Microteaching activity: detailed information

Wednesday 29 May to Friday 7 June

The microteaching activity gives you an opportunity to practice or experiment with teaching styles and technologies in front of a small group of other FSLT participants.

What is a microteaching activity?

A microteach is a well-established activity for a teacher to receive structured feedback on a live example of their teaching practice

http://en.wikipedia.org/wiki/Microteaching

Step-by-step

  1. Sign up for your group. We are offering a number of different microteaching slots, each facilitated by a different tutor or expert participant, at a range of different times - sign up for a time that suits you.
  2. Prepare your microteaching (see below for some suggestions).
  3. Attend the session in the synchronous classroom prepared to give and receive constructive feedback on your and other people's microteaching. (See below for guidelines on feedback.)
  4. Consider posting your microteaching publicly, perhaps on your blog, or in the discussion forums - we encourage this, so that everyone can benefit from seeing a wide range of styles.
  5. Write a 120-word summary of your self- and peer-feedback from the microteaching session, and post it to the discussion board.
  6. Receive your microteaching badge.

Purpose

The primary purpose of microteaching is to give you a chance to discuss and get feedback on a snapshot of your own teaching, whilst gaining knowledge through observing others. Observing others’ teaching is a good prompt to re‑consider your own teaching, particularly when you are exposed to teaching techniques from other disciplines. As an observer, you also gain experience in giving constructive feedback to your colleagues. As a teacher, you will receive insights from your peers on their experience as learners in your class.

Process

Each member of the group has an opportunity to act as 'teacher' and receives feedback from their peers on what they have delivered. At Oxford Brookes University, we use a Teaching Observation Feedback Sheet when observing and providing feedback on a peer’s teaching. You might like to use it, or another form that you have used. If you use a different form perhaps you could share it with MOOC participants.

Microteaching in several modes

  1. Prepare a 10-minute learning activity for teaching in your subject, which could be delivered online. This could be for pure online delivery or as a component of a blended learning activity.
  2. Include a lesson plan and some information about the tools and resources you would use and why
  3. If you have the time and resources you alternatively may wish to capture a 10-minute section from your real-time teaching in the form of a short video or Podcast . You will need to upload this to YouTube  
  4. Whichever approaches you use, come to your synchronous session prepared to direct your colleagues on how to access your material. We also encourage you to upload or link your microteaching for people in other groups to see - you might do this via your blog.
  5. The audience will be a small group of other course participants and a facilitator. If possible treat the ‘class’ as if they were your own students at an appropriate level rather than beginners.
  6. Relax and enjoy the microteaching experience.

Giving feedback

Some general pointers

  • Consider an advance how you would like to receive feedback yourself and therefore how you might give constructive feedback to others
  • Start with the positive
  • Ask questions to promote discussion
  • Allow enough time
  • Acknowledge your own bias/preferences
  • Treat it as a two-way learning opportunity

Some specific points to comment upon

  • Clarity of objectives
  • Methods or approach used
  • Delivery and pace
  • Content
  • Opportunities for learner participation/interaction
  • Use of learning resources

Receiving feedback - and how to use your feedback positively

  • Be honest and open
  • Engage in discussion
  • Ask for what you would like feedback on
  • Request examples
  • Consider your own self-awareness and reactions
  • Respond with your own ideas
  • Integrate the feedback with your own personal action plans

How does the Microteaching activity fit into the PSF and assessment within #fslt?

The activity relates to the professional value A1 of the PSF“ Design and plan learning activities/ and or programmes of study” and within #fslt we have considered reflective practice within teaching with reference to Brookfield’s (1995) ‘Four Critically Reflective Lenses’ (see the links in the References section)

Participation in the Microteaching activity will enable you to use the lens of  ‘our colleagues experiences’ because you will be inviting others to watch what you do and hold a short critical conversation where you will receive feedback.

This will provide you with fresh and alternative perspectives on your teaching practice. You may wish to reflect on some of this experiential learning within #fslt in your final virtual conference submission.

References

Brookfield, S. (1995) Becoming a Critically Reflective Teacher.  San Francisco. Jossey-Bass.

Four Lenses Evaluation Resources from the University of Sydney: http://sydney.edu.au/arts/teaching_learning/academic_support/four_lenses_index.shtml

Last modified: Friday, 3 May 2013, 08:49 AM