By Jennifer A. Moon
This guide acts as an important advisor to figuring out and utilizing reflective and experiential studying - even if or not 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 various approaches.
As good because the concept, the booklet offers useful principles for employing the types of studying, with instruments, actions and photocopiable assets which are included at once into school room practice.
This e-book is vital examining to lead any instructor, lecturer or coach desirous to enhance educating and studying.
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Extra resources for A handbook of reflective and experiential learning : theory and practice
This is an important issue when it comes to the development of situations in which students are expected to learn the complexities of real life from experience (Chapter 12). We focus largely on learning in formal situations because some of the points to be made in this chapter are clearer in this kind of `laboratory' situation. In such a situation, for example, a learner's frames of reference for learning are deliberately in¯uenced. Cues are given to help learners to develop appropriate frames of reference and within that to focus on the relevant factors.
However, King and Kitchener (1994) did not see `commitment' as the ®nal stage of development and suggested that there is development beyond this that Perry either did not see in his samples, or did not recognize. Belenky, Clinchy, Goldberger and Tarule (1986) In contrast to that of Perry, the work of Belenky, Clinchy, Goldberger and Tarule (1986) was exclusively with women. These researchers considered that although female students appeared to function similarly to males in the Perry study, the interviews may have been biased.
P. 103) Independent knowing ± learning is uncertain ± everyone has her own beliefs. For example, Sandra ± I guess I take everything in and then I go home at night and kind of sort out what I want and what I don't want. Some things, I guess ± maybe because of my morals and values ± will sit better with me and will seem like fact for me. And other things, I'm just like `I don't really think so'. And I throw them out. , p. 141) Contextual knowing ± knowledge is constructed and any judgement must be made on the basis of the evidence in that context.