Reflection meetings with the artists/trainers teams which were working in 6 different socialization centers for kids and teens

Name educator: Ginte Jasiene

Name partner organisation: Kitokie projektai


Description of the course:

Aim of testing project: The aim of the project is to prepare recommendations based on the reflections and observations gathered from artists/trainers how the process of socialization and education could be improved or transformed; also give some personal and professional support for artists/trainers during process of their work.

In order to do this group reflections were organized every week.

Participants were invited to come each week and were never punished if they didin’t come


Date(s) of the testing project: September-November 2016

Target group: artists which work with the youth, staff and teachers in the centers of socialization and the staff of Creative partnership

Number of participants: 26

Nationality of the participants: lithuanian

Sex of the participants: females 16 man 10

Age of the participants: 25 to 50

Amount of meetings with the learners: 7 meetings (approximately once in a week) for a half of the learning day

A Number of people reflecting:   Solo (1 person)   Small group

(< 20 people)


 Large group

(> 20 people)


B The way(s) of sharing: Talking in big group. Talking in small groups
Verbal: + +
Non-verbal:   Pictures /



  Text   Embodied  sculpture


  Other forms of expression

Filling scheme on the big whiteboard -“common mind”


Digital:   Padlet


  Social media

+ Facebook group

  Digital diary


C Place of reflection (where)   Indoors


  Outdoors   On-line


  1. Steps taken to implement

How did you organize your testing project (or to put it differently: as this is a testing project for experimenting, what will be different comparing to the same course you run the previous time)?

I never did such thing before. Aims of reflection in this project was:

  • seeking better understand the phenomenon: discover how it is better to apply the principles of creative partnership and non-formal education for the kids and teachers of the socialization center;
  • share experiences of artist/trainers practice, ventilate feelings, give some emotional support, helping to solve problems if needed.All main points were visualized on a big whiteboard which stayed untouched from meeting to meeting and played a role of common mind map. In general, how do you look at the results of your testing project?
  • E. Your assessment of the outcome
  • So, quite often in these reflections we were talking not just about the topics participants were eager to talk, but also about issues which as we sought could be important for the future development of such projects and working with this target group.
F  Connecting with principles: which principle(s) were you taking into consideration mostly when facilitating reflection with learners? Please add 2 sentences about how you were translating the principle into practice. For more information: see postings on principles.



Raising awareness within learners to ‘own’ their learning in personally meaningful way


Developing a relationship between educator and learners based on trust, openness, empathy, honesty, dialogue and feedback

In this project we succeeded really to built atmosphere of trust, open exploration, sharing.


First meeting we spend a time introducing ourselves in a large group and talking in trios about our previous similar experience.

Small talks about personal things in a big group (no more than one in a session) for worming up the atmosphere. Examples: interesting event from this week, how did I arrived here this morning, etc.

Showing our moods in sculptures.

Group sometimes was doing energizing group activities – usually it was proposed and facilitated by group members.

Starting each sessions reflecting our mood, our state of mind, or something “simple” with different question about our life. Facilitator was always reflecting with the group.

Each person in each session had space to share the important experiences of the week.

Asking for feed back from group members – how others feel about situation. What do they think about it.

People were invited to react to each others stories.

If a person became observed by retelling external situations, he was invited to share what did he/experienced in the situation by himself, how he felt or what was behind the conclusion.

Members were allowed and encouraged to share emotions and stories in a way and extend which were appropriate to them at the moment

Judging comments were politely interrupted: “let’s not analyze each other”,




Co-creating the reflective process

In the first session I shared what do I think process of socialization is and we discussed in small and big group, what do we think what is important for socialization of kids in a center (what kind of skills, values, attitudes, competencies) and why it is important? It created common ground for all the group for further reflecting how things are going in separate cases, like having a “map of …”. So at the start we made an effort to come to   more or less common dictionary, directions, etc.

Members of the group also were asking questions, underlying important issues that could be reflected.

Different opinions and the ways people were working with were approached and encouraged with interest.

The meaning and the goal of talking were clear for learners and facilitator – it was like common journey – together deciding what is important to reflect, mentioning what we already mentioned, what impressed us, what touched, what do we want to do further, what seems important to do other context or in long future.

Sharing some interesting articles and thoughts in a closed facebook group – added feeling of creating common understanding of phenomena.




Managing the steering paradox of intrinsic learning processes




Creating the right reflective attention of learners


Slowing down and value moments of not-knowing,
Deepening your questions progressively


Recalling that reflection can never be imposed, only kindly invited.




Always considering reflection as a broad and deepening process, that should be holistic.


Being careful how to asses reflection (or not at all)