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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 GROW model is considered one of the most popular behavioural coaching models. [3] Its four stages outline the process of problem-solving, goal-setting and improvement of performance. [3] [1] The name of each stage varies slightly depending on the source. This model has also been expanded upon with the inclusion of TGROW and GROWTH frameworks.
The practice of symbolic modeling is built upon a foundation of two complementary theories: the metaphors by which we live, [2] and the models by which we create. It regards the individual as a self-organizing system that encodes much of the meaning of feelings, thoughts, beliefs, experiences etc. in the embodied mind as metaphors. [3]
In 1933, 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 be sought; (3) the use of one suggestion ...
The World Institute for Action Learning (WIAL) model was developed by Michael Marquardt, Skipton Leonard, Bea Carson and Arthur Freedman. The model starts with two simple "ground rules" that ensure that statements are related to questions, and grant authority to the coach in order to promote learning. Team members may develop additional ground ...
In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time.
Reflection allows students to "compare their own problem-solving processes with those of an expert, another student, and ultimately, an internal cognitive model of expertise" (p. 483). [1] A technique for reflection would be examining the past performances of both an expert and a novice, and highlighting similarities and differences.
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.