Content area
Full Text
Deborah A. Sugerman, Michael A. Gass, Daniel E. Garvey, and Kathyrn L. Doherty. (1999). Reflective learning: Theory and practice. Dubuque, IA: Kendall/Hunt. 114 pages.
The novice instructor who is making that leap into the world of processing probably spends some time self-reflecting on things like:
1. What will I say?
2. How can I connect what participants are doing with what they are supposed to be learning?
3. How can I get them to think about how the exercises will give them insights to talk about later?
4. How can I retreat with style if I get in too deep?
5. How can I turn the experience into a positive one if they continue to fail?
The authors of this concise book, Reflective Learning, give some answers to the above questions and suggest that the secret to success in enabling good reflection is "planning the reflective learning piece." As with teaching in general, advanced planning is key. Just turning up with the hope of things happening is not facilitation and could lead to embarrassment at best and miseducation at worst. This book then takes the prospective...