Classroom Strategies
For all age groups, a more effective learning environment is one based on interaction between the learner and the environment moving between modes of reflection and action and feeling and thinking. These methods tie in well with individual and social construction of knowledge and supports critical reflection that is a necessary part of learning from experience. In a Self-directed Learning classroom, educators foster critical reflection by serving as facilitators of reflection rather than waiting until the debriefing process. In other words, they advocate reflection-on-action of the simulation experience. The concept is to have reflection-in-action process, which is more valuable as learners reflect on why they did certain tasks in the past and why new ways are more logical and productive.
Sources:
Clapper, T. (2010). Beyond Knowles: What Those Conducting Simulation Need to Know About Adult Learning Theory. Clinical Simulation in Nursing(6), 7-14.
Fenwick, T. (2003). Learning through experience: Troubling orthodoxies and intersecting questions. Malabar, Fl: Krieger.
Kolb, A., & Kolb, D. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning and Education, 4(2), 193-212.
Merriam, S., & al., e. (2007). Learning in Adulthood: A Comprehensive Guide. San Francisco: Jossey-Bass.
Sources:
Clapper, T. (2010). Beyond Knowles: What Those Conducting Simulation Need to Know About Adult Learning Theory. Clinical Simulation in Nursing(6), 7-14.
Fenwick, T. (2003). Learning through experience: Troubling orthodoxies and intersecting questions. Malabar, Fl: Krieger.
Kolb, A., & Kolb, D. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning and Education, 4(2), 193-212.
Merriam, S., & al., e. (2007). Learning in Adulthood: A Comprehensive Guide. San Francisco: Jossey-Bass.
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