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Reflective learning is a development of the concept of experiential learning as propounded by John Dewey, who wrote Experience and Education in 1938. Later theorists include David Kolb, David Boud ("reflection in learning"), [3] and Donald Schön.
Reflective practice is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning.
The Reflective Turn: Case studies in and on educational practice. New York: Teachers College (Columbia), 1991 (with M. Rein) Frame Reflection: Toward the Resolution of Intractable Policy Controversies. New York: Basic Books, 1994 (with C. Argyris) Organizational learning II: Theory, method and practice. Reading, MA: Addison Wesley, 1996.
Kolb's learning style is explained on the basis of two dimensions: they are how a person understands and processes the information. This perceived information is then classified as concrete experience or abstract conceptualization, and processed information as active experimentation or reflective observation.
Experiential learning is supported in different school organizational models and learning environments. Hyper Island is a global, constructivist school originally from Sweden, with a range of school and executive education programs grounded in experience-based learning, and with reflection taught as key skill to learn for life.
Kolb integrated this learning cycle with a theory of learning styles, wherein each style prefers two of the four parts of the cycle. The cycle is quadrisected by a horizontal and vertical axis. The vertical axis represents how knowledge can be grasped, through concrete experience or through abstract conceptualization , or by a combination of both.
Reflective writing is useful to improve collaboration, as it makes writers aware of how they sound when they voice their thoughts and opinions to others. [11] Additionally, it is an important part of the reflective learning cycle, which includes planning, acting, observing, and reflecting. [5] [17]
Reflective: students' reflection on the meaning of what is learned. Negotiated: negotiation of goals and methods of learning between students and teachers. Critical: students appreciate different ways and means of learning the content. Complex: students compare learning tasks with complexities existing in real life and making reflective analysis.