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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 ]
Tom Russell, in a reflective article looking back on 35 years as teacher educator, concurred that teacher educators rarely model reflective practice, fail to link reflection clearly and directly to professional learning, and rarely explain what they mean by reflection, with the result that student teachers may complete their initial teacher ...
The learning characteristic is of concrete experience and reflective observation. Assimilating: People of this kind of learning style prefer good clear information, they can logically format the given information and explore analytic models. They are more interested in concepts and abstracts than in people.
In the early 1970s, Kolb and Ron Fry (now both at the Weatherhead School of Management) developed the Experiential Learning Model (ELM), [2] composed of four elements: concrete experience, observation of and reflection on that experience, formation of abstract concepts based upon the reflection, testing the new concepts, (repeat).
Shimer College students learning to cook by cooking, 1942. Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". [1] Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product.
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.
What are the most stimulating aspects of your current learning? What is blocking your progress? [12] Cottrell believes that accurate self-reflection is difficult and so includes brief structured reflective models throughout her books to help students. One such example is the Core Model for reflection, that appears in Skills for Success. [13]
Action plans and reflective activities provide the practice and modelling of critical reflection on the profession of education, and provide guidance for the teaching and learning experience. [40] Through the use of real-life examples, case studies provide the opportunity to analyze assumptions, as well as the consequences of choices and actions.