Encouraging secondary students' deep reflection-on-learning: a case for a reflective approach to evaluating students' learning
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 fo...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Minott, Mark A [verfasserIn] |
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| Format: |
Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2015 |
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| Rechteinformationen: |
Nutzungsrecht: © 2015 Taylor & Francis 2015 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: Reflective practice - Abingdon, Oxfordshire : Routledge, Taylor & Francis Group, 2000, 16(2015), 4, Seite 487 |
|---|---|
| Übergeordnetes Werk: |
volume:16 ; year:2015 ; number:4 ; pages:487 |
| Links: |
|---|
| DOI / URN: |
10.1080/14623943.2015.1064375 |
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OLC1960862413 |
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| 520 | |a 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. | ||
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encouraging secondary students' deep reflection-on-learning: a case for a reflective approach to evaluating students' learning |
| title_auth |
Encouraging secondary students' deep reflection-on-learning: a case for a reflective approach to evaluating students' learning |
| 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. |
| abstractGer |
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. |
| abstract_unstemmed |
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. |
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Encouraging secondary students' deep reflection-on-learning: a case for a reflective approach to evaluating students' learning |
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