PEDAGOGY AND ICT INTEGRATION ACROSS THE CURRICULUM

UNIT I: PEDAGOGY – CONCEPTIONS AND PERSPECTIVES

1.3 CRITICAL UNDERSTANDING OF VARIOUS METHODS AND APPROACHES OF TEACHING

LEARNING; FACILITATING LEARNING; TEACHER AS REFLECTIVE PRACTITIONER

Introduction

The rapid changes and increased complexity of today’s world present new challenges and put new demands on
our education system. There has been generally a growing awareness of the necessity to change and improve the
preparation of students for productive functioning in the continually changing environment. In confronting this
challenge it is necessary to consider the complexity of the education system itself and the multitude of problems
that must be addressed. It is clear that no simple, single uniform approach/method can be applied with the
expectation that significant improvements of the system will occur. Also no two teachers are alike, and any
teacher with classroom teaching experience will agree that their style of teaching is uniquely their own. An
effective teaching style engages students in the learning process and helps them develop critical thinking skills.

A teaching method comprises the principles and methods used for instruction to be implemented by teachers to
achieve the desired learning or memorization by students. These strategies are determined partly on subject
matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate
and efficient it has to be in relation with the characteristic of the learner and the type of learning it is supposed
to bring about.

The approaches for teaching can be broadly classified into teacher centred and student centred. In Teacher-
Centred Approach to Learning, Teachers are the main authority figure in this model. Students are viewed as
“empty vessels” whose primary role is to passively receive information (via lectures and direct instruction) with
an end goal of testing and assessment. It is the primary role of teachers to pass knowledge and information onto
their students. In this approach, teaching and assessment are viewed as two separate entities. Student learning is
measured through objectively scored tests and assessments. 
On the other hand, in Student-Centred Approach teachers and students play an equally active role in the learning
process. The teacher’s primary role is to coach and facilitate student learning and overall comprehension of
material. Student learning is measured through both formal and informal forms of assessment, including group
projects, student portfolios, and class participation. Teaching and assessments are connected; student learning is
continuously measured during teacher instruction. 

Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or
combinations of these. Some of them are as discussed below:
Teacher Centred Methods:
Lecturing
The lecture method owes its popularity to its seeing simplicity and flexibility. It enables a teacher to teach even
large classes and cover larger content during a given period in comparison to other methods. Through the
lecture method a teacher is able to provide an overview of the course unit or topic along with background
knowledge essential for understanding it. Besides, s/he can provide a large number of facts and clarify terms,
concepts, principles, theories, etc., thereby promoting comprehension and their use in problem solving.

A teacher following the lecture method prepared a lesson on a topic and delivers a talk in the class. The speed of
delivery (i.e. pace of the lesson) and illustrations used to clarify various terms and concepts, are determined by
the teacher, depending upon to clarify various terms and concepts, are determined by the teacher, depending

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upon his/ her assessment of the learning capabilities of average students. The teacher presents the subject
matter without any interruption. The role of the students in lecture method is to listen to the teacher, take notes
and list difficulties, if any. They seek clarification from the teacher generally at the end of the lecture.

Advantages:
 In this teaching method a large amount the topics can be covered in a single class period.
 Using of this method exclude the using of any equipment or lab.
 Learning material is not required.
 Student listening skills developed.
 Logical arrangement of the material in order to present it orally
 Help to learn languages.

Disadvantages:
 Psychologically this method is acceptable because individuals are not alike. Teacher delivers the same
lecture to both students without recognizing the individual differences.
 Learning is an active process thus study should encourage to actively participating in the class room instead
of just listening the teacher.
 Is language using in the lecture is above the standard of the students. They are not able get full advantage of
the lecture.
 Lectures are often forgotten by the students soon after while learning is retained if activities are experienced.
 Attention level is not the same while student listening the lecture.

Demonstration
The demonstration method is effective for developing skills in students. The demonstration method is of
immense importance in developing a variety of skills in the students. Besides, it facilitates understanding of
principles, theories, etc., of a discipline by the student.

Demonstrating is the process of teaching through examples or experiments. For example, a science teacher may
teach an idea by performing an experiment for students. A demonstration may be used to prove a fact through a
combination of visual evidence and associated reasoning.

Demonstrations are similar to written storytelling and examples in that they allow students to personally relate
to the presented information. Memorization of a list of facts is a detached and impersonal experience, whereas
the same information, conveyed through demonstration, becomes personally relatable. Demonstrations help to
raise student interest and reinforce memory retention because they provide connections between facts and real-
world applications of those facts.

Advantages:
 It helps in involving various sense to make learning permanent
 Though, teacher behaviour is autocratic, s/he invites the cooperation of pupils in teaching learning process.
 It develops interest in the learners and motivates them for their active participation.
 It helps in achieving psychomotor objectives.
 Any simple or complex sill becomes easy to understand

Disadvantages:
 It provides no scope for ‘learning by doing’ for students as students just observe what the teacher is
performing. Thus students fail to relish the joys of direct personal experience.

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 Since the teacher performs the experiment in his own pace, many students cannot comprehend the concept
being clarified.
 Since the method is not student centered it makes no provision for individual differences. All types of
students including slow learners and genius have to proceed with the same speed.
 It fails to develop laboratory skills in the students. It cannot work as a substitute for laboratory work by
students in which they are required to handle the apparatus themselves.
 In this method students many a times fail to observe many finer details of apparatus because they observe it
from a distance.

Team Teaching:
Team teaching is based on the assumption that no single teacher possesses expertise to do full justice to the
entire course. As against the usual practice of teaching the full course in a subject by single teacher, team-
teaching requires cooperation of two or more teachers to provide instruction in the areas of their expertise in the
subject. Teachers together set goals for a course, design a syllabus, prepare individual lesson plans, teach
students, and evaluate the results. This method is best suited for providing instruction to the students in
interdisciplinary subjects like science, social sciences, etc., at different levels.
In other words, team teaching involves a group of teachers working purposefully, regularly, and cooperatively
to help a group of students of any age learn. Teaching periods can be scheduled side by side or consecutively.
For example, teachers of two similar classes may team up during the same or adjacent periods so that each
teacher may focus on that phase of the course that he or she can best handle. Students can sometimes meet all
together, sometimes in small groups supervised by individual teachers or teaching assistants, or they can work
singly or together on projects in the library, laboratory, or fieldwork. Teachers can be at different sites, linked
by video-conferencing, satellites or the internet.

Advantages:
 It provides flexibility in grouping of students. for the purpose of instruction, the students may be grouped on
the basis of group sizes- small or large; ability, above average, below average; achievement; interest and the
medium of instruction opted by the students.
 It provides specialization in teaching. For example, at the secondary or senior secondary level, teachers
teaching a single subject, like English, may develop specializations within the subject and may acquire
specialization in teaching of grammar, prose, poem, composition, drama, etc., leading to improvement in
instruction.
 It improves the supervisory arrangements in teaching within teaching within teaching teams. Greater
responsibility is given to the members of the team for transaction of the curriculum and supervision of the work
within the team by those who are considered to be experts and can provide leadership.
 It makes possible effective utilization of instructional media, like tapes, slides, video programmes, etc.
 Depending on the objectives, it provides the teachers opportunities to use a variety of instruction procedures
and methods.

Disadvantages:
 Team teaching is not always successful. Some teachers are rigid personality types or may be wedded to a
single method. Some simply dislike the other teachers on the team. Some do not want to risk humiliation and
discouragement at possible failures. Some fear they will be expected to do more work for the same salary.
 Team teaching makes more demands on time and energy. Members must arrange mutually agreeable times
for planning and evaluation. Discussions can be draining and group decisions take longer.
 Rethinking the courses to accommodate the team-teaching method is often inconvenient.

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 Opposition may also come from students, parents, and administrators who may resist change of any sort.
Some students flourish in a highly structured environment that favours repetition. Some are confused by
conflicting opinions. Too much variety may hinder habit formation.

Student centred
Student-centred learning methods shift the focus of activity from the teacher to the students.
Such learning puts students' interests first, acknowledging student voice as central to the learning experience. In
a student - centred learning space, students choose what they will learn, how they will learn, and how they will
assess their own learning. These methods include active learning, in which students solve problems, answer
questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class; cooperative
learning, in which students work in teams on problems and projects under conditions that assure both positive
interdependence and individual accountability; and inductive teaching and learning, in which students are first
presented with challenges (questions or problems) and learn the course material in the context of addressing the
challenges.

Computer Assisted Instruction (CAI):

Computer Assisted Instruction (CAI) is a self-learning technique, usually offline/online, involving interaction of
the student with programmed instructional materials. It is an interactive instructional technique whereby a
computer is used to present the instructional material and monitor the learning that takes place.

CAI uses a combination of text, graphics, sound and video in enhancing the learning process. The computer has
many purposes in the classroom, and it can be utilized to help a student in all areas of the curriculum. The
programmes use tutorials, drill and practice, simulation, and problem solving approaches to present topics, and
they test the student's understanding.

Advantages of Computer-Assisted Instruction (CAI):

 Immediate feedback: The immediate feedback provided by interactive terminals keeps students interacting
and eager to keep trying.
 Active participation: Even weaker students are obliged to participate actively. They often remain passive in
lectures.
 No annoyance: The computer will wait patiently for an answer and does not express annoyance with wrong
response.
 Graphics facility: Interactive graphics make it possible to sample many more illustrations that could easily
be shown in a textbook.
 Mathematical calculations: Mathematical calculations can be done as readily for realistic examples as for
artificially simple class that can be solved analytically.
 Accurate data: Large volumes of data can be handled with accuracy and without drudgery.
 Enrichment of course: The novel technique provides enrichment of course through added variety.

Disadvantages:
 It needs to own or have access to a computer with the necessary RAM and operating system.
 Lack of computer skills of many students does not help the student to move forward.
 It may cause great threat to one’s health. Like Physical problems such as carpal-tunnel syndrome and eye
disorders (caused by sitting in front of the computer screen for long periods of time without blinking)
 Such program is very expensive. Even non availability of good CAI packages can be problem.
 A programmer cannot cater for every possible response and may give unexpected and unhelpful responses to
unusual input.
 It lacks human interaction in the learning process. Learning becomes too mechanical.

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 Teachers/ Instructors and students using and web-based learning must be sure to give frequent feedback.
Delays in communication may actually hinder students' success in comprehending the material.
 Over use of multimedia may divert the attention from the content.

Problem-based learning (PBL) is a student-centred pedagogy in which students learn about a subject through

the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on
problem solving with a defined solution, but it allows for the development of other desirable skills and
attributes. This includes knowledge acquisition, enhanced group collaboration and communication.

The process allows for learners to develop skills used for their future practice. It enhances critical appraisal,
literature retrieval and encourages ongoing learning in a team environment.
The Problem Based Learning tutorial process involves working in small groups of learners. Each student takes
on a role within the group that may be formal or informal and the role often rotates. It is focused on the student's
reflection and reasoning to construct their own learning. The Maastricht seven-jump process involves clarifying
terms, defining problem(s), brainstorming, structuring and hypothesis, learning objectives, independent study
and synthesis. In short, it is identifying what they already know, what they need to know, and how and where to
access new information that may lead to the resolution of the problem. The role of the tutor is to facilitate
learning by supporting, guiding, and monitoring the learning process. The tutor must build students' confidence
to take on the problem, and encourage the students, while also stretching their understanding. This process is
based on constructivism. PBL represents a paradigm shift from traditional teaching and learning philosophy,
which is more often lecture-based.

Constructivism and Problem Based Learning (PBL):

Problem-based Learning addresses the need to promote lifelong learning through the process of inquiry
and constructivist learning. PBL is considered a constructivist approach to instruction because it emphasizes
collaborative and self-directed learning while being supported by tutor facilitation. Yew and Schmidt, Schmidt,
and Hung elaborate on the cognitive constructivist process of Problem Bases Learning:
 Learners are presented with a problem and through discussion within their group, activate their prior
knowledge.
 Within their group, they develop possible theories or hypotheses to explain the problem. Together they
identify learning issues to be researched. They construct a shared primary model to explain the problem at hand.
Facilitators provide scaffold, which is a frame work on which students can construct knowledge relating to the
problem.
 After the initial teamwork, students work independently in self-directed study to research the identified
issues.
 The students re-group to discuss their findings and refine their initial explanations based on what they
learned.

Advantages:
 Fosters student-centred learning: In problem-based learning the students are actively involved and they
enjoy this method. It fosters active learning, and also retention and development of lifelong learning skills. It
encourages self-directed learning by confronting students with problems and stimulates the development of deep
learning.
 Upholds lifelong learning: Problem-based learning gives emphasis to lifelong learning by developing in
students the potential to determine their own goals, locate appropriate resources for learning and assume
responsibility for what they need to know. It also greatly helps them better long term knowledge retention.
 Prominence on comprehension not facts: Problem-based learning focuses on engaging students in finding
solutions to real life situations and pertinent contextualized problems. In this method discussion forums
collaborative research take the place of lecturing.
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 In-depth learning and constructivist approach: It fosters deep learning by involving students with the
interaction of learning materials. They relate the concept they study with everyday activities and enhance their
knowledge and understanding. Students also activate their prior knowledge and build on existing conceptual
knowledge frameworks.
 Augments self-learning: Students themselves resolve the problems that are given to them; they take more
interest and responsibility for their learning. They themselves will look for resources like research articles,
journals, web materials etc. for their purpose. Thus it equips them with more proficiency in seeking resources in
comparison to the students of traditional learning methods.
 Better understanding and adeptness: By giving more significance to the meaning, applicability and
relevance to the learning materials it leads to better understanding of the subjects learnt. When students are
given more challenging and significant problems are given it makes them more proficient. The real life contexts
and problems make their learning more profound, lasting and also enhance the transferability of skills and
knowledge from the classroom to work.  Since there is more scope for application of knowledge and skills the
transferability is increased. It will be also very helpful to them not only to visualise what it will be like applying
that knowledge and expertise on their field of work or profession.
 Reinforces interpersonal skills and teamwork: Project based learning is more of teamwork and collaborative
learning. The teams or groups resolve relevant problems in collaboration and hence it fosters student interaction,
teamwork and reinforces interpersonal skills. like peer evaluation, working with group dynamic etc. It also
fosters in them the leadership qualities, learn to make decision by consensus and give constructive feed back to
the team members etc.
 Self-motivated attitude: Researchers say that students like problem-based learning classes rather than the
traditional classes. The increase in the percentage of attendance of students and their attitude towards this
approach itself makes it very clear that they are self-motivated. In fact it is more fascinating, stimulating and
one of the good learning methods because it is more flexible and interesting to students. They enjoy this
environment of learning for it is less threatening and they can learn independently. All these aspects make
students more self-motivated and they pursue learning even after they leave the school or college.
 Enriches the teacher-student relationship: Since the students are self-motivated, good teamwork, self-
directed teaches etc. the teachers who have worked in both traditional and project based learning formats prefer
project based learning. They also feel that problem-based learning is more nurturing, significant curriculum and
beneficial to the cognitive growth of the student.
 Higher level of learning: The Problem Based Learning students score higher than the students in traditional
courses because of their learning competencies, problem solving, self-assessment techniques, data gathering,
behavioural science etc. It is because they are better at activating prior knowledge, and they learn in a context
resembling their future context and elaborate more on the information presented which helps in better
understanding and retention of knowledge.

Disadvantages:
 Time-consuming: Although students generally like and gain greater ability to solve real-life problems in
problem-based learning courses, instructors of the methodology must often invest more time to assess student
learning and prepare course materials.
 Role of the teacher: The teachers have to change their traditional teaching methodologies in order to
incorporate problem-based learning. Their task is to question students’ knowledge, beliefs, give only hints to
correct their mistakes and guide the students in their work. All these features of problem-based learning may be
unfamiliar to some teachers/ instructors; hence they find it difficult to alter their past habits.
 Information Overload: Since it is self-directed study the students may not be sure of how much self-directed
study to do and what information is relevant and important unless they are properly guided by the teachers.

Project Method:

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This method was given by Dewey the American philosopher, psychologist and practical teacher. The project
method is a direct outcome of his philosophy. It is a student-centred pedagogy that involves a dynamic
classroom approach in which students acquire a deeper knowledge through active exploration of real-world
challenges and problems. Students learn about a subject by working for an extended period of time to
investigate and respond to a complex question, challenge, or problem. It is a style of active learning and inquiry-
based learning.
According to Kilpatrick, “A project is a unit of whole hearted purposeful activity carried on preferably, in its
natural setting.”
According to Ballard, “A project is a bit of real life that has been incorporated into the school.”
Project method is based on the following principles:
 Learning by doing.
 Learning by living
 Children learn better through association, cooperation and activity.

Steps in a project
 Providing a situation
 Choosing and proposing
 Planning of the project
 Executing the project
 Judging the project

Advantages:
 It imbibes the spirit of cooperation as it is a cooperative venture. Teacher and students join in the project.
 It stimulates interest in natural also in manmade situations. More over the interest is spontaneous and not
under any compulsions.
 It uploads the dignity of labour.
 It introduces democracy in education.
 The method provides opportunities for students of different tastes and aptitudes within the frame work of the
same schemes.
 It brings about a close correlation between a particular activity and various subjects.
 It is a problem solving method and places very less emphasis on cramming or memorizing.
 A project can used to arouse interest in a particular topic as it blends school life with outside world. It
provides situations in which the students come in direct contact with their environment.
 It puts a challenge to the student and thus stimulates constructive and creative thinking.
 This method helps the children to organize their knowledge.

Disadvantages:
 Project requires a lot of time.
 In the project planning and execution of the project the teacher is required to put in much more work in
comparison to other methods of teaching.
 The teacher has been assumed as master of all subjects which is practically not possible.
 It is expensive method it involves tours, excursions, field visits, purchase of apparatus and equipment etc.
 The method leaves a gap in students’ knowledge.
 Sometime the projects may be too ambitious and beyond pupils capacity to accomplish.
 Larger projects in hand of an inexperienced teacher lead to boredom.
 If the method of organizing instructions is un-systematized thus it upset the regular time table of work.
Facilitated Learning:

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In classroom some teachers opt to take centre stage and educate through lecture, others prefer to take a backseat
role and simply work as a facilitator. By facilitating student learning instead of presenting students with
information as is common in the traditional system of education, teachers can encourage their students to take
an active role in learning. Changing the educational paradigm and forcing students to give up the passive roles
that they once took on in the classroom can be highly effective and lead to increased student comprehension.
Facilitated learning is where the students are encouraged to take more control of their learning process. The
teacher's role becomes that of a facilitator and organiser providing resources and support to learner. In turn the
students learn with and from each other as they identify and implement solutions to challenges, problems or
other developmental issues. They might also set their own objectives and be responsible for learning
assessment.

Advantages: Facilitated learning is based on the premise that the more responsibility a student takes for his/her
own learning. The advantages are:
 Students use skills like synthesis and analysis
 The learner is actively involved in the process of learning.
 Learners interact with and learn from each other
 Learners can work in an environment similar to that of the real world
 A variety of learning methods are used

Disadvantages: some of the disadvantages are as given below:

 The pace of instruction is based on the group rather than the individual learner
 The teacher’s role is not clearly defined
 There is a need for extra facilities to allow for group work etc
 The learning is relatively time consuming in proportion to the amount of material covered
 Facilitated learning is not appropriate in some cultural contexts
Ways to Facilitate Learning:
Following are a number of methods that can help teachers move away from standard lesson delivery and
towards facilitating a true learning experience:
 Varying instruction means using different instructional methods to implement lesson for students. Possible
methods for delivery include:
o Lecture
o Whole Group Discussion
o Small Group Discussion
o Role Play
o Simulations
o Debates
o Multimedia Presentations
o Outside Speakers

Providing variation serves a number of important purposes:

o Meeting different learning style needs. For example, role-playing an aspect of 1920s protest movements
in Indian History class would help kinaesthetic learners make connections with the lesson.
o Increasing engagement because different students are interested in different types of learning activities.
o Combating for both students and teacher.
o Providing unique learning experiences, especially when students participate in more immersive
experiences such as a Model Legislature.

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Providing Students with Choice
When students feel empowered in their learning, they are more likely to accept ownership of it. Choice allows
students to get involved in their learning. Following are a few examples of how teachers can include choice for
students in their lessons:
o Allow students to choose from a number of topics for essay writing assignments.
o Provide students with a choice of books for book reports and reading assignments.
o Allow students to complete project on a topic of their choosing within the area that are currently teaching
that they will then report back to the class.
o Create a class-wide assignment such as a historical newspaper and allow students to pick the section and
topic on which they wish to work.
 Making Real World Connections
According to the White Paper "Authentic Learning for the 21st Century: An Overview" by Marilyn Lombardi,
cognitive research has shown the connecting learning to real world experiences and information helps form
those important connections necessary for learning. For example, if you are teaching about Supply and Demand
from a textbook, students may learn the information for the moment. However, if you provide them with
examples that relate to purchases they make all the time, the information suddenly becomes important and
applicable to their own lives.
 Making Cross-Curricular Connections
In addition to connecting curriculum to the real world, you can also facilitate student learning by making
connections between different classes. These cross-curricular connections help students see that learning is not
done in isolation. For example,  History teacher and a Chemistry teacher could work together to deliver a lesson
about the development of the atomic bombs that were drop Hiroshima and Nagasaki at the end of World War II.
It is easy to see how this lesson could be extended into English by including a creative writing assignment on
the topic and also into Environmental Science to look at the effects in the two cities after the bomb was dropped.

Teachers today realize the importance of helping students reach their full potential. This can never be achieved
by simply presenting students with information to be learned. Instead, it is job of a teacher to facilitate students
own learning experience. The goal is to create independent learners who not only know how to go about
learning, but also have a desire to learn new things.

Teacher as a Reflective Practitioner

The most distinctive of these very good teachers is that their practice is the result of careful reflection…they
themselves learn lessons each time they tech, evaluating what they do and using these self- critical evaluation to
adjust what they do next time.
(Why Colleges Succeed, Ofsted 2004, para. 19)

Teaching is an act of thoughtfulness. That is teaching means being continuously thoughtful about how to
support the learning of others, as well as our own. Thoughtful teachers engage in reflective practices a way to
continually develop and implement curriculum that is personally meaningful and culturally relevant to students.

(Training to be Reflective Practitioners Teacher education programmes at all stages should provide
opportunities to the would-be teachers for understanding the self and others, develop sensibilities, the ability for
self-analysis and the capacity to reflect. They should also provide ample opportunities to observe and engage
with learners and learn to work collaboratively in groups. There needs to be adequate curricular space for
critical content engagement and the development of professional capacities in pedagogy, observation, drama,
craft, story-telling and reflective enquiry. Professional opportunities need to include reflection on their own
experiences and assumptions as part of the course and classroom enquiry; critical observation and reflective

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analysis of the practice of teaching. Availability, quality, appropriateness and sufficiency of feedback are
necessary for learning to be reflective practitioners. NCFTE, 2010)

Need and Significance

The teacher is the person who guides the pupils to light the lamp of knowledge. A teacher can make a great
impact on students through their words, actions and even through her/his looks. Therefore the teacher should
always think about her/his values, action, etc. this is possible through reflective practices. Hence, every teacher
should have knowledge on reflective practices and the benefits get through reflective practices and its
limitations.

Reflective practice is the capacity to reflection on action so as to engage in a process of continuous learning.
Reflective practice involves paying critical attention to the practical values and theories which inform everyday
actions, by examining practice reflectively and reflexively. This leads to developmental insights. A key rationale
for reflective practice is that experience alone does not necessarily leads to learning; deliberate reflection on
experience is essential. Reflective practice can be an important tool in practice based professional learning
settings where people learn from their own professional experience, rather than from formal learning or
knowledge transfer.

It may be most important source of personal professional development and improvement. It is also an important
way to bring together theory and practice; through reflection a person is able to see and label forms of thought
and theory within the context of his or her work. A person who reflects throughout his or her practice not just
looking back on past actions and events, but is taking a conscious look at emotions, experience, actions and
response and using this information to add to his or her existing knowledge base and reach a higher level of
understanding.

Since the purpose of reflective teaching is to focus on one’s own teaching, the strategies for reflection best made
by personal preference rather than mandated. Many schools of education incorporate reflective teaching
strategies as means for student teacher to learn how and why they teach. Therefore this is valuable tool for
student teachers; reflective teaching strategies can also be used by teachers in the classroom who wish to
enhance their teaching skills. Some of the main reflective strategies for student assessment are as follows-
Concept maps, Portfolio writing, Brainstorming, Work with mentor, Ask peer to review their work, Written
report on project / experience in the classroom, Video tape their work in the classroom, Create and utilize self
assessment forms, Collaborative journal writing, Keep a teaching journal or diary.

Benefits to Reflective Practice include:

 Increased learning from an experience or situation.
 Promotion of deep learning.
 Identification of personal and professional strengths and area for improvement.
 Identification of educational needs.
 Acquisition of new knowledge and skills.
 Further understanding of own beliefs, attitudes and values.
 Encouragement of self motivation and self learning.
 Could act as a source of feedback.
 Possible improvement of personal and clinical confidence.

Limitations to Reflective Practice:

 Not all practitioners may understand the reflective process.
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 May feel uncomfortable challenging and evaluating own practices.
 Could be time consuming.
 It may have confusion as to which situation/experience to reflect.
The reflective practices are the way to develop a teacher herself/himself and through the exercise of reflective
practices the teacher becomes more experienced and creative while teaching. Through exercising different
reflective strategies a teacher can become a good reflective practitioner.

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