to learners' situation andprogram contents

Multifaceted viewpoints

Controversial issues (issues that are
debatable and can be seen fromvarious viewpoints)

Background of any problems

Holistic perspective

Treatment of the theme

Notes on the aim

Aim as a practitioner

Items to look back at

Theme:

Step 3: Describe findings by taking another look at the ESD /Development Education viewpoints
worksheetDemocracy

Self-affirmativeness

Cooperation, receptiveness,
sympathyCreations of the learning environment

Factors that influenced the learners'
participation

Comparison of the expected andactual participation

Preliminary process (setting the aim),
designing the learning process, thelearning process itself, participationin each step of assessment

Facilitation of active participation oflearners

Harmony between aims andmethods (was the appropriate
learning process planned?)

worksheet

Development Education Association and Resource Center 29

30 Development Education Association and Resource Center

Step4: Write down what you would like to take advantage of for the next practiceComments

Change (impact)

Collaboration and partnership

Future-oriented mindset

FairnessworksheetDescriptive Approach
Reflection of self as a facilitator

Write down the plan and situation of the learners before the learning
practice → Write down the contents and responses during or shortly after
the practice → Write down the reflection afterward● Reflection method: complete a worksheet● Time required: over 30 minutes

This approach aims to help preactitioners recognize their viewpoints and attitude in the whole process, and toreflect on themselves by recording the activities. It also aims for the practitioner to acquire the ability to understandlearners, handle varios situations, collect information and reflect opportunities where the learners and practitioner
create a dialogical practice as a result.

Targeted Activities
This approach can be used for each one-time learning program and workshop. The practice
worksheet can be used from the preparation to reflection stage.

Structure of worksheet
This worksheet is organized along the time sequence of the practice process.
① Prepare the learning practice: complement lacking information by organizing your ideas in the
preparation stage and information you already have.
② Take notes during the practice: accurately record the contents of the practice and the learners'
responses.
③ Reflect after the practice: consider the practice while reviewing the notes above.
① Prepare the learning practice (preparation stage/planning stage)

During this process, practitioners understand the situation in which they and the learners findthemselves. They should confirm that they are serious about communicating with the learners.
An education process carried out during a finite period of time tends to be just 'transmission' of
information; it is necessary for the practitioners to plan the practice consciously in order to create
an interactive learning process. They sometimes include too many contents due to a strong passion
or their desire to share many facts with the learners, which may not adequately allow the learners'
voices to be heard or provide enough discussion time. Accordingly, practitioners should begin by
carefully evaluating the situation of the learners or practitioners, rather than starting from what thepractitioners would like to tell to the learners. The aim of planning educational contents according to

Development Education Association and Resource Center 31the learners is to create better learning through communication rather than by suggesting problems
in a methodical manner. Recording the situation the practitioners planned based on the learners'
situation and reflecting on it after the practice can be useful for the following considerations:
・How did the practitioners understand or interpret the learner?
・Did they construct the contents of the practice accordingly?
② Take notes about the practice (during the practice and shortly after)

It is useful to record what happened and was said in the practice to capture what the learners
taught the practitioners. Practitioners can refer to their impression when reviewing the learningspace, with their notes acting as a learning record. However, in reality practitioners have to standin front of the learners and carry out their planned practice, paying attention to the learners' group.
It is therefore also important for practitioners to prepare the worksheet in advance to be able toeffectively take notes during the practice.
③ Reflect after the practiceBased on the practitioners' and learners' remarks and their comment sheet and records, thepractitioners should consider how to interpret the practice as a facilitator. The method for considering
the practice should be a dialogue as an education practitioner. It is preferable to consider thepractice with multiple people to access diverse interpretations. In cases where this opportunity is
not available, creating a written record can help to clarify the practitioner's interpretation, which may
improve his or her skills.

Procedure to fill in the worksheet
Items to fill in in advance:
1. Write down the title of the practice and the time and place you open
2. Choose the theme
No matter how vague, choose a main theme.
The theme barometer on the worksheet refers to the theme classification in the Development
Education Material Catalog 2003 and Citizens Learning Practice Handbook (both books were
published by the Development Education Association and Resource Center/DEAR). Knowledge
related to ESD and Development Education has been accumulating since DEAR was founded in
1982. Although views on the themes of the practice of ESD and Development Education vary, it ismeaningful to discuss which theme was chosen. When practitioners create their own assessment
frame for ESD and Development Education, it is helpful for them to realize their own values
incorporated into the practice, by choosing a theme from the existing categories.
3. Write down what the practitioners know about the learners' situation
If the practitioners are invited as visiting lecturers, ask the organizer for information prior to thelecture. Identify the relationships between their gender, work position or age, and those of thelearners.
For example:
・ If the learners know nothing about non-profit organization at all, are they generally skeptical or dothey have particular expectations regarding the activity?

32 Development Education Association and Resource Center・ What kind of impression do the learners likely have about young or senior, and female or malepractitioners?
・ What kind of group are they associated with: school, local female group or company organization?
4.Assessment of the learners' motivations and reason for joining the practice prior tocommencing
Write down the learners' motivation, reason for joining and their expectations. Practitioners
should ask the organizer if they are invited from outside. Through this process, the practitioner canmake necessary considerations including using appropriate methods and adapting the contents ofhandouts. Practitioners can build countermeasures through this assessment, such as consideringbody touching because of gender ratios, or using techniques to encourage interest if motivation
appers weak.
5.Prior assessment of the learners' learning, knowledge and experience of the contents of thepractice
Practitioners can consider the contents of their learning to incorporate the learners' experiences
visiting overseas countries, participating in ESD and Development Education studies, educational
majors, or experience attending a class relevant to the subject.
6. Think about the aim of the learning exercise
Write down the aim of the learning exerclse, with the view to sparking learners' interest in advance.
Write about not only the contents, but also the aims related to the learning method.
7. Write down the planned flow
Make a plan following three points: time, practitioners' activities and learners' activities. The
expected flow of the practice is to be written in the 'Activities of learners' space on the worksheet. If
the practitioners feel that some activities will be controversial or difficult to lead, it is recommended
that they write down their coping method.
8. Reasons
Practitioners can confirm their expectations by considering the reasons why they have selected
this flow and method. By constructing the practice based on the learners' situations, the practitioners
may discover some reasons that differ from the aim they thought about at the beginning. It is notnecessary to match the original aim here.

Items to take note of during the learning activities:
1. Write down the actual content of the learning activity
Write down what the practitioners heard, saw and felt.
What kind of action did the practitioners actually take compared to those in the plan focusing
especially on the activities and responses of the learners?
2. Write down feedback from the learners
Record the comments you heard in the practice.

Items to be written down after the practice:
1. The practitioners' impressions and feelings towards the learners' responses in the practiceWrite down what the practitioners felt during the practice, their feelings towards the learners'
responses and what they noticed through the learners' feedback and comment sheets.

Development Education Association and Resource Center 33

2. Practitioners' feedback/consideration/review
Write down the practitioners' considerations, feedback and review while looking back at the wholeworksheet they recorded and compare it to the original plan.
Confirm differences from the plan by reviewing inductively and writing them down.
In addition, write down what the practitioners thought was important for the practice (e.g., content,
method, what was said by the learners, or their feedback). Using this sheet multiple times, thepractitioner's focus, tendency, or change in practice may gradually become clear.

Examples of a practitioner's feedback on their reflection
・ Although I had held the same workshop many times before, in the participants' feedback
sheets, I didn't find any feedback which shows participants powerlessness for the first time ever.
Reconsidering the workshop, I found that it was happend because I had them write concretely
about what they can do after the activity.
・ Having found that I tend to focus on the "bigger voice" in practices. I will try to hear smaller voicesin the discussion from next time.
・ I couldn't focus on the children's situation because I was paying attention to what we were doing.

34 Development Education Association and Resource Centerworksheet

Name of the practice/eventst/nd time/times in a series

Place
Time

Theme (circle two items maximum from the selection below)
Environment Education Consumers Children North-south issue
War and peace Fair trade Human rights Self-esteem
Poverty and economic disparity Media literacy
Cross-cultural understanding Social participation and community development
Multicultural co-existence Dietary Others ()

Learners' profile
Number of learners

Male-to-female ratio

Age-group

Prior assessment of the learners'/participants' reasons and motivation
for participating in the practice/event

Prior assessment of the learners'/participants' recognition andexperience in the theme/event

Development Education Association and Resource Center 35

worksheet

Aim

Planned flow
Time

Activities of the practitioner

Reason for this flow

36 Development Education Association and Resource Center

Activities of the learners

worksheet

Contents of the actual learning activity
Time

Activities of the practitioner

Activities of the learners

Development Education Association and Resource Center 37

worksheet

Record of the learners' impressions and remarks

Your impressions/feelings regarding the learners' reactions during thepractice

38 Development Education Association and Resource Centerworksheet

Your impressions/reflection/review

Development Education Association and Resource Center 39

Learner Approach
Reflection based on the learners' comments,
progress and transformation
Write down what was impressive about the learners' attitudes, changes
and comments → Write down the reasons for your comments → Arrange
your comments in chronological order → Study your comments → Grasp
the tendencies and characteristics of your viewpoints → Analyze yourviewpoints from the angle of ESD and Development Education● Reflection method: carrying out programs (or the brief version of the worksheet shown on page 48

can be used)● Time required: 20 minutes to two hours

The learner approach aims to give opportunities to practitioners of ESD and Development Education to reflect
on the characteristics of their viewpoints and attitudes and on their work through studying learners' attitudes andchanges rather than what the practitioner him/herself thought. Because learners offer the source of study, the qualityof reflection improves as learner participation and autonomy increases. Therefore, as an advanced program, Learners'
Cooperation Program was created, which connects learners' reflections to those of practitioners.

Features of this approachThis approach aims to give opportunities to practitioners who respect learners' active participation
to reconsider the learning process, learning environment and viewpoints as practitioners. It also aims
to improve practitioners' abilities through reflection.
Study learners' attitudes and changes
When practitioners reflect on themselves, their sources and targets of reflection are the learners'
learning, findings and feelings during the learning processes, and changes that have occurred in thelearners themselves. The learners' feelings, confusion and questions will also shape reflection, as
well as the knowledge that they gain.
As learners offer the sources and targets of reflection, the quality of reflection improves as we use
methods that enhance learners' autonomy. Therefore, we have created a “Learners' Cooperation
Program” (cf. page 46). In this program, practitioners are able to reflect on their viewpoints and workthrough studying learners' “voices” and feedback, and by going through assessment and reflection
with the learners.
Give opportunities to practitioners to reflect on the characteristics and tendencies of their
viewpoints and values
This approach gives opportunities to practitioners to find out their characteristics and tendencies
through studying their impression of the learners and to reflect on the viewpoints* that they holdconsciously and unconsciously. For example, it aims to improve practitioners' viewpoints bygiving them opportunities to reflect on the premises of their work and on learners' reactions thatpractitioners favor unconsciously.

40 Development Education Association and Resource Center*In different contexts, "viewpoints" can be expressed in different words such as "frames", "values", "premises" and (practitioners')"subjects".

Standpoints of reflection should not be set in advance
As practitioners should reflect on themselves through the study of learners, this approach should
be different from assessment or reflection method that use barometers set in advance, or that are
based on intentions, points of view and orders of practice set in advance by practitioners.
It is especially unpredictable in the practice of ESD and Development Education, which ischaracterized by its methodology, content, and themes, which of those aspects influences learners'
attitudes and changes. It is also unpredictable which of those aspects will be impressive to thelearners. Therefore, practitioners should reflect on themselves through the study of learners'
reactions, not through frameworks set in advance.
Practitioners should reflect on the results of learning achieved during the process of practicethrough the framework and viewpoint of ESD and Development Education only after considering thelearners' learning and findings.

Targeted Activities
Whether used at school or in a local community, this approach can be used in one-time learning
program/workshops that are carried out within a certain period of time and also in programs of up to
several days or set periods of time.

Time required
Depending on the purpose, time limit and situation, the reflection process can be done quickly in
20 minutes or more comprehensively in two hours.
・ “Learners' Cooperation Program” : more than 30 minutes. It depends on how the practitioners
gather learners' voices in a learning program.
・ Brief version of worksheets: 10 to 20 minutes.

Note・ With this approach it is impossible to reflect on the whole process of one's practice. Practitioners

are able to reflect on themselves through finding out and gathering what is impressive about thelearners' changes and learning.
・ It is difficult to gather all of the learners' findings and learning, either conscious or unconscious,and to use them as the sources of reflection.
・ Practitioners' and learners' critical viewpoints, experiences, and speaking and writing abilities canhave an influence on reflection in this approach.

Structure of the program
Step 1: Reconsider the practice through attitudes and changes of the learners
Step 2: Reconsider features and tendencies of the practitioners' perspectives

Development Education Association and Resource Center 41

Step 3: Question the practitioners' perspectives from a different point of view
Step 4: Take advantage of the practitioners' reflection for the next practice

Procedure
Step 1. Reconsider the practice through attitudes and changesof the learners
1. Write down one thing that impressed you about the learners and why
Write down one thing among the impressive attitudes, changes and comments of the learners on a
sticky note or card. Practitioners can do this either during or after the learning program/workshop.
Then, write down the reasons why the practitioners listed them as "things that impressed them", why
they were interesting and why they thought they were important.

How to write on a sticky notes or cards

Impressive things

ReasonExample: What you learned/ what you noticed / yourfeeling / where your original
sense of value was touched/ what interested you, etc.

There may be various reasons why the listed points were considered impressive, important andmeaningful. For instance, it may be because they are personally important for the practitioner. Or,
the practitioner might have picked them up because he or she thought they were important andimpressive for the practice process and learning environment. The purpose of carrying out this stepis to create an opportunity for the practitioners to recapture what their “premise” is, depending on
the reason they picked out the point.
2. Re-sequence sticky notes or cards according to the order of the practice process
Place the notes or cards written by the practitioners in the order of the timing in which they
noticed the points. At this time, the cards can also be arrenged in relation to the learning contents,
learning method, environment and field (see example on the next page).
In terms of sequencing, there are two possible options: one is the order of the planned learning
program (timeline), and the other is what actually occurred during the practice. Depending on theintention of the reflection, the categories above can be mixed and then cards can be placed in order.
As what comes to mind will change from time to time, practitioners should choose the way that best
suits the purpose of reflection.

42 Development Education Association and Resource Center

(Example 1) Place the cards in chronological order (using a large sheet of paper or board)< Points related to the learning contents >(2) Place the sticky notes
with the points in chronologicalorder.

Before the practice ……Self-introduction ……Activity 1……Activity 2……Review…(after the practice)< Points related to learning method and environment >(1) Write down the time andcorresponding program content(1) Make frames in the orderof the program.

(Example 2) Place in the order of the program① Check-in② Developing③ Activity 1④ Activity 2⑤ Group discussion⑥ Reflection⑦ Check-out

Attitudes of learners
after the practiceSelf-introduction

Feedback in a single
word per learner

the ground rules, etc.

and sharing(2) Place sticky notes or cards
in the frames.

Development Education Association and Resource Center 43

3. Reflect on the practice based on sticky notes and cards
Describe what you noticed and felt through conducting the process in 1 and 2 mentioned avobe.
Then, reflect on what the points written down mean in the process of the practice.
During this process, the practitioners may find something new points written on the cards. Or, by
arranging the sticky notes in order, they may look back at the flow of various points or make connections
among those points that were impressive, important and surprising for them. In addition, arranging thecards allows them to reconsider the whole practice through the behaviors and changes of the learners.

Step 2 Reconsider features and tendencies of the practitioners' perspectives
1. Reflect on "features" and "tendencies"
The practitioners consider their own interests and concerns written on the sticky notes. In doing
so, they try to create an opportunity to recapture (critically) the features and tendencies of their own
perspectives (frames, values, etc.). It is also important to question the features and tendencies held
consciously and unconsciously by the practitioners.
Examples to consider:・ Whether or not there is any bias in the "features" and "tendencies" in the points written as"impressive" things.
・ What premise encouraged the practitioners' approach to the learners?
・ What reaction of the learners caught the practitioners' eye?
2. Reflect on the relationship between the facilitation process, the learning environment and"what impressed the practitioners"
According to the chronological order of the learning program/workshop, the practitioners reflect on theinterrelationship (effectiveness) between their approaches and the learners' reactions and changes.
The practitioners examine what kind of flow, approach or environmental factors produced thepoints written on the cards. In doing so, they reflect on their own way of interacting with the learners
and learning environment. The following things can be considered:・ What kind of findings and learning do the practitioners encourage the learners to gain?
・ What kind of learning environment and relationships do the practitioners develop and what effectdo these produce?
・ What kinds of changes were made in the practice process by doing so?
However, because of the nature of this approach, it is necessary to note that this is not intended
to comprehensively reflect on the overall practice .
* Tips for conducting Step 2
Questioning the practitioners themselves is important to identify their own "premise" and"background." Even if the “correct” understanding is difficult, they should try to take the attitude ofasking what is hidden behind the words.
For example:
・ In regards to the keywords (e.g., participation, diversity) that the practitioners have used because
they "naturally” thought they were good to use, rethink the concrete meaning of the words and thereason why the practitioners used them and thought they were good.
・ When the practitioners express reasons for the impressive points in Step 1, they should try not to

44 Development Education Association and Resource Centeruse abstract words but use their own words or those with specific meanings by adopting them tothe context of the practice.
・ In regards to the points that the practitioners remembered as impressive and the reasons forchoosing them, values that those choices were based on should also be questioned.
*Notes for Step 2・ The purpose of this approach is to improve the practitioners' skills. The practitioners should notuse reflection to blame or deny the practitioners themselves, but instead should carry out theirown reflection to emphasize improvement, such as making their perspective and attitude more
flexible, or aiming to take a multifaceted approach.
・ Practitioners should make sure that not only the contents of the learning program but also the reflection(questioning) on visions, attitudes, and learning frameworks lead to improvement of their skills.
・ Practitioners should recognize that questioning their own perspectives and attitudes sometimes
may link to their identity or personal history, and lead to looking back on those things. This
reflection may lead to critical questioning of the practitioners themselves.

Step 3. Question the practitioners' perspectives from a different point of view
The purpose here is to create an opportunity to reconsider the learning activity and practice from an
ESD and Development Education point of view regarding how to set the learning objective, how to handle
the learning contents and theme, how to set the learning method and environment and so on.
By considering the shape of the practice illustrated through the learners in the previous steps, this steppresents an opportunity to question how it is included in or related to ESD and Development Education.
Here are some examples of how to do this:・ In the light of the "learning objectives of Development Education" of DEAR (see inside front cover),the practitioners examine what meaning the practice as a learning activity has in connection withthe learning objectives.
・ The practitioners reflect on the relationships between "activities, approach, and creation of thelearning environment in the process of the practice" and "the points of learning and findings that
impressed the learners and the practitioner", and consider how such relationships lead to theobjectives of ESD and Development Education.
・ The practitioners can carry out further reflection if doubt, conflict and confusion, as well as any
interest, concern, and motivation felt by the learners have a significant relation with the values of
ESD and Development Education.
・ The practitioners examine their own perspectives and attitudes as a practitioner from an ESD andDevelopment Education point of view to ascertain if their viewpoint is narrow, if they have any
prejudice, and if there are any unfair relationships with and between the learners.

Step 4. Take advantage of the reflection process for the next practice
The practitioners write and record what they noticed and learned through the previous threesteps regarding their viewpoint as a practitioner of ESD and Development Education and method forengaging with the learners.

Development Education Association and Resource Center 45

Advanced edition “Learners' Cooperation Program”
When you study the attitudes and changes of learners, you can improve the quality of“information” required for reflection by directly receiving the voices of the learners and byconnecting their reflections to those of the practitioners. This is the aim of this program.
In the above-mentioned “Learners' Approach” , the practitioners study the learners' attitudes
and changes that left an impression on them, and use this “information” for reflection. In
contrast, in the “Learners' Cooperation Program” , the practitioners reflect through receiving
the learners' reflections and comparing them with their own.
In this program, “cooperation” is not intended to be unilateral, by which the learners reflect
for the practitioners. Learners reflect on their learning and findings, express them in theirown words, then share and interact with the practitioners. Based on this information, thepractitioners reflect on their own work.

Structure of the program
1. Learners carry out the reflection process of Step 1 during the learning program/workshop.
2. Practitioners carry out Step 1.
3. Explore the tendencies of and the differences between the learners and practitioners.

Procedure
1. Learners carry out the reflection process of Step 1 during the learning program/workshop
Reserve a time for reflection during the learning program/workshop. Here, the learners
reflect on their learning and activities.
Ask the learners to write down, individually, points that left an impression on them on sticky
notes or cards. They then share them with the other learners by placing them along a timeline
on a large sheet of paper.
Create an environment to identify and share each other's differences in terms of theirimpressions and reasons through conversations such as “I feel so too,” and, “Yes, you'reright. That is also important.”
However, depending on the place of practice, available time, the traits of learners, and therelationship between the learners and practitioners, it will be necessary to decide in what
way and how far to go through stages 1 to 3 of Step 1. Even if it didn't take an program stylementioned above, the practitioners can reflect on themselves by gathering the findings andfeelings that the learners wrote in their reflections and the questionnaires that they filled in.
2. Practitioners carry out Step 1
After the learning program/workshop, looking at the sticky notes or cards placed on thelarge sheet of paper, the practitioners carry out Step 1 by placing their impressive points
and reasons on the same sheet of large paper. Or, the practitioners can carry out Step 1
separately, and compare their results with the learners' Step 1.

46 Development Education Association and Resource Center3. Explore the tendencies of and the differences between the learners and practitioners
Consider the above-mentioned point 2 and compare the impressions and viewpoints of thelearners with those of the practitioners. For example:
・ Which comments in the reflections of the learners were impressive? In particular, what kindof attitudes and changes of the learners were overlooked?
・ Were there any differences between the practitioners' intentions and points that the learners
thought were impressive? Why did this occur?
・ Was there any premise that unconsciously encouraged the practitioners' work? If so, what
was it?
・ What kind of reactions of the learners' did the practitioners unconsciously notice?
・ Through what kind of relationship between the situation, environment and process werethe learners' specific reactions and learning brought about? As a practitioner, how did
you intentionally create the learning environment and approach, and how did these affectthe reactions and learning of the learners? On the other hand, how did the practitioners'
unconscious perspectives and actions affect the learners?
*Note・ With regards to the opinions and points made by the learners, the reasons why they weredeemed important or meaningful depends on the particular learners. Therefore, it is difficult
to judge how much the practitioners value the learners' comments as the “right” commentsin their self-assessment. However, it is important to examine the “ meaning ” behindthe learners' opinions and points they made in regards to improving the practitioners'
competency.
・ The relationship between the practitioners and learners as well as facilitation during thepractice can have an influence on the comments that the learners make. Keep in mind thatthese would also affect the practitioners' reflection.

For further reflection
It is possible to go beyond the “Learners' Cooperation Program” and consider a program
which carries out Steps 2 and 3 as a learner/practitioner partnership interaction. In this program,
there is almost no difference between “the practitioner as a provider and the learner as areceiver” . This program can be carried out if the learners exercise strong initiatives in setting
targets or planning when creating the learning program/workshop and a partnership between
the practitioners and learners exists. More productive and multifaceted reflection could be
expected through this program.

Development Education Association and Resource Center 47

worksheet

Brief version of worksheet
1. Regarding ① to ③ shown below, briefly note down three examples of the changes and attitudesof learners that left an impression on you as a practitioner (for example, their expressions,attitudes, comments, actions, etc.).
① Points that were pleasing/satisfying② Points that were disappointing/confusing③ Points that were unexpected, surprising, brought about findings
2. Give concrete reasons for points in 1 above
1. Changes
andattitudes →

①

①

①

②

②

②

③

③

③

2.
Reasons →3. After reading the reasons above, consider why the points mentioned in question number 1 arose.
・ On what premises (based on what values) did you judge them as “ pleasing” or “ unpleasing”, etc.?
Consider what you value.
・ In regards to ③ , what were the points that were expected? Consider this while feeling the joy of
discovering surprises and unexpected findings.

48 Development Education Association and Resource CenterFeelings Approach
Reflection based on practitioner's feelings

Identify how the practitioners felt → Write down what made them feelthat way → Analyze the situation and reactions that caused that feeling→ Summarize the practitioner's findings and areas for improvement● Reflection of method: fill in the worksheet● Time required: 10 minutes or more for individual work, 30 minutes or more for group work

The objective of this approach is to reflect on the practice from multiple perspectives through reviewing emotions
and feelings experienced by practitioners. Firstly, practitioners think back on their practice and acknowledge how
they felt. Secondly, they recall the details of the situation and reactions that caused those feelings. Finally, theyexamine what led to the situation from different perspectives. This process is not appropriate for reflecting on the
project as a whole, as it is based on subjective emotions.

Targeted Activities
This approach can be applied to various activities, from one-off learning programs/workshops toprograms that are carried out within a certain period of time. In programs that are carried out within acertain period of time, practitioners should fill out a worksheet after each practice or at pre-decided
intervals and review all the written worksheets at the end of the period. The worksheets will show
how their practice and perspective for reflection changed. To prevent practitioners from forgetting
how they felt, they must write down their feelings immediately after the practice as their memories
are still fresh.

Procedure・ Decide whether to fill out the worksheet individually or as a group・ When working in a group, make groups of three and share each other's reflections
・ In these groups of three, some rules could help the practitioners share their reflections in a

comfortable environment
Examples of rules are as follows:① Each practitioner takes turns to speak② Withhold criticism③ All discussions are private and confidential

Note
Reflection based on emotion is too personal and subjective to be used to comprehensively

Development Education Association and Resource Center 49

review a whole project/program. In order to have a complete overview of a project/program, it isrecommended that other approaches are used in addition to this one.

How to fill in the worksheet and examples of descriptions
1. Identify the feelings
Thinking back on the practice of a leaning program and workshop, practitioners experience various
feelings, such as relief or disappointment. Reflection immediately after the practice is preferable asthese emotions fade over time. In this section, practitioners reflect on the practice based on theiremotions and feelings.
It is vital that they accept whatever feelings arose. Acknowledging how they feel helps themview their emotions objectively. Having negative feelings, such as frustration and anger, provides agood opportunity for reflection. It is better not to ignore that irritation and confusion, but to instead
accept these negative feelings. After calming down, It is possible to review what caused the negative
feelings from various perspectives.
2. Write down what caused the feeling
Remember the situations in detail ─ why such feelings arose and what made the practitioners feelthat way. Write down specific triggers: what happened and in what situation, and whose reaction
triggered that emotion.
For example, the practitioners felt irritated because the learners did not listen to them, or frustrated
because they were ill-prepared. Practitioners must write down all possible reasons. Note thatemotions are influenced by various factors, so they need to fully examine their feelings and focus oncauses related to the practice.
This procedure helps practitioners realize how they accept and interpret each situation andreaction. Everyone has their own point of view, so how they assess the situation varies from person
to person. Practitioners can also perceive their own way of thinking and what they value.
Example 1: why I feel irritated → because some learners did not listen to me during group work.
Example 2: why I feel happy → because the learners' comments indicated that they understood myintention.
3. Analyze the situation and reactions that caused particular feelings
Examine from a different perspective why the situation and reactions the practitioners wrote downin Step 2 occurred. It is important that practitioners separate the situation and reaction from theirown feelings and accept it as a fact, and analyze it from an outsider's perspective.
“ Reflection items ” listed in the worksheet are important items when conducting ESD andDevelopment Education (for details, see “Perspective Approach ” on page 8). Consider whichsituations and reactions fall into which categories and why the practitioners thought so. When theycannot find the appropriate category, imagine how the learners felt when the situation arose and how
they were affected by the practitioners' remarks and attitude.
Example 1: “irritated.”→ some learners did not listen to me.
related category in the list of reflection items (on page 53) i. Participation and speaking environment

50 Development Education Association and Resource Center

→ why it falls into the category The group was too large and that might have prevented learners

from making remarks
related category in the list of reflection items (on page 53) c. The learners' own interest andsituation→ why it falls into the category The learners' interests may not have effectively matched the theme
Even if the practitioners chose positive feelings, such as “happy” and “enjoyed,” practitioners
should critically and introspectively analyze the situation and reaction that caused such feelings fromthe learners' standpoints and the practitioners' unconscious perspectives. This is so that they canreflect on not only the objectives of the practice and the framework of the learning program, but also
reflect from the viewpoint of self-assessment.
Example 2: “ happy”→ the learners understood my intention
related category in the list of reflection items (on page 53) n. The learners' empowerment→ why it falls into the category Didn't I lead the learners? /Didn't I discourage the learners'
autonomy?
related category in the list of reflection items (on page 53) h. Understanding of the learners andsetting of the aim→ why it falls into the category I might have set the understanding of the theme as a target.
4. Summarize findings and areas for improvement
Through completing the above procedure, practitioners summarize what they noticed. In cases
where they have some things to improve or perspectives to pay attention to in the next practice,these can be noted.

Development Education Association and Resource Center 51

worksheet

Reflection based on how you are feeling
Name of the practice:
Date:
Target:Participants:
Contents of the program:

1. How do you feel when reflecting on your practice? Select three words from belowthat best describe your feelings (or if necessary, please write a suitable word in
the blank space).

impressed

happyrelieved

frustrated

enjoyedembarrassed

anxiousdisappointed

irritated

helpless

excitedcomplicated

tired

angry

nervous2. What makes you feel that way? Write down a concrete situation and reactions
causing your feelings, remembering the participants' reactions or attitudes andyour words or attitude.

52 Development Education Association and Resource Centerworksheet

3. What is the reason for the above situation? Select a related item (category)from below and explain how this relates to the situation.
● Reflection Items■ Theme and content【a. The pathway of globalization and development b. Background / causeof the issue and structural understanding c. Learners' own interest and situation d. Respect for
cultural diversity e. Multifaceted perspectives and various opinions f. Learners' autonomy andempowerment g. Holistic perspective including political, economic, social and environmental
perspectives】■ Preparation and creation of learning environment【h. Understanding of the learners and settingof the aim i. Participation and speaking environment j. Relationship among learners, andbetween learners and facilitators k. Barrier-free environment and other considerations for all theparticipants】■ Learning process and facilitation【 l. Learner-centered process of learning m. Appropriate
method/information/learning material n. Learners' empowerment o. Respect for human rights anddemocratic attitude p. Gender equality 】

4. Through this reflection, write down what you noticed and points to be
improved for the next program.

Development Education Association and Resource Center 53

Education for Sustainable Development
and Development Education

A Reflectionand Self-assessment Handbook
for Practitioners
Published by:

Development Educaion Association
and Resource Center/DEAR
2-17-41-3F Koishikawa Bunkyo-ku,
Tokyo 112-0002 JAPANhttp://www.dear.or.jp
Tel: 81(0)3-5844-3630
Fax: 81(0)3-3818-5940
E-mail: main@dear.or.jp
The original Japanese edition written by:

KAMIJO Naomi
KONDO Makiko
NAGUMO Yuta
NAKAMURA Eno
NISHI Ai
Designed by:designe FF and TAKADA Maki
Funded by:

the Japan Fund for Global Environment©Development Educaion Association and Resource Center/DEAR,
Novenber 2014