Reflection on Unit 3: Strategy Demonstration

“Hi everyone, this is my reflection on Unit 3: Strategy Demonstration.
This unit was truly eye-opening because it helped me experience different teaching strategies like live coding, pair programming, project-based learning, and web tutorials.
What stood out to me most was how these strategies made learning interactive and meaningful.
I realized that as a future ICT teacher, I can make my classes more engaging by combining technology with collaboration and creativity.
This experience reminded me that teaching, just like coding, is a process of trial, reflection, and continuous improvement.”

Strategy Demonstration was one of the most engaging and transformative experiences I have had in this module. The purpose of this unit was to help us explore, demonstrate, and reflect on a range of effective ICT teaching strategies that could enhance learning in the classroom. 

Over several weeks, our class engaged in a series of creative demonstrations such as live coding, pair programming, problem-based learning, project-based learning, PRIMM, web tutorials, and lab-based learning. Each group presented their chosen strategy with enthusiasm, turning our classroom into a space filled with collaboration, laughter, and discovery. This experience helped me understand how theoretical ideas can be translated into real classroom practice and reminded me of the joy of learning through doing. 

The highlight of the unit for me was the live coding demonstration on the topic “Turtle in Python.” It was both fun and educational. Watching the turtle draw shapes as we coded made programming feel alive and visually rewarding. It reminded me how powerful visual learning can be, especially for beginners who might find coding abstract. I realized that live coding is not just about showing syntax it’s about thinking aloud, showing mistakes, debugging in real time, and helping students see the authentic process of problem-solving.

Similarly, the pair programming demonstration on Boolean logic was equally fascinating. I loved how the two members worked in synchronize one acting as the driver (coding) and the other as the navigator (guiding and checking). When they later switched roles, it beautifully demonstrated teamwork and shared responsibility in learning. It made me appreciate how pair programming builds collaboration, mutual respect, and critical thinking skills that go beyond coding itself.

The problem-based learning (PBL) session on Cyberbullying was deeply thought-provoking. The group cleverly integrated ICT with social awareness, encouraging us to reflect on ethical and responsible online behavior. The activity where we wrote short reflective themes on “Stop Cyberbullying” at the end was both emotional and impactful. It reminded me that teaching ICT isn’t only about technology but also about nurturing digital citizenship.  In my future teaching, I plan to use similar problem-based projects to help students connect technology with moral and civic values.

The project-based learning (PjBL) demonstration on blog creation brought back nostalgic memories of my first semester when I learned to create my first blog. The group guided us step by step to personalize our blogs, making the session lively and relatable. It reminded me how long-term projects not only build ICT skills but also foster ownership and creativity among learners. 

The PRIMM strategy demonstration on Lists in Python was structured beautifully Predict, Run, Investigate, Modify, and Make. The logical flow helped build understanding gradually, and even the small, funny moments (like the misspelled “avocado”) made the session memorable. Similarly, the lab-based learning on Introduction to Microsoft Office was practical and engaging, showing how foundational ICT tools can be effectively taught through hands-on exploration rather than lectures.

Finally, our group’s web tutorial demonstration on Python was a true journey of persistence and growth. Our first attempt didn’t go as expected we were asked to redo it. At first, it was discouraging, but the experience taught me resilience and reflection. The second time, we approached it with clearer planning and better coordination, making the tutorial more interactive. Through this, I learned that web tutorials allow learners to progress at their own pace. Fast learners can move ahead quickly, while others can pause, replay, and learn comfortably. By integrating resources like W3Schools, I realized how web tutorials can promote self-directed learning.

Personal Reflection and Future Implementation

This experience strengthened my belief that as a future ICT teacher, I can use web tutorials and online resources to extend learning beyond the classroom. They help create a blended learning environment where students become active participants rather than passive listeners.  I also plan to incorporate pair programming and live coding to make lessons interactive, and project-based learning to encourage creativity and problem-solving.

What made Unit 3 unique was the team-teaching environment. Unlike microteaching, where each individual teaches separately, this unit encouraged collaboration and peer feedback. We could assist one another, share ideas, and reflect together. The VLE discussion forum also enhanced this learning cycle it allowed us to comment on each group’s approach and continuously refine our understanding. It felt like a continuous loop of teaching, reflecting, and improving. 

Overall, Unit 3 strengthened my competence, creativity, and confidence. It taught me resilience through our redo experience, collaboration through teamwork, and inspiration through observation. I realized that effective teaching is not merely about delivering lessons but about designing learning experiences that invite curiosity, encourage exploration, and empower students to think independently. This unit will remain one of my favorites, as it reminded me that great teaching, like great coding, is built through trial, reflection, and continuous learning.