Facilitating Reflective Learning in Higher Education

By Anne Brockbank; Ian McGill | Go to book overview

Appendix D: Being a Course Partner

To assist course partners to conduct learning reviews throughout a programme and afterwards if desired. To offer a language of learning for both learner and reviewer. Learning partners take turns as learner and reviewer.

Reflective dialogue is deliberate and intentional, rather than a casual conversation. If your review becomes 'chatty' then the learning is less likely to emerge. This does not mean it has to be deadly serious either!

The course partner's role is to support and challenge the learner, and take their turn as learner. The skills of each partner will enable the learner to look at their learning honestly and face up to what might be uncomfortable conclusions. Therefore course partners will need to use empathy and understanding of where the learner is coming from – even if it seems straightforward to you – remember you are there for your partner not for yourself.


Learner language (used by learner/presenter)

I think…

I want…

I realized…

I know …

I found out…

I thought I knew…

I was unaware…

I knew …

I felt…

I was overwhelmed by …

I went blank…

I wanted…

I am feeling…

I am wondering about…

-348-

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