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VarsityTimes
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TAKE YOUR PICK (OPTION A or B)
OPTION A
QUESTION 1
1.1 Apply the concept of reflection-in-action to a situation where learners are disengaged during
a lesson. (5 marks)
Reflection-in-action, as proposed by Schön (1983), is the process whereby teachers think critically
and adapt their actions in the midst of teaching to address unexpected challenges. For instance,
during a Grade 7 Natural Sciences lesson about the human digestive system, a teacher notices
learners becoming visibly disengaged as she explains the digestive organs using textbook diagrams
alone. Reflecting in action, she realises her abstract explanation is too theoretical for the class’s
level of understanding. She immediately changes her strategy by asking learners to stand up and
mimic the movement of food through each organ, from chewing in the mouth to the stomach
churning and nutrient absorption in the small intestine. She then uses a banana to demonstrate
mastication and blends it to OPTION B (Moredigestion
illustrate stomach practically. This adaptive approach
Detailed Answers)
reignites learner interest as they now visualise and physically engage with the concept. Reflection-
QUESTION 1 enables the teacher to identify disengagement during the lesson and adjust her
in-action thus
teaching
1.1 Applyapproach on the
the concept spot, leading to improved
of reflection-in-action participation
to a situation whereand comprehension.
learners are disengaged during
a lesson.
Reflection-in-action, a concept introduced by Schön (1983), refers to the teacher’s immediate, real-
1.2 Using Bronfenbrenner’s theory, describe how one system
time process of critically thinking about and adapting their teaching methods while the lesson is in
progress to address problems as they arise. This reflective process requires a teacher to be
perceptive and responsive, using their professional judgment to alter strategies for the benefit of
learners. For instance, in a Grade 6 Mathematics lesson on fractions, the teacher notices that
learners are disengaged and visibly confused during an abstract explanation of fraction addition.
Recognizing this, the teacher immediately switches tactics and introduces a practical activity
involving paper cutouts shaped as pizzas. Learners physically manipulate the pieces to visualize
Disclaimer:
fraction addition as parts of a whole, which makes
The materials provided are intended for educational and informational purposes only. They
should not be submitted as original work or used in violation of any academic institution's
policies. The buyer is solely responsible for how the materials are used.
VarsityTimes
For more assistance and exclusive, unique assignments, contact us on Telegram:
https://t.me/varsity_times
TAKE YOUR PICK (OPTION A or B)
OPTION A
QUESTION 1
1.1 Apply the concept of reflection-in-action to a situation where learners are disengaged during
a lesson. (5 marks)
Reflection-in-action, as proposed by Schön (1983), is the process whereby teachers think critically
and adapt their actions in the midst of teaching to address unexpected challenges. For instance,
during a Grade 7 Natural Sciences lesson about the human digestive system, a teacher notices
learners becoming visibly disengaged as she explains the digestive organs using textbook diagrams
alone. Reflecting in action, she realises her abstract explanation is too theoretical for the class’s
level of understanding. She immediately changes her strategy by asking learners to stand up and
mimic the movement of food through each organ, from chewing in the mouth to the stomach
churning and nutrient absorption in the small intestine. She then uses a banana to demonstrate
mastication and blends it to OPTION B (Moredigestion
illustrate stomach practically. This adaptive approach
Detailed Answers)
reignites learner interest as they now visualise and physically engage with the concept. Reflection-
QUESTION 1 enables the teacher to identify disengagement during the lesson and adjust her
in-action thus
teaching
1.1 Applyapproach on the
the concept spot, leading to improved
of reflection-in-action participation
to a situation whereand comprehension.
learners are disengaged during
a lesson.
Reflection-in-action, a concept introduced by Schön (1983), refers to the teacher’s immediate, real-
1.2 Using Bronfenbrenner’s theory, describe how one system
time process of critically thinking about and adapting their teaching methods while the lesson is in
progress to address problems as they arise. This reflective process requires a teacher to be
perceptive and responsive, using their professional judgment to alter strategies for the benefit of
learners. For instance, in a Grade 6 Mathematics lesson on fractions, the teacher notices that
learners are disengaged and visibly confused during an abstract explanation of fraction addition.
Recognizing this, the teacher immediately switches tactics and introduces a practical activity
involving paper cutouts shaped as pizzas. Learners physically manipulate the pieces to visualize
Disclaimer:
fraction addition as parts of a whole, which makes
The materials provided are intended for educational and informational purposes only. They
should not be submitted as original work or used in violation of any academic institution's
policies. The buyer is solely responsible for how the materials are used.
