Download A handbook of reflective and experiential learning : theory by Jennifer A. Moon PDF

By Jennifer A. Moon

This guide acts as a necessary advisor 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 diverse approaches.
As good because the thought, the ebook offers sensible principles for utilising the versions of studying, with instruments, actions and photocopiable assets that are integrated without delay into school room practice.
This ebook is key analyzing to steer any instructor, lecturer or coach eager to increase instructing and studying.

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Extra info for A handbook of reflective and experiential learning : theory and practice

Sample text

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. In an assessment of evidence to justify a position in an argument, a sophisticated learner is more able to see that it is possible to view the same matter from a number of different frames of reference, and to work with different ®gures and grounds in the same situation.

The assumptions that the lecturer makes about the way in which the students are thinking will determine how he structures the material of teaching and, correspondingly, how well the students will learn from the session. In terms of education in the UK, a time when the point made above may seem particularly pertinent is in Master's degree programmes. Learners who have not been in formal education for a long time often work alongside new graduates and overseas students who may have different views of teaching and learning.

Even if it's the same basic belief, maybe [you will be] able to look at it from a more (multi)dimensional perspective. , p. 173) Subsequently Baxter Magolda worked with many of the students in their various destinations after they left college (Baxter Magolda, 1994, 1996). She found that her subjects often progressed quickly to the stage of contextual knowing especially if they were required to make signi®cant independent decisions. Conceptions of knowledge for learning: some other studies We have described the studies on the conceptions of knowledge at some length because they are not widely discussed elsewhere and are very relevant to this book.

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