The use of graduated scenarios to facilitate the learning of complex and difficult-to- describe concepts
This article explores a method that has been developed to facilitate the learning of such concepts the graduated scenario technique. The article describes the initial development of the method with respect to the concept of reflective learning. Graduated scenarios are based on two practices first, the use of examples and demonstrations that show learners in this case how to write reflectively. Second, they demonstrate the characteristics of deep reflection as opposed to superficial and descriptive reflection. This demonstration is made explicit at the end of the exercise, in a framework for, in this case, reflective learning. The assumption is made that better quality learning emanates from deeper reflection (e.g. Hatton and Smith 1995).
The article goes on to discuss the application of the graduated scenario technique to critical thinking. It then moves to a more generic approach, considering why such a technique appears to be helpful and it provides examples of other areas of learning in which it could be used.
Document Type: Research Article
Affiliations: Bournemouth University.
Publication date: 01 September 2009
How can art, design and communication aid teaching? Do these teaching methods work better in certain fields of study? Focusing on arts and media-based subjects, and encompassing all areas of higher education, this journal reveals the potential value of new educational styles and creative teaching methods.
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