By Jennifer A. Moon
This guide acts as a vital consultant to realizing and utilizing reflective and experiential studying - even if or not it's for private or specialist 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 concept, the publication offers sensible principles for making use of the types of studying, with instruments, actions and photocopiable assets which are included without delay into school room practice.This booklet is vital analyzing to steer any instructor, lecturer or coach eager to increase educating and studying.
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Additional info for A Handbook of Reflective and Experiential Learning: Theory and Practice
Probe questions attempt to investigate the kind of thinking that underlaid the response that was given. In other words, rather than observing the ways in which subjects indicated their view of knowledge in discussion in an interview, they were required to represent their view of knowledge in set tasks. The tasks tested subjects' conception of knowledge and their processes of justi®cation for responses that they produced in problem-solving situations. Such issues in reasoning are particularly tested in the cognitive skills of the manipulation of knowledge in the higher levels of formal education, such as analysis, evaluation 36 A generic view of learning and argument.
We shall expand on these ideas in later chapters, in particular, Chapter 6. Fazey and Marton (2002) describe the result of work in which there was application of the concept of variation to a number of teaching and learning situations. These included learning in music, motor skills and familiar academic work and unfamiliar topics. Situations were presented that encouraged learners to vary their approach to learning to a particular task or topic and sometimes there was a control group (experiencing little deliberate variation).
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.
A Handbook of Reflective and Experiential Learning: Theory and Practice by Jennifer A. Moon