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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.
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.