By Jennifer A. Moon
This guide acts as a vital consultant to knowing and utilizing reflective and experiential studying - no matter if 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 an total theoretical framework for studying and exploring the relationships among various approaches.
As good because the conception, the booklet offers sensible rules for utilizing the versions of studying, with instruments, actions and photocopiable assets which are included without delay into school room practice.
This booklet is key analyzing to steer any instructor, lecturer or coach desirous to enhance instructing and studying.
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Additional resources for A handbook of reflective and experiential learning : theory and practice
In Moon (1999b and 2002a), it was used in a pedagogical sense to support the idea that materials designed for learners should not be too `tidied up' and simpli®ed. Learners need to be challenged with their material of learning in order to make progress in their ability to manage increasingly complex situations of learning. Since the ®rst book was written, the conviction has increased that the learner's conception of the role of the structure of knowledge is highly signi®cant in the effectiveness of learning and its interaction with the teaching process, particularly at higher levels.
With the same material of learning, the learner changes her frame of reference and perceives different details, thereby changing her external experience; . the learner works with her internal experience and relates it to other prior experience and learns more as a result (cognitive housekeeping); . the learner represents her learning and learns from comparison of the variation of the external experience between practices. We shall expand on these ideas in later chapters, in particular, Chapter 6.
A brief review of the literature suggests that there are a number of different kinds of relationships between emotion and learning. The ®rst section of this chapter takes a broad view, considering some beliefs about emotion and learning and then clarifying terms. We then consider the different forms of relationships that are suggested in the literature, starting off with `emotional intelligence'.