TPS2602
ASSIGNMENT 50
PORTFOLIO
Due Date 23 September 2025
, TPS2602
Assignment 50: PORTFOLIO
Closing date: 23 September 2025
Comprehensive Response
Question 1 – My Micro-Teaching Lesson
Introduction
This section details my personal experience participating in a micro-teaching lesson at
a UNISA regional center. This micro-teaching session was designed to simulate a real
classroom environment on a smaller scale, allowing me to focus on developing my skills
in lesson planning, presentation, and assessment. This exercise provided crucial
hands-on practice, enabling me to integrate pedagogical theory with practical classroom
execution under the guidance of a qualified official.
Main Body
The Value and Purpose of Micro-Teaching
Micro-teaching is a foundational method in teacher training that allowed me, as a
student educator, to practice teaching techniques in a controlled, supportive setting. As
Loughran (2006) argues, micro-teaching facilitated the systematic refinement of my
pedagogical skills through iterative planning, delivery, and reflection. It effectively
bridged the gap between theory and practice, allowing me to experiment with
different instructional strategies, receive feedback, and improve my approach before
stepping into a full classroom. In alignment with Vygotsky’s (1978) socio-cultural theory,
micro-teaching provided a zone of proximal development where I could advance my
competencies through guided support from mentors and peers.
,My Preparation and Lesson Design
Before my micro-teaching session, I collaborated closely with my mentor and thoroughly
reviewed the CAPS document to ensure my lesson was curriculum-aligned. I chose a
lesson from the Foundation Phase Life Skills curriculum, focusing on "Healthy Eating."
My objective was clear:
• "By the end of this lesson, learners will be able to identify healthy food choices
and explain why they are important for the body."
My lesson included a visually engaging PowerPoint presentation, a hands-on food-
group matching activity, and a reflective discussion. I strategically integrated visual
aids and physical objects (like fruit and vegetable flashcards) to cater to different
learning styles and ensure clear conceptual understanding for all.
My Delivery and Peer Interaction
I delivered my micro-lesson to my peers and the supervising official at the UNISA
regional center. I actively employed interactive questioning and scaffolding
strategies to encourage engagement and higher-order thinking, aligning with Bloom’s
Taxonomy (Anderson & Krathwohl, 2001). My peers, acting as "learners," provided
valuable feedback on my pacing, voice projection, how I engaged them, and my use of
teaching aids.
My use of formative questioning successfully maintained learner participation, while
the visual aids provided a solid anchor for those who benefited from visual-spatial
learning. I also made sure to allocate time for peer reflection and consciously
incorporated their suggestions into my subsequent lesson planning.
Feedback and My Reflection
The constructive feedback I received highlighted the strengths of my lesson structure,
clarity of instruction, and confident delivery. However, it also pinpointed areas
where I could grow, such as time management and the need for more differentiated
activities to support diverse learner abilities.
Reflecting on this feedback, I recognized the crucial importance of adaptable pacing
and planning for inclusive education. Donald et al. (2020) emphasize the necessity of
, differentiation in diverse South African classrooms, especially given learners' varied
linguistic and socio-economic backgrounds. I consciously integrated these insights into
my co-teaching lessons in the following weeks.
Conclusion
My micro-teaching session was an indispensable step in my professional growth as a
Foundation Phase educator. It allowed me to personally synthesize pedagogical theory
with practical classroom application while receiving critical feedback in a low-stakes
environment. The experience significantly sharpened my instructional design skills,
fostered reflective practice, and reinforced for me the profound 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
Due Date 23 September 2025
, TPS2602
Assignment 50: PORTFOLIO
Closing date: 23 September 2025
Comprehensive Response
Question 1 – My Micro-Teaching Lesson
Introduction
This section details my personal experience participating in a micro-teaching lesson at
a UNISA regional center. This micro-teaching session was designed to simulate a real
classroom environment on a smaller scale, allowing me to focus on developing my skills
in lesson planning, presentation, and assessment. This exercise provided crucial
hands-on practice, enabling me to integrate pedagogical theory with practical classroom
execution under the guidance of a qualified official.
Main Body
The Value and Purpose of Micro-Teaching
Micro-teaching is a foundational method in teacher training that allowed me, as a
student educator, to practice teaching techniques in a controlled, supportive setting. As
Loughran (2006) argues, micro-teaching facilitated the systematic refinement of my
pedagogical skills through iterative planning, delivery, and reflection. It effectively
bridged the gap between theory and practice, allowing me to experiment with
different instructional strategies, receive feedback, and improve my approach before
stepping into a full classroom. In alignment with Vygotsky’s (1978) socio-cultural theory,
micro-teaching provided a zone of proximal development where I could advance my
competencies through guided support from mentors and peers.
,My Preparation and Lesson Design
Before my micro-teaching session, I collaborated closely with my mentor and thoroughly
reviewed the CAPS document to ensure my lesson was curriculum-aligned. I chose a
lesson from the Foundation Phase Life Skills curriculum, focusing on "Healthy Eating."
My objective was clear:
• "By the end of this lesson, learners will be able to identify healthy food choices
and explain why they are important for the body."
My lesson included a visually engaging PowerPoint presentation, a hands-on food-
group matching activity, and a reflective discussion. I strategically integrated visual
aids and physical objects (like fruit and vegetable flashcards) to cater to different
learning styles and ensure clear conceptual understanding for all.
My Delivery and Peer Interaction
I delivered my micro-lesson to my peers and the supervising official at the UNISA
regional center. I actively employed interactive questioning and scaffolding
strategies to encourage engagement and higher-order thinking, aligning with Bloom’s
Taxonomy (Anderson & Krathwohl, 2001). My peers, acting as "learners," provided
valuable feedback on my pacing, voice projection, how I engaged them, and my use of
teaching aids.
My use of formative questioning successfully maintained learner participation, while
the visual aids provided a solid anchor for those who benefited from visual-spatial
learning. I also made sure to allocate time for peer reflection and consciously
incorporated their suggestions into my subsequent lesson planning.
Feedback and My Reflection
The constructive feedback I received highlighted the strengths of my lesson structure,
clarity of instruction, and confident delivery. However, it also pinpointed areas
where I could grow, such as time management and the need for more differentiated
activities to support diverse learner abilities.
Reflecting on this feedback, I recognized the crucial importance of adaptable pacing
and planning for inclusive education. Donald et al. (2020) emphasize the necessity of
, differentiation in diverse South African classrooms, especially given learners' varied
linguistic and socio-economic backgrounds. I consciously integrated these insights into
my co-teaching lessons in the following weeks.
Conclusion
My micro-teaching session was an indispensable step in my professional growth as a
Foundation Phase educator. It allowed me to personally synthesize pedagogical theory
with practical classroom application while receiving critical feedback in a low-stakes
environment. The experience significantly sharpened my instructional design skills,
fostered reflective practice, and reinforced for me the profound 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
