S6, S7: LSI and Learning Styles

The Foundation of Contemporary Approaches to Experiential Learning. (Kolb, 1984). pp. 1-38.

Article Experiential Learning across the Curriculum (Hutchings & Wutzdorff)

“Reflecting on Practice: Learning Journals” (Langer)

Langer, A. M. (2002). Reflecting on Practice: using learning journals in higher and continuing education. Teaching in Higher Education, 7(3), 337–351. https://doi.org/10.1080/13562510220144824

Structure

p337. Intro

p338. The Concept of Reflection in Learning

p339. The Use of Learning Journals

Learning Journals and the Transition from Theory to Practice

Types of Journals

p341. Research Methods

Interviews with Selcted Students

p343. Results of the Study

Learning Journals Analysis

Summary of the Interviews

TABLE 1. Demographics of the 10 students

Kolb, D. A. (2014). The Foundations of Contemporary Approaches to Experiential Learning. In Experiential learning: Experience as the source of learning and development (pp. 1–38). FT press. Retrieved from https://books.google.com/books?hl=en&lr=&id=jpbeBQAAQBAJ&oi=fnd&pg=PR7&dq=The+Foundations+of+Contemporary+Approaches+to+Experiential+Learning+1984&ots=Vn2SoX20Mc&sig=oC7EAgaA_a-cVK-2cFb7_gjCQo4

Hutchings, P., & Wutzdorff, A. (1988). Experiential learning across the curriculum: Assumptions and principles. New Directions for Teaching and Learning, 1988(35), 5–19. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/tl.37219883503/full

Structure

p20. Intro

p21. Three Models of the Experiential Learning Process

Figure 2.1 The Lewinian Experiential Learning Model

Structure

p5. intro

p6. Integrated Learning

Figure I. Argyris and Schon's Model

Figure 2. Kolb's Model

p22. Dewey's Model of Learning

Figure 2.2 Dewey's Model of Experiential Learning

p9. The Alverno College Experiential Learning Model

Figure 3. Integrated Performance Model

p23. Piaget's Model of Learning and Cognitive Development

Figure 2.3 Piaget'a Model of Learning and Cognitive Development

p347. Implications: Factoring Student Perceptions

p359. Conclusions

Extracted Annotations (10/23/2017, 1:28:49 PM)

"The purpose of this study is to report on the use of learning journals as vehicles for ABSTRACT encouraging critical reflection among non-traditional students and to compare variances with studies among traditional students. An objective of the study was understand how adult to students in a 'technical' computer class responded to the requirement for learning journals. Qualitative research focused on whether learning journals prove be an effective teaching tool to in science-based, adult learning. The study was conducted at Columbia University's Computer Technology pro;;ramme in Continuing Education. Results suggest that non-traditional students are more skeptical than traditional students about using learning journals and more likely to use them as study tools. An implication of this study is that student perception and skepticism of the assignment can affect the objective of developing reflective thinking. This implication stresses the need to account for student perception in studies on learning journals and critical reflection." (Langer 2002:337)

"According to Morrison, the manner in which reflection is commonly used has shuttled between the process of learning and the representation of that learning." (Langer 2002:338)

"With respect to the process of learning, Moon (2000) suggested that individuals reflect on something in order to consider it in more detail. Dewey (1933) and Hullfish & Smith (1978) suggested that the use of reflection supports an implied purpose: individuals reflect for a purpose that leads to the processing of a useful outcome." (Langer 2002:338)

"Journal writing represents a formal tool for developing reflective thinking. Holly ( 1989) referred to the metacognitive effect of journal writing, and its ability to enable self-enquiry and facilitate critical consciousness" (Langer 2002:338)

"in the field of science research it has been shown that learning journals force students to replicate ideas and facts (Powell, 1997; Chatel, 1997; Meese, 1987). Harmelink (1998) found that science students who kept journals improved their learning and communication skills" (Langer 2002:339)

"Selfe et al. (1986), has been on the question of how journal writing assisted mathematics students. Their study showed that while learning journals did not necessarily assist students with earning higher grades on tests, journals did assist students in developing abstract thinking that in tum allowed them better conceptualise the meaning of technical to definitions." (Langer 2002:339)

"develop better strategies in problem solving through writing as compared to just memorising calculations." (Langer 2002:339)

"journals helped them clarify their ideas and thoughts. Grumbacher (1987) examined physics students and found that through the use of journals they were better able to synthesise their knowledge, and reflect upon its impact on their learning and personal experiences." (Langer 2002:340)

"Dart et al. (1998) conducted a study on how graduate teachers in training used journals to relate theory to practice." (Langer 2002:340)

"'double entry' journals, which require secondary (subsequent) reflection on initial entries, to provide guidance for students in understanding how to link theory practice and back to theory. Morrison (1996) based his research on to Schon's (1983) concepts of 'reflection-in-action' and 'reflection-on-action" (Langer 2002:340)

"An unstructured journal allows students to produce their own format." (Langer 2002:340)

"A structured journal carries an imposed form of constraint regarding the manner in which it is written." (Langer 2002:341)

"The development of dialogue journals, which can be used methodologically to train student expression and reflection, was explored by Garmon (1998) and Peyton (1993)." (Langer 2002:341)

"more appropriate to introspection than critical reflection" (Langer 2002:348)

"Furthermore, studying student responses at the affective level reveals the influences and practical inextricabilities, of so-called non-reflective activity, such as introspection, in the production of reflective thinking." (Langer 2002:348)

REFERENCES

ABBAS, A. & GILMER, P.J. (1997) The Use of Journals in Science Teaching and Learning for Prospective

Teachers: an active tool of students' reflections, Conference Paper (ERIC Document Reproduction

Service No. ED 409 182).

BEMILLER, S. (1987) The mathematics handbook, in: T. FULWILER (Ed.) The Journal Book

(Portsmouth, Heinemann).

CANNING, C. ( 1991) What the teachers say about reflection, Educational Leadership, March.

CHATEL, R.G. (1997) Writing to Learn in Science: a cum·culum guide, Classroom Teaching Guide

(ERIC Document Reproduction Service NO. ED 414 196).

DART, B., BOULTON-LEWIS, G., BROWNLEE,]. & MCCRINDLE, A. (1998) Change in knowledge of

learning and teaching through journal writing, Research Papers in Education, 13(3), pp.

291-318.

DE AcosTA, M. (1995) Journal writing in service-learning: Lessons from a mentoring project,

Michigan Journal of Community Service Learning, 2, pp. 141-149.

DEWEY,]. (1993) How We Think (Boston, D C Health and Co).

FISHER, B.]. (1996) Using journals in the social psychology class: helping students apply course

concepts to life experiences, Teaching Sociology, 24(2), pp. 157-165.

FRANCIS, D. (1995) Reflective journal: a window to preservice teachers' practical knowledge,

Teaching and Teacher Education, 11 (3), pp. 229-241.

GARMON, M.A. (1998) Using dialogue journals to promote student learning in a multicultural

teacher education course, Remedial and Special Education, 19(1), pp. 32-45.

GRUMBACHER, J. (1987) How writing helps physics students become better problem solvers, in:

T. FULWILER (Ed.) The Journal Book (Portsmouth, Heinemann).

HARMELI::--IK, K. (1998) Learning the write way, Science Teacher, 65(1), pp. 36-38.

HEATH, H. (1998) Keeping a reflective practice diary: a practical guide, Nurse Education Today,

18(18) pp. 592-598.

HOLLY, M. (1989) Reflective writing and the spirit of inquiry, Cambridge Journal of Education,

19(1), pp. 71-80.

HULLFISH, H.G. & SMITH, P.G. (1978) Reflective Thinking: the method of education (Westport,

Greenwood Press).

JAMES, C. & DENLEY, P. (1993) Using records of experience in an undergraduate certificate in

education course, Evaluation and Research in Education, pp. 23-37.

JoHNS, C. (1994) Nuances of reflection, Journal of Clinical Nursing, 3, pp. 71-75.

KEMBER, D., JoNES, A., LoKE, A., McKAY, J., SINClAIR, K., TsE, H., WEBB, C., WoKG, F., WoNG,

M. & YEUNG, E. (1999) Determining the level of reflective thinking from students' written

journals using a coding scheme based on the work of Mezirow, International Journal of

Lifelong Education, 18(1), pp. 18-30.

KERKA, S. (1996). Journal Writing and Adult Education, Research Report (ERIC Document

Reproduction Service. No. ED 399 413).

KOLB, D. (1984) Experimential Learning as the Science of Learning and Development (Englewood

Cliffs, Prentice Hall).

LUKINSKY, J. (1990) Reflective withdrawal through journal writing, in:]. MEZIROW (Ed.) Fostering

Critical Reflection in Adulthood: a guide to transformative and emancipatory learning (San

Francisco, Jossey-Bass).

MEESE, G. (1987) Focused learning in chemistry research: Suzanne's journal, in: T. FULWILER

(Ed.) The Journal Book (Portsmouth, Heinemann).

MEZIROW,]. (1990) How critical reflection triggers transformative learning, in: J. MEZIROW (Ed.)

Fostering Crztical Reflection in Adulthood: a J?Uide to transformative and emancipatory leaminK

(San Francisco, Jossey-Bass).

MEZIROW, J. (1991) Transformative Dimensions of Adult l.eaming (San Francisco, Jossey-Bass).

MooN, J.A. (2000) Leaming Journals: a handbook for academics, students and professional development

(London, Kogan Page Limited).

MoRRJSOK, K. (1996) Developing reflective practice in higher degree students through a learning

journal, Studies in HiJ?her Education, 21 (3), pp. 317~332.

PATTON, M.Q. (1990) Qualitative Evaluation and Research Method (Newbury Park, Sage).

PEYTON, ].K. (1993) Dialogue Joumals: interactive writing to develop language and literacy, Research

Report (ERIC Document Reproduction Service No. ED 354 789).

POWELL, A.B. ( 1997) Capturing, examining, and responding to mathematical thinking through

writing, Clearing House, 71(1), pp. 21~25.

RAINER, T. ( 1978) The New Diary. How to use a journal for self-guidance and extended creati'vity (Los

Angeles, JP Tarcher Inc.).

SCHON, D. (1983) The Reflective Practitioner: how professionals think in action (New York, Basic

Books).

SELFE, C. & ARBABI, F. (1986) Writing to learn-engineering students journal, in: A. YoUNG & T.

FULWILER (Eds) Writing Across the Disciplines (Upper Montclair, Boynton/Cook).

SELFE, C., PETERSON, B. & NAHRGANG, C. (1986) Journal writing in mathematics, in: A. YouNG

& T. FuLWILER (Eds) Writing Across the Disciplines (Upper Montclair, Boynton/Cook).

STATON, J., SHCY, R., PEYTON, S. & REED, L. (1988) Dialogue Journal Communication (Norwood,

Ablex).

TAGGART, G.L. & WILSON, A.P. (1988) Promoting Reflective Thinking in Teacher (Thousand Oaks,

Corwin Press, Inc).

Appendix 1: interview guide

1.

2.

3.

4.

5.

6.

7.

8.

9.

What was your initial reaction to being required to use a learning journal?

How did you use the learning journals during the course?

What were the benefits of doing learning journals?

What were the downsides or disadvantages of using learning journals?

Did producing learning journals change your learning process?

Have you continued using learning journals in other courses or in other situations?

Do you think that learning journals can be used for all types of courses?

Did you use the learning journal as a way of collaborating with your instructor?

Did the journals assist in critical reflection?

p10. Concreteness

p12. Involvement

Figure 4. Esthetic Response Model

p14. Dissonance

p15. Reflection

Figure 5. Annotated Model of Integrated Performance

p17. Knowing and Doing: Coming Together

Extracted Annotations (10/23/2017, 12:21:05 PM)

"Dewey (1916). Like many who have recently called for educational reform, Dewey argued that education must be active and involved." (Hutchings and Wutzdorff 1988:5)

"Knowledge must be linked to experience, he said, not set apart in "abstract, bookish" forms divorced from life." (Hutchings and Wutzdorff 1988:5)

""To learn from experience is to make a backward and forward connection between what we do to things and what we enjoy or suffer from things in consequence. Under such conditions, doing becomes a trying, an experiment with the world to find out what it is like; the undergoing becomes instruction-discovery of the connections of things"" (Hutchings and Wutzdorff 1988:6)

"process that includes several distinct (although not neatly sequential) stages: observation (watching Mother balance her checkbook); actual doing (taking that first step on roller skates); reflection on what has been done, usually at some distance ("It took me five hours to balance my checkbook-there must be a better way"); trial and error (skating with and without arm movements); development of something like a hypothesis or theory that" (Hutchings and Wutzdorff 1988:6)

"the integration of knowing and doing is not simply a matter of application but rather an ongoing interactive process in which both . knowledge and experience are repeatedly transformed." (Hutchings and Wutzdorff 1988:7)

"a knowledge that is contextual, nuanced, grounded in experience, and "do-able."" (Hutchings and Wutzdorff 1988:7)

"Faculty members seeking to incorporate an experiential dimension into the curriculum would do well to begin with work like Argyris and Schon's and Kolb's." (Hutchings and Wutzdorff 1988:8)

"The curriculum is organized around eight outcomes, which represent both the content and process of liberal learning: effective communications, analytical ability, problem solving, valuing in decision making, social interaction, responsibility toward the global environment, effective citizenship, and esthetic responsiveness." (Hutchings and Wutzdorff 1988:9)

"A more concrete way of putting this-in philosophy, for instance-is to ask how the student will be different as a result of studying Plato, Kant, and Husserl. Certainly, he or she will have some familiarity with the philosophical canon but will also develop certain habits of mind, certain attitudes and abilities inherent in the discipline. (Even more intriguing, one could ask what outcomes would result from studying Plato, bui: not Kant.) Learning in the discipline, then, is defined in terms of both knowing the content of philosophy and practicing it-thinking and acting like a philosopher. Seen in this way, every discipline entails performance. Moreover, the character of performance changes as students move through their courses of study." (Hutchings and Wutzdorff 1988:9)

"With sustained effort across the curriculum, however, the dichotomy begins to break down. Students more readily begin to see the applications of the content they are learning. They can test the meaning of their knowledge as they are required to speak and write about it, to connect it to their own experience. In an upward spiral of closer and closer integration, knowing and doing" (Hutchings and Wutzdorff 1988:9)

"Concreteness Learning must be rooted in the student's own experience. This dictum may mean either beginning with the experience the student brings to the learning situation or building an experience into that learning." (Hutchings and Wutzdorff 1988:10)

"The power of concreteness to connect knowing and doing is particularly evident in an introductory course on social systems offered by Alverno's sociology department. One way to introduce students to this subject might be to assign readings on social structure, to lecture on theories of hbw social structure influences groups and individuals, and to discuss such issues with the class. This method certainly could be effective, but the two instructors who have shared responsibility for this course over the past several years have discovered that this deductive method does not always work. They found that students repeated theories but did not apply them to their own experiences and lives. The instructors got the best results by leaving theory until later and beginning with students' experience, and instead of building theories out of air, building theory · on that experience. "Rather than assuming all students had experiences relevant to the topic," the instructors report, "we made the class itself the needed experience."" (Hutchings and Wutzdorff 1988:11)

"root~d Such learmng not only m IS ! concrete experience but also involves and engages a .range domam.skmesth~nc, affect~ve, rhe cognitive faculties, of course, but also the ethical. attitudinal, and behavioral dimensions of learmng." (Hutchings and Wutzdorff 1988:12)

Such learmng not only IS root~d m

concrete experience but also involves and engages a .range a! domam.srhe

cognitive faculties, of course, but also the kmesth~nc, affect~ve,

ethical. attitudinal, and behavioral dimensions of learmng. (note on p.12)

"Imohing students in their own learning in the ways we have suggested is what makes possible a third strategy for integrating knowing and doing: dissonance, throwing learners temporarily out of balance to move them toward deeper understanding." (Hutchings and Wutzdorff 1988:14)

"This framework proves particularly helpful to students in off-campus internships. The notion of dissonance, or mismatch, between knowing and doing closely matches what they experience. Focusing on points of dissonance-between theory and practice, cognition and emotion, expectation and reality, a "should" and a "must" -students rethink their knowing, reshape their doing, and bring knowledge and action closer and closer together." (Hutchings and Wutzdorff 1988:15)

"reflection, the ability to step back and ponder one's own experience, to abstract from it some meaning or knowledge relevant to other experiences." (Hutchings and Wutzdorff 1988:15)

"The capacity for reflection is what transforms experience into learning. The bad news is that reflection, necessary as it is, is not something many students do naturally. Faculty must build into the curriculum occasions that will prompt students to look carefully at their learning and at themselves as learners." (Hutchings and Wutzdorff 1988:15)

"Connectedness, integration, personal involvement, links between knowledge and experience: These are motifs students encounter even in the first semester at Alvemo." (Hutchings and Wutzdorff 1988:16)

"At A!verno, for instance, students major- ~nd mg m the arts humamt1es compile portfolios of their work (papers, notes from readmg, maps and outlines for oral presentations, taped performances, and so on_) from semester to semester" (Hutchings and Wutzdorff 1988:16)

"No doubt the process of selection is itself a prompt for reflection, but students also complete structured analyses of the work they collect, answering questions about repeated themes and interests, patterns of development, strengths, weaknesses, and future goals. The analysis is of the student herself and her learning, a taking stock of her own development. Reflection on an integrated, cumulative sample of work invites her to take an involved and active stance toward her learning and to see it as a lifelong activity in which she is both knower and doer." (Hutchings and Wutzdorff 1988:17)

"diagnoses the degree to which she brings together knowing and doing through group interaction, speaking, reading, problem solving, and analysis brought to bear on a complex social and political situation). As usual, the student must reflect on her own performance (she must self-assess), but she is also evaluated and given feedback by an external assessor, one of dozens of local professionals (many of them alumnae) who volunteer their services. We call this assessment the "Integrated Competence Seminar."" (Hutchings and Wutzdorff 1988:18)

References

Argyris, C., and Schon, D. Theory in Practice: Increasing Professional Effectiveness.

San Francisco: Jossey-Bass, 1974.

Dewey,]. Democracy and Education. Toronto, Ont.: Macmillan, 1916.

Frick, S. "Toward a Definition of Experience." Liberal Education, 1977, 63,

495-499.

Kolb, D. Experiential Learning: Experience as the Source of Learning and Development.

Englewood Cliffs, N.J.: Prentice-Hall, 1984.

Krathwohl, D. R., Bloom, B., and Masia, B. Taxonomy of Educational Objectives.

Vol. 2. Affective Domain. New York: McKay, 1964.

Scheffler, I. "In Praise of the Cognitive Emotions." Teachers College Record, 1977,

79, 171-186.