Reflective learning allows analysis of an individual’s experiences and facilitates learning from this experience. It also encourages critical thinking, a questioning attitude and leads potentially to greater learner autonomy. This issue of CDTL Brief on Reflective Learning discusses the benefits of incorporating reflective learning strategies in the classroom.
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| Teaching ‘Process as Practice’ Using the Model of Reflective Thought |
| Assistant Professor Donald F. Favareau |
| University Scholars Programme |
| Reflection involves not simply a sequence of ideas, but a con-sequence—a consecutive ordering in such a way that…“thinking,” in its best sense, is that which considers the bases and consequences of belief. (Dewey, 1910:2–4) Continue reading |
| Reflective Learning and the ‘Dis-covery’ of Knowledge |
| Assistant Professor Johan Geertsema |
| University Scholars Programme |
| One way of thinking about effective learning is to consider it as a process that leads us to places we have never been. As we—students and, of course, faculty—immerse ourselves in a topic, we are metaphorically travelling to a destination we do not yet know. Ideally, learning should involve practice (i.e. as learners and teachers, we become acquainted with the knowledge by applying it). This process is pre-eminently reflective. Continue reading |
| Reflective Responses: “I Feel I’m Learning When...” |
| Barbara Ryan |
| University Scholars Programme |
| In Making the Most of College: Students Speak Their Minds (2001), Richard Light of Harvard University proposed using the last five minutes of class meetings to find out what students have learned and/or with which topics they still struggle. The goal is enhanced learning insofar as the instructor is able to tailor the next lecture or assignment according to students’ strengths and trouble-spots. Continue reading |