The Articulated Learning: An Approach to Guided Reflection and Assessment

Ash, Sarah L.; Clayton, Patti H.
December 2004
Innovative Higher Education;Winter2004, Vol. 29 Issue 2, p137
Academic Journal
The value of reflection on experience to enhance learning has been advanced for decades; however, it remains difficult to apply in practice. This paper describes a reflection model that pushes students beyond superficial interpretations of complex issues and facilitates academic mastery, personal growth, civic engagement, critical thinking, and the meaningful demonstration of learning. Although developed in a service-learning program, its general features can support reflection on a range of experiences. It is accessible to both students and instructors, regardless of discipline; and it generates written products that can be used for formative and summative assessment of student learning.

Tags: LEARNING;  COLLEGE teachers;  SELF-actualization (Psychology);  EXPERIENCE;  TEACHER-student relationships;  COMMUNICATION & education


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