Essays Micro Teaching

Essays Micro Teaching-41
Participants assume one of three roles, which rotate with each presentation: discussion leader, recorder, and spokesperson.In all cases, the emphasis is on constructive feedback.

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Subsequent modifications in higher education settings typically rely on faculty or teaching assistant (TA) peers rather than actual students to provide feedback.

But the model’s positive attributes as a method for introducing neophyte instructors to the experience of classroom teaching are multiple: (a) Microteaching is real teaching; (b) It lessens the complexities of normal classroom teaching in that class size, scope, and content are reduced; (c) It focuses on accomplishing specific tasks; (d) It organizes controlled, structured practice sessions; (e) It allows for immediate, focused feedback; and, (f) It promotes reflection on teaching approaches and on constructive feedback. 275-276) In most microteaching models, the workshop leader along with the peer audience (comprising 5-7 instructors) will review the tape of the five-minute segments together.

’ ‘Do we really want to tell X that if she cannot do anything to change this behavior?

’ ‘How can we phrase these comments to get X to reflect on possible changes?

During the closing activity for the all-day microteaching session, all TAs within their heterogeneous groups reflect on their own performance, by summarizing in a plenary session, what they learned from the feedback and from watching fellow TAs present mini-lessons.

Then, with a partner, they discuss what they would do differently—and why.

After distributing these forms, each TA presenter delivers his or her mini-lesson while the Mentor TA keeps time.

A camera operator, selected from the TA participants, records the presentation.

All graduate students attending the three-day seminar portion of GRAD 701 complete an evaluation form.

Microteaching consistently receives very high ratings. The Mentor TAs, who complete a Follow-up Report, are equally laudatory.


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