UNIVERSITY OF EDUCATION, WINNEBA
COLLEGE OF AGRICULTURE EDUCATION
MAMPONG-ASHANTI
NAME
INDEX NUMBER
:
ABIGAIL OBIRIBEA
:
5181440006
SCHOOL OF PRACTICE
UNITY M/A JUNIOR HIGH SCHOOL
REFLECTIVE PRACTICE
According to CETDAR (2015), reflective practice in teaching is a process of pondering over
ones day-to-day teaching activity considering strength, weakness, and factors that lead to them in
other to improve upon ones method of teaching. Reflective practice is mainly based on the
teacher’s philosophy of teaching; thus a teachers conception of teaching and learning, his
description of how he teaches and justification of why he teaches in that manner.
This was a reflection I made on the lesson I taught during my internship programme.
LESSON NOTE:
SUBJECT: INTEGRATED SCIENCE
FORM: J.H.S ONE (1)
TOPIC: DIVERSITY OF MATTER
SUB-TOPIC: Living cell
DATE: 23/02/22
TIME: (08:00 -09:10am)
DURATION: 1 Hour 10 minutes
RELEVANT PREVIOUS KNOWLEDGE (R.P.K): Learners are familiar with plants and
animals.
ADVANCE PREPARATION Teacher reads on the topic and gathered relevant information and
teaching and learning materials to be used.TLMs (A chart of pant and animal cell).
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My reflective practice
OBJECTIVES OF THE LESSON: By the end of the lesson, learner should be able to;
1. Define cell.
2. Mention the classification of cell.
3. Draw and label the structure of plant and animal cell.
.
REFERENCES:
National council for curriculum and assessment 2020.New integrated science basic 7.Accra :
Ministry of education.
Teachers resources pack .
INTRODUCTION
STAGE 1
Questioning and answering method was used to review students’ relevant previous
knowledge.Example;
1. Who have see plant and animal before?
2. What can you say about them?
DEVELOPMENTAL STAGES OF THE LESSON
STEP I: Definition of cell.
Brainstorm learners to bring out the definition of cell.
STEP II: Classification of cell
Discuss the classification of cells to learners .
STEP III : Structure of plant and animal cells.
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My reflective practice
I grouped learners into three groups, each group contain nine members. I therefore allowed each
group to come forward to observe the structure of plant and animal cells on my laptop then asked
them the following questions;
 What is the structure of the animal cells?
 What is the structure of the plant cell?
 Write some things you saw on the plant and animal cells .
I also post the chart of plant and animal cell on the board and asked each group to give four
organelles of the plant and animal cells.
STAGE II
APPLICATION
This is a stage where students apply the knowledge they gained from a lesson in their daily life.
In other to meet this demand, I asked this question; a boy dug a hole and placed a Stone in it
expecting that the Stone will increase in size ,but the stone remain the same size after some
months. Why is it that the Stone did not increase in size but remain the same size ? Learners
answer the question by saying: stone is non - living thing and non- living things do not have cells
that is why it did not increase in size .
STAGE III
EVALUATION AND CLOSURE
I summarized the lesson and gave students the following questions to answer.
1. What is a cell?
2. Mention the classification of cells.
3. Give three organelles of plant and animal cells.
ASSIGNMENT
I asked students to ;
State the function of cell wall and nucleus on page 48 of new integrated science basic 7.
REFLECTION ON THE LESSON
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My reflective practice
After every lesson I reflected by critically examining my teaching processes. Below is the
reflection I made after teaching this lesson.
CHALLEGES OF THE LESSON
The following were the challenges I encountered during the lesson:
Firstly, some of the students were not participatory in the activities this is because each group
was having a lot of members and only the serious student partake in the activities and the rest
were adamant. And also because of inferiority complex and timidity (introverts) , the extroverts
always dominate the class.
INNOVATIONS
For the lesson to be successful I had adopted the following strategies:
1. Because the large number in each group prevented most of the students from partaking in
the activities, I will ensure that each group has at least four members so that everybody
will participate in every activities.
2. I will also ensure that the introverts will be the group leaders so that they involve
themselves in every activities.Making them group leaders will help them contribute in
every group discussion.
INSIGHT GAINED
After a post lesson analysis, I have gained insight into the following:
I have realized that some students especially the introverts are sometimes coerced to participate
in the lesson delivery process if not that the will be overridden by the extroverts in the class.
Finally, I have also realized that integrating technology into lessons makes teaching and learning
more meaningful and easier to follow.
REFERENCES:
CETDAR, (2015). Student Internship Handbook, Touch World Ent. Bolgatanga, Ghana. Pg11
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My reflective practice