Facilitating Reflective Learning in Higher EducationMcGraw-Hill Education (UK), 16 maj 2007 - 384 sidor Praise for the previous edition: “This is a passionate and practical book” “This book offers valuable insights into a process for becoming a reflective learner and for developing students into reflective learners as well.” This significantly revised edition includes the most current thinking on reflective learning as well as stories from academics and students that bring to life the practical impact of reflection in action. Based on sound theoretical concepts, the authors offer a range of solutions for different teaching situations, taking into account factors such as group size, physical space, and technology. They also offer facilitation rather than traditional teaching methods as a productive and useful skill that helps teachers and encourages students to interact and develop reflexive skills that can be used beyond their student years. Based on rigorous theories, Facilitating Reflective Learning in Higher Education offers new insights for university and college teachers seeking to enhance or diversify their practices and allows them to effectively facilitate their students’ reflective learning. |
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Resultat 1-5 av 73
... able to 'require' new members of staff to enrol as a condition of employment. This gives these courses a particular significance for the practice of higher education in the future. It is the new members of staff who are the university ...
... able to be critical in relation to the domains of knowledge, self and the world, where the learner is able not only to embrace knowledge but also to bring self, including emotion and action, into the learning process. The learner is ...
... able to shift across paradigms of knowledge and self as well as perceive and act in ways that may transcend understandings in the past requires the capacity to be able to reflect on what is known, felt and acted upon. Being able to ...
... able to talk about my learning needs. I was eventually able to find what I needed in the department and the kind of learning I wanted. For instance I was able to study statistics as a practical subject rather than some of the high ...
... able to identify my feelings about particular aspects of learning, establish what I wanted to learn, and gain support for the enterprise. I believe the equivalents of Sister W walk the corridors of universities, humiliating students and ...
Innehåll
1 | |
Part 2 Facilitating Learning and Reflective Practice | 109 |
Part 3 Exemplars | 279 |
Keeping a Journal | 337 |
Questions for Reflective Dialogue | 342 |
Passionate Learning A Case of Reflective Learning | 345 |
Being a Course Partner | 348 |
Bibliography | 350 |
Index | 363 |
Back Cover | 369 |
Andra upplagor - Visa alla
Facilitating Reflective Learning In Higher Education Brockbank, Anne,McGill, Ian Begränsad förhandsgranskning - 2007 |
Facilitating Reflective Learning in Higher Education Anne Brockbank,Ian McGill Fragmentarisk förhandsgranskning - 2007 |
Facilitating Reflective Learning in Higher Education Anne Brockbank,Ian McGill Ingen förhandsgranskning - 2007 |