BTE2601
ASSIGNMENT 2 (YEAR MODULE)
DUE DATE: 14 JULY 2025
Written Assignment Submission Guidelines:
Please ensure that your assignment is submitted electronically through the myUnisa platform no
later than July 2025. Kindly note that fax or email submissions will not be accepted.
NB: Assignment submitted to the lecturer(s) through email will not be considered.
QUESTION 1
1.1 Apply the concept of reflection-in-action to a situation where learners are disengaged during
a lesson.
Reflection-in-action is the process where a teacher thinks critically about their teaching while they
are teaching and makes immediate adjustments based on learner responses and classroom
dynamics. For example, during a Grade 4 Natural Sciences lesson on states of matter, I notice
learners start to disengage when I explain evaporation theoretically on the board. They appear
restless, looking away, and some begin talking to each other instead of listening. In that moment, I
reflect-in-action by recognising that my abstract explanation is not resonating with them. I quickly
decide to change my approach by walking to the window and pointing at the wet schoolyard, asking
them to observe how water puddles dry under the sun. I guide them to explain in their own words
what happens when water disappears from the ground.
This reflective response shifts the lesson from passive theory to a real-life observation. As a result,
learners become more engaged and interactive because the adaptation anchors their
understanding to their environment, demonstrating how reflection-in-action improves participation
and concept clarity instantly within the lesson.
ASSIGNMENT 2 (YEAR MODULE)
DUE DATE: 14 JULY 2025
Written Assignment Submission Guidelines:
Please ensure that your assignment is submitted electronically through the myUnisa platform no
later than July 2025. Kindly note that fax or email submissions will not be accepted.
NB: Assignment submitted to the lecturer(s) through email will not be considered.
QUESTION 1
1.1 Apply the concept of reflection-in-action to a situation where learners are disengaged during
a lesson.
Reflection-in-action is the process where a teacher thinks critically about their teaching while they
are teaching and makes immediate adjustments based on learner responses and classroom
dynamics. For example, during a Grade 4 Natural Sciences lesson on states of matter, I notice
learners start to disengage when I explain evaporation theoretically on the board. They appear
restless, looking away, and some begin talking to each other instead of listening. In that moment, I
reflect-in-action by recognising that my abstract explanation is not resonating with them. I quickly
decide to change my approach by walking to the window and pointing at the wet schoolyard, asking
them to observe how water puddles dry under the sun. I guide them to explain in their own words
what happens when water disappears from the ground.
This reflective response shifts the lesson from passive theory to a real-life observation. As a result,
learners become more engaged and interactive because the adaptation anchors their
understanding to their environment, demonstrating how reflection-in-action improves participation
and concept clarity instantly within the lesson.
