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In implementing a process of reflective practice teachers will be able to move themselves, and their schools, beyond existing theories in practice. [44] Larrivee concludes that teachers should "resist establishing a classroom culture of control and become a reflective practitioner, continuously engaging in a critical reflection, consequently ...
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).
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 authors write, “Both the school and the working force of teachers need a new conception of what knowledge is Carlgren would like to see a new knowledge movement based on a way of viewing knowledge that ‘instead of knowledge being seen as a substance, is seen as a relationship between humanity and the world.’” [8] This shows how ...
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.
The state Department of Justice review of the sexual assaults found that they “did not occur in a vacuum but were reflective of a more pervasive toxic culture throughout the program.”
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 .