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 94
... learners and other actors in higher education can engage in facilitating reflective dialogue, and relates it to group learning, supervision and mentoring. These three chosen forms of praxis are not the only means of engagement. We have ...
... learners requires to be modelled by teachers. We also show how reflective dialogue requires effective facilitation by teachers. In Part 2: Facilitating Learning and Reflective Practice, we convey how reflective dialogue can be developed ...
... learners and between learners themselves. Drawing from our experience as learners and teachers in higher education as well as sources drawn upon and referred to later, we recognize the shift that is taking place in knowledge and ...
... learners and colleagues in academia and elsewhere. We set out these ideas briefly below as a prelude to a deeper analysis in the remainder of the book. We will not at this stage become definitional – that we do later. Our purpose here ...
... learners (and learners together) can actively reflect upon the issues and material before them, for example seminars and tutorials. The substance of the relationship which is created is one of dialogue between teacher and learners ...
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 |