By Jennifer A. Moon
This instruction manual acts as an important consultant to realizing and utilizing reflective and experiential studying - even if or not it's for private or specialist improvement, or as a device for learning.
It takes a clean examine experiential and reflective studying, finding them inside of an total theoretical framework for studying and exploring the relationships among assorted approaches.
As good because the idea, the publication presents sensible rules for utilising the types of studying, with instruments, actions and photocopiable assets that are integrated at once into lecture room practice.
This publication is key studying to lead any instructor, lecturer or coach desirous to increase instructing and studying.
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Extra resources for A handbook of reflective and experiential learning : theory and practice
This seems to be an embryonic form of the most sophisticated domain, that of `contextual knowing' in which knowledge is seen as constructed, and is understood in relation to the deployment of evidence that best ®ts a given context. Baxter Magolda's system of four domains seem usefully to summarize the ®ndings of the various investigations of the development of conceptions of knowledge which have more stages described while using apparently the same general ideas in the progression. The multiple stages of the other studies could be seen as providing the detail of the transitions between the stages.
Barnett (1997) puts the developing sophistication of knowledge into a broader context of how we might wish higher education students to function. While he rejects some elements of Perry's work as `a psychological theory of cognitive development', it is dif®cult to see how the attainment of the levels of critical thinking that he describes, is not underpinned by a developmental sequence of the kind suggested in this chapter. This is particularly the case when the sequence is illustrated in the words of the students (as in Baxter Magolda's work).
For example, Bob ± I took a different teacher in the sophomore level of the subject, and I learned to interpret things differently. When you have someone else give you a different interpretation of the same subject, you're forced to go back and do comparisons. And I thought, well, why would this person teach this subject this way and be successful and at the same time there's a person teaching it in a different way but still being successful? It begins to change you a bit. , p. 103) Independent knowing ± learning is uncertain ± everyone has her own beliefs.