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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 ]
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.
Reflective writing helps students to develop a better understanding of their goals. Reflective writing is regularly used in academic settings, as it helps students think about how they think and allows students to think beyond the scope of the literal meaning of their writing or thinking. [8] In other words, it is a form of metacognition ...
It is the role of the educator to promote discovery learning through the implementation of classroom methods such as learning contracts, group projects, role play, case studies, and simulations. These methods facilitate transformative learning by helping learners examine concepts in the context of their lives and analyze the justification of ...
Self-reflection is the ability ... life and language learning. [20] Second, self-reflection enhances a person ... explored the role of self‑reflection ...
Reflective: students' reflection on the meaning of what is learned. Negotiated: negotiation of goals and methods of learning between students and teachers. Critical: students appreciate different ways and means of learning the content. Complex: students compare learning tasks with complexities existing in real life and making reflective analysis.
Dewey's idea of influential education suggests that education must engage with and enlarge exploration of thinking and reflection associated with the role of educators. Contrary to this, Piaget argued that we learn by expanding our knowledge by experiences which are generated through play from infancy to adulthood which are necessary for learning.
Kolb integrated this learning cycle with a theory of learning styles, wherein each style prefers two of the four parts of the cycle. The cycle is quadrisected by a horizontal and vertical axis. The vertical axis represents how knowledge can be grasped, through concrete experience or through abstract conceptualization , or by a combination of both.