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 57
... emotion and action, into the learning process. The learner is effective within her discipline, as well as critical of her discipline from without, as well as crossing disciplines in acknowledgement of the relativity of knowledge. She is ...
... emotions is that of an experienced adult.) Because of my premature entry to the grammar school, I took GCE O levels at just 15 and A levels at just 17, and my results were disappointing for my mother who clearly hoped I would follow her ...
... emotional intelligence, an interest which I had found through counselling training. My Master's degree, taken part time, and full of opportunities for dialogue through group work, gave me a thorough grounding in applied social research ...
... emotion in learning. My will was driven by my selfimage, my feelings about myself, which early treatment had rendered negative, and humane respectful treatment redeemed. My desire for learning, when it emerged, came from within me and ...
... (emotion) and action. It is interesting to speculate on the reasons for the persistence of the dualist myth, and the payoff for Western rationalist systems in maintaining it in education and commerce, as, although a body of evidence has ...
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 |