Experiential Learning and Reflection
Mairi Turner
2nd Reflection
Introduction
The following reflection is exploring some of the models that can facilitate the reflective process. The use of reflective practice has enabled me to gain experiential knowledge of teaching and learning. According to Jenny Moon (2005) Reflection is a form of mental processing that we use to fulfill a purpose or to achieve some anticipated outcome. It is applied to gain a better understanding of relatively complicated or unstructured ideas and is largely based on the reprocessing of knowledge, understanding and, possibly, emotions that we already possess. Through the following reflective processes I have gained a better understanding of my own practice and by continuing to reflect it will help me to be coming a better and more professional teacher who responds positively and learns through having up to date knowledge of my own subject area as well as gaining experience through creative teaching and learn. The Oxford English dictionary (1993) defines reflection as 'idea arising in the mind' and mind means 'seat of consciousness, thought, volition, and feeling. Reflection, in an every day term is about thinking therefore reflection is very personal.
I have decided to look at two reflective frameworks that I have already used Kolb and Briggs. I will also be discussing why on reflection I could have and may use Schon and Brookfields in the future.
The Kolb Cycle is based on the theory of experiential learning. The cycle comprises four different stages of learning from experience and can be entered at any point but all stages must be followed in sequence for successful learning to take place. According to Kolb that it is not enough to have just the experience in order to learn. It is necessary to reflect on the experience and form new ideas which can be applied to new concrete situations relating it back to the theory through planning, doing and then reflecting (Jarvis 1995)
I used Kolbs reflective cycle after my
2nd Reflection
Introduction
The following reflection is exploring some of the models that can facilitate the reflective process. The use of reflective practice has enabled me to gain experiential knowledge of teaching and learning. According to Jenny Moon (2005) Reflection is a form of mental processing that we use to fulfill a purpose or to achieve some anticipated outcome. It is applied to gain a better understanding of relatively complicated or unstructured ideas and is largely based on the reprocessing of knowledge, understanding and, possibly, emotions that we already possess. Through the following reflective processes I have gained a better understanding of my own practice and by continuing to reflect it will help me to be coming a better and more professional teacher who responds positively and learns through having up to date knowledge of my own subject area as well as gaining experience through creative teaching and learn. The Oxford English dictionary (1993) defines reflection as 'idea arising in the mind' and mind means 'seat of consciousness, thought, volition, and feeling. Reflection, in an every day term is about thinking therefore reflection is very personal.
I have decided to look at two reflective frameworks that I have already used Kolb and Briggs. I will also be discussing why on reflection I could have and may use Schon and Brookfields in the future.
The Kolb Cycle is based on the theory of experiential learning. The cycle comprises four different stages of learning from experience and can be entered at any point but all stages must be followed in sequence for successful learning to take place. According to Kolb that it is not enough to have just the experience in order to learn. It is necessary to reflect on the experience and form new ideas which can be applied to new concrete situations relating it back to the theory through planning, doing and then reflecting (Jarvis 1995)
I used Kolbs reflective cycle after my