REFLECTIVE TEACHING

Learning Outcome:

After completing the BDSQ course, I aim to become an educator whose compassionate teaching practices are aligned with intended learning outcomes and who inspires students to be curious, active, and self-directed learners. 

I aim to strengthen my teaching practice by implementing compassionate, student-centered, and reflective learning approaches. My focus is particularly directed toward improving student engagement, intercultural communication, and active learning participation during teaching and learning activities. I use the SMART approach to achieve this learning outcome, namely Specific, Measurable, Attainable, Relevant, and Time-Based (Isom, B, 2023).

SMART Approach

Specific:

My specific goal is to improve my competence as a compassionate and student-centered educator by enhancing active learning strategies, reflective teaching practices, and intercultural learning experiences, particularly within international academic programs such as the Health and Harmony Minor Program. I aim to create learning environments that encourage students to become curious, engaged, and self-directed learners.

Measurable:
The achievement of this goal will be measured through multiple forms of evidence and evaluation, including teaching videos, lesson plans (syllabus), student feedback, peer observation, and self-reflection reports. Improvement in student participation, learning engagement, and reflective feedback from students and colleagues will also serve as indicators of professional growth and teaching effectiveness.

Attainable:
This goal is achievable because it is closely aligned with my current responsibilities as a lecturer and as the Chief of the Training and Human Resource Development Division at Stikes Bina Usada Bali. My active involvement in teaching, academic coordination, and international collaboration provides continuous opportunities to implement, evaluate, and improve innovative teaching strategies in real educational settings. I will consistently implement the feedback received and regularly reflect on my teaching practice to ensure continuous progress toward my goal.

Relevant:
This professional development goal is highly relevant to my role as an educator and academic coordinator. The BDSQ course supports my commitment to developing teaching practices that are aligned with intended learning outcomes while fostering reflective and meaningful learning experiences for both local and international students. It also strengthens my long-term vision of becoming an educator who inspires active and lifelong learning.

Time-Based:
During the BDSQ course and throughout each academic semester, I will continuously evaluate and improve my teaching practice through structured reflection, feedback analysis, and evidence collection. By the end of the program, I aim to demonstrate measurable development in teaching competence, reflective practice, and intercultural teaching effectiveness. I completed the feedback collection and reflection cycle by the end of each program (within a minimum period of five months) to support ongoing improvement in my teaching practice.

My Teaching Roles:

1. As A Host
   

   In my role as a host within international academic programs, I am responsible for facilitating a supportive, inclusive, and culturally responsive learning environment for both local and international students. As the coordinator and host of international academic activities, particularly in the Health and Harmony Minor Program, I actively support the academic adaptation process, communication, and intercultural interaction among participants.

   My responsibilities include coordinating academic schedules, assisting students during learning activities, facilitating communication between lecturers and students, and ensuring that learning activities are conducted effectively and smoothly. I also play a role in promoting a welcoming learning atmosphere where students feel comfortable participating in discussions, collaborative learning activities, and intercultural exchanges.

   As a host, I recognize the importance of compassionate communication, flexibility, and cultural sensitivity in supporting international learning experiences. Through this role, I have developed stronger skills in educational coordination, intercultural communication, student support, and academic facilitation.

2. As A Presenter
   

   As a presenter, I contribute to the learning process by delivering educational materials, facilitating discussions, and encouraging active student participation during academic activities. My teaching presentations focus not only on delivering theoretical knowledge but also on creating interactive and meaningful learning experiences for students.

   During international academic programs, I adapt my presentation style to accommodate students from diverse cultural and educational backgrounds. I encourage open discussion, intercultural exchange, and collaborative participation to create inclusive learning experiences. In addition, I utilize digital learning media, interactive presentations, and visual materials to support student understanding and engagement.

   Through my role as a presenter, I continuously develop my teaching competence, communication skills, and reflective teaching practices in order to become an educator who inspires students to become active, curious, and self-directed learners. I continuously strive to improve my ability to deliver information effectively and communicate academic content in a clear and engaging manner. This commitment to professional development is evidenced by my achievement of several awards as the Best Oral Presenter at international conferences, which reflect my competence in academic presentation, communication skills, and professional confidence in international academic settings.
   
   
   

My Teaching Experiences
Before BDSQ Course:
Before joining the BDSQ program, my teaching methods tended to be conventional and teacher centered. In the learning process, I primarily used lectures, direct explanations, and one-way presentations in class. The primary focus of learning was still on the lecturer's delivery of the material, while student active engagement in discussions and exploration of learning was suboptimal.

For example, in Geriatric Care in Bali lesson, I typically explained theoretical concepts using presentation slides, then asked students to take notes and answer questions at the end of the session. Class discussions were suboptimal, and most students tended to be passive or wait for direction from the lecturer. Furthermore, learning evaluation was primarily conducted through individual assignments and written exams, without much reflective or collaborative activity. Both international and local students were not given much space for collaborative learning or active exploration of cross-cultural experiences.

After BDSQ Course:

After participating in the BDSQ program, I began to understand the importance of student-centered learning and reflective learning in creating more meaningful learning experiences. I began to transform my teaching approach to become more active, participatory, and oriented towards student engagement.

I've developed several theories that support the teaching and learning process to achieve the learning outcomes I've set. I use two theories as a foundation and framework for the teaching and learning process: Self-Regulated Learning and Social Constructivism. Self-regulated learning (SRL) is an active and cyclical process in which learners plan, monitor, and reflect on their learning in order to achieve goals independently. SRL is built upon three core components: metacognition (awareness and regulation of thinking processes), motivation (beliefs, willingness, and persistence in facing challenging tasks), and strategic action (the flexible selection and adjustment of learning strategies) (Brenner,2022). Constructivism views learning as an active process of constructing knowledge through experience, social interaction, and reflection rather than passively receiving information. Knowledge is formed when learners connect new information with prior knowledge, making learning meaningful and contextual (Piaget & Vygotsky, 2026).

In the learning process, I began implementing various active learning strategies such as small group discussions, collaborative learning, reflective discussions, role-plays, case-based learning, and experiential learning. I also provided more opportunities for students to ask questions, discuss, reflect, and construct their own understanding.

The Double Diamond of Design Thinking

I

I've tried to apply several techniques to increase student attention, such as check-in-check-out, world café, positive gossiping, and journaling. One of the topics I teach in the subject of Geriatric Care in Bali is "Communicating with Elderly in Bali", where some elderly Balinese can only communicate in Balinese. The Double Diamond of Design Thinking phases I implement are as follows:

1. Empathize: I explained the needs when communicating with elderly people in Bali, especially regarding politeness and understandable language
2. Define: I discussed communication challenges experienced by elderly people globally and emphasize the experiences of elderly people in Bali.
3. Ideate: I invited students to discuss in groups, present a case study, and instruct them to conduct a communication simulation with their groups (there are three groups with different cases).
4. Prototype: Each group prepared a role-play scenario and presents it to the other groups.
5. Test: Each group is assessed by the other groups and uses the positive gossiping method.

Reflective Teaching (360-degree Feedback Approach)

Self-Reflection

Reflection on the learning process demonstrates a shift toward a more student-centered and contextual learning approach. The implementation of techniques such as check-in check-out, world café, journaling, and positive gossiping within the Design-Based Education phases increased student engagement and enabled learners to connect the content with the real challenges. I reflect on one of the topics I teach, namely "Communicating with Elderly in Bali". During the empathize and define stages, students began to construct understanding through sociocultural experiences, aligning with social constructivism, which emphasizes that knowledge is developed through social interaction, discussion, and collaboration. The ideate and prototype stages, conducted through group discussions and role play, strengthened the co-construction of knowledge as students learned from peer perspectives, negotiated meaning, and built shared understanding. The test stage, through peer assessment and positive gossiping, further encouraged social reflection and enriched the overall learning experience.

This experience also shows strong alignment with self-regulated learning theory. Students were given opportunities to plan communication strategies, monitor their performance during simulation activities, and reflect on their learning through peer feedback and journaling. These activities fostered goal setting, strategic learning management, progress monitoring, and self-reflection. Overall, this learning process not only enhanced student engagement and curiosity but also strengthened social collaboration and learner autonomy, which are essential for lifelong learning.

Feedback from Colleagues

(Martini, Yogi, Purwa) The Module Coordinator and Teachers of Healthy and Happy Aging Minor

Here is a brief summary of the feedback provided by the students after they participated in my class in the minor program:

"You are a very inspiring teacher, able to integrate your research findings into your subject, especially in Geriatric Care in Bali. You are exceptional and empathetic with students. You are also calming, patient, and provide solutions to students." -Martini, Yogi, Purwa

Feedback from Students
(Mellisa and Maryn Zuiker) The Students of Healthy and Happy Aging 2023

The Students of Healthy and Happy Aging 2023 wrote reviews of each lecturer, sharing their views and impressions of them. This feedback has been incredibly motivating and encouraging for me to give my best in the future.

"I want to say what a beautiful and lovely woman you are. You were always there and you were a big help for us all. We couldn't miss you during field trips. I want to thank you for the fun time and for learning a lot from you. I even went to your beautiful house and celebrate your birthday a bit. Thank you for inviting me. I will miss you very much angel..." -Mellisa

"You are such a sweet, caring, and beautiful women and I am so grateful that I met you. You were a great motivational support throughout the journey, from the lessons, the fieldtrips, until the voluntary work. I enjoyed your bright smile so much, keep that for the rest of your life." -Maryn Zuiker

Feedback from Supervisor
(Petra H.)  Coordinator of HHA Minor Program from Dutch

She provided feedback to all teachers, one of which was:

"You have to be stricter with our students, don't allow them to negotiate everything just because they are foreign students." -Petra

I realize that having international students on our campus is a wonderful thing, and sometimes I feel compelled to do my best and make them happy. However, I must set boundaries about what is and isn't allowed and focus on their learning outcomes.

References:

Brenner, C.A. Self-regulated learning, self-determination theory and teacher candidates’ development of competency-based teaching practices. Smart Learn. Environ. 9, 3 (2022). https://doi.org/10.1186/s40561-021-00184-5

Chand, S. P. (2026). Constructivism in theory and practice: implications for classroom pedagogy. Journal of Advanced Education and Sciences, 6(1), 23–29. https://doi.org/10.64171/JAES.6.1.23-29.

Isom, B. (2023). Setting and Pursuing SMART Goals—Your 5- and 10-Year Plan. In: Olympia, R.P., Werley, E.B., Lubin, J.S., Yoon-Flannery, K. (eds) An Emergency Physician’s Path. Springer, Cham. https://doi.org/10.1007/978-3-031-47873-4_93