Teaching Practice Reflection Assignment 50 marks

SURNAME: Khoza
NAME: Nosipho Gugulethu
STUDENT NUMBER: 201825879
MODULE CODE: 3MLS 102
LECTURER: Buthelezi PZG

DUE DATE: 20 August 2023

1. Describe the school settings (2 lines). [1]

My school that I was practicing on had building where professional
educators transfer knowledge into learners. It have fence gaps which
easier for theft to enter school.

2. What is the topic and Grade of the lesson observed? [1]

Gaseous exchange, altitude effects ;Grade 11

3. What are the practical work activities that should be conducted under the
topic? [5]
Learners should be given a trip into Durban because it is near the sea
then after two weeks they should be taken into Johannesburg so that
should observe the differentiation of red blood cells of high latitude
effects in Johannesburg and low altitude effect in Durban.

Learners should also be taken into school play ground where they will
remain stationary for 5 minutes and record their average number of red
blood cells. Then after two weeks they should also be taken into school
play ground then tell them to run for five minutes and record an average
number of red blood cells.
 Learners should also be asked to breath in and out so that they observe
how the diaphragm contrast and relax.

4. Were the practical work activities implemented during the lesson(s)

observed/taught)? Explain. [3]
They were implemented during the lesson taught and also observed
some, they were asked to breath in and out during lesson delivery. Then
they were not taken into different altitude due to the shortage of money.
They were not taken into school play ground because had fear that the
school fence had gaps, so it was a risky to take learners into play ground.

5. If the practical work was implemented, comment on

(i) the materials that were used [2]

Projecting the video to learners showing the effect of altitude in gaseous

exchange.

Learners can be used to experiment processes of breathing.

(ii) methods that were used. [3]

A flow chart was used to show learners how the process of
gaseous exchange happen with teachers own design for the
process of inhalation and exhalation.

(iii) Were the materials listed in the activity procedures available? [1]
No, they were not available.

(iv) If they were not available, how was it made possible to conduct the
practical work? [2]
By improvising by showing learners the video showing the
exchange of gases.
 (v) If the practical work was NOT implemented, why do you think it could
not be implemented? [2]

There should shortage of the material that is needed to be used

during the practical.
Rushing to finish ATP due to the school should be the cause of not
implementing the practical.

(vi) How was the content taught in place of the practical work activity?
[1]
Altitude is the distance above sea level, as the altitude rises the
pressure drops.

(vii) How would you make sure that the practical work that was not
implemented can be facilitated for learners despite the circumstances?
[5]

I will ask them to come during Saturday so that I will explain to them
the content of the lesson.
Then give them the experiment why I am facilitating. After that I ask
them to question where they don’t understand.
Then I will give them practical questions to check their level
understanding the practical.

6. If you reflect on the roles of the teachers and learners during the practical work
activities implemented, what kind of teaching strategies were used? Give
examples. [10]

Both direct and indirect teaching strategies was used during practical
work activities.

The direct teaching strategy was used when teacher was standing in front
of classroom and explaining to learners the process of gaseous exchange
as well effects of altitude.
 The teacher gave guided instruction on how to do the practical in leaners.
For example, the teacher asked learners to breath in and out to
experiment the process of inhalation and exhalation.

The indirect teaching strategy was used when a teacher was only
facilitating the leaners during experiment after explaining to them on what
to do.

7. How can you ensure that the prescribed practical work activities are
facilitated for learners despite:
(i) the lack of materials [2]
I will improvise the material or substitute with the easily accessible
materials.

(ii) the limited knowledge and skills of the learners [2], and

I will briefly explain to learners and give them the opportunity to

ask what they did not understand.

(iii) the limited knowledge and skills of the teacher? [2]

I will search for the information that will help learners to do well in
practical and also find a nice and respecting way to explain the
practical to the teacher.

8. Suggest a way of using the inquiry teaching strategy through practical work.
[10]
Allowing learners to go outside to run in the school play ground for 10
minutes to observe how the breathing rate is affected by the speed.
By allowing learners to discuss what they were taught in the lesson
delivery.
Learners should also be given practical investigation when they go and
search the information about the gaseous exchange and effect of altitude,
because learners learn better by conducting the research for the
information on their own rather than having it delivered by the teacher.
Leaners should conduct research and also be given field trip in high
altitude and low altitude areas where they will come up with a hypothesis
for the effects of altitude then after going to the trip, they will conclude
whether their hypothesis was correct or not.
Allowing learners to ask questions will make them being engaged in
practical given, as a teacher don’t wait for the perfect answer.
Understand where inquiry won’t work.
Surprising learners by playing them the video for the lesson delivery.
Demonstrating to learners on how to participate.