By Jennifer A. Moon
This instruction manual acts as a necessary advisor to knowing and utilizing reflective and experiential studying - even if it's for private or expert improvement, or as a device for learning.
It takes a clean examine experiential and reflective studying, finding them inside an total theoretical framework for studying and exploring the relationships among varied approaches.
As good because the idea, the publication offers sensible principles for utilizing the versions of studying, with instruments, actions and photocopiable assets which are included without delay into lecture room practice.
This booklet is key studying to steer any instructor, lecturer or coach desirous to increase educating and studying.
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Extra resources for A handbook of reflective and experiential learning : theory and practice
Figure and ground in learning In order to clarify the nature of re¯ective and experiential learning, we need to clarify the nature of learning itself. The distinction of the ®gure from the ground in a situation is a fundamental concept in learning that relates to many different aspects of the learning process (Marton and Booth, 1997). To illustrate the idea of ®gure and ground in learning, we return to the example of the learners on a ®eld trip. It is the next year and another group is going to Beer.
47). The characteristics are summarized below: In the Pre-Re¯ective Stages (1, 2 and 3), people do not acknowledge that there is the possibility that knowledge can be uncertain and because of this, they cannot understand that there can exist problems that do not have a correct solution. This means that they do not need to seek reasons or evidence for the solution to a problem. There is an assumption that authorities carry `the truth', and all they have to do is to learn this truth. These stages would be characteristic mainly of young children who start to move beyond when the complexity of such issues as religion confront them ± or when they recognize that those that they consider as authorities pose differing views.
P. 18). While these are conceptions of learning, Entwistle sees them as relating to the epistemological sophistication of the individual. In other words, if knowledge is seen as absolute (lowest epistemological stages), then learning is a matter of being able to memorize and reproduce it. If knowledge is recognized to be constructed, then the assimilation and Conceptions of the structure of knowledge 43 accommodation processes are a part of the person, and in learning the material of learning, the person is transformed.