ISC3701

PORTFOLI
Cecilia t O
chawonza

Student No_ 49400436

Assignment 4 Unique No_ 623129

2021
TABLE OF CONTENTS
Table of contents……………………………………………. ………………….. Page 1

An autobiographical sketch to introduce myself to the reader including

my Personal Learning Environment…………………………………………… Page 2

Teaching statement that describes my teaching beliefs and practices

and learning process…………………………………………………………….. Page 3

My reflection based on assignment 2 and assignment 3……………………. Page 4

Activity 1.6. No. 04: How can you ensure that you offer a greater variety
of teaching methods once you are a teacher?.............................................. Page 4

Activity 1.7. No.2: What aspects of African- based teaching can you
intergrate into your own teaching philosophy?
How will this be of benefit to you, the learners and your school?................. Page 5

Activity 2.7: Log on to myUnisa to watch Flipped classroom 1 and

Flipped classroom 2 under Additional Resources, and write a
reflection on what you have watched………………………………………….. Page 5

Activity 4.4: Write a set of questions you would suggest teachers ask
themselves as a way to reflect on their lesson design…………………......... Page 6

Two Peer Review Reports from your fellow students or teachers on

your e-Portfolio/Portfolio………………………………………………… ……... Page 7

A summary statement (250) at the end of your e-portfolio/portfolio

describing how you feel about your e-Portfolio/Portfolio…………………...... Page 7

Evidence collected……………………………………………………………… Page 8

Attached Assignment 02 ………………………………………………………. Page 8

Assignment 03………………………………................................................... Page 13

Bibliography……………………………………………………………………... Page 20
An autobiographical sketch to introduce myself to the reader,
including my Personal Learning Environment
My name is Cecilia Tendai Chawonza and I am a middle aged lady in my late forties.
I live in Johannesburg in the East Rand and I am a Christian. I love traveling to
different places to meet new people and learn new things as well as have fun. I also
enjoy gardening because I love plants. One thing that I don’t like is keeping pets in
the house. Ever since I was at school, I admired being a teacher and that was my
dream, to become a teacher, to make a difference in other people’s lives by
impacting them with knowledge and skills.

I hold a Diploma in Education, but I am currently studying Bachelor of Education at

the University of South Africa to further my studies. Like I mentioned earlier, I wanted
to be a teacher from the time I was at school. I purposed it in my heart that I would
like to do a job that will give me the opportunity to impact other people’s lives with
knowledge. I enjoy seeing the end result of my efforts when I see children achieving
good results every end of year.

I was inspired by my teachers who had a positive impact on me, they were very
professional and dedicated to their work and made sure we learnt effectively and
pass. I strive to bring the same passion to my learners so that one day they will look
back and appreciate me for the good work I would have done.

I am very motivated to create the best future for myself and the future of the
generations to come. One thing that I desire most is to run a school, not only as
business but as a way to fullfil the desire I always had. I hope to motivate others
work hard in order to build our nation with knowledge.
Teaching statement that describes my teaching beliefs, practices
and learning process
My philosophy of education is that all children are unique and must have a
stimulating educational environment where they can grow physically, mentally,
emotionally, and socially. It is my desire to create this type of atmosphere where
students can meet their full potential. I will provide a safe environment where
students are invited to share their ideas and take risks.

I believe that there are five essential elements that are conducive to learning: The
teacher's role is to act as a guide; Students must have access to hands-on activities;
Students should be able to have choices and let their curiosity direct their learning;
Students need the opportunity to practice skills in a safe environment; and
technology must be incorporated into the school day.

My teaching philosophy also emphasises that all classrooms, and indeed all
students, are unique and have specific learning needs and styles. I believe that all
children are unique and have something special that they can bring to their own
education. I will assist my students to express themselves and accept themselves for
who they are, as well embrace the differences of others.

Every classroom has its own unique community; my role as the teacher will be to
assist each child in developing their own potential and learning styles. I will present a
curriculum that will incorporate each different learning style, as well as make the
content relevant to the students' lives. I will incorporate hands-on learning,
cooperative learning, projects, themes, and individual work that engage and activate
students learning.

I also believe that a teacher is morally obligated to enter the classroom with only the
highest of expectations for each and every one of her students. Thus, the teacher
maximizes the positive benefits that naturally come along with any self-fulfilling
prophecy. With dedication, perseverance, and hard work, her students will rise to the
occasion.

I aim to bring an open mind, a positive attitude, and high expectations to the
classroom each day. I believe that I owe it to my students, as well as the community,
to bring consistency, diligence, and warmth to my job in the hope that I can ultimately
inspire and encourage such traits in the children as well.

I believe that a classroom should be a safe, caring community where children are

free to speak their mind and blossom and grow. I will use strategies to ensure our
classroom community will flourish, like the morning meeting, positive vs. negative
discipline, classroom jobs, and problem-solving skills.

Teaching is a process of learning from your students, colleagues, parents, and the
community. This is a lifelong process where you learn new strategies, new ideas,
and new philosophies. Over time, my educational philosophy may change, and that's
okay. That just means that I have grown and learned new things.

My reflection based on Assignment 2 and Assignment 3

At the beginning of the course, I was new to the course (module). My study skills
were not bad, but they needed some fine tuning. I was always good at getting
information but filling out the answers was not simple. I needed more details in my
assignments, and that was something I lacked. It needed improving, but it was hard
to fix especially after the second assignment which I wrote and submitted in hard
copy was not marked. Sometimes it was hard for me to understand some of the
theories, but this class has helped me fix that issue a bit, while also strengthening
my proficiency in other areas although I could not submit my assignment 3 due to
sickness. Throughout the year, I have completed assignments that have increased
my knowledge, and broadened my understanding of my role as a designer of
instructions and how to apply what I learnt in an integrated way. By taking this class,
I have been able to gain knowledge, develop critical thinking, reading, and
information literacy, develop effective strategies for drafting texts, and develop
knowledge of conventions.

Activity 1.6. No. 04: How can you ensure that you offer a greater
variety of teaching methods once you are a teacher?
Teaching is one of the crucial professions in nurturing students and developing a
sustainable country. As a teacher I would ensure I offer the following teaching
methods to my students; firstly, I would ensure that I use stories and examples to
awaken and hold student's interest and show how gospel principles apply in daily
life. For instance, when my lesson is about kindness, I would tell my students the
story of Good Samaritan to understand what kindness is all about clearly.
Secondly, I would ask questions that bring careful thoughts and create discussion
among students. Asking the right questions will encourage learning and thoughtful
debate in your lesson. It is because queries and discussions help students in
remaining attentive throughout the class.
Thirdly, I would include technology in my teaching is a great way to actively engage
my students, especially when digital media surrounds young people in the 21st
century.
Fourthly, visualisation is another method I would use during my lessons because it
brings dull academic ideas to life with visual and practical learning experiences,
helping students to understand how their schooling applies in the real world. For
example, I would include the use of an interactive whiteboard to display photos,
audio clips, and videos and encourage my students to get out of their seats with
classroom experiments and local field trips. Lastly, as a teacher, I would ensure that
I use the differentiation teaching method whereby I would split students into small
groups based on their attainment.
Activity 1.7. No.2: What aspects of African- based teaching can you
integrate into your own teaching philosophy? How will this be of
benefit to you, the learners and your school?
Most institutions only focus on providing education to their students without showing
concern on the impact they are creating on society by their services.
African study aspects can be very essential as they can be applied in response to
real problems that may be not only affecting Africa but the whole world (De Swardt et
al 2019).

One aspect in African teaching is teamwork, as it can be explained as all the parties
involved in teaching to be considered equal and work as one, the teacher
understands the contents of the teaching, but without the students, none of that
would be of importance. This aspect improves communication between members
thus improving the relationships. It is also an encouragement as the learners
understand their importance in the whole learning cycle. This promotes unity and can
be effective whenever uncertainty arises as unity is pronounced.

Another area of concern in African education that should be put into consideration by
both the learners and teachers is understanding that different people are abled
differently, not all taught concepts would be grabbed equally among the students.
The teacher, therefore, has the responsibility to understand each of them, and
instead of judging, a more reasonable approach could be taken, like collective
participation of the student in helping the ones left behind. This will promote equality
as even the struggling learners will understand it. African-based learning is based
on working as a group and taking collective responsibility other than working as
individuals. It improves interrelationships and eliminates communication barriers set
by social classes. This equips the learners with not only academic-based knowledge
but also social knowledge (Kola, 2021). It is easier to apply academic knowledge
when one understands the societal requirements and expectations as they are the
foundations of relating with others.

Activity 2.7: Log on to myUnisa to watch Flipped classroom 1 and

Flipped classroom 2 under Additional Resources, and write a
reflection on what you have watched.
Within this model, instructional content is provided to students prior to the class,
often online and in video format, and learning activities, which are traditionally
completed as homework, are moved into the classroom, under the guiding principle
that work typically done as homework is better undertaken in class under the
supervision of the teacher. While video content often plays a significant role in the
delivery of a flipped classroom, it is not just about using videos in classes, but rather
how best to use in-class time with students. This notion directs a shift in focus of
classroom instruction in the flipped model. In a traditional classroom, it is the teacher
who is the focus of the lesson and the provider of information. The flipped classroom
transfers instruction to a learner-centred model in which students explore topics in
greater depth and engage in meaningful learning opportunities with teachers and
peers A teacher's interaction with students in a flipped classroom can often be more
personalised, and students are actively involved in knowledge acquisition and
construction as they participate in and evaluate their learning. Students are able to
learn at their own pace rather than move too far ahead or fall behind.

The flipped classroom approach to teaching has become attractive to educators due
to the ever increasing accessibility of online resources, particularly video based
resources; the capacity to generate original video-based learning resources; the
ability to provide a more personalised learning experience for the students; and the
conviction these factors can allow students to produce stronger academic work.

Activity 4.4: Write a set of questions you would suggest teachers

ask themselves as a way to reflect on their lesson design.
1. After they have prepared the lesson ( before they teach it) teachers can ask
themselves these questions:
 What is the aim of the lesson?
 What do students get to achieve from the lesson with regards to skills?
 Is the lesson in direct relation with trends in the current economy?
 Challenges that may arise in delivery of the lesson

2. While they are teaching the lesson teachers can ask themselves:

 What content standards and programme or mission-related goal(s) is

the unit they are teaching address?
 What thought-provoking questions foster inquiry by the learners?
 What specifically you want students to understand?
 What inferences should they make?

3. After they have taught the lesson

Does the learning plan reflect principles of learning and best practices?
Did you will fully engage everyone and held their interest throughout the
unit?
What was my best moment today and how can I have more moments
like it?
What was my most challenging moment and why? How will I respond
next time?
Were my students excited to be in class? If not, what can I do to change
this?
How was my mood with others today and how can I improve it?
 What are the biggest obstacles to improving my practice and how will I
overcome them?
How well did I communicate with others today and how can I do this
better?

Two Peer Review Reports from your fellow students or teachers on

your e-Portfolio/Portfolio

1. The information is this portfolio is clear and the text is very easy to see and
content is well organised . Your portfolio portrays your understanding of the
theories taught in this module. However more should have been said in your
own reflection according to the comments your lecturer gave you on your first
and second assignment. Your reflection should also indicate how you
responded to both assignments and how you were supposed to answer them.
More information can also be given about the application and ways to
integrate various aspects of teaching. Although it is also evident that you also
focused on the development of the instructional aspects of education to
include methods of instruction that can be used to educate students of
differing ages, backgrounds and ability levels for effective learning to take
place.

A summary statement (250) at the end of your e-portfolio/portfolio

describing how you feel about your e-Portfolio/Portfolio

Looking back on this portfolio, I have realised just how much my uderstanding
has improved since the beginning of this module. I moved from being an
ordinary teacher that was not confident in her work as an instruction designer.
This portfolio was made so that I can show off what I have learned from this
module, and how much I have improved as a teacher. The work that I
presented in this portfolio show that I have made incredible progress so far. it
has become much simpler to develop and demonstrate understanding of my
roles and responsibilities as a teacher.
This portfolio contains not only my best works, but also my mistakes, and
through the work in here I am able to see the mistakes that I commonly make
while teaching such as over-generalizing instruction. However there are also
things that I realised work well for me in my profession. Unlike what I thought
before studying this module, I am much more confident about my opinion and
hence it has become easy for me to criticise my own work through reflection. I
have learned many things about myself as a teacher and have finally found a
way of using appropriate design steps to design instruction that works best for
me and the learners. This portfolio does not only shows everyone how I have
progressed as a teacher, but it also shows what I have learned about my
 teaching styles. I believe I accomplished a clear foundation from which I can
build my profession.

Evidence collected

Reference
De Swardt, M., Jenkins, L. S., Von Pressentin, K. B., & Mash, R. (2019).
Implementing and evaluating an e-portfolio for postgraduate family medicine training
in the Western Cape, South Africa. BMC medical education, 19(1), 1-13.

Kosma, M., & Buchanan, D. R. (2019). Aspects of depression among

Socioeconomically disadvantaged African American young adults. International
quarterly of community health education, 39(4), 199-207.

Kola, M. (2021). Pre-service teachers’ action research: technology education lesson

planning in a South African University. Educational Action Research, 29(1), 99-117.

Patel, J., Aldercotte, A., Tsapali, M., Serpell, Z. N., Parr, T., & Ellefson, M. R. (2021).
The Zoo Task: A novel metacognitive problem-solving task developed with a sample
of African American children from schools in high poverty communities.

Attached Assignment 02 and Assignment 03

ASSIGNMENT NUMBER: 02

UNIQUE NUMBER: 792517

QUESTION 1

Both teaching and instruction go hand in hand together, but are at times confusing
since they are almost similar in meaning. Teaching is explaining how something is
done while instruction is telling how something is done. Teaching is more complex as
it involves different techniques, strategies, and approaches that will facilitate
learning. Instruction is not as complex as teaching. Instruction is simply giving
direction. You instruct someone on what to do and how to do it. For example, a
teacher giving instruction on how to do a science experiment.

QUESTION 2

Good teaching is as much about passion as it is about reason. It’s about

motivating students not only to learn, but teaching them how to learn, and doing
so in a manner that is relevant, meaningful and memorable. It’s about caring for
your skill, having a passion for it and conveying that passion to your students.
QUESTION 3

Effective teaching involves making good decisions to help students learn. Decision
making involves giving consideration to a matter, identifying the desired end result,
determining the options to get to the end result, and then selecting the most suitable
option to achieve the desired purpose. One of the examples is behaviour
management - how will we address unwanted behaviour and reinforce positive
behaviour in a classroom.

QUESTION 4

An African teaching perspective is a way of asking questions about education in

Africa. It offers insights into dimensions of human experience made uniquely
available through African metaphysical beliefs and normative commitments.
Teachers should have understanding of African perspective as it offers a discourse
to address the continent's many problems.

QUESTION 5

Applying the philosophy of ubuntu - Practising ubuntu will demand that the students
articulate their willingness to engage with one another in an atmosphere of openness
without insulting or discrediting another’s point of view. This will encourage them to
remain dignified and respectful towards one another in any
educational encounter.

QUESTION 6

Teaching Example of a subject Reason for using the Reasons for NOT
Strategy and topic where this strategy using this
works well strategy
Role play Subject: Life Skills Role play teaching strategy Some learners
(Foundation Phase) motivate and engages are embarrassed
learners. and shy to act out
Topic: Why you It provides real-world a part in a
should not talk to scenarios to help learners dramatic fashion.
strangers learn. They learn skills This will cause
used in real world the role-playing
situations eg. What to do situation to be
when a stranger calls you awkward and
to show him where he can somewhat
buy bread. uninteresting
because one
or more student
will not be able to
participate.
Small group work Subject: English Small group work teaching When working in
strategy encourages a group it is
 Topic: Debate: student to vocalise and common for
Should mobile discuss their views and students to go
devices be banned understanding off-topic
at schools? especially in a
task that involves
discussions.
Some students
might feel that
one member is
not active in the
group and hence
failing the whole
group.

Case Study Subject: English It simplifies complex Inaccurate or

concepts and allows incomplete
Topic: Newspaper students to engage actively answers may be
Article; The green in figuring out the principles given as a result
Fund: Zimele to by abstracting from of enormous
manage R100m examples. amount of
Green Fund. information at
hand.

7. Direct instruction is where a teacher uses explicit teaching techniques to teach a

specific skill to students.

Experience as: Positive Negative

Learner Allows a learner to learn in his The students are not divided into
or her own pace. It keeps groups therefore cannot learn
students engaged in the lesson. from each other. There are no
Lastly, it helps a learner to experiments done during a
improve academically. lesson so that learners can
observe and record their
findings. Lastly, there is very little
student participation involved
during the lesson.

Teacher The positive experiences of The negative experiences

direct instruction include; the include; it limits the teacher's
teacher can be able to cover the ability to improvise while
curriculum and finish it in time. teaching because it follows a
Also, the teacher controls what step by step procedure. It is also
is learnt in class, the timing of disastrous if a teacher does not
the lesson and its easier to prepare well for the lesson.
monitor the students.

8.1 The ADDIE model

The basic instructional design model is called the ADDIE model, and numerous
instructional design models are based on it. The name of this model is in fact an
acronym:
Analyse needs: In this phase you will do a needs analysis of both the curriculum
and the learners, a task analysis and an instructional analysis (Seels & Glasgow
1998:13). This may lead you to write a goal or aim for your instruction.
Design instruction: In this phase you will write up objectives, plan instruction and
develop tests (Seels & Glasgow 1998:13).
Develop materials: This is where you will write the materials that are needed.
Implement the instruction. In this phase, the actual teaching takes place.
Evaluate and revise the instruction: Review the instruction, reflect on learning and
propose or develop improvements. This will lead you to a new phase of analysing
needs.

Analyse
needs
Evaluate
and revise
Design
instruction

Implement
instruction Develop
materials

8.2 The ID4T model

Carr-Chellman (2016:3) proposes the ID4T model, excludes the analysis of needs
and reformulates the remaining four steps in the following way (Carr-Chellman
2016:10):

1. Write instructional goals – this is where you write the aim of the lesson in the form
of a fairly short sentence.

2. Write learning objectives – this is where you state what the learners will do/say/
demonstrate to show you that they are achieving the goal. There may be several
learning objectives in a single lesson.
3. Write aligned assessment/test items – set the assessment tasks so that they
match the instructional goals and objectives you have just set out. You do this to
ensure alignment from beginning to end.

4. Analyse learner characteristics or prerequisites – what learners already know

about the concept, how they prefer to learn, how they have responded in the past to
different teaching approaches and content.

5. Select materials – these are the learner-teacher-support materials (LTSM) that

you will incorporate during the lesson (pictures, books, flashcards, counters etc.)

6. Select and design activities – here you will design the actual activities that the
learners will be involved in. These activities will enable the learners to meet the aims
and objectives of the instruction.

7. Select (and develop) media or technology – find or create media that will support
the activities in the previous step.

8. Implement the plan – this is when the lesson or instruction episode actually takes
place, and includes learner assessment.

9. Evaluate and revise the instruction – this is where you assess and reflect on the
lesson and make improvements.

8.3 Learning outcomes are user-friendly statements that tell students what they will
be able to do at the end of a period of time.

8.4 Learning outcomes are the cornerstones of lesson design and assessment, and
help students focus on what is important.

QUESTION 9

If I were the principal of a school/college I would choose Gagne’s nine learning

events model to prescribe for teachers to use in their lesson planning.

The advantages of Gagne’s nine learning events are:

I plan to teach at a TVET College when I finish my degree. Teaching large numbers
of students can be a challenge for both teachers and students. Applying Gagne's
nine-step model is an excellent way to ensure an effective and a step-by-step
learning program as it gives structure to the lesson plans and a full view to the
teaching. Each step addresses a form of communication that supports the learning
process. When each step is completed, learners are more likely to be engaged and
to retain the information on skills they are being taught. The steps give teachers an
outline to use before performing training or teaching activities.
REFRENCE

Bak, N, Behardien, E, Morrow, W & Pendleberry, S. 2010 Working classrooms:

teaching,[Link]:SAIDE.[Link]
files/Working%20in%20Classrooms_section%[Link].

Carr-Chellman, AA. 2016. Instructional design for teachers: improving classroom

practice.2nd edition. New York: Routledge.

Seels, B. & Glasgow, Z. 1998. Making instructional design decisions. 2nd edition.
New Jersey: Prentice-Hall.

ASSIGNMENT NUMBER: 03

UNIQUE NUMBER: 877970

QUESTION 1

SUBJECT LESSON: ENGLISH HOME LANGUAGE

GRADE: 6 DURATION: 60 MINUTES

DATE: ________________

SKILL: READING AND VIEWING COMPREHENSION

TOPIC: VISUAL TEXT: Graphs

LEARNING OUTCOMES: At the end of lesson learners will be able to:

 Read for information
 Identify specific details
 Respond thoughtfully to critical questions
 Read text for meaning

TEACHING STRATEGY:
 Use visual cues to predict what the text is about.
 Scan text and read the heading
 Search the text for information
 Make connections and inferences

TEACHING METHOD: Discussion groups conducted by the teacher.

Reading assignment in worksheet
LTSM/ TECHNOLOGY and other resources:
 Power point presentation
 Graph on a chart
 Chalkboard
 Worksheet
 Clock (to manage time)

TEACHER ACTIVITY Ti LEARNER ACTIVITY

me
10 Pre-knowledge/previously
mi acquired knowledge that the
Presentation of new content (Give a n learners had for this lesson:
reduction of the most important facts)
& Closing discussion: - Learners will know what
a graph looks like.
- Learners participate in
discussion
- Learners write the
features of text in
workbook
or paste worksheet

Learners will:
- look at the graph and
predict what tit is about
using;
Visual cues to predict what
- Teacher discusses what is the text is about.
Graph (Non Literary) and the The heading to predict
key features of a Graph 20 what information the Graph
- Heading – Gives an instant mi gives us
n
description of subject matter
- X – Axis – Horizontal generally - Learners follow while
represents time teacher reads Graph
- Y – Axis – Verticle – generally - Learners focus while
represents numbers teacher reads.
- Key - The graph key - Learners make
represents the information / connections and infer
data while reading
- We get different typs of graphs – - Learners read with
Can you remember them from teacher ( Shared
your Maths Lesson ( Bar graph, reading)
Line graph, histogram, pie chart, - Learners must listen
scatter plot ) attentively to questions
- Learners will read the
Teacher displays Graph on chalkboard text with the teacher for
or use power point presentation the answers to the
Pre Reading questions.
– Use visual cues to predict what - Answer questions
the text is about. orally.
_ Use the heading to predict what - Learners will participate
information is on the graph in a discussion with
their partner about the
graph, asking
questions.

20 - Learners read text on

mi their own
n - Learners complete
worksheet
- Learners will respond to
teacher if asked to
During Reading 10 provide answers to the
- Allow learners to look at the mi questions and others
Graph and identify the key n will enter into
features. discussion with teacher
- Ask learners what does this to arrive at the correct
Graph tell us response.
- Discuss the information of each - Learners will check and
province correct responses.
- Learners make connections and
inferences.

Questions and instructions which you

will pose to the learners:

- Write the questions on the

chalkboard / use presentation
- Read the questions to the
learners.
- Give learners an opportunity to
read the Graph once more while
thinking about the questions and
finding answers together.
.
Learners answer questions orally after
shared reading.
1) What does the graph represent?
2) Which Province has the most deaths?
3) Which Province has the least amount
of deaths?
4) Which Provinces have no deaths?
5) Which Province do you live in?
6) How many deaths are in your
Province?
7) What can people in in the Western
Cape do to prevent more deaths?
8) Why do you think KwaZulu Natal has
so many deaths?
How to actively involve the
learners?
They must be involved in the following
ways:
*As the teacher I must use complete
and specific instructions. *I must
provide practice at the appropriate
levels of difficulty.
*I must provide alternative activities for
learners who completed the activity
early.
*I must actively involve learners in the
lesson.
*I give the learners my attention, which
can improve their performance.
*I give praise and rewards: Reward can
be an effective motivation for Learners
being actively involved in learning.

How to
actively
involve the
learners?
They must be
involved in the
following
ways:
*As the teacher
I must use
complete and
specific
instructions.
*I must provide
practice at the
appropriate
levels of
difficulty.
*I must provide
alternative
activities for
learners who
completed the
activity early.
*I must
actively
involve
learners in the
lesson.
*I give the
learners my
attention,
which can
improve
their
performance.
*I give praise
and rewards:
Reward can be
an
effective
motivation for
Learners being
actively
involved in le
CONSOLIDATION
- Learners can also ask each other questions about the information on
graph – in pairs.
- Ask learners to read text on their own and search for answers to the
questions on the worksheet provided.
- Randomly select learners and listen to their responses, and discuss
responses with entire class to ensure that correct responses are arrived at.
 18

3. In your view, what problems are likely to occur during teaching and learning
if the lesson was poorly properly planned?
Planning a lesson is a guide that guides your way of teaching and how learners are
progressing towards meeting the lesson aims and outcomes that you planned as a
teacher in your lesson. Meaning that a poorly planned lesson is a problem in forming
and building knowledge.
Through planning teachers set objectives, different teaching techniques and
strategies to accommodate different learners in a lesson, use resources required for
the lesson, integrate what they know about their learners and their communities into
the instructional environment and more.
Lessons not properly planned can lead to not achieving the objective (both the
teacher and learners), not bringing the necessary materials or equipment for a
lesson or wrong materials, not planning different strategies for learners that learn in
different ways and integrating their knowledge to contribute to the lesson or for
learners to relate to the lesson and aimless wandering of the subject.

4. Reflecting on the lesson plan. Ask somebody else to read your lesson plan
and give you some constructive criticism about it.

a) What were the strengths of this lesson? Consider it from your perspective and
from the perspective of the learners.

The learners were actively involved. They really enjoyed working with 3D objects and
exploring. Other strengths: I included all necessary information for the learners to
suit their needs, I communicated while learning this is important. I also did not
include too much information and removed irrelevant information that might confuse
the learners during my lesson. I presented the information logically and used
appropriate instructional techniques.
The last step I used in my lesson was to use appropriate resources. Overall, I used
the following techniques during the lesson- I established a positive classroom
environment, I began the lessons by giving clear instructions, I maintained the
learner’s attention throughout the lesson, I used appropriate pacing, I provided
suitable seatwork, and I evaluated what has taken place in my lesson. Therefor the
desired outcomes were met by the learners.

b) What are the weaknesses of this lesson? Consider it from your perspective
and from the perspective of the learners.
For my own perspective and learner’s perspective I did not notice any weaknesses
of the lesson. The lesson outcomes were met, and I had extra questions from my
learners to build on their knowledge. The only challenge was that there was a child
that failed the previous Grade. Before I presented the lesson I asked the teacher if
she had any learners with barriers and difficulties. She informed me of a few that
was minor and easy to accommodate during the lesson. I also made a key box (with
words) to help the child that failed Grade 5 last year. When all the learners were
 20

busy with the worksheet I worked individually with him and did some Grade 4 and
5work with him.
There wasn’t any disciplinary
problems or learners who misbehaved. The learners behaved themselves and were
rewarded afterwards with a merit each for good behaviour and participation.

c) Is your design clear enough for someone else to teach the same lesson
from it?
What changes will you need to make?
I think my lesson was satisfying but no matter how good my lesson plan may be,
there are always little ways that I can make it even better. And here’s a few ideas
how I plan of doing it.
Consider not just the individual lesson, but the big picture. I do think of where does
this fit into the broad spectrum of what you are teaching those learners? Will they
gain any kind of benefit from it, or will it be isolated? If it is isolated, maybe it's time to
think about how it can be directly tied to another lesson I’m teaching. I asked the
HOD to read my lesson plan.
While this isn't as good of a way of evaluating, if my lesson plan it was effective, in
reality, I easily gained a lot of knowledge from having another pair of eyes looking
over my work. This is also less intrusive, both for me and the HOD.

5. Write four questions you would suggest teachers ask themselves as part of
reflect on their lesson designed for their teaching.
• Did you use a variety of approaches and learning material in the learning process
to accommodate different learning styles?
• Did you give feedback in assessment (valued part of learning)?
• Does this lesson contain cross-curricular integration of knowledge and skills that
might prepare learners for reality and the world of work?
• Did you as a teacher reflect on your lesson to show the pros and the cons? This
will then lead to a new phase of analysing needs (for weak and strong learners).
Revision will also take place.

REFERENCES

ELearning Directorate, GDE. (2011). Guidelines on the management and usage of

ICTs in public school in Gauteng. Available at
[Link] [ Assessed November 24, 2017]

Morley, D, & Parker, C.S. (2017) Understanding Computers Today and Tomorrow
(16th). Boston: Cengage

Oxford Dictionary.

Instructional Studies in Context study guide for ISC3701.

Prescribed book: Teaching Strategies for quality teaching and learning-custom

 20

edition.

Van Wyk, K.(n.d.). Khanya-success story of implementing ICT in a developing

country. Cape Town. South Africa. 1-8.