Guideline: Structured occasions for reflection allow students to explore their experiences and develop abstractions that may help students transfer knowledge to new situations.
Awareness and reflection are not merely symptoms of developments in learners, they bring about the developments. It is through engaging students in reflecting upon the process and outcomes of their studying that progress is made.
Gibbs, G., Teaching Students to Learn: A Student-Centered Approach, The Open University Press, Milton Keynes, p. 91 (1981).
Students require a variety of learning situations and opportunities in order to be aware of and reflect on…variation, and to be able to make fine distinctions about the significant aspects of each new context. By identifying the differences between similar situations, the student is better able to respond appropriately. Such learning experiences are an important preparation for the unpredictable nature of the workplace.
…The impact on learning, however, is enhanced by structuring opportunities for reflection and peer consultation.
Bowden, J., Hart, G., King, B., Trigwell, K. & Watts, O., “Generic capabilities: a framework for action”, in Generic Capabilities of ATN University Graduates (2000).
High road transfer always involves reflective thought in abstracting from one context and seeking connections with others. High road transfer is not as dependent on superficial stimulus similarities, since through reflective abstraction a person can often “see through” superficial differences to deeper analogies.
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