4164 Cambridge International Certificate in Teaching and Learning
Evidence of reflection
● Analyse the key features that you think make a lesson effective.
● Evaluate the impact your new learning and experiences from Unit 1 have had on your
practice and how this will help you to prepare for Unit 2.
Analyse the key features that you think make a lesson effective
An effective lesson helps all students understand clearly, stay engaged, and participate
actively. I learned that connecting lessons to students’ prior knowledge is essential. This
builds their confidence and prepares them to absorb new concepts. I explain learning
objectives in simple language so students know what they will learn and why it matters.
During lessons, I ask quick, focused questions like “Can you explain this in your own words?”
or “What do you think will happen next?” I use formative checks such as observation forms
and exit tickets to assess understanding. These strategies help me adjust teaching in real
time. For example, if many students seem confused, I pause to clarify or give more examples.
Including a variety of activities supports different learning styles. Some students learn better
by listening, others through hands-on experiences, visuals, or group discussions. I use
practical tasks like experiments and demonstrations, visuals such as pictures or videos, and
opportunities for peer talk to meet diverse needs. This variety keeps students interested and
engaged in ways that suit them best.
Differentiation is also important. I support learners by giving clearer instructions or more time
to those who need it and providing extension tasks for faster learners. This helps all students
feel supported and motivated. Overall, clear explanations, ongoing formative assessment,
active participation, and varied, tailored activities are key features of an effective lesson.
Evaluate the impact your new learning and experiences from Unit 1 have had on your
practice and how this will help you to prepare for Unit 2
My teaching focus has shifted from simply completing lesson steps to understanding how
students learn best. I apply ideas from Piaget (1950), Vygotsky (1978), and Bruner (1960) to
activate prior knowledge and encourage collaborative discussion. I also foster metacognition
by asking students to reflect on their learning and consider how to improve (Schön, 1983).
Using varied activities helps meet different learning needs (Gardner, 1983). These changes
have made my lessons more engaging and effective. Moving forward, I will continue using
formative assessments and design clear summative tasks to monitor student progress. I am
becoming more confident in adapting my teaching based on ongoing feedback to help every
student succeed.
Bibliography
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classroom assessment. London: GL Assessment.
Bruner, J.S., 1960. The process of education. Cambridge, MA: Harvard University
Press.
Dweck, C.S., 2006. Mindset: The new psychology of success. New York: Random
House.
Florian, L. and Black-Hawkins, K., 2011. Exploring inclusive pedagogy. British
Educational Research Journal, 37(5), pp.813–828.
Gardner, H., 1983. Frames of mind: The theory of multiple intelligences. New York:
Basic Books.
Hattie, J., 2009. Visible learning: A synthesis of over 800 meta-analyses relating to
achievement. Abingdon: Routledge.
Illeris, K., 2009. Contemporary theories of learning: Learning theorists… in their own
words. London: Routledge.
Kyriacou, C., 2007. Essential teaching skills. 3rd ed. Cheltenham: Nelson Thornes.
4164 Cambridge International Certificate in Teaching and Learning
Moon, J., 2004. A handbook of reflective and experiential learning: Theory and
practice. London: RoutledgeFalmer.
Piaget, J., 1950. The psychology of intelligence. London: Routledge & Kegan Paul.
Pollard, A., 2014. Reflective teaching in schools. 4th ed. London: Bloomsbury
Academic.
Prince, M., 2004. Does active learning work? A review of the research. Journal of
Engineering Education, 93(3), pp.223–231.
Schön, D.A., 1983. The reflective practitioner: How professionals think in action. New
York: Basic Books.
Vygotsky, L.S., 1978. Mind in society: The development of higher psychological
processes. Cambridge, MA: Harvard University Press.
Wiliam, D., 2011. Embedded formative assessment. Bloomington, IN: Solution Tree
Press.
Word limit: 400 words Word count: 374
4164 Evidence of Learning and Reflection for assessment in 2018 and 2019 2
