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A handbook of reflective and experiential learning : theory by Jennifer A. Moon

By Jennifer A. Moon

This guide acts as a necessary 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 assorted approaches.
As good because the conception, the booklet presents sensible rules for utilising the versions of studying, with instruments, actions and photocopiable assets that are included without delay into school room practice.
This booklet is vital interpreting to lead any instructor, lecturer or coach desirous to enhance instructing and studying.

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Extra info for A handbook of reflective and experiential learning : theory and practice

Example text

Appresentation is the manner in which a part of something that is perceived as an external experience can stimulate a much more complete or richer internal experience of the `whole' of that thing to be conjured up. For example, seeing a familiar face triggers an internal experience of the whole person. The face depicted on a video-conference screen triggers an internal experience of a whole person and 24 A generic view of learning it is the whole person, with associated other perceptions, with whom communication is made.

In the earlier stage of re¯ective judgement, there is a tendency to develop judgements on the basis of internal considerations. In the most sophisticated stage, intelligence is re¯ected as a skilled and sensitive ability to work with the complexities of a situation, with imagination that is used in the proposition of new possibilities and hypotheses. There is a willingness to learn from experience. Particularly characteristic of these highest stages of functioning, is the recognition by the subject that her processes of reasoning in¯uence the response that she makes.

214). The several levels of re¯ective writing relate to work on conceptions of knowledge. The initial level in the framework is the description of an event without further processing. The second level is re¯ection in which only one point of view is used and in the later stages there is more sophisticated re¯ection in which the learner is aware of there being potentially different views of the same event. She also recognizes the role of her own processing in in¯uencing the form of her re¯ection, and this will include an awareness of her emotional state on any conclusions that she might reach.

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