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- Reflection is not a superficial process of introspection. Rather, it is an evidence-based, integrative, analytical, capacity-building process that serves to generate, deepen, critique, and document learning. Additionally, the development of reflective skills is central to students’ academic and professional development within a discipline.
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A reflection is an account of learning at a point in time, which is impacted by such things as past experiences, culture, and current events. David Kolb describes how learning is a process
Sep 25, 2017 · Building upon reflection as a tool for enhanced metacognition, the researcher postulated that a positive correlation would exist between application of a reflection instrument and students’ level of academic performance and motivation in an urban high school English class.
- Derek Cavilla
- 2017
Jun 13, 2018 · In addition to the reflection pyramid, the constructive alignment between learning activities, intended learning outcomes, and assessment practices play an important role for students to develop their reflective skills (Biggs, Citation 2014) and have been a focus area in EiT.
- Sven Veine, Martha Kalvig Anderson, Nina Haugland Andersen, Thomas Christian Espenes, Tove Bredesen ...
- 2020
Accumulating evidence demonstrates many benefits: it is integral to self-assessment, enhances acceptance of feedback, allows for the integration of new and existing knowledge and experience, facilitates reconciliation of cognitive and affective elements of experience, supports the development of professional identity, and enhances diagnostic acc...
Dec 8, 2015 · Reflection is a crucial cognitive practice in the research field. Reflexivity is largely practiced in qualitative research, where it is used to legitimate and validate research procedures.
- Luigina Mortari
- 2015
Why should students reflect? Reflection is not a superficial process of introspection. Rather, it is an evidence-based, integrative, analytical, capacity-building process that serves to generate, deepen, critique, and document learning.
The Reflection for Learning activities are grouped by category to scaffold you from familiar cognitive and text-based approaches, through to approaches to practice that are more sensory and creative (Harvey and Vlachopoulos, 2019).
