Download 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 advisor to knowing and utilizing reflective and experiential studying - even if or not 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 assorted approaches.
As good because the concept, the e-book presents useful rules for making use of the versions of studying, with instruments, actions and photocopiable assets which might be integrated at once into lecture room practice.
This publication is vital analyzing to lead any instructor, lecturer or coach eager to increase educating and studying.

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

Example text

Either the ®gures do not match the learner's intentions, or they may not differ from those already learnt, in other words, there is no variation in the external experience from the relevant internal experience within the cognitive structure of the learner. The process of learning 27 Going back to the example of the Beer stone, the actual experience of seeing and touching the rock and other experiences of the ®eld day are likely to lead to learning. However, if the learner was to pay a second visit to Beer very soon after the ®rst, then, oversimplifying the example, there may be no more learning to do about the rock.

One is developmental and concerns the individual's conception of knowledge (Chapter 2). If an individual believes that some or all of her knowledge or ideas are fundamentally right or wrong, then logically she can only accept one version. , different moralities about sexual behaviour), then she will not be able to comprehend views outside of her own. , to create a social division to explain the difference in views, rather than accepting that views can differ. Other factors in an individual that in¯uence learning are emotion or feelings (Chapter 3) and the approach that learners take to a learning task (Chapter 4).

These stages would be characteristic mainly of young children who start to move beyond when the complexity of such issues as religion confront them ± or when they recognize that those that they consider as authorities pose differing views. In the Quasi Re¯ective Thinking Stages (4 and 5), there is an acknowledgement that some problems are ill-structured and that there may be situations of uncertain knowledge. While those do provide evidence for their reasoning, they do not know how to use it appropriately.

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


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