Titlebook: Enhancing Reflection within Situated Learning; Incorporating Mindfu Alexis M. Stoner,Katherine S. Cennamo Book 2018 Association for Educati

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Book 2018 research interest in exploring mindfulness as an instructional strategy associated with positive learning outcomes. It illustrates the benefits of continuous reflection within situated learning and how mindfulness can be incorporated before, during, and after the learning experience to enhance the

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Introduction,l to develop skills that transfer across environments. The ability to mindfully reflect-in-action is one such skill. This chapter presents the rationale and methods behind the development of a model to use mindfulness as an instructional strategy to enhance learners’ abilities to reflect on their actions within a situated learning environment.

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https://doi.org/10.1007/978-981-15-2493-6omotes reflection, incorporating social interaction, considering duration and timing of reflection, providing feedback, providing nonlinear navigation, and promoting spontaneous reflection. This chapter will elaborate on each of these strategies and provide methods to support incorporating them into situated learning environments.

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Strategies for Reflection in Situated Learning,omotes reflection, incorporating social interaction, considering duration and timing of reflection, providing feedback, providing nonlinear navigation, and promoting spontaneous reflection. This chapter will elaborate on each of these strategies and provide methods to support incorporating them into situated learning environments.

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2196-498X nts the benefits of continuous reflection within situated le.This innovative brief provides guidance on promoting reflection in situated learning by incorporating mindfulness strategies, tapping into a surge of research interest in exploring mindfulness as an instructional strategy associated with p

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https://doi.org/10.1007/978-94-010-3550-7l to develop skills that transfer across environments. The ability to mindfully reflect-in-action is one such skill. This chapter presents the rationale and methods behind the development of a model to use mindfulness as an instructional strategy to enhance learners’ abilities to reflect on their actions within a situated learning environment.

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Introduction,nd discipline. To support situated learners in facing these ill-structured problems and unique environments, it has been suggested that it is essential to develop skills that transfer across environments. The ability to mindfully reflect-in-action is one such skill. This chapter presents the rationa

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