By Jennifer A. Moon
This instruction manual acts as an important advisor to knowing and utilizing reflective and experiential studying - no matter if or not it's for private or expert improvement, or as a device for learning.
It takes a clean examine experiential and reflective studying, finding them inside of an total theoretical framework for studying and exploring the relationships among diversified approaches.
As good because the thought, the publication presents sensible rules for utilizing the versions of studying, with instruments, actions and photocopiable assets which might be included at once into lecture room practice.
This e-book is vital studying to steer any instructor, lecturer or coach eager to increase instructing and studying.
Read or Download A handbook of reflective and experiential learning : theory and practice PDF
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Additional resources for A handbook of reflective and experiential learning : theory and practice
Going back to the example of the ®eld trip, we suggested that the learners' frames of reference could be in¯uenced by knowledge of curriculum requirements, a brie®ng from a teacher, interest or social matters. The teacher could not be seen as providing the frame of reference, because the frame of reference is constructed by the learner. Factors that in¯uence the learner's frame of reference might be her perception of the brie®ng in relation to her motivation on the programme, her own intentions related to anticipations of the learning situation and prior knowledge.
In the previous chapter, we described this as a ¯ux between internal and external experience. As a learner becomes more sophisticated in the manner in which she conceives of knowledge, we can say that she becomes more ¯exible in the manner in which she works with knowledge ± and more ¯exible in the way in which she sees knowledge is used by others. Most of what we do with knowledge relies on knowledge that has been generated by others. On the basis of King and Kitchener's work, learners who use true re¯ective judgement understand that learning is constructed and are also able to understand the ways in which others (who have less advanced conceptions of knowledge) view learning.
There seem to be at least two other ways in a learning situation in which variation can occur and thus lead to more learning. Both of these involve active change of the internal experience by the learner in a process of re¯ection. The learner may only watch the video once or twice, but then re¯ect on the content of the video, relating it to other knowledge and understandings and bringing that knowledge to bear on this situation and thereby varying aspects of her internal experience. There is no contact with the actual material of learning in external experience, but the learner is using the ideas that she can summon from her cognitive structure to enhance the learning process.