Facilitating reflection a manual for higher education

Understanding that reflection can take many, many forms and that good facilitators are those that promote creative reflection activities, the final section of the manual includes brief descriptions of alternative forms of reflection that need not take place with a group present. Effective reflection requires that facilitators demonstrate an open-minded attitude, communicate appropriately, manage group dynamics, incorporate diversity, and provide closure. Developing skill in each of these areas involves learning and becoming comfortable with numerous facilitation practices. Chapter 1: Understanding Reflection - Facilitating Reflection: A Manual for Higher Education furthers learning and inspires, provocative thought and action. Most of all, it can benefit the individual and the community. Why learn from experience? Most of what we know about the world and our place in it is derived from learning through our experiences.

Although the Reflection Circle is a basic structure for reflection, not all groups or group members are comfortable or interested in speaking up in this environment right away. Being creative and using a variety of activities helps to gain the participants' interest and can foster comfort and familiarity in the group. Effective reflection requires that facilitators demonstrate an open-minded attitude, communicate appropriately, manage group dynamics, incorporate diversity, and provide closure. Developing skill in each of these areas involves learning and becoming comfortable with numerous facilitation practices. Simply put, reflection involves getting people talking about their experiences. Good facilitation can assure this occurs in a safe and democratic way. The most basic form this reflection takes is the reflection circle. In this forum the tools of good facilitation are used and questions are raised that start participants thinking about their experiences and their learning.

of reflection among STs from the Sultan Idris Education University (UPSI) in after given exposure to the critical reflection manual (CRM) during TCE. following facilitated reflective teaching offers tertiary students a lifelong learning strategy. Despite this, only three empirical studies in the past ten. Facilitation focuses on how people participate in the process of learning or If your group is one of them, be sure to read a good manual or book on.