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    General Reflection in Portfolio

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    John Philip Vuelba
    Through reflecting on facilitating learner-centered teaching, the author realized several important lessons. The session allowed for mutual respect between the teacher and learner, and any needs identified were addressed. While theories of teaching and learning sometimes contradict each other, each provides useful perspectives for different applications in caring professions like radiography. This reflective experience enhanced the author's understanding of how reflection leads to better learning and challenges practitioners to think in new ways.

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    General Reflection in Portfolio

    Uploaded by

    John Philip Vuelba
    200 views2 pages
    Through reflecting on facilitating learner-centered teaching, the author realized several important lessons. The session allowed for mutual respect between the teacher and learner, and any needs identified were addressed. While theories of teaching and learning sometimes contradict each other, each provides useful perspectives for different applications in caring professions like radiography. This reflective experience enhanced the author's understanding of how reflection leads to better learning and challenges practitioners to think in new ways.

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    Through reflecting on facilitating learner-centered teaching, the author realized several important lessons. The session allowed for mutual respect between the teacher and learner, and any needs identified were addressed. While theories of teaching and learning sometimes contradict each other, each provides useful perspectives for different applications in caring professions like radiography. This reflective experience enhanced the author's understanding of how reflection leads to better learning and challenges practitioners to think in new ways.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    200 views2 pages

    General Reflection in Portfolio

    Uploaded by

    John Philip Vuelba
    Through reflecting on facilitating learner-centered teaching, the author realized several important lessons. The session allowed for mutual respect between the teacher and learner, and any needs identified were addressed. While theories of teaching and learning sometimes contradict each other, each provides useful perspectives for different applications in caring professions like radiography. This reflective experience enhanced the author's understanding of how reflection leads to better learning and challenges practitioners to think in new ways.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    General Reflection

    Through reflection on Facilitating Learner Centered Teaching, we are able to improve upon the
    required ability to perform our practice. It has been recognized that the right way to reflect is to
    use a reflective model which will provide guidance. A good reflection includes Description,
    Feelings, Evaluate, Analysis, Conclusion, and Action Plan. Guided by these, we are able to make
    a proper reflection. Being the learner parting we gave a general overview of what we have
    learned so far and allowed ourselves time to reflect and also give our comments through an
    evaluation form given to us.

    Reflecting on this work we realized that by discussing our needs as the learner with, and
    providing the means to achieve our goals, an approach to learning was in play. There was mutual
    respect throughout the session and any perceived need that was identified was addressed. The
    role of the teacher in a teaching episode was demonstrated in accordance with Gagne’s
    behavioral sequence of teaching and learning. His systematic approach suggests that educational
    or learning goals should be specified. However, this was modified to the humanistic view of
    learning where student is involved in the setting of objectives making the whole teaching and
    learning student centered.

    The entry behavior level of the model required the cognitive recall of previous knowledge which
    played a vital role throughout the session with our respective teacher. However, in a theorist’s
    work on psychology and teaching commented that the acquisition of new knowledge or
    information in any learning situation is enhanced when the new material relates what is already
    known. Learning therefore becomes meaningful he continues when the information could be
    transferred to real life situation or in ones practice. However, the theory of teaching and learning
    is complex and contradictory. Each theory underpins one another in most situations whilst in
    other areas there are contradictions. For example, the case of Bruner and another theorist
    illustrates the contradictions within the cognitive camp. These two theorists disagree about the
    form that cognitive structure and material organization should be. Whilst Bruner suggest a
    sequence arrangement of facts, from specific to general.

    Despite the various disagreements and conflicting issues, each theorist ideas are applicable in
    one way or the other in the caring professions. In particular, the strict behaviorist approach to
    learning is useful to the psychomotor skills training in radiography. It is further stated that like
    most health professionals radiographers require cognitive recall of classroom theory of anatomy
    to position their patients. Also a radiographer acting on request forms obeys the stimulus
    response theory of the behaviorist.

    Through this teaching and reflective experience, we have come to understand the various
    theories that underpin teaching and learning. We also gained an experience in the management of
    unexpected and unplanned incidents that can occur. We have gained an insight into skills
    required for lesson planning, such as devising aims and learning outcomes, selecting content and
    the systematic way of preparing classroom material.
    We developed important teaching skills including introducing a topic, assessing or questioning
    and improving the student-teacher interaction. Moreover, the skill needed to assess and provide
    feedback was also enhanced. In addition, the use of varied styles of instructional design, have
    helped us to understand the importance of creative teaching strategies such as the use of
    computer technology. This reflective experience has enhanced our understandings of reflection
    leads to better learning and also challenges us as practitioners in the way we think and feel and
    believes.

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