A Handbook of Reflective and Experiential Learning: Theory and PracticePsychology Press, 2004 - 252 sidor This handbook acts as an essential guide to understanding and using reflective and experiential learning - whether it be for personal or professional development, or as a tool for learning. It takes a fresh look at experiential and reflective learning, locating them within an overall theoretical framework for learning and exploring the relationships between different approaches. As well as the theory, the book provides practical ideas for applying the models of learning, with tools, activities and photocopiable resources which can be incorporated directly into classroom practice. This book is essential reading to guide any teacher, lecturer or trainer wanting to improve teaching and learning. |
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Sida
... quality of reflective learning 8 Exploring experiential learning : the literature 79 95 103 9 Experiential learning and reflective learning : drawing it together 121 Part III Working with reflective and experiential learning 10 Introducing.
... quality of reflective learning 8 Exploring experiential learning : the literature 79 95 103 9 Experiential learning and reflective learning : drawing it together 121 Part III Working with reflective and experiential learning 10 Introducing.
Sida
... literatures and their own experts who were not neces- sarily experts in learning as a general topic . There have ... literature , which is both theoretical and practical . People who would not consider themselves to be reflective are ...
... literatures and their own experts who were not neces- sarily experts in learning as a general topic . There have ... literature , which is both theoretical and practical . People who would not consider themselves to be reflective are ...
Sida 2
... literature - they are reviewed in the context of reflective and experiential learning respectively but there is relatively little in the literature that links them with the new litera- ture on what we term here ' generic ' learning ...
... literature - they are reviewed in the context of reflective and experiential learning respectively but there is relatively little in the literature that links them with the new litera- ture on what we term here ' generic ' learning ...
Sida 3
... literature are separate ) , and so on . It has allowed a range of questions to be kept alive over time . There are now over a hundred written ( A5 ) sheets of it and it has been helpful in shaping this book at a deep level as well as in ...
... literature are separate ) , and so on . It has allowed a range of questions to be kept alive over time . There are now over a hundred written ( A5 ) sheets of it and it has been helpful in shaping this book at a deep level as well as in ...
Sida 5
... literature that has gone into this book . It is a feature of the book that the literature comes from a range of disciplinary sources . The topic of learning , after all , belongs to everybody and it cannot avoid appearing in every sub ...
... literature that has gone into this book . It is a feature of the book that the literature comes from a range of disciplinary sources . The topic of learning , after all , belongs to everybody and it cannot avoid appearing in every sub ...
Innehåll
The process of learning the development of a generic view of learning | 11 |
The framing of learning the conception of the structure of knowledge | 32 |
The framing of learning emotion and learning | 44 |
The framing of learning approaches to learning | 58 |
Exploring reflective and experiential learning | 69 |
Reflective and experiential learning taking stock | 71 |
The nature of reflective learning | 79 |
The depth quality of reflective learning | 95 |
A comparison of reflective writing and report or essay writing | 190 |
Samples of reflective writing | 192 |
The Park an exercise in reflective writing | 196 |
The Presentation an exercise in reflective writing | 204 |
Questions to support reflective writing | 210 |
Dialogue an exercise to develop reflective thinking and writing | 212 |
A Generic Framework for Reflective Writing | 214 |
The Dance Lesson an exercise in reflective writing | 217 |
Exploring experiential learning the literature | 103 |
Experiential learning and reflective learning drawing it together | 121 |
Working with reflective and experiential learning | 131 |
Introducing reflective activities to learners | 133 |
Assessment issues | 149 |
Enhancing reflective and experiential learning | 158 |
Resources | 183 |
The processes of writing reflectively a map of reflective writing | 184 |
Reflective writing some initial guidance for students | 186 |
Strategies for enhancing learning from everyday experience | 223 |
An exercise on judgement | 226 |
Footprints | 227 |
Poetry as a form of capturing experience | 230 |
Glossary | 231 |
Bibliography | 235 |
248 | |
Andra upplagor - Visa alla
A Handbook of Reflective and Experiential Learning: Theory and Practice Jennifer A. Moon Begränsad förhandsgranskning - 2013 |
A Handbook of Reflective and Experiential Learning: Theory and Practice Jennifer A. Moon Begränsad förhandsgranskning - 2013 |
A Handbook of Reflective and Experiential Learning: Theory and Practice Jennifer A. Moon Ingen förhandsgranskning - 2004 |
Vanliga ord och fraser
academic approach to learning asked assessment criteria Beer stone behaviour Boud Chapter cognitive structure conceptions of knowledge context deep approach deeper reflection described emotion and learning emotional insight emotional intelligence ence Entwistle event example exercise experiential learning explore external facilitate feelings forms of learning frames of reference helpful higher education ideas ill-structured influence internal experience issues judgement learner learning from experience learning journal learning outcomes learning process learning situation levels of reflection literature manner material of learning meaning meaningful mediation metacognitive Milton Keynes module Moon Nurse Education Today particular present prior experience process of learning process of reflection professional development programme questions recognize reflective activity reflective and experiential reflective learning reflective writing relation relationship relevant representation of learning RoutledgeFalmer 2004 stage story subject matter suggested surface approach teacher tion topic understanding University of Exeter variation view of learning words
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