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 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 ebook offers useful rules for using the versions of studying, with instruments, actions and photocopiable assets which might be included without delay into school room practice.
This booklet is key studying to lead any instructor, lecturer or coach eager to increase educating and studying.
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Additional resources for A handbook of reflective and experiential learning : theory and practice
Such metacognitive processes are particularly important for later discussions of re¯ective activities. , and the positions of Perry, though King and Kitchener did not agree with the notion of `commitment' in Perry's work. `Commitment' seemed to contradict the concept that all knowledge is provisional and may be re-evaluated at any time and they considered that the most advanced stages of re¯ective judge- Conceptions of the structure of knowledge 37 ment may represent stages of greater development than was evidenced in Perry's work.
It is positioned at the end of the description of the studies of conceptions of knowledge because it provides quotations that usefully illustrate all four studies. Baxter Magolda studied just over a hundred college students over a ®ve-year period, still retaining seventy of the students in the ®fth year. Her interest was on conceptions of knowledge in terms of hypothesized gender differences. She did not strongly substantiate her gender difference hypothesis, but did provide useful con®rmation of the stages of conceptions of knowledge that had ®rst been identi®ed in Perry's `positions'.
She is working with variation in her external experience through the guidance of her internal experience. She could actively interact with the process by identifying questions to herself while she is viewing. 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.
A handbook of reflective and experiential learning : theory and practice by Jennifer A. Moon