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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 ...
Theory of Knowledge is a course created by the IB organization and must not be conceived as pure epistemology. This course involves a process of exploring and sharing students' views on "knowledge questions" (an umbrella term for "everything that can be approached from a TOK point of view"), so "there is no end to the valid questions that may arise", "there are many different ways to approach ...
First, a KWL chart activates students' prior knowledge of the text or topic to be studied. By asking students what they already know, students are thinking about prior experiences or knowledge about the topic. Next, KWL charts set a purpose for the unit. Students can add their input to the topic by asking them what they want to know.
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.
It was developed at the University of Amsterdam as an alternative to an evolutionary approach and is now accepted as the European standard for knowledge based systems. [1] Its components are: A methodology for managing knowledge engineering projects. A knowledge engineering workbench. A methodology for performing knowledge elicitation.
The idea of a knowledge ecosystem is an approach to knowledge management which claims to foster the dynamic evolution of knowledge interactions between entities to improve decision-making and innovation through improved evolutionary networks of collaboration.
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.
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.