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Terry Borton's reflective model (1970), as adapted by Gary Rolfe and colleagues (2001) Terry Borton's 1970 book Reach, Touch, and Teach popularized a simple learning cycle inspired by Gestalt therapy composed of three questions which ask the practitioner: What, So what, and Now what? [15]
In 1933 (based on work first published in 1910), John Dewey described five phases or aspects of reflective thought: In between, as states of thinking, are (1) suggestions, in which the mind leaps forward to a possible solution; (2) an intellectualization of the difficulty or perplexity that has been felt (directly experienced) into a problem to be solved, a question for which the answer must ...
The T.E.T. course has been offered around the world as a model that eliminates authoritarian teaching and punitive discipline in the classroom. Although it was a new idea in the 1950s, Gordon's Leader Effectiveness Training (L.E.T.) program became more popular in the 1970s with the increasing acceptance of participative management in the U.S.
Schön devoted a trilogy of books, which included The Reflective Practitioner (1983), to his argument for reflection and his notion of the reflective practice inquiry. [9] This emerged out of a self-described inability to understand the process of planning, which included his failure to determine what his students learned from field work ...
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The learning characteristic is of concrete experience and reflective observation. Assimilating: People of this kind of learning style prefer good clear information, they can logically format the given information and explore analytic models. They are more interested in concepts and abstracts than in people.
This model for diffuse reflection was proposed by Johann Heinrich Lambert in 1760 and has been perhaps the most widely used reflectance model in computer vision and graphics. For a large number of real-world surfaces, such as concrete, plaster, sand, etc., however, the Lambertian model is an inadequate approximation of the diffuse component.
The prime model for the generalized symbolic media was money and Parsons was reflecting on the question whether the functional characteristics of money represented an exclusive uniqueness of the economic system or whether it was possible to identify other generalized symbolic media in other subsystems as well.