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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 ]
Each log is a unique record of the child's thinking and learning. The logs are usually a visually oriented development of earlier established models of learning journals, which can become an integral part of the teaching and learning program and have had a major impact on their drive to develop a more independent learner.
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.
Data-driven instruction is an educational approach that relies on information to inform teaching and learning. The idea refers to a method teachers use to improve instruction by looking at the information they have about their students.
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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.
Many teaching methods rely on experiential education to provide context and frameworks for learning through action and reflection while others at higher levels (university and professional education) focus on field skills and modeling. Examples of specific methods are outlined below.
Furthermore, literacy practices involve social regulation of text, i.e. who has access to it and who can produce it, and such practices are purposeful and embedded in broader social goals and cultural practices. Moreover, these practices change and new ones are frequently acquired through processes of informal learning and sense-making". [1]: 23