Teaching Approaches

Science Education Resource Center at Carleton College
"Self-regulated learning is an overarching term that addresses how students approach their learning, work toward goals, and evaluate their performance. The topic of self-regulated learning intertwines cognitive strategies, metacognitive strategies, and motivational beliefs (VanderStoep et al., 1996). Ultimately, students who practice self-regulated learning can improve their academic performance, find value in their own learning process, and continue to be effective learners once they enter the workforce."

MIT Teaching & Learning Lab
"Self-regulated learning is not an innate ability, but rather a skill set that can be developed to help students direct themselves through the process of learning. Developing this skill set allows students to learn more effectively because they are able to set clear goals for themselves and monitor their progress based on their goals and strategies. Self-regulation allows students to become less reactive and more proactive in their learning."

Reflective practices can help new teachers stay resilient and grounded as they encounter challenges on the job.

Montclair State University
"Instructors, students, disciplinary norms, and pedagogy are all in continual flux, so even the best-prepared and skillful instructor is only such at a moment in time. Exemplary instructors model life-long learning for their students through their own engagement with their discipline, their teaching, and the ever-evolving students in their courses."

Science Education Resource Center at Carleton College
"Self-regulated learning is a cyclical process, wherein the student plans for a task, monitors their performance, and then reflects on the outcome. The cycle then repeats as the student uses the reflection to adjust and prepare for the next task."

The purpose of this article is to contribute to the ongoing debate about the
uses of reflective practice and to explore how reflective practice can produce
knowledge of the mechanisms at work in contemporary higher education.
The article presents case study data from reflective practice statements
produced by higher education practitioners engaged in reflective practice as
part of a course aimed at improving supervision for research degree
students.

This paper builds on a keynote address delivered at the International Conference of Communication in Healthcare (ICCH 2019) and is based on the vast literature on reflection and the author’s personal experience as a researcher and educator. It discusses the components of reflective practice as well as exemplifies the importance of reflective practice to student’s capability to learn communication skills.

Reflective practice is integral to the exercise physiology discipline, however its integration into curriculum requires further development and research. Utilising clinically based scenarios, final year students, participated in a three-week reflective learning experience using the 6 step SPROUT acronym, represented as Situation, Past experiences, Read and refer, Other influences, Understanding and Taking it forward.

Reflective practice is widely adopted across the field of experience-based learning subjects in higher education, including practicums, work-integrated learning, internships, service learning and community participation. This adoption of reflective practice implies that it supports student learning through experience.

Seeking ways to support the work of higher education teachers is important. One of the tools that can be used to support teachers’ work is the promotion of reflection. In this study, Finnish higher education teacher educators reflected their teaching by using a research-based self-reflection tool HowUTeach, which consists of items measuring teaching processes and well-being.