BTE2601
Assignment 2
Due 14 July 2025
, Assignment 2
Question 1
1.1 Concept of reflection-in-action to a situation where learners are disengaged
during a lesson
Reflection-in-action is a term introduced by Donald Schön (1983) that refers to the
process of thinking about and modifying one’s actions during the act of teaching itself. It
allows educators to respond immediately to learners’ needs, especially when things are
not going as planned.
For example, imagine a Foundation Phase Life Skills lesson on "Healthy Eating" where
the teacher notices that learners are visibly disengaged some are distracted, yawning,
or showing minimal participation. This reflects a realistic classroom situation where the
initial teaching approach is not capturing learners’ interest.
In response, the teacher reflects-in-action by quickly assessing the situation and
changing the method of instruction. Instead of continuing with a lecture-style approach,
the teacher introduces a hands-on sorting activity where learners use real or picture-
based food items to categorize "healthy" and "unhealthy" foods in groups. This
approach promotes active learning and collaboration.
According to Killen (2015), adapting instruction during a lesson is an essential part of
effective teaching, as it demonstrates professional judgment and responsiveness to
learners’ needs. Furthermore, Gagne (1985) emphasizes that engaging learners
through meaningful interaction improves their attention and retention.
By adjusting the strategy mid-lesson, the teacher fosters improved engagement through
movement, visual stimulation, and peer collaboration. This aligns with CAPS (DBE,
2011), which encourages inclusive and active learning in Foundation Phase classrooms
1.2 Microsystem impact on learner performance in the classroom based on
Bronfenbrenner’s theory.
According to Bronfenbrenner’s Ecological Systems Theory, the microsystem is the
immediate environment in which a learner interacts directly, such as the home, school,
Assignment 2
Due 14 July 2025
, Assignment 2
Question 1
1.1 Concept of reflection-in-action to a situation where learners are disengaged
during a lesson
Reflection-in-action is a term introduced by Donald Schön (1983) that refers to the
process of thinking about and modifying one’s actions during the act of teaching itself. It
allows educators to respond immediately to learners’ needs, especially when things are
not going as planned.
For example, imagine a Foundation Phase Life Skills lesson on "Healthy Eating" where
the teacher notices that learners are visibly disengaged some are distracted, yawning,
or showing minimal participation. This reflects a realistic classroom situation where the
initial teaching approach is not capturing learners’ interest.
In response, the teacher reflects-in-action by quickly assessing the situation and
changing the method of instruction. Instead of continuing with a lecture-style approach,
the teacher introduces a hands-on sorting activity where learners use real or picture-
based food items to categorize "healthy" and "unhealthy" foods in groups. This
approach promotes active learning and collaboration.
According to Killen (2015), adapting instruction during a lesson is an essential part of
effective teaching, as it demonstrates professional judgment and responsiveness to
learners’ needs. Furthermore, Gagne (1985) emphasizes that engaging learners
through meaningful interaction improves their attention and retention.
By adjusting the strategy mid-lesson, the teacher fosters improved engagement through
movement, visual stimulation, and peer collaboration. This aligns with CAPS (DBE,
2011), which encourages inclusive and active learning in Foundation Phase classrooms
1.2 Microsystem impact on learner performance in the classroom based on
Bronfenbrenner’s theory.
According to Bronfenbrenner’s Ecological Systems Theory, the microsystem is the
immediate environment in which a learner interacts directly, such as the home, school,
