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Reflective practice. Reflective practice is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning. [1] [2] According to one definition it involves "paying critical attention to the practical values and ...
Reflective learning is a form of education in which the student reflects upon their learning experiences. A theory about reflective learning cites it as an intentional and complex process that recognize the role of social context and experience. [1] The goals of the process are the clarification and the creation of meaning in terms of self ...
In epistemology, and more specifically, the sociology of knowledge, reflexivity refers to circular relationships between cause and effect, especially as embedded in human belief structures. A reflexive relationship is multi-directional when the causes and the effects affect the reflexive agent in a layered or complex sociological relationship.
e. Student-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence [1] by putting responsibility for the learning path in the hands of ...
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Another definition of transformative learning was put forward by Edmund O'Sullivan: [25] Transformative learning involves experiencing a deep, structural shift in the basic premises of thought, feelings, and actions. It is a shift of consciousness that dramatically and irreversibly alters our way of being in the world.
Looping in education is the practice of moving groups of children up from one grade to the next with the same teacher. [1] For example, a teacher who teaches a third grade class and then goes on to teach the same students, the following year, for the fourth grade. This system, which is also called multiyear grouping, [2] lasts from two to five ...
The stages are: Doing something, having an experience. Reflecting on the experience. Concluding from the experience, developing a theory. Planning the next steps, to apply or test the theory. While the cycle can be entered at any of the four stages, a cycle must be completed to give learning that will change behaviour.