I apologize in advance for the lengthy read. When planning the microteaching exercise, I did my best to include variety in the lesson plan so that students who learn best in different ways might have their needs met and so that the short story could be approached in more than one way.
Looking through the different theories on reflection, I have chosen to use Gibbs reflective cycle to help Reflection of micro teach. As part of our assignment we had to plan See Appendix 3 and deliver See Appendix 1 a 20 minute micro teach. I have never had to write a lesson plan; I have taught and ran workshops in the past for my current role in the hospital, however no lesson plan was needed and in some way no real structure.
The group Reflection of micro teach was aiming this for was first year students on a childcare course, getting ready to start placement. I had decided to teach the group an activity which they could take away with them and adapt for use in their placement or setting.
I had decided what I wanted to teach quite early on, with a childcare background I had planned to do a practical activity — to make an origami box. The micro teach was presented to our tutor and fellow pre service trainee teachers, I felt incredibly anxious.
But this was the part I felt I needed. On the build-up to the session I was really nervous. Id watched other students the previous week and noticed how fast 20 minutes was passing, also hearing other members of my group receiving feedback on how they had tried to pack too much into a short space of time.
My concerns started to set in that I might not have time to complete the activity, I wanted to be sure my session had a beginning, middle and end without it being too rushed.
I had also tried to take in to account the different abilities in the room and the learning styles which would mean some students would find this activity harder than others and I wanted to be sure everyone felt included.
On the day of my micro teach I was feeling a mixture of excitement and complete nerves. I was second to teach. I felt confident while setting up and I arranged the room how I wanted it and put out all the resources needed for completion of the box. Then the time started and I hit a blank.
Everything I had rehearsed to open my session had gone from my mind and I instantly felt vulnerable with all eyes on me. With my power point as a prompt I started and I felt like I eventually picked myself back up.
As the session went on the parts that I had missed at the beginning slotted in well as I talked to my students throughout the activity. I was conscious that I wanted the students to feel comfortable so I talked casually about placement and potential expectations while walking around; making sure everyone was coping well with the activity.
To assess the students learning I decided that we would make the first half of the box together as a group and then they would have to make the second half on their own.
I used a variety of different instructions for them to follow to make the box, such as, step by step pictures on the power point and step by step examples on the tables.
I also made one with the group for the first half. They had the opportunity to use these prompts again if needed for the second half.
I was able to watch how each student went about their box, some went straight into it, others checked the table examples again before starting and some sat back a little and watched how the others in their group started their box.
Overall I felt the session had gone well and I was pleased with how the activity went. However I think that I hid my nerves well and managed to pick up what I did not get across earlier, later in the session. I was still anxious as I waited for the much needed feedback. When I got my feedback from my peers the one thing that they did all mention was that I needed to slow down, I hope in time and with experience this is something I will be able to control.
However no one fed back or mentioned they thought I was nervous. On completing the session I realised that my activity had worked really well with this group and the amount of students.
As it was a smaller group I was able to provide one to one support quite easily if needed and I could still keep an eye on what was going on. For a larger group it would not have been so easy to move around, provide support and keep everyone at the same pace without attention to the activity being lost.
I feel if I was to teach a session like this again I would need to be conscious of the size of the group and my resources to make this work effectively on a larger scale. I feel this experience has been incredibly useful, from both the planning and the teaching side but mainly for the feedback I received.
Looking through my feedback See Appendix 2 it has been good to see the positive aspects that my peers took from the session, for example they felt I was motivational, communicated well, made sure everyone was included and used good resources and a clear power point.
For me this is a positive start for my teacher training journey, I hope I can be all of these for my students once I start out as a teacher. However I know that I need to work on my nerves and slow down on my delivery to help make the above more effective during teaching. A couple of students commented that to make the activity better I should have provided chocolates to put inside the box at the end.
To improve this session I could have given the students an option in what they wanted to make, which would have provided more of a challenge for those that wanted it and provided differentiation in my teaching.
On a childcare course there would be a real mixture of sessions. I chose to do a practical activity as I feel students can also gain relevant skills and knowledge from these sessions as they are just as important for students to get a greater insight into childcare as a taught session.
If I was to make an action plan for myself for next time, I would maybe look into mixing the session up a little.80sharesFacebook80TwitterScience Projects for Class 9, Working Model with Project Reports Education all over world has seen a dynamic shift in recent years of Digital.
Oct 25, · Reflection on Micro-teaching session October 25, § 1 Comment Yesterday I delivered a 15 minute “micro-teaching” session to 5 of my peers, all of whom are studying for the PgCert in HE, as well as completing an MA in their chosen discipline; Fine Art, Design or Creative Writing.
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Micro-courses are very short, image-rich, and interactive slide presentations about a specific topic. In each micro-course, you are directed to do certain tasks so that you will be able to remember the content longer than if you just read the slides.
(used relatively in restrictive clauses having that as the antecedent): Damaged goods constituted part of that which was sold at the auction.
(used after a preposition to represent a specified antecedent): the horse on which I rode. (used relatively to represent a specified or implied antecedent) the one that; a particular one that: You may choose which you like. Here is a fantastic double shot of Miss Athena. I love her crisp white linen blouse paired with her micro mini jean skirt.
It's a casual look but hot as hell!