By Jennifer A. Moon
This guide acts as a necessary advisor to figuring out 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 of an total theoretical framework for studying and exploring the relationships among varied approaches.As good because the concept, the booklet presents useful rules for using the types of studying, with instruments, actions and photocopiable assets that are integrated at once into lecture room practice.This booklet is key studying to steer any instructor, lecturer or coach desirous to enhance educating and studying.
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Additional info for A Handbook of Reflective and Experiential Learning: Theory and Practice
Situations were presented that encouraged learners to vary their approach to learning to a particular task or topic and sometimes there was a control group (experiencing little deliberate variation). A simple example working with motor co-ordination was throwing up a shuttlecock in different ways (with variation) and the same way, with little or no variation. Those experiencing variation learned better. In some of the situations, learners who practised with non-varying material of learning had learnt better than those experiencing variation immediately after the The process of learning 29 learning session, but those experiencing variation retained the material better.
Within the chosen frame of reference, the distinction of ®gure from ground is made. So far, in this example, the difference between the frame of reference and the ®gure/ground system may seem straightforward but in reality, there will be a ¯uid situation in which the frame of reference is constantly in¯uenced and re-in¯uenced by the distinction of ®gure from ground. To complicate matters further, there are many frames of reference operational at the same time in any learning situation (see below).
Chapter 3 The framing of learning Emotion and learning Introduction This second chapter of the three that consider the framing of learning, focuses on emotion and feeling in learning. Current thought about the role of emotion in learning has been stimulated by Goleman's concept of emotional intelligence (Goleman, 1995, 1998). Without appropriate selfmanagement, a learner will not have the capacity to cope with maximum ef®ciency in learning tasks or to progress in her understanding of the structure of knowledge.
A Handbook of Reflective and Experiential Learning: Theory and Practice by Jennifer A. Moon