Preface
A practical and theoretical approach
"This handbook is concerned with two topics that have normally been seen as separate, with their own literatures and their own experts who were not necessarily experts in learning as a general topic. There have been experts in reflective learning, experiential learning and student learning, with relatively little meeting of minds or ideas about practical issues. With changes in educational practice and, in particular, the developing emphasis on reflective learning in higher education, these experts need to work together. Experiential learning is, for example, very often assessed through written work that is, in essence, reflective. The use of learning journals is an example. As there is more interest in the theoretical perspectives of reflective and experiential learning, we see the literatures beginning to overlap. Now it is timely to do the theoretical exploration work in order to sort out the nature of the overlap – how reflective and experiential learning are the same and how they differ. In order to do this, we have started with the basic questions about the process of learning itself. We have related both reflective and experiential learning to a basic model of learning, and then considered how they relate to each other.
Handbooks are both theoretical and practical. With the increase in the use of reflective and experiential learning in higher education and professional development, teachers might be asked to be involved with these kinds of learning and there is a need for supportive literature, which is both theoretical and practical. People who would not consider themselves to be reflective are being asked to encourage their students to reflect, when they know that some of their students may be more reflective than they themselves are. On the practical side, this handbook covers topics such as how to introduce reflective activities and then to improve the quality of the reflection. It covers assessment issues, considers work experience as a form of experiential learning and provides many further activities that may be used in different contexts to facilitate different forms of learning.
The book is divided into a number of parts that move from a broad view of learning in general, to reflective and experiential learning, and how they relate to this general view of learning and to each other. It then goes on to more practical issues, ending with practical activities. There are several points in the book where material is summarized, so ‘beginning to end’ reading of this book is not essential. Some readers may be more interested in the general material on learning in the first four chapters; some might want to start with the summary of the generic view of learning in Chapter 5 and move through the theoretical material on reflective and experiential learning. Some may be interested in the chapters that concern the implementation of reflective learning, and some may want to pick from the practical activities only in Chapters 10, 12 and the Resources section."
Contents
Part I A generic view of learning 9
1 The process of learning: the development of a generic view of learning 11
2 The framing of learning: the conception of the structure of knowledge 32
3 The framing of learning: emotion and learning 44
4 The framing of learning: approaches to learning 58
Part II Exploring reflective and experiential learning 69
5 Reflective and experiential learning: taking stock 71
6 The nature of reflective learning 79
7 The depth quality of reflective learning 95
8 Exploring experiential learning: the literature 103
9 Experiential learning and reflective learning: drawing it together 121
Part III Working with reflective and experiential learning 131
10 Introducing reflective activities to learners 133
11 Assessment issues 149
12 Enhancing reflective and experiential learning 158
Resources 183
Resource 1 The processes of writing reflectively: a map of reflective writing 184
Resource 2 Reflective writing: some initial guidance for students 186
Resource 3 A comparison of reflective writing and report or essay writing 190
Resource 4 Samples of reflective writing 192
Resource 5 The Park: an exercise in reflective writing 196
Resource 6 The Presentation: an exercise in reflective writing 204
Resource 7 Questions to support reflective writing 210
Resource 8 Dialogue: an exercise to develop reflective thinking and writing 212
Resource 9 A framework for reflective writing 214
Resource 10 The Dance Lesson: an exercise in reflective writing 217
Resource 11 Strategies for enhancing learning from everyday experience 223
Resource 12 An exercise on judgement 226
Resource 13 Footprints 227
Resource 14 Poetry as a form of capturing experience 230
Glossary 231
Bibliography 235
Index 248
Index
Absurd – use of, 173
accelerated learning (see learning – accelerated)
accommodation, 17–20, 23, 27, 42–3, 50, 72–3,
glossary 231
‘accumulation’ of knowledge, 17
action in learning, 27, 125–30
action learning sets, 160
action research, 160
‘active experimentation’ 3, 13, 114–19, 126–8
adult and continuing education, 22–31
advance organizers, 29
aim, 151
androgy, 29
APEL, 110, 160
appresentation (see under learning)
approaches to learning, 58–68, 99–100, 126, 127
architecture of variation (see under learning)
assessment, vii, 7, 14, 25, 32, 40, 42, 61–5, 75, 97, 112, 149–57, 166–8
assessment – formative/summative, 149–57
assessment criteria, 75, 97, 149–57, 164
assimilation, 17–20, 23, 72–3,
glossary 231
Baxter Magolda, M., 5, 32–43, 63–5, 92, 99, 162
Beer stone, 22–31
Boud, D., 83, 88, 89, 104–20, 157, 161, 167
Buddhism, 53
cartoons, 174
clarity of purpose, 163
co-counselling, 147
cognitive dissonance, 19, 23, 224
cognitive housekeeping, 27–8, 90, 98
cognitive structure, 17, 19, 21–31, 48, 72–3,
glossary 231
common-sense view of reflection, 82
concept maps, 162
conception of structure of knowledge (see conceptions of knowledge)
conceptions of knowledge, 20, 30, 32 43, 56–7, 63–5, 99–100, 163,
glossary 231
concrete experience, 114
conscious learning, 30, 71
consciousness raising, 104
constructed knowledge (see conceptions of knowledge)
constructive alignment, 19
constructivism, 4, 16–31, 48, 86, 92,
glossary, 231
constructivist view (see constructivism)
counselling, 44, 51
creativity, 4, 157, 159, 172, 158–80
critical friend, 147, 148
critical thinking, 35, 43, 65, 96, 117
criticality in reflection, 96–100
cultural issues in reflection, 134
curriculum design – map of, 151
curriculum, 82, 105, 137
deep approach (see approaches to learning)
deep reflection (see depth in reflection)
depth in reflection (see reflection, depth)
dialogue techniques, 141, 171, 172
diaries (see journal)
differences between reflective and essay writing, Resource 3 (190–1)
differences in ability to reflect, 141
direct experience (see experience, ‘raw’
disciplines, 37, 81–2, 145, 165, 167
distinction of figure from ground
(see learning, figure/ground)
Donaldson, M., 4, 48–57
double entry journal, 148
drama, 51, 174–5
drawing techniques, 174
dreams and dreamwork, 51
ecstasy, 53
education, vii, 2–3, 7, 40
e-learning, 77
emotional insight, 44–57
emotional intelligence, 45–57
emotional processes, 4, 17, 19, 23, 26, 28, 30, 44–57, 72–3, 75, 82, 88, 93, 99–100, 125, 146, 163, 165,
Resources 5, 6, 9, 10
employ ability skills, 164–5
encounter groups, 51
Entwistle, N., 58–68
epistemology, 32–43, 167
essays, 137, 138, 149, 155, 156
everyday learning (see learning, incidental)
examinations, 91
exemplary teachers, 81
experience – external and internal, 23–31, 41–3, 47, 48, 48–57, 72–8, 90–4,
glossary 232
experience, learning from, 1–3, 22–31, 47, 103–30
experiential learning:
‘essential criteria’. 112;
definitions, 108–9;
literature, 103–20;
typologies, 110–11
experiential learning cycle, 3, 13, 114–19, 126–8
expressive language, 86, 138, 163
external experience (see experience, external and internal)
‘first person’ (see ‘I’)
‘flow’ states, 49–54
facilitation deeper reflection, 142–8
facilitation of learning, 11–31
feedback, 125–6, 140, 142, 150
feeling in learning (see emotion)
fiction, 138, 146, 167, 174–9
figure/ground in learning (see learning – figure/ground)
Footprints exercise, 172–7, 181
formal education (see education)
Foundation degrees, 164
frame of reference, 25–68, 72–5, 92–4, 171,
glossary 232
framing of learning, 25–68, 72–3, 86
generic learning (see learning)
Geology, 22–31
Glossary, 231
graphic depiction, 174
group work, 147, 158
handouts, 137
Hatton, N. and Smith, D., 96–100, 134, 144
helping students with reflection, 133–49
human inquiry groups, 160
hypnosis (see hypnotherapy)
hypnotherapy, 51
‘I’ (first person), 89–138
ill-structured knowledge, 35, 86,
glossary 232
ILTHE, 4
imagination, 117, 119, 157, 159, 173
informal learning (see learning, incidental)
inhibition of learning (see learning – inhibition)
instruction (see facilitation of learning)
intellectual space, 86
intelligences (Gardner’s work), 46
intention to understand, 58–68
interdisciplinarity, 134, 145
internal experience
introduction of reflective activities, 133–42
journals, vii, 2–4, 51, 124, 134, 140, 148, 149, 155, 159–60, 166, 179–81, 229
judgement exercise, Resource 12
King, P. and Kitchener, K., 5, 32–43, 56–7, 99, 171
knowledge, 34–43, 48–54, 71
Kolb, D., 3, 13, 72, 104–20, 121
language, 11–12
learning:
appresentation, 23, 72–3,
glossary 231;
architecture of variation, 29, 124;
‘building bricks’ view of, 11, 16–17;
accelerated, 49–54;
and teaching, 12–13,
glossary 232;
challenge, 14, 87, 129–30,
glossary 232;
facilitation of, 13–14;
figure/ground, 11, 24–31, 72–3,
glossary 231;
from work experience, viii, 3;
incidental, 15, 54, 120, 128, 154, 168, 223,
Resource 11;
inhibition of, 49–54;
journals (see journals);
logs (see journals);
material of, 13, 18, 19, 23–31, 90–2;
mediation of, 6, 71–78, 123, 154,
glossary 232;
network view of, 11, 24–31;
nonreflective, 92;
outcomes, 166, 112, 151, 164, 168;
ownership, 86, 138;
pace of, 88;
relevance, 26–31, 90–2,
glossary 232;
situated, 20–1, 118;
shifts, 172;
styles, 114;
to learn, 30–46;
transfer, 118;
upgrading of, 85–7;
variation, 26–31, 72–3,
glossary 232;
vocabulary for, 11–15
lecture, lecture notes, 161
level descriptors, 32, 39,
glossary 232
levels of reflective writing (see reflection, depth)
limiting factors, 60
management of variation (see ‘architecture of variation’)
map of reflective writing, 185–6
Marton, F. and Booth, S., 4, 11, 20, 23, 59–68, 75, 101
Master’s level, 40, 94, 110, 164
material of learning (see learning – material of)
material of learning (see teaching, material of)
material of teaching (see learning, material of)
material of teaching (see teaching – material of)
meaning, 11–31
meaningfulness (see meaning)
mediation of learning (see learning – mediation)
mediation of learning (see learning, mediation)
memory, 112, 175
menstrual cycle, 93
metacognition, 89, 100, 145
metaphor, 174–9
module design, 151
mood (see emotional state)
music, 28, 49
narrative, 174–179
NVQ’s, 75
non-reflective learning (see learning – non-reflective)
notice board, 162
nursing, 80–2, 109, 122
ownership of learning (see learning – ownership)
patchwork text (see story – patchwork)
PBL (see problem-based learning)
PBL (see problem-based learning)
PDP (see personal development planning)
pedagogy, 29, 81
peer assessment (see self and peer assessment)
peer and self assessment, 157, 161
peer support – using, 147
pensieve, 181
Perry, W., 5, 33–43, 63–5
personal development planning, 137, 161, 168, 193,
Resource 8
personal learning journal (see journals)
person-centred learning, 49–50
phenomenography, 60–8
physical skills (see skills)
poetry, 173,
Resource 14
portfolios, 160, 166
Potter, Harry, 181
presenting reflection, 135–42
prior knowledge and experience, 23–68
problem solving, 35–6, 47, 84, 162
problem-based learning, 161
professional development, vii, 81, 84, 98, 105, 134
Progoff, I, 171, 172–9, 180, 225–7
questions, 162–70
questionnaires learning from, 168–9
reflective learning:
academic definition, 82–3;
common-sense definition, 82;
definitions, 82–3;
depth, 41, 73, 79, 94–102, 143–9, 156, 169;
general references, 67–8, 73–6;
guidance for, Resource 2;
mediation and, 74–6;
nature of, 80–94;
samples of,
Resources 4, 5, 6, 10
reflection-in-action/on action, 115
reflection – second order, 148
reflection – terminology for, 79–85
reflective activities, 88
and all Resources
reflective judgement, 32–43, 171
reflective practice, 80–81
reflective writing, 41, 80, 85, 91, 95–100, 133–48,
Resources 1–14
reflexivity, 96–8, 176
relevance (see learning, relevance)
report writing, 137, 138, 155, 156
representation of learning, 14, 85, 87, 91, 126,
glossary 232
resources for reflective activities, 184–230
Rogers, C, 49–51, 86
scales – learning from, 168–9
Schön D., 80
SEEC, 39, 151,
glossary 232
Self assessment (see peer and self assessment)
self-management (and see emotional intelligence), 163
shaping of subjectivity, 166,
short courses (see workshops)
Simulation, 102
situated learning (see learning, situated)
skill of manipulation of knowledge
(see cognitive skills)
skills, 2, 15, 168, 195, 227
solitude, 51
SOLO taxonomy, 60–1, 85
spirituality, 53
stages of conception of knowledge (see levels of conceptions of knowledge)
standing back in reflection, 91–7, 144
story:
collaborative work on, 176–8;
story, storytelling, 4, 24, 106, 174–9;
patchwork, 176, 179;
person, time and place, 177;
creating senarios, 178;
torytelling (see story)
strategic approach (see approaches to learning)
structure of learning outcomes (see SOLO taxonomy)
study skills, 86, 140
surface approach (see approaches to learning)
teaching:
general references, 81;
challenge, 14,
glossary 232;
material of, 13, 18, 19,
glossary 232;
and mediation of learning, 74–8
terminology 11–21 and see glossary
terminology for reflection (see reflection – terminology)
theatre 173–4
theatre 173–4
therapy, 175
‘timespells’, 180
transfer (see learning, transfer)
upgrading of learning (see learning, upgrading)
unlearning, 113
variation (see learning, variation)
video – learning from, 27–8
‘voice’, 36–7, 163
wait time, 162
WBL (see work-based learning)
work-based learning, 163
work experience, viii, 3, 81, 105, 124, 129–30, 150, 153–7, 163
workplace, 3, 4, 19, 118
work placements, 54–5, 118, 163
work related learning, 5, 163, 166
writing, 60–1, 174–9
(and see reflective writing)
zen, 63
Bibliography
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Product Description
"Reflective and experiential learning are now common currency in education and training and are recognized as important tools. This handbook acts as an essential guide to understanding and using these techniques in educational and training contexts."
From the Back Cover
"This handbook acts as an essential guide to understanding and using reflective and experiential learning techniques in educational and training contexts.
Jennifer Moon adopts a methodical, integrated approach to reflective and experiential learning. The book features a rigorous analysis of the theory behind the techniques to establish exactly what we mean by reflective and experiential learning and how they relate to the process of learning.
The final section of the book provides useful ideas for applying the models of learning, providing practical advice, tools, activities and photocopiable resources which can be incorporated into teaching practice.
This book is essential reading for any teacher, lecturer or trainer wanting to understand, develop and use reflective and experiential learning to improve teaching and learning."
