PRACTICE MICRO-TEACHING SESSIONS As the name implies, micro-teaching is a microscopic or small version of the process you go through in putting

together a regular lesson. A micro-teaching session should be a complete instructional segment and should deal with topics that will provide new learning for the other participants. The instructor should not ask the participants to play a role (e.g. Imagine that you are in the third month of a class dealing with quantum mechanics) or to assume an imaginary identity, we just dont have time in 15 minutes. Class time, scope of content and time frame are all reduced. The class is smaller than usual; 5-8 of your peers rather than 25 or 30 of your regular students. The participants may be from various disciplines and may not be familiar with your content. The lesson is shorter than usual - 15 minutes instead of the usual one or two periods. The content should fit within the time allotted.

PROCEDURE FOR Micro-Teaching Prepare a 15-minute lesson plan that includes the following five key elements: Bridge-In: Objective: Pre-test: Participatory Learning: Post-Test: Explains the value of the lesson to the learner and provides motivation What must the learner do? Under what conditions? How well? Identifies any prior knowledge and whether or not the learner can already accomplish the objective The learner is actively involved in the learning process as soon as possible Determines if the learner has indeed learned

Rehearse the plan. Practice on your own. Get feedback. Perform the practice teaching session. Regard your audiences as you would a regular class (i.e. assume that the content you are teaching is new to them); or, if you prefer, choose content you would enjoy presenting to a group of your colleagues. Feel free to experiment. Evaluate your performance using feedback from your colleagues and from the videotape you will receive of your session. Remember, the emphasis is on process rather than on content. The format for the micro-teaching session was adapted from Instructional Skills Workshop Manual, (1993) Province of British Columbia. Ministry of Advanced Training and Technology.

Humber ITAL, Centre for Teaching and Learning, 2011

GUIDELINES FOR FEEDBACK ON TEACHING SESSIONS: 1. Before the presentation, the objectives for the lesson should be placed on the blackboard or flip chart. 2. To guide group members in their observation of teaching skills the following elements might be considered. a) Setting Atmosphere Setting atmosphere is more important than an introduction; it is the preparation of a class for the learning which is to follow, provoking questions. Examples: a lecture on British attitudes toward the American Revolution might begin with an analogy drawn from the Vietnam War, a chemistry class might begin with a spectacular demonstration of the process to be studied that period; a discussion of genetic differences between the sexes might begin with a vote on the classs attitudes towards the Womens Liberation Movement. b) Introduction This is the presentation, usually in a factual and objective manner, an overview of the material, activities, goals and objectives planned for the particular class. c) Organization This is the ability of the instructor to present the material to the class in a clear and logical manner. Effective organization is usually characterized by a clear introduction, smooth transitions from topic to topic, clear distinctions between major and minor topics, occasional summaries, and clear outlines. d) Stimulus Variation This is the ability to vary the pattern of instruction, which includes such elements as the instructors movement around the classroom, gestures, voice level and ability to draw attention to important points. e) Visual Aids These may include everything from the instructors use of the blackboard to audio and video recordings. f) Closure

Humber ITAL, Centre for Teaching and Learning, 2011

Closure is a way of summarizing and integrating the major points of a lecture, demonstration, or class discussion. It acts as a link between the familiar and the new and provides students with a sense of completeness and achievement. 3. After each presentation, the group leader will engage in a discussion which will focus on the strengths and areas that need improvement in the preceding presentation. Guiding Useful Feedback: Constructive feedback is descriptive rather than evaluative. By describing ones own reaction, the individual can accept or reject feedback. By avoiding evaluative language, the individual will not react defensively. Further, constructive feedback is: specific rather than general (special information helps the receiver in immediate behaviour. General information confuses and lacks impact). considerate of the needs of the receiver. directed toward behaviour that the receiver can change (frustration is increased when a person is reminded of shortcomings he or she cannot control). solicited rather than imposed (feedback is most useful when the receiver has a question the observer can answer). well timed (feedback is most useful when given immediately after behaviour). checked to ensure clear communication (have the receiver rephrase the feedback).

Giving Useful Feedback guidelines was adapted from Instructional Skills Workshop Manual, (1993) Province of British Columbia, Ministry of Advanced Training and Technology. The following is a list of questions, which may form the basis for discussions: 1. Can the student explain, demonstrate, or apply the concept taught? 2. If teaching aids were used, how effective were they? 3. What did you like about this presentation? 4. What would you like to see changed for the next session? 5. What other teaching techniques could have been used to present this lesson? 6. Comment on the quality, clarity and complexity of the questions asked.

Other comments or observations:

Humber ITAL, Centre for Teaching and Learning, 2011

AM I READY?
Preparation Checklist for Presentations:

YES 1. Is my topic clear, specific and limited?

NO

2. Are the subtopics closely related to the main topic?

3. Are my objectives clear, specific and learner centered?

4. Do I know what my time limit is?

5. Do I have a plan for the management of this time?

6. Have I consulted a variety of resource materials and people?

7. Are all necessary materials and teaching aids ready?

8. Have I chosen a strategy of presentation, which will encourage maximum group involvement in the learning experience?

9. Do I have extra material available as a back up?

10. Is my plan flexible enough to allow time for questions and discussions?

Humber ITAL, Centre for Teaching and Learning, 2011

Lesson Plan Template 1

Title of lesson Purpose (why of the lesson, where and how does it fit into the course/curriculum)

Learning outcome(s) (what will students be able to do/know by the end of the lesson)

Bridge-in (focus student attention)

Pre-test (activate and diagnose prior knowledge)

Input from you (main content: ideas, information, concepts, principles, procedures and examples)

Guided practice (application of knowledge: classroom

activities for students, problem to solve, etc.)

Closure (recap key concepts, helps students consolidate knowledge)

Check for understanding (what questions will you ask and when to determine students understand)

Assessment (how does this lesson relate to assignments/homework/readings)

Humber ITAL, Centre for Teaching and Learning, 2011

COURSE: _________________________________________ LESSON #

Sample Lesson Plan Template 2 TOPIC: INTRODUCTION:

OBJECTIVES

CONTENT

LEARNING STRATEGIES

RESOURCES

METHOD OF EVALUATION

TIME

Humber ITAL, Centre for Teaching and Learning, 2011