Ad
related to: role of reflection in learning styles and strategies pdf
Search results
Results From The WOW.Com Content Network
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.
A cooperative learning approach wherein students alternate roles as teacher and learner (Krych, March, Bryan, Peake, Wojciech, & Carmichael, 2005). The utilization of Reciprocal Peer Teaching (RPT) in educational settings has been effective in the development of teamwork, leadership, and communication skills in addition to improving students ...
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 ]
The approach works on two levels: a four-stage learning cycle and four distinct learning styles. Kolb's experiential learning theory has a holistic perspective which includes experience, perception, cognition and behaviour. It is a method where a person's skills and job requirements can be assessed in the same language that its commensurability ...
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.
The assessment of student learning style, more than any other element except the teacher role, establishes the foundation for a personalized approach to schooling: for student advisement and placement, for appropriate retraining of student cognitive skills, for adaptive instructional strategy, and for the authentic evaluation of learning.
A teaching method is a set of principles and methods used by teachers to enable student learning.These strategies are determined partly by the subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment. [1]
The first three, modeling, coaching, scaffolding, are at the core of cognitive apprenticeship and help with cognitive and metacognitive development. The next two, articulation and reflection, are designed to help novices with awareness of problem-solving strategies and execution similar to that of an expert.