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. |
Från bokens innehåll
Resultat 1-5 av 78
... Becoming an Innovative University Teacher 2/e Vaneeta D'Andrea and David Gosling: Improving Teaching and Learning in Higher Education Sara Delamont, Paul Atkinson and Odette Parry: Supervising the Doctorate 2/e Sara Delamont and Paul ...
... become more effective practitioners whatever their chosen vocation. Moreover we are heartened by the comment: Many universities encourage existing staff to enrol on their learning and teaching course but are able to 'require' new ...
... become an integrated part of practice for teachers and learners. Chapter 7 creates a structured means to develop ... become self-facilitating in their own reflective practice. In Chapter 9 we explore the process of becoming a facilitator ...
... become definitional – that we do later. Our purpose here is to provide an overview of our case for the way in which ... becomes a transformational learner. Learning as a social process is critical to the learning process itself. By the ...
... becomes a facilitator of learning. The focus becomes the students' learning and how they may come to understand, appropriate, modify and transcend meanings with the material. The student learners become the centre and focus of the ...
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 |