By Jennifer A. Moon
This instruction manual acts as a necessary advisor to realizing and utilizing reflective and experiential studying - no matter if it's for private or expert improvement, or as a device for learning.It takes a clean examine experiential and reflective studying, finding them inside an total theoretical framework for studying and exploring the relationships among diverse approaches.As good because the conception, the e-book presents functional rules for utilizing the versions of studying, with instruments, actions and photocopiable assets that are integrated at once into school room practice.This e-book is key examining to lead any instructor, lecturer or coach eager to increase educating and studying.
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Extra resources for A Handbook of Reflective and Experiential Learning: Theory and Practice
Advance organizers are intended to help the learner to orientate and organize her internal experience of an object of learning so that the learning process can be guided by internal experience as effectively as possible. In effect, there are many less formal ways of in¯uencing the internal experience at the beginning of a learning situation than the advance organizer. The kind of management of potential variation will differ according to the level of learning and the discipline. For example, in the humanities or with more mature students, it may not be the intention of the teacher that all the learners learn exactly the same but that they can pursue their own perceptions of the material of teaching and interpret it for themselves.
Emotional intelligence; . , counselling and self-development literature); . feelings and their involvement in the learning process. Emotional intelligence To many, the term `emotional intelligence' might seem to be suf®cient as a means of explaining the relationship between feelings and learning. Much has been written about it in the past few years. The idea of describing, in one term, the ability to manage personal emotions and the emotions of another emerged from a number of sources. One, in particular, was Gardener's notion that the quality of human `intelligent' functioning is determined by much more than is encompassed in `IQ', and that it involves a number of facets ± including elements of inter- and intrapersonal abilities (Gardner, 1983).
Ideas relating to all the other relationships between learning and emotion, for example, are included in the (very) broad sweep of material on emotional intelligence. An interpretation of the relationship between emotion, feelings and learning We use both terms `feeling' and `emotion' in this chapter because it is dif®cult in the literature to make a clear distinction between the uses of the terms. ). , a learning situation) or confused, and in a particular feeling state that affects the manner in which we learn which could not be said to be `emotional'.