| Description |
x, 118 pages : illustrations ; 23 cm |
| Contents |
Preface -- Experience and reflection-the two halves of learning -- How to lead a reflection session -- Developing the art and science of questioning -- Alternative activities for reflecting -- Reflecting upon the contents of this guidebook |
| Summary |
An instructional activity is educational only when students understand its meaning and apply their understanding to future situations. Outdoor educators seek to improve teaching and learning through direct experience but, if such experiences are to be meaningful and applied to life situations, teachers must help students learn from carefully planned and guided reflection sessions. This guidebook deals with the theory and practice of reflecting upon experiences, using examples from outdoor education. Chapter 1 discusses common uses of reflection in everyday life; findings of cognitive research related to reflection and experiential learning; six scenarios illustrating classroom uses of reflection; definitions of reflection, knowing, thinking, and learning; types of knowledge and the relationships among them; and contributions of Socrates, Dewey, Piaget, and Vygotsky on the educational value of reflection in a group setting. Chapter 2 describes how to lead a reflection session, focusing on planning, teacher facilitation skills, educational objectives, and developing a supportive climate in a caring community of learners. Other chapters outline questioning strategies and techniques, describe alternate reflection activities, and list questions for teacher reflection on this guidebook |
| Bibliography |
Includes bibliographical references (pages 115-117) |
| Subject |
Experiential learning.
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Learning, Psychology of.
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Outdoor education.
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Self-knowledge, Theory of.
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| LC no. |
92023943 |
| ISBN |
1880785064 |
|
