A Handbook of Reflective and Experiential Learning: Theory by Jennifer A. Moon

By Jennifer A. Moon

This guide acts as a necessary advisor 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 diverse approaches.As good because the thought, the e-book offers functional principles for utilising the versions of studying, with instruments, actions and photocopiable assets that are integrated without delay into school room practice.This publication is key studying to steer any instructor, lecturer or coach eager to increase instructing and studying.

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This supports the adoption of the simpler four-stage system that she used. We can summarize this section, in which studies have been reviewed, with quotations from Baxter Magolda's book. These are quotations from students within different domains of their conception of knowledge, talking about their understandings of learning: Absolutist ± knowledge is certain or absolute. For example, Eileen ± I have to see what I'm learning, and I have to know why. I have a good memory and it's very easy for me to memorise facts.

This chapter does not attempt to be a comprehensive review of the literature, but is concerned with plotting the manner in which the literature on learning attempts to deal with the in¯uence of emotion. There are many 44 Emotion and learning 45 overlaps. Ideas relating to all the other relationships between learning and emotion, for example, are included in the (very) broad sweep of material on emotional intelligence. An interpretation of the relationship between emotion, feelings and learning We use both terms `feeling' and `emotion' in this chapter because it is dif®cult in the literature to make a clear distinction between the uses of the terms.

Learners may have different focuses of concern and they focus their awareness on different things accordingly. In other words, they have different frames of reference in any situation. Brie®ng or initial guidance for the trip would have suggested a frame of reference that they could use in order to guide their learning on the programme. 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.

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