A Handbook of Reflective and Experiential Learning: Theory and Practice

By Jennifer A. Moon | Go to book overview

Chapter 12

Enhancing reflective and experiential learning

Introduction

This chapter is a collection of further exercises, activities, ideas and suggested applications for the enhancement of reflective and experiential learning. The chapter adds to the collection of materials that were presented in a deliberate order in Chapter 10 but, of course, any of the Chapter 10 exercises can be used out of that context. Some of the exercises in this chapter are for individual use and some are for group or whole class work. Some of the material here is for the guidance of staff. As in Chapter 10, there is no attempt to distinguish between reflective and experiential learning. Any activity or exercise that enhances reflective learning will be useful to support experiential learning and any exercise given here that is more directly concerned with experiential learning will involve reflective learning anyway. In most of these activities, reflection is the means by which awareness of experience is recognized as knowledge and is made explicit and generalizable to other situations.

The sections in this chapter that relate to experiences do not have real boundaries, indeed, creative development of opportunities to practise reflective and experiential learning should be the aim. The use of the headings is a tidying-up device rather than any indication of how or where material should be used. As with earlier chapters, some of the actual material is presented in the Resources section.

The first section in this chapter covers the more common methods of supporting reflective and experiential learning. This section is deliberately brief. To use this chapter only to reiterate material already well explored elsewhere would be a waste of the opportunity to expand the range of ideas. There is much guidance in texts and on the Internet and the author has presented material of this type in previous books (see below).

-158-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
A Handbook of Reflective and Experiential Learning: Theory and Practice
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 252

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.