This book is more like a handbook and acts as an essential guide to understanding and using reflective and experimental learning, whether it be for personal or professional development.
It takes a new view on this learning technique by locating them with an overall theoretical framework for learning. As well as the theory, this handbook gives and providdes making these ideas of learning practical with tools and photocopiable resources which can then be brought into classroom practice.
Its content is split into 3 parts
Part 1
A generic view of learning, and this part has 4 different chapters.
Part 2
exploring reflective and experimental learning and that has 5 chapters.
Part 3
Working with reflective and experimental learning.
Overview
A handbook is a general text that combines theory and practical information. The theory in this book is in the first half and the general aim of this is to consider reflective
and experiential learning as forms of generic learning. This approach is, as far as I know, new. In the literature of reflective and experiential learning, both forms of
learning are discussed in relation to their own literature rather than in relation to more generalized views of learning. Reflective learning is reviewed against other
literature on reflection, reflective practice and so on – and the same is true of experiential learning. It is timely to relate them to the processes of learning in general and
to question their somewhat ‘specialized’ status.
Having laid a basis for a generic view of learning in Chapter 1, the next three chapters elaborate on aspects of the generic view that have particular relevance to
reflective and experiential learning. These three aspects are described as manners of framing learning. They cover the development of conceptions of knowledge
(Chapter 2), the role of emotion in learning (Chapter 3) and the approach adopted to learning by a learner (Chapter 4).
Chapter 5 follows the development of the view of generic learning but taking stock, looking back over the generic view of learning and forward to deal with one
defining issue for both reflective and experiential learning – that they do not rely on a formal taught curriculum. In this context, we explore the idea of mediation in
learning, providing some critical views of the often simplistic manner in which the notion of mediation is interpreted. The following chapters are concerned with the
elucidation of reflective and
experiential learning as forms of learning in themselves and then in relation to the generic view of learning (Chapter 6), then to each other. Reflective learning is often
involved in experiential learning, but they do not coincide completely. The view of reflective learning in this book is a development of that in my earlier books and
materials. Chapter 7 is a further stage of development of this material in relation to the ‘depth’ dimension of reflection. The view of experiential learning is developed in
a brief literature review in Chapter 8 while Chapter 9 draws together the material on reflective and experiential learning.
Chapters 10, 11 and 12 present the more practical part of the book. The subject matter of these chapters has been developed in response to issues that have arisen
in formal educational circumstances as tutors have instituted reflective and experiential learning within curricula. Chapter 10 deals with the difficulties that are often faced
when reflective learning is introduced either on its own or as an element in experiential learning. It refers to a range of resources and exercises that can be used to
facilitate reflective learning, some of which are in the Resources section at the end of the book. Chapter 11 also discusses an issue in reflective and experiential learning,
it concerns assesssment. The final chapter provides additional ideas, resources, techniques and exercises that are designed to exploit reflective and experiential learning,
usually in formal educational situations (Chapter 12). Chapters 10 and 12 include some substantial exercises. Some of the materials are included in the Resources
section that follows. Since the Resources section includes material that may need to be directly copied for use with students, copyright is waived in this section and the
materials may be photocopied freely.
Finally, a Glossary of the terms that have emerged in the early chapters in this book is provided, followed by an extensive Bibliography.
Bibliography
Andresen, L., Boud, D. and Cohen, R. (2000) ‘Experience-based learning’, in Understanding Adult Education and Training, Sydney: Allen and Unwin, pp. 225–39.
Angelo, T. and Cross, K. (1990) Classroom Assessment Techniques,San Francisco: Jossey-Bass.
Ashton-Warner, S. (1985a) Spinster, London: Virago.
Ashton-Warner, S. (1985b) Teacher, London: Virago.
Atkins, S. and Murphy, K. (1993) ‘Reflection: a review of the literature’,Journal of Advanced Nursing, 18, 1188–92.
Atkinson, T. and Claxton, G. (2002) The Intuitive Practitioner, Milton Keynes: Open University Press.
Ausubel, D. (1960) ‘The use of advance organisers in the learning and retention of meaningful verbal material’, Journal of Educational Psychology, 51, 267–72.
Ausubel, D. and Robinson, F. (1969) School Learning, London: Holt, Rhinehart and Winston.
Bannister, D. and Fransella, F. (1974) Inquiring Man, Harmondsworth: Penguin.
Barnett, R. (1997) Higher Education: A Critical Business, Milton Keynes: SRHE/Open University Press.
Barnett, R. (1999) ‘Learning to work and working to learn’, in D.Boud and J.Garrick (eds) Understanding Learning at Work, London: Routledge.
Baxter Magolda, M. (1992) Knowing and Reasoning in College Students: Gender-related Patterns in Students, Intellectual Development, San Francisco: Jossey-
Bass.
Baxter Magolda, M. (1994) ‘Post-college experiences and epistemology’, Review of Higher Education, 18 (1), 25–44.
Baxter Magolda, M. (1996) ‘Epistemological development in graduate and professional education’, Review of Higher Education, 19 (3), 283–304.
Beard, C. and Wilson, J. (2002) The Power of Experiential Learning,London: Kogan Page.
Beaty, E., Dall’Alba, G. and Marton, F. (1997) ‘The personal experience of learners in higher education: changing views and enduring perspectives’, in A.Sutherland (ed.)
Adult Learning: A Reader, London: Kogan Page.
Good Essay Writing: A Social Sciences Guide - Peter Redman.
This book approaches guides and techniques which can help everyone write good essays.
This is the Third Edition of indispensable guides built on the success of the previous editions, offering fully updated and expanded advice, in an even more accessible format. Good Essay Writing provides answers to the key questions which face students when preparing essays: What do tutors look for when marking essays? What kind of skills will be needed at different course levels? How can inadvertent plagiarism be avoided? What are the protocols for referencing?
Good Essay Writing also helps students on how to approach different types of essay questions and provides detailed guidelines on the various ways of supporting and sustaining key arguments, addresses common worries and provides extensive use of worked examples including complete essays which are fully analysed and discussed. To further aid the student all of the key points are encapsulated in easy to digest summaries.
Contents
1) Introduction.
1.1 - How to use this guide.
1.2 - Will the guide tell me 'everything' about essay writing?
1.3 - Where to go for further help.
2) What tutors look for when marking essays.
2.1 - Marking schemes - Criteria related to grade bands.
2.2 - Writing skills - 'Introductory', 'Intermediate" and 'Advanced' essays.
3) What is a social science essay?
3.1 - The structure of a basic social science essay.
3.2 - What is distinctive about a social science essay?
3.2 - Three golden rules for writing a social science essay.
4) Matching the answer to the question.
4.1 - Answering advocacy questions.
4.2 - Answering evaluation questions.
4.3 - Answering compare and contrast questions.
5) Stages of writing from preparation to final version
5.1 - Use the feedback and guidance notes.
5.2 - Read the question.
5.3 - Identify and organize the relevant material.
5.4 - First draft to final version.
6) Writing introductions
6.1 - Longer or 'full' introductions.
6.2 - Basic short introductions.
6.3 - When do you write the introduction?
7) Writing the main section
7.1 - Structuring your argument.
7.2 - Using evidence to support your argument.
7.3 - Adding weight to your argument.
7.4 - Communicating your argument.
8) Writing conclusions
8.1 - What a conclusion should aim to do.
8.2 - What a conclusion should contain.
9) Referencing
9.1 - Why are references need?
9.2 - What should be referenced?
9.3 - Basic principles.
9.4 - Compiling your references.
10) Some common worries
10.1 - Plagiarism.
10.2 - Writing too much.
10.3 - Using the 'I' word to much.
10.4 - Using your own experience.
10.5 - Presentation, spelling and grammar.
11) Examples of student essays
Essay 1
Essay 2
12) Concluding Remarks
Appendix A : What to do when your essay comes back - Maggie Coats
Appendix B : Process and command words in essay questions - Sue Cole and Pauline Harris.
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