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 45
... thinking, being and action in reflective dialogue and facilitation. Part 3 is designed to place reflective dialogue and facilitation in a praxis that takes the 'purity' of how practitioners, teachers, learners and other actors in higher ...
... thinking. Plato and Aristotle championed the primacy of the intellect over practice, later enshrined in the dualism of Descartes and this model, dating to the fourth century BC has dominated education up to the eighteenth century and is ...
... thinking skills' to the exclusion of material factors like affect (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 ...
... thinking proceeds from the (perceived) higher faculty of reason and spirit. Dewey recommends an unscholastic approach to learning, offering learners real situations/ problems/projects as these are likely to include Dewey's second ...
... thinking have influenced educational ideas, with modest effect in higher education. This approach values the interests, rights and needs of the learner. Exams and tests are less important, with practice, learning by doing and 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 |