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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.
A key rationale for reflective practice is that experience alone does not necessarily lead to learning; deliberate reflection on experience is essential. [ 4 ] [ 5 ] 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 ...
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 (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". [1] Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product.
Reflection is how meaning becomes apparent in human experience. Memory, understanding, imagination and feelings are used to perceive meaning and value in the subject matter, and to discover connections with other forms of knowledge and activity, and to understand its implications in the further search for truth and liberty.
Reflection: The writer reflects on the issue (that is, the topic they are writing about) and considers how their own experience and points of view might influence their response. This helps the writer learn about themselves as well as contribute to a better final product that considers biases.
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The action learning approach was originated by Reg Revans. [6] [7] Formative influences for Revan included his time working as a physicist at the University of Cambridge, wherein he noted the importance of each scientist describing their own ignorance, sharing experiences, and communally reflecting in order to learn. [8]