1. Planning and Design

The lesson planning process took approximately 2-3 days, though we continued making adjustments whenever necessary. While I do not remember the exact number of hours spent, I believe the time allocated was sufficient to develop a structured and engaging lesson. Our lesson plan evolved based on feedback and self-evaluation, ensuring that the objectives were met effectively.

2. Achievement of Lesson Objectives and Integration of SDG 16

I am satisfied with my microteaching session as I was able to explain the SDG 16 concept by linking it to the short story. In "The Big Exam," Jack’s community experiences oppression and government control, making it a relevant narrative to discuss justice and institutional integrity. Through analysis and discussion, students identified the oppression and injustice in Jack’s society and later created a flowchart illustrating a new government system that aligns with SDG 16 principles. Most students successfully completed the activity, demonstrating their understanding of the lesson’s core themes.

3. Areas for Improvement

If given another chance to conduct this microteaching session, I would focus on fostering greater student interaction by asking more questions throughout the lesson. Encouraging deeper discussions would enhance student engagement and comprehension. Additionally, I recognize the need to improve my proficiency in facilitating discussions about governance structures. As our lecturer suggested, rather than asking students to create an entirely new government system, I might refine the task by asking them to suggest changes within the existing system. This adjustment would make the activity more accessible and ensure students develop practical and relevant ideas related to SDG 16.

4. Strengths of the Lesson

Several aspects of my lesson were particularly strong. Students demonstrated a clear understanding of the short story and were able to answer questions accurately. The classroom environment was interactive, allowing students to feel comfortable asking questions and participating actively. I successfully managed classroom behavior and maintained effective voice projection, ensuring that instructions were clearly communicated. Importantly, students engaged well with the SDG 16 discussion and were able to draw meaningful connections between the story and real-world issues, culminating in the development of their flowcharts.

5. Peer Feedback and Student Engagement

My peers provided positive feedback on my classroom management, time management, and ability to facilitate student learning. They noted that I was effective in guiding students through activities, correcting their responses when necessary, and ensuring an engaging classroom atmosphere. Students responded well to my lesson, both verbally and non-verbally, as they actively participated, answered questions correctly, and demonstrated comprehension through their work.

6. Overall Reflection

Overall, I am highly satisfied with my microteaching session. This experience has contributed to my growth as an educator by strengthening my ability to create meaningful discussions on literature while integrating SDG 16 into the learning process. The session reinforced the importance of interactive learning and critical thinking, particularly when addressing themes of justice and governance. Moving forward, I will continue refining my teaching strategies to enhance student engagement and deepen their understanding of crucial global issues through literature.