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 60
... traditional teaching was informally described as 'a relationship between consenting adults carried out behind closed doors'. Bourner et al. (2003) examined course documentation for new or existing teachers in 36 of the 70 English ...
... traditional ideas to progressive approaches which challenge traditionalism, including levels, orientations and single/double loop learning. Chapter 4 examines reflection and its connection with dialogue, particularly reflective dialogue ...
... traditional qualities of higher education such as academic freedom, autonomy, and the pursuit of knowledge, may be sacrificed. Given the aspirations for learning that includes, yet goes beyond the instrumental, how can learning be ...
... traditional positioning of commentators who profess to be uncontaminated by personal issues, bias or favour. We go further: we positively value the personal, and in starting from the personal we mirror the stance we adopt in this book ...
... traditional approach in a mathematics department of an 'old' university unhelpful for learning. Lectures were a passive experience, largely adding to my confusion and lack of understanding, and, with the staccato delivery of complicated ...
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 |