A Handbook of Reflective and Experiential Learning: Theory and PracticeThis handbook acts as an essential guide to understanding and using reflective and experiential learning - whether it be for personal or professional development, or as a tool for learning. |
Contents
11 | |
The framing of learning the conception of the structure of knowledge | 32 |
The framing of learning emotion and learning | 44 |
The framing of learning approaches to learning | 58 |
Exploring reflective and experiential learning | 69 |
Reflective and experiential learning taking stock | 71 |
The nature of reflective learning | 79 |
The depth quality of reflective learning | 95 |
A comparison of reflective writing and report or essay writing | 190 |
Samples of reflective writing | 192 |
The Park an exercise in reflective writing | 196 |
The Presentation an exercise in reflective writing | 204 |
Questions to support reflective writing | 210 |
Dialogue an exercise to develop reflective thinking and writing | 212 |
A Generic Framework for Reflective Writing | 214 |
The Dance Lesson an exercise in reflective writing | 217 |
Exploring experiential learning the literature | 103 |
Experiential learning and reflective learning drawing it together | 121 |
Working with reflective and experiential learning | 131 |
Introducing reflective activities to learners | 133 |
Assessment issues | 149 |
Enhancing reflective and experiential learning | 158 |
Resources | 183 |
The processes of writing reflectively a map of reflective writing | 184 |
Reflective writing some initial guidance for students | 186 |
Other editions - View all
A Handbook of Reflective and Experiential Learning: Theory and Practice Jennifer A. Moon Limited preview - 2013 |
A Handbook of Reflective and Experiential Learning: Theory and Practice Jennifer A. Moon Limited preview - 2004 |
A Handbook of Reflective and Experiential Learning: Theory and Practice Jennifer A. Moon No preview available - 2004 |
Common terms and phrases
ability able action activities applied approach asked assessment basis become behaviour challenge Chapter cognitive conceptions concern consider constructed context criteria deep described direct discussion effect emotion event evidence example exercise experiential learning explore external feelings formal frames of reference further given helpful higher ideas important influence initial intention internal experience introduced involved issues journal knowledge learner levels literature look manner material of learning meaning mediation method Moon nature notes observation occurs outcomes particular practice present process of learning questions reasoning recognize reflective and experiential reflective learning reflective writing relation relationship relatively relevant representation represented Resource result role seems seen sense situation skills sometimes stage story structure subject matter suggested task teacher teaching tion topic understanding usually variation written