TPS2602
ASSIGNMENT 50
PORTFOLIO
Closing Date 23 September 2025
,TPS2602
Assignment 50: PORTFOLIO
Closing date: 23 September 2025
Question 1 – Micro-Teaching Lesson (20 Marks)
Introduction
This section addresses my engagement in a micro-teaching lesson conducted at a
UNISA regional centre. The micro-teaching experience was designed to simulate real
classroom conditions on a smaller scale, allowing for focused development in planning,
presenting, and assessing a lesson. This exercise provided critical practice in
integrating theoretical pedagogy with practical classroom execution under the
observation of a qualified official.
Main Body
The Value and Purpose of Micro-Teaching
Micro-teaching is a foundational method in teacher training that enables student
educators to practice teaching techniques in a controlled, supportive environment. As
Loughran (2006) argues, micro-teaching allows for systematic refinement of
pedagogical skills through iterative planning, delivery, and reflection. It bridges the gap
between theory and practice by allowing pre-service teachers to experiment with
different instructional strategies, receive feedback, and improve before entering a full
classroom context.
In alignment with Vygotsky’s (1978) socio-cultural theory, micro-teaching provides a
zone of proximal development where new teachers can advance their competencies
through guided support from mentors and peers.
,Preparation and Lesson Design
Prior to my micro-teaching session, I collaborated with my mentor and reviewed the
CAPS document to ensure curriculum alignment. I selected a lesson from the
Foundation Phase Life Skills curriculum focusing on “Healthy Eating.” The objective
was:
“By the end of this lesson, learners will be able to identify healthy food choices and
explain why they are important for the body.”
The lesson included a visually engaging PowerPoint, a food-group matching activity,
and a reflective discussion. I integrated visual aids and physical objects (fruit and
vegetable flashcards) to support different learning styles and ensure conceptual clarity.
Delivery and Peer Interaction
The delivery of the micro-lesson took place before peers and a supervising official at the
UNISA regional centre. I employed interactive questioning and scaffolding strategies to
prompt engagement and higher-order thinking, which aligns with Bloom’s Taxonomy
(Anderson & Krathwohl, 2001). Peers participated as ‘learners’ and gave feedback on
pacing, voice projection, learner engagement, and use of teaching aids.
My use of formative questioning helped maintain learner participation, while the visual
aids provided an anchor for those who benefited from visual-spatial learning. I also
allowed time for peer reflection and incorporated their suggestions into subsequent
lesson planning.
Feedback and Reflection
Constructive feedback highlighted the strength of my lesson structure, my clarity of
instruction, and my confidence in delivery. However, it also identified areas for growth
such as time management and the need for more differentiated activities to support
diverse learner abilities.
, Reflecting on this feedback, I recognised the importance of adaptable pacing and
planning for inclusive education. Donald et al. (2020) emphasise the need for
differentiation in diverse South African classrooms, especially when learners have
varied linguistic and socio-economic backgrounds. I integrated these insights into my
co-teaching lessons in later weeks.
Conclusion
The micro-teaching session was an essential step in my professional growth as a
Foundation Phase educator. It allowed me to synthesise pedagogical theory with
practical classroom application while receiving critical feedback in a low-stakes
environment. The experience sharpened my instructional design, encouraged reflective
practice, and reinforced the importance of flexibility and inclusivity in teaching.
References
• Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning,
teaching, and assessing: A revision of Bloom's Taxonomy of Educational
Objectives. Longman.
• Donald, D., Lazarus, S., & Lolwana, P. (2020). Educational psychology in social
context: Ecosystemic applications in Southern Africa (6th ed.). Oxford University
Press.
• Loughran, J. (2006). Developing a pedagogy of teacher education:
Understanding teaching and learning about teaching. Routledge.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Harvard University Press
ASSIGNMENT 50
PORTFOLIO
Closing Date 23 September 2025
,TPS2602
Assignment 50: PORTFOLIO
Closing date: 23 September 2025
Question 1 – Micro-Teaching Lesson (20 Marks)
Introduction
This section addresses my engagement in a micro-teaching lesson conducted at a
UNISA regional centre. The micro-teaching experience was designed to simulate real
classroom conditions on a smaller scale, allowing for focused development in planning,
presenting, and assessing a lesson. This exercise provided critical practice in
integrating theoretical pedagogy with practical classroom execution under the
observation of a qualified official.
Main Body
The Value and Purpose of Micro-Teaching
Micro-teaching is a foundational method in teacher training that enables student
educators to practice teaching techniques in a controlled, supportive environment. As
Loughran (2006) argues, micro-teaching allows for systematic refinement of
pedagogical skills through iterative planning, delivery, and reflection. It bridges the gap
between theory and practice by allowing pre-service teachers to experiment with
different instructional strategies, receive feedback, and improve before entering a full
classroom context.
In alignment with Vygotsky’s (1978) socio-cultural theory, micro-teaching provides a
zone of proximal development where new teachers can advance their competencies
through guided support from mentors and peers.
,Preparation and Lesson Design
Prior to my micro-teaching session, I collaborated with my mentor and reviewed the
CAPS document to ensure curriculum alignment. I selected a lesson from the
Foundation Phase Life Skills curriculum focusing on “Healthy Eating.” The objective
was:
“By the end of this lesson, learners will be able to identify healthy food choices and
explain why they are important for the body.”
The lesson included a visually engaging PowerPoint, a food-group matching activity,
and a reflective discussion. I integrated visual aids and physical objects (fruit and
vegetable flashcards) to support different learning styles and ensure conceptual clarity.
Delivery and Peer Interaction
The delivery of the micro-lesson took place before peers and a supervising official at the
UNISA regional centre. I employed interactive questioning and scaffolding strategies to
prompt engagement and higher-order thinking, which aligns with Bloom’s Taxonomy
(Anderson & Krathwohl, 2001). Peers participated as ‘learners’ and gave feedback on
pacing, voice projection, learner engagement, and use of teaching aids.
My use of formative questioning helped maintain learner participation, while the visual
aids provided an anchor for those who benefited from visual-spatial learning. I also
allowed time for peer reflection and incorporated their suggestions into subsequent
lesson planning.
Feedback and Reflection
Constructive feedback highlighted the strength of my lesson structure, my clarity of
instruction, and my confidence in delivery. However, it also identified areas for growth
such as time management and the need for more differentiated activities to support
diverse learner abilities.
, Reflecting on this feedback, I recognised the importance of adaptable pacing and
planning for inclusive education. Donald et al. (2020) emphasise the need for
differentiation in diverse South African classrooms, especially when learners have
varied linguistic and socio-economic backgrounds. I integrated these insights into my
co-teaching lessons in later weeks.
Conclusion
The micro-teaching session was an essential step in my professional growth as a
Foundation Phase educator. It allowed me to synthesise pedagogical theory with
practical classroom application while receiving critical feedback in a low-stakes
environment. The experience sharpened my instructional design, encouraged reflective
practice, and reinforced the importance of flexibility and inclusivity in teaching.
References
• Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning,
teaching, and assessing: A revision of Bloom's Taxonomy of Educational
Objectives. Longman.
• Donald, D., Lazarus, S., & Lolwana, P. (2020). Educational psychology in social
context: Ecosystemic applications in Southern Africa (6th ed.). Oxford University
Press.
• Loughran, J. (2006). Developing a pedagogy of teacher education:
Understanding teaching and learning about teaching. Routledge.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Harvard University Press
