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active-reflective sensing-intuitive visual-verbal sequential-global |
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Teaching Style: teaching goals (2), teaching methods (2) |
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concept representation: abstract-applied learning: understanding-rote
interaction: individual-cooperative cognitive processing: enactive-symbolic |
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defn of Reflection - Boyd & Fales (4) |
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examining experiences internal process refining our understanding of an experience can lead to changes in perspective |
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Reflection - Plack & Driscoll (4) |
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fosters critical thinking multiple perspectives reframe problems, question assumptions, analyze experiences expertise |
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The hallmark of professional practice & the key to critical thinking = |
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Schon's reflective process |
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reflection IN action reflection ON action reflection FOR action |
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Mezirow's reflective process (3) |
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1. content reflection 2. process reflection 3. premise reflection |
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Mezirow: content reflection |
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explores problem to increase understanding; varying viewpoints, contexts (of others involved) |
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Mezirow: process reflection |
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explores strategies/processes involved in an experience |
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Mezirow: premise reflection |
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(most difficult step) explores assumptions, values, beliefs, biases we make decisions on our ingrained, unconscious notions |
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recognizes assumptions problem-solving, justification, anticipation of outcomes extracting deeper meaning from experiences |
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Mezirow: content reflection how, what, or why? |
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Mezirow: process reflection how, what, or why? |
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Mezirow: premise reflection how, what, or why? |
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