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

Minott, Mark A. (2015) Encouraging secondary students' deep reflection-on-learning:a case for a reflective approach to evaluating students' learning. Reflective Practice, 16 (4). pp. 487-496. ISSN 1462-3943

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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.

Item Type: Article
Uncontrolled Keywords: reflection,teaching,students,secondary school,debriefing,reflective learning and teaching
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User: LivePure Connector
Date Deposited: 19 Oct 2021 01:15
Last Modified: 17 Nov 2021 04:49
URI: https://ueaeprints.uea.ac.uk/id/eprint/81765
DOI: 10.1080/14623943.2015.1064375

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