Assignment: Microteaching



EDUC 316C (318) Assignment (2010): Micro-Teaching

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|The assignment meets the following BCCT standards: |

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|Standard 6: Professional educators have a broad knowledge base as well as an in-depth understanding about the subject areas they |

|teach. |

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|Evidence of competence |

|An effective use of various modes of communication (such as digital and face to face). |

|A substantial engagement in the subject areas relevant to the positions they intend to pursue. |

|An intellectual curiosity and professional understandings of research, theory and practice related to subject based and/or |

|integrated curricular planning. |

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|Standard 5: Professional educators implement effective teaching practices. |

|Evidence of competence |

|Observes, discerns, critiques, assesses, and acts. |

|Is responsive and responsible to learners, schools, colleagues, and communities. |

|Assumes a research/inquiry disposition that recognizes a range of knowledge and perspectives, and uses this knowledge to explore |

|his or her students’ learning in response to different practices. |

 

This assignment has two major goals. The first is to stimulate thinking about the ways in which to communicate and engage students in learning, i.e., what constitutes effective teaching? The second goal is to develop specific skills (e.g., organization, presentation, facilitation, problem-solving) that will enhance your effectiveness as a teacher.

Microteaching: Each student will be responsible for teaching a 10- to 15-minute lesson. Each lesson will be recorded with a digital flash camera. Remember to bring a memory stick. Think about your classroom observation: How will you want to set-up the classroom? What will your role be (e.g., source of all the information? facilitator? or what?)? How will you offer directions and make explanations? What types of questions will you ask? Will you utilize technology (e.g. PowerPoint)? How will you facilitate meaningful dialogue and discussion? How will you manage off-task behaviours? Etc.

• Select a skill or concept to be developed;

• Prepare a lesson, including a complete written lesson plan using a format discussed in class;

• Teach the lesson, i.e. present the skill or concept and facilitate student learning.

• View the recording at home. Complete and hand in the self-critique the following session. 

Written Micro-Teaching Lesson Plan

The written lesson plan should include the following:

• Subject/Topic/Grade level: Curriculum area. What will be taught in this lesson?

• Rationale/Purpose: Why should students learn this material? What is the value to the students?

• Learning Objectives: What will the students be able to understand or do after the lesson? (SWBAT)

• Strategies and Activities: What will be done for, by, and with the students in order to reach the objective(s)? How will you communicate with and engage the students?

• Materials: Provide a checklist of the items needed for the strategies and activities (include PowerPoint projector, laptop computer, copies of handouts, etc.)

• Evaluation: How will the students' progress (based on the lesson objectives) be determined?

 

Analysis of Micro-Teaching

Carefully watch the recording of your micro-teaching; then answer these suggested questions:

• Summary of Lesson: How did what you planned to do compare with what you actually did? Were there any major changes? Why or why not?

• Analysis of Lesson: What worked well? What didn’t work as well? What else would the lesson have needed to make it a better experience for you the teacher and the students, i.e., what else did you need to do to make this lesson better?

• Use of technology: Why or why not did you utilize technology? Was the use of technology effective?

• Adaptations/modifications: What about adaptations or modifications for diverse learners? EAL learners? Aboriginal learners? Were there any management issues that you had to address? If so, how did you manage these issues?

• Plans for revision: If you were going to do this lesson again what would you do differently? Why?

Note: one-half of the Teacher Candidates will be involved in the lesson as students; the other half of the class will be observing the lesson and completing an observation rubric form. After each lesson, there will be a debriefing of the lesson with the Teacher Candidate who presented the lesson and the lesson observers.

Proposed Schedule of Micro-Teaching (2010):

October 12: M/T skills; selection of topics/dates

October 14: M/T skills; Classroom Observation assignment (during practicum)

November 02: post-practicum debriefing and M/T skills

November 04: 3 presentations

November 09: 4 presentations (1 presentation may occur during the EDUC 311 class)

November 16: 3 presentations

November 18: 3 presentations

November 23: 3 presentations

November 25: 3 presentations

November 30: 3 presentations; e-portfolio sharing sessions (small groups)

December 02: Simulated job interviews; exit interviews (including check of e-portfolio

artifacts and reflections)

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