,QUESTION 1
Answer all the questions in this section
1.1 Apply the concept of reflection-in-action to a situation where learners are
disengaged during a lesson. (5)
Reflection-in-action is a concept developed by Schön (1983) to describe how
professionals think on their feet and adapt their strategies during the unfolding of an
activity. Unlike reflection-on-action, which happens after an event, reflection-in-action
requires the teacher to notice a problem as it happens and intervene immediately to
modify the situation (Killen, 2015). In the context of teaching, it involves the teacher
actively analyzing learners’ responses during a lesson and adjusting teaching strategies
in real time to improve learning outcomes.
A realistic classroom situation involving disengagement could occur during a Grade 6
mathematics lesson on fractions. While explaining equivalent fractions, the teacher
observes that many learners are staring blankly, whispering to each other, or playing with
stationery instead of paying attention. Their body language indicates boredom and
confusion, suggesting they do not grasp the lesson and are no longer engaged.
In response, the teacher applies reflection-in-action by immediately pausing the lesson to
reassess learners’ needs. The teacher considers that abstract explanations on the board
, may not be connecting with learners’ prior knowledge or interests (Donald et al., 2020).
To re-engage the class, the teacher spontaneously decides to switch from a chalk-and-
talk approach to a hands-on demonstration. She brings out fraction strips and organizes
learners into small groups, asking them to physically manipulate the strips to create
equivalent fractions together.
1.2 Using Bronfenbrenner’s theory, describe how one system (e.g., microsystem or
macrosystem) might impact learner performance in the classroom.
Bronfenbrenner’s Ecological Systems Theory explains human development within a
series of nested environmental systems, including the microsystem, mesosystem,
exosystem, macrosystem, and chronosystem, each influencing the individual in distinct
ways (Bronfenbrenner, 1979). The microsystem is the immediate environment in which
learners interact directly, such as family, peers, and the classroom itself, and it plays a
crucial role in shaping their behavior, attitudes, and performance.
A relevant example of the microsystem impacting learner performance involves the
teacher–learner relationship. In a Grade 5 classroom, a teacher who consistently
demonstrates warmth, respect, and encouragement creates a supportive atmosphere
where learners feel safe to express themselves, ask questions, and engage in tasks
without fear of ridicule. In contrast, a teacher who is dismissive, sarcastic, or punitive
Answer all the questions in this section
1.1 Apply the concept of reflection-in-action to a situation where learners are
disengaged during a lesson. (5)
Reflection-in-action is a concept developed by Schön (1983) to describe how
professionals think on their feet and adapt their strategies during the unfolding of an
activity. Unlike reflection-on-action, which happens after an event, reflection-in-action
requires the teacher to notice a problem as it happens and intervene immediately to
modify the situation (Killen, 2015). In the context of teaching, it involves the teacher
actively analyzing learners’ responses during a lesson and adjusting teaching strategies
in real time to improve learning outcomes.
A realistic classroom situation involving disengagement could occur during a Grade 6
mathematics lesson on fractions. While explaining equivalent fractions, the teacher
observes that many learners are staring blankly, whispering to each other, or playing with
stationery instead of paying attention. Their body language indicates boredom and
confusion, suggesting they do not grasp the lesson and are no longer engaged.
In response, the teacher applies reflection-in-action by immediately pausing the lesson to
reassess learners’ needs. The teacher considers that abstract explanations on the board
, may not be connecting with learners’ prior knowledge or interests (Donald et al., 2020).
To re-engage the class, the teacher spontaneously decides to switch from a chalk-and-
talk approach to a hands-on demonstration. She brings out fraction strips and organizes
learners into small groups, asking them to physically manipulate the strips to create
equivalent fractions together.
1.2 Using Bronfenbrenner’s theory, describe how one system (e.g., microsystem or
macrosystem) might impact learner performance in the classroom.
Bronfenbrenner’s Ecological Systems Theory explains human development within a
series of nested environmental systems, including the microsystem, mesosystem,
exosystem, macrosystem, and chronosystem, each influencing the individual in distinct
ways (Bronfenbrenner, 1979). The microsystem is the immediate environment in which
learners interact directly, such as family, peers, and the classroom itself, and it plays a
crucial role in shaping their behavior, attitudes, and performance.
A relevant example of the microsystem impacting learner performance involves the
teacher–learner relationship. In a Grade 5 classroom, a teacher who consistently
demonstrates warmth, respect, and encouragement creates a supportive atmosphere
where learners feel safe to express themselves, ask questions, and engage in tasks
without fear of ridicule. In contrast, a teacher who is dismissive, sarcastic, or punitive
