Facilitating Reflective Learning In Higher EducationBased on sound theoretical concepts, this book offer a range of solutions for different teaching situations, taking into account factors such as group size, physical space, and technology. |
Contents
Part 1 Learning and Reflection | 1 |
Part 2 Facilitating Learning and Reflective Practice | 109 |
Part 3 Exemplars | 279 |
Keeping a Journal | 337 |
Questions for Reflective Dialogue | 342 |
Passionate Learning A Case of Reflective Learning | 345 |
Being a Course Partner | 348 |
| 350 | |
| 363 | |
Back Cover | 369 |
Other editions - View all
Facilitating Reflective Learning in Higher Education Anne Brockbank,Ian McGill No preview available - 2007 |
Common terms and phrases
academic achieve action learning activity approach to learning assessment aware behaviour Belenky Brockbank challenge Chapter colleague context convey course create critically reflective learning cyclical model debriefing described dimension discourse discuss dualism e-learning effective emotion empathy enable engage in reflective essay example experience explore feelings giving feedback Harvey and Knight higher education Higher Education Academy ideas identified interaction issues Johari Window knowledge learning and development learning in higher learning set lecture listening means mentoring offer Oxford Brookes University participants potential presenter professional programme propositional knowledge purpose questions recognize reflection-in-action reflective dialogue reflective practice relation reporter responsibility role Schön self-disclosure seminar set members situation skills social speaker staff stage student learners suggests supervision supervisor task teachers and learners teachers in higher teaching and learning teaching session thinking three domains tion traditional transformational learning triads tutor understanding workshop