By Jennifer A. Moon
This guide acts as a vital consultant to realizing and utilizing reflective and experiential studying - no matter if 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 diversified approaches.As good because the idea, the publication offers functional rules for utilizing the types of studying, with instruments, actions and photocopiable assets which might be integrated at once into lecture room practice.This ebook is vital studying to lead any instructor, lecturer or coach desirous to increase instructing and studying.
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Kindergarten kissing video games; four-year-olds enjoying health professional; a instructor retaining a crying baby on his lap as he comforts her. Interactions like those - spontaneous and enjoyable - aren't any longer inspired in American early early life school rooms, and at times they're forbidden. the standard of the lives of our kids and their academics is thereby reduced, contend the individuals to this ebook.
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Additional info for A Handbook of Reflective and Experiential Learning: Theory and Practice
The second case in this section is a study of assessment by Miller and Parlett (1974). Miller and Parlett studied the assessment process of thirty students who were being assessed in their ®nal examinations. They found that students fell into three categories that were reliably recognized by independent judges. There were `cue-seekers', who actively sort information about their examinations, the interests of the examiner, and asked for hints. The second group was labelled the `cue-conscious'. They talked about the need to be aware of the information and hints, and the value of making a good impression on the examiner, but were not active in these pursuits.
Feelings and their involvement in the learning process. Emotional intelligence To many, the term `emotional intelligence' might seem to be suf®cient as a means of explaining the relationship between feelings and learning. Much has been written about it in the past few years. The idea of describing, in one term, the ability to manage personal emotions and the emotions of another emerged from a number of sources. One, in particular, was Gardener's notion that the quality of human `intelligent' functioning is determined by much more than is encompassed in `IQ', and that it involves a number of facets ± including elements of inter- and intrapersonal abilities (Gardner, 1983).
The questions create variation by changing the frame of reference. So variation may not only be in a change of a learning object, but through the learner changing the frames of reference adopted, which is an active form of learning. We have suggested that learning occurs in response to variation in the external experience as well as through changes in frame of reference that enable the learner to see something differently in the same situation. There seem to be at least two other ways in a learning situation in which variation can occur and thus lead to more learning.