Jennifer A. Moon's A handbook of reflective and experiential learning : theory 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 realizing and utilizing reflective and experiential studying - no matter 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 of an total theoretical framework for studying and exploring the relationships among various approaches.
As good because the thought, the ebook presents useful principles for using the versions of studying, with instruments, actions and photocopiable assets that are integrated at once into school room practice.
This booklet is vital interpreting to steer any instructor, lecturer or coach eager to enhance educating and studying.

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

Sample text

Rst stage of a higher education programme) learners without much background in geology. They just have a general knowledge that the trip is something to do with the course. At Beer, one learner is fascinated by the social history of quarrying and listens attentively to stories about the lives of those involved, imagining them walking along the miles of funnels with their candles in an environment of fantastic noise and dust. Another is intrigued by the structure of the caves, and how they re¯ect the different periods of their development in the form of the quarrying.

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. The third group was labelled the `cue-deaf' and seemed to think that working as hard as possible would bring success. In the study, there were statistically signi®cant differences in the performances of the students in their examinations.

There might be, however, different qualities of meaning: on the ®eld trip, someone jokes that Beer stone is, of course, hardened by painting beer on it. This too can become part of the `meaning' of Beer stone ± a meaning that might be exploited again in humour, or myth or in writing a story. Meaning is not present or absent but something that is invested in the internal experience of an object. When interpreting or representing meaning, the learner will pull out the meaning relevant to the context.

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


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