By Jennifer A. Moon
This instruction manual acts as a vital advisor to realizing and utilizing reflective and experiential studying - no matter 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 of an total theoretical framework for studying and exploring the relationships among varied approaches.
As good because the thought, the publication offers functional rules for utilizing 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 steer any instructor, lecturer or coach desirous to increase educating and studying.
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Extra resources for A handbook of reflective and experiential learning : theory and practice
While the idea of level implies that all learners at a particular level in education might be functioning in the same way, the reality is probably different. Perry noticed that subects who differed in the manner in which they viewed the structure of knowledge often co-existed at the same educational stage and 40 A generic view of learning this might be evident in their ability to use evidence to support an argument. One of Perry's articles captured the signi®cance of this in a title: `Different Worlds in the Same Classroom' (Perry, 1970).
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. 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.
But because pedagogical situations are characterized by the management of variation for learners, we brie¯y focus on teaching. In effect, we have said above that the ef®cient learner is one who manages her own relationship to the variations in order to learn according to her intentions. Both for learners whose learning is facilitated by a teacher and for learners working alone, central to the process of management of variation is an awareness of the state of ¯ux between internal and external experience.