Mindful Learning in Geography: Cultivating Balanced Attitudes Toward Regions

A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment

“…Include formal and informal mindfulness practices (Crumley & Schutz, 2011;Diaz, 2011;Mapel, 2012;Trunnell, 1996)  Build a foundation for informal practices through formal practices (Crumley & Schutz, 2011;Diaz, 2011;Mapel, 2012;Trunnell, 1996)  Integrate informal into everyday experience (Birnbaum, 2008) 3. Deliver instruction in a mindful or conditional way (Anglin, Pirson, & Langer, 2008;Langer et al, 1989;Langer & Piper, 1987;Ryu & Lee, 2015;Sherretz, 2011)  Present material from multiple perspectives (Anglin et al, 2008;Langer et al, 1989;Langer & Piper, 1987;Ryu & Lee, 2015;Sherretz, 2011)  Use conditional language to maintain cognitive flexibility (Anglin et al, 2008;Langer et al, 1989;Langer & Piper, 1987;Ryu & Lee, 2015;Sherretz, 2011) Providing an orientation to mindfulness. While we are all mindful to some degree, most learners do not have the skills or training to naturally engage in mindfulness.…”

“…In order for learners to reflect-in-action, they need to have a level of cognitive flexibility that allows them to adapt to surprises and unfamiliar experiences. Mindful instruction, or presenting material in a conditional manner, helps students increase creativity by allowing students to see content and experiences from multiple perspectives or presentations (Anglin et al, 2008;Langer et al, 1989;Langer & Piper, 1987;Ryu & Lee, 2015;Sherretz, 2011). Similar to an orientation to mindfulness, mindful instruction builds the foundation for mindful learners who are able to reflect in the present moment by preparing them cognitively for future situated learning experiences.…”

“…Similar to an orientation to mindfulness, mindful instruction builds the foundation for mindful learners who are able to reflect in the present moment by preparing them cognitively for future situated learning experiences. Several experimental studies have illustrated when instruction is delivered in a mindful versus a mindless manner, learners have an increased cognitive flexibility (Langer & Piper, 1987;Lee & Ryu, 2015), the ability to adapt and use 63 REFLECTION FOR SITUATED LEARNING: A MINDFUL APPROACH creative solutions to novel situations (Langer, Hatem et al 1989, Langer & Piper, 1987, and also have a more balanced attitude towards content and experiences (Anglin et al, 2008). These are all essential skills in creating learners with the ability to critically reflection in a situated learning experience.…”

“…Based on a synthesis of results from the literature review described above, the following is a conceptual model of how to enhance reflection incorporating mindfulness within a situated  Encourages reflection early and often for the learners (Carroll, 2009;Granville & Dison, 2005)  Brings out students' awareness of personal assumptions and beliefs that may impede cognitive flexibility (Eyler, 2001; Stewart, 2010)  Prepares students to be observant, thoughtful, and address surprises (Carroll, 2009;Eyler, 2001)  Creates a culture that allows a student to learn to reflect spontaneously (Boudreau et al, 2014;Herrington, Parker, et al, 2014)  Utilize mindful/conditional instructional delivery methods  Increases cognitive flexibility (Langer & Piper, 1987;Ryu & Lee, 2015)  Increases creativity within a learning situation (Langer et al, 1989;Langer & Piper, 1987)  Creates more balanced attitudes towards content and situations (Anglin et al, 2008)  Provide an orientation to mindfulness o Formal mindfulness o Informal mindfulness  Clears cognitive space for reflection (Carroll, 2009)  Provides s foundation for learners to engage in informal mindfulness practices (Carmody & Baer, 2008)  Prepares students to become present within an experience  Builds the attention, attitude, and intention required for mindfulness practice (Shapiro, 2009) (Table Continued) (Croker et al, 1998;Granville & Dison, 2005;Huisman & Edwards, 2011;Ovens & Tinning, 2009;Stalmeijer et al, 2009)  Provides an authentic situation in which students can relate (Croker et al, 1998;Granville & Dison, 2005)  Helps learners reflect spontaneously and independently (Boudreau et al, 2014;Herrington, Parker, et al, 2014)  Create an environment that allows for social interaction with others to promote reflection-inaction o Observe peers in practice o Observe experts in practice o Collaboration in groups  Allows for personal comparison and immediate reflection (Croker e...…”

“…These strategies prevent a mindlessness way of learning where our thoughts and behavior are governed merely by previously programmed knowledge blinding the learner to only one possible perspective or solution (Langer, 2000). Using mindful instruction will help learners in the reflection-in-action process as it increases cognitive flexibility (Langer & Piper, 1987;Ryu & Lee, 2015), increases creativity within a learning situation (Langer et al, 1989;Langer & Piper, 1987), and creates more balanced attitudes towards content and situations (Anglin et al, 2008).…”