The Articulated Learning: An Approach to Guided Reflection and Assessment
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Date
2004
Language
American English
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Abstract
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.
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Cite As
Ash, Sarah L., Clayton, Patti H. (2004). The Articulated Learning: An Approach to Guided Reflection and Assessment. Innovative Higher Education, Vol. 29, No. 2, Winter 2004. pp. 137-151
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Article