Sample Reflective Report

I have chosen a Lesson Plan as my artefact from my Micro-Teaching experience that demonstrates how I successfully engaged with pupils in order to develop effective, creative and imaginative strategies that promoted individual and shared learning.

The lesson plan I have chosen is from Week 8 when I thought the first-year students on the topic of brass. For the purpose of this essay I will highlight how the activities I used in my lesson plan engaged with pupils where examples of effective, creative and imaginative strategies that promoted individual and shared learning. In the essay I intend to describe the relationship between my lesson plan and the outcome I have chosen.

It became evident throughout the Micro-Teaching experience that a lesson

An imaginative strategy is seen as something that is characterized by something being inventive. I feel that an imaginative evaluation activity would be an enjoyable strategy to implement when assessing students as the students would feel more relaxed and comfortable when participating in an enjoyable activity, it would also be valuable to the teacher as they would be able to assess the student’s knowledge and understanding of the topic during the activity. As identified in Kyriacou’s book Essential Teaching Skills, “Assessment activities can act as a spur to pupils to organise their work well and to learn what is required so as to achieve well at these activities. The spur may be largely based on intrinsic motivation, extrinsic motivation, or a mix of both” (Kyriacou, 2007). The imaginative strategy I used was in the conclusion of my lesson plan to assess the students learning. The activity is documented as a “short game” in my lesson plan and involved students actively engaging with the presentation and the content that was covered in the lesson. I feel that as the students knew there going to be a game to conclude the lesson as highlighted in the introduction by another teacher, that the quote from Kyriacou’s book is evident in highlighting that the imaginative use of a game as a form of assessment was a motivation for students to work well during the lesson and organise their work well. The assessment game was also structured in a way that promoted both individual learning and shared learning as the students first had to formulate their own opinions and then share with the class in the form of a discussion where the other students could also voice their own opinion on the