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More About This Textbook
Overview
Praise for the previous edition:
“This is a passionate and practical book”
Teaching in Higher Education
“This book offers valuable insights into a process for becoming a reflective learner and for developing students into reflective learners as well.”
Studies in Higher Education
This significantly revised edition includes the most current thinking on reflective learning as well as stories from academics and students that bring to life the practical impact of reflection in action. Based on sound theoretical concepts, the authors offer a range of solutions for different teaching situations, taking into account factors such as group size, physical space, and technology. They also offer facilitation rather than traditional teaching methods as a productive and useful skill that helps teachers and encourages students to interact and develop reflexive skills that can be used beyond their student years.
Based on rigorous theories, Facilitating Reflective Learning in Higher Education offers new insights for university and college teachers seeking to enhance or diversify their practices and allows them to effectively facilitate their students’ reflective learning.
Editorial Reviews
Booknews
Provides support for teachers who wish to move from teaching toward facilitating learning, via emphasizing the centrality of engaging in reflective dialogue with both colleagues and students. Covering both theory and practice, Brockbank and McGill (City U., London) present methods for those in higher education who wish to create conditions for transformational learning in students. Distributed by Taylor & Francis. Annotation c. by Book News, Inc., Portland, Or.Product Details
Related Subjects
Meet the Author
Anne Brockbank and Ian McGill combine their passion for learning with their experience of working in higher education in teaching, research, and developmental roles. They contribute to innovative programmes at City University, London, which incorporate reflective learning through facilitation. In addition, as leading practitioners, they design and support personal and organizational learning in universities and other public and private sector organizations.
Table of Contents
Acknowledgements to second edition Acknowledgements to first edition
Part I Learning and reflection
Our themes Learning philosophies and principles What is learning? – A review of learning theories Requirements for reflection Reflection and reflective practice
Part II Facilitating learning and reflective practice
Academic practice and learning Methods of reflection for tutors Methods and assessment of reflective learning Becoming a facilitator: Enabling reflective learning Facilitation in practice: Basic skills Facilitation in practice: Further skills
Part III Exemplars
Action learning (learning sets)
Academic supervision Mentoring Conclusion