ABSTRACT
Video-stimulated recall is a method long used by researchers as a window into learners’ cognitive and decision-making processes. It also provides an alternative modality of reflection that can potentially provide learners with distinctive dialogical pathways to thoughts and emotions they might never have pinpointed without visual playback. Drawing on the theoretical review in Part I and the empirical findings presented in Part II, Chapter 11 provides concrete procedures and strategies drawn from the literature to help practitioners integrate reflection into the classroom using video-stimulated recall.
