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

By Jennifer A. Moon

ISBN-10: 0203416155

ISBN-13: 9780203416150

ISBN-10: 0415335159

ISBN-13: 9780415335157

ISBN-10: 0415335167

ISBN-13: 9780415335164

This instruction manual acts as an important consultant to knowing and utilizing reflective and experiential studying - even if 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 varied approaches.
As good because the thought, the ebook presents sensible principles for using the types of studying, with instruments, actions and photocopiable assets that are included at once into lecture room practice.
This publication is vital interpreting to lead any instructor, lecturer or coach desirous to increase instructing and studying.

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Sample text

Mostly it would seem that the process of learning to learn is not conscious and intentional, but is led by the challenges that are inherent in the material to ensure that this progression occurs. For example, learners who have been The process of learning 31 given clear and easy-to-follow lecture notes on handouts may have to learn to learn from their own notes as they progress in a programme or move from one teacher to another. Learning to learn can be characterized as the improving ability of the learner to manage the framing of her learning in order to ful®l more sophisticated purposes or to cope effectively with more complex material of learning.

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. Marton and Booth (1997) use the term `architecture of variation' for situations of instruction to suggest that the teacher of a group of individuals needs to take into account the range of ways in which her material of teaching might be perceived by the individuals. The examples that are given to illustrate this point are mainly situations where the learners are being instructed to learn a speci®c concept, which needs to be grasped `correctly'.

Teachers). She describes a second stage as `transitional knowing', in which there are doubts about the certainty of knowledge ± a sense that there is both partial 38 A generic view of learning certainty and partial uncertainty. The third domain is represented by `independent knowing' ± when learners recognize the uncertainty of knowledge, and feel that everyone has her own opinion or beliefs. 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.

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


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