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Reflective practice can be an important tool in practice-based professional learning settings where people learn from their own professional experiences, rather than from formal learning or knowledge transfer. It may be the most important source of personal professional development and improvement.
His publication Teaching Writing as Reflective Practice won the Russell Award for Distinguished Research presented by NCTE. The Testing Trap provides a critique of large-scale writing assessments. More recently, Narrative Writing: Learning a New Model for Teaching won NCTE's Richard Meade award for excellence in writing in the field of English ...
SOTL necessarily builds on many past traditions in higher education, including classroom and program assessment, action research, [3] [4] [5] the reflective practice movement, peer review of teaching, traditional educational research, and faculty development efforts to enhance teaching and learning.
The phrase professional learning community began to be used in the 1990s after Peter Senge's book The Fifth Discipline (1990) had popularized the idea of learning organizations, [1] [2]: 2 related to the idea of reflective practice espoused by Donald Schön in books such as The Reflective Turn: Case Studies in and on Educational Practice (1991).
Reflective learning is a form of education in which the student reflects upon their learning experiences. A theory about reflective learning cites it as an intentional and complex process that recognizes the role of social context and experience. [ 1 ]
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.
Reflective Teaching, 3rd ed., London: Continuum (with contributors) (2008) Principles into Practice: a teacher's guide to research evidence on teaching and learning, TLRP, London (2007) Teaching and Learning in Schools, A TLRP Commentary (edited with Mary James) (2006) Learning and Teaching Where Worldviews Meet, Stoke-on-Trent: Trentham (2002)
Video-based reflection is a reflective practice technique in which video recordings, rather than one's own memory, is used as a basis for reflection and professional growth. Video-based reflection is used with moderations in various professional fields, e.g. in the field of education and pedagogy.