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Later theorists include David Kolb, David Boud ("reflection in learning"), [3] and Donald Schön. [4] [5] In a professional context, this is known as reflective practice, wherein the use of the reflective process allows a practitioner to understand their experiences differently and take action accordingly. [6]
The Knowledge Building (KB) theory was created and developed by Carl Bereiter and Marlene Scardamalia for describing what a community of learners needs to accomplish in order to create knowledge. The theory addresses the need to educate people for the knowledge age society, in which knowledge and innovation are pervasive. [1]
The Ontario Ministry of Education (2007) [38] describes many ways in which educators can help students acquire the skills required for effective reflection and self-assessment, including: modelling and/or intentionally teaching critical thinking skills necessary for reflection and self-assessment practices; addressing students' perceptions of ...
If the reflection is written for academia—that is, it is not a personal reflection or journal—additional features include: [5] Theory: An academic reflection will integrate theories and other academic works to explain the reflection. For example, a writer might say: "Smith's theory of social engagement might explain why I reacted the way I ...
Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
Students can be given a variety of independent tasks but the assignments should reflect the other phases of instructional content. While students are working, the teacher's role is to circulate the room listening and making observations. Due to time restrictions in the classroom, independent work must be completed by the student at home.
Stella Cottrell was formerly Director for Lifelong Learning [1] at the University of Leeds and Pro-Vice-Chancellor for Learning, Teaching and Student Engagement at the University of East London, UK. She supports students from diverse backgrounds, such as those with dyslexia and mature, international and disabled students. [2]
Understanding is composed of knowledge - in the form of rules, concepts and discrimination. [15] Knowledge stored in memory is important, but the use of such knowledge is also important. Prior knowledge will be used for identifying similarities and differences between itself and novel information. [16]