Encouraging secondary students' deep reflection-on-learning: a case for a reflective approach to evaluating students' learning.

Autor/in	Minott, Mark A
Titel	Encouraging secondary students' deep reflection-on-learning: a case for a reflective approach to evaluating students' learning.
Quelle	In: Reflective practice, (2015) 4, S.487 PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext (3) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1462-3943
DOI	10.1080/14623943.2015.1064375
Schlagwörter	Secondary school; Students; Reflection; Debriefing; Teaching; Reflective learning and teaching; Action research; Secondary school students; Teaching methods; Educational evaluation; Student attitudes; Reflective teaching; Skill development
Abstract	The aim of this action research study was to ascertain the usefulness of a modified version of the reflective approach to teaching practice debriefing (RATPD) strategy in encouraging secondary music students' deep reflection-on-learning. While the original RATPD strategy is a useful approach for encouraging adult students' deep reflection-on-learning in higher education contexts, what was unknown, was its usefulness in encouraging secondary school students' deep reflection-on-learning. Therefore, a study was launched. The study utilised students at a private secondary school in London, England. A grade 8 class (n=15) participated. The class contained male and female students who were 13-14 years old. Examples of the usefulness of the modified approach include the fact that it encouraged students to reveal cognitive, musical and attitudinal skills developed, think affectively by targeting their emotional state and to internalise the unit of lessons by identifying and taking ownership of positive attitudes and behaviours as part of their nature.
Erfasst von	OLC
Update	2021/4/12