The Role Reflection Plays in Learning – Essay Example

The Role Reflection Plays In Learning I agree with Moon’s, work that assessments of learners’ reflective work influence learning in higher institutions of learning. He argues that students can be pushed to take up deeper approaches in learning if they can be driven to think in this line of succeeding in their education. To bring the truth in this more easily, the practitioners must heartily own the method and lead the learning process to the students, rather than advising them to adhere to their, practitioners, proposition of methodologies (Moon, 2013). Where reflection is to fit as a learning tool practitioners need to trust in the potential yet excellent results it holds to promote such personality. Moon emphasizes that students can note the positive results got from reflexive work during their revisions toward their exams.
Moon’s work does not favor formal assessments in this material but acknowledges that throughout the period, students must be encouraged to reflect and follow what they think outside the set curriculum. However, he also takes a perspective that whenever value is portrayed in learners’ work, the value requires assessment. When embarking on assessment, Moon suggested that it had to follow clear, probably new, criterion to enable fair marking. This points out that there may be artifacts involved in the students’ work that would be marked under a possible double classification. These could be ‘not yet adequate and not yet passed’ or ‘adequate and passed’, this privileged qualitative marking rather than quantitative form of marking. To emphasize the agreement with Moon’s work, the marking suggestions are meant to give learners second chances to make improvements later after the final marking. In further agreement, this approach continues to bring lifelong learning given that course study does not end when the course ends.
There are positive results from reflection in learning. After more reading, this paper has brought the realization that it generates main factors in slowing down of activities in the learning process whilst fostering meta-cognition. Reflection gives room for the students to grow fond of the learning material and strengthens their voice in learning. If students were to frequently get challenges from ill-structured learning materials, it was apparent that they trusted more on their cognitive abilities. In the curriculum, it was seen to be short though the inclusive activities took longer and probably aimed to pushing learners to realize professionalism.
Moon had tools in place to draw reflection on. Most of these Tools are brought to engagement the curriculum; portfolio, reflective exercises, learning journals, and reflection on work experience. Among the tools that were not part of the curriculum were, reflections on placement learning, work based training, self and peer to peer assessments.
In conclusion there are matters that relate to introducing reflective activities. These included weak ability to reflect, lack of understanding from practitioners, cultural issues and discipline. This paper confirms Moon’s definition on his concept, which suggests it as a mental processing that hopes to get anticipated results. Its application is from unstructured or relatively complicated ideas that have no obvious results.
Reference
Moon, Jennifer A.. Reflection in Learning and Professional Development: Theory and Practice,
` London: Routledge, 2013