Would you please share your expertise in microteaching for prospective teachers? Is it a separate course in your institution or an integral component of teaching methods courses? What are the core components of microteaching (knowledge, skills, ..)? What assessment methods do you use? Other important points you would like to share.
Micro teaching is a necessary experience for all teacher preparation programmes. However for some institutions it is a full course along side teaching practice and for some institutions, it is part of methodology course in addition to teaching practice. The later is the situation in my university. Presently I teach a course EDS 301: Science Methodology II and the major component is micro teaching. I also participated in two year Tuning Africa programme where I developed a workshop on assessing interpersonal communication during micro teaching and also assessment in micro teaching class. The strategies could help to do more than assessing interpersonal communication and general assessment. You may wish to consult attached files for further information.
In my institution , the prospective teachers were oriented by teacher educators for different micro teaching skills in classroom.Even demonstrations of skills were made. After that, students would prepare their plan for each skill and would perform micro teaching for 5-7 minutes in a class of nearly 15 peer prospective teachers .The observations would be made by the peers and the supervisor sitting also would give feedback for improvement. The one with weak performance would repeat the micro lesson next day in the class of same peer group. In the last, the supervisor would give marks on the performance and the same would be added for the results. Examples of some skills are ;blackboard writing,class management, probing questions, explaining, illustrating with examples.
R S SINDHU
This website can be helpful:
https://content.wisestep.com/micro-teaching-principles-procedures-benefits-limitations/
Best regards,
Debra
Most top-ranked universities have introduced programs whereby every academic involved in teaching must have at the minimum a diploma in teaching at the level of higher education (about 6 to 12 months study program).
The curriculum may include:
- Facilitation skills and small group learning
- Teaching and learning skills
- Flipping Classroom
- Problem-based learning
- Team-based learning
- Writing valid and reliable assessment questions
- Preparing OSCE examination
- Giving and receiving feedback
- Teaching portfolios
- e-learning, technology, and learning resources
- Giving an interactive lecture
- Writing PBL cases
- Leadership in education
- Research in education
- Management and implementation of curriculum
- Designing a curriculum
- Writing course objectives/outcomes
- What makes a great teacher
- Professionalism in education
- Designing practical class
- Clinical teaching
Other topics are "Research in medical education" including how to prepare a research project on what you are teaching or innovative ideas that you have introduced to facilitate your teaching. Reading and analyzing a research paper in medical education is part of this category.
Micro teaching is a necessary experience for all teacher preparation programmes. However for some institutions it is a full course along side teaching practice and for some institutions, it is part of methodology course in addition to teaching practice. The later is the situation in my university. Presently I teach a course EDS 301: Science Methodology II and the major component is micro teaching. I also participated in two year Tuning Africa programme where I developed a workshop on assessing interpersonal communication during micro teaching and also assessment in micro teaching class. The strategies could help to do more than assessing interpersonal communication and general assessment. You may wish to consult attached files for further information.
Рассматриваем со студентами задачу о проектировании новых (любых), возможно интересующих аудиторию, приборов с помощью микротехнологий. Затем наблюдаю, контролирую и помогаю в выборе возможных решений и реализаций. Очень здорово раскрываются способности и уровень знаний студентов.
Mohammed
In my module subject methodology module Economics education, I used ePortfolios for my teaching practice students (postgraduate certificate in education and bachelor of education 4th year students). In the ePortfolio students, part of it is micro-teaching. For micro-teaching students must create podcasts and videos of five lessons presented during their teaching practice - these podcasts and videos are peer-assess, self-assess and lecturer assess with a specific rubric. micro-teaching is where lesson demonstrations took place in our case videoconferencing or online (virtual streaming). Students used micro-teaching observational sheets with specifc criteria for analysis. If you can get hold of the book- MJ Taole, 2015. Teaching Practice, perspectives and frameworks, Van Schaik Publishers, Cape town.
In our institution, microteaching is not a separate course but rather embedded into different courses particularly in professional education courses such theories of learning, teaching pedagogy, and also in the major courses. In the major courses, we have pedagogical content knowledge courses wherein it focuses on strategies in teaching the field. It is a prerogative of the teacher which particular component/s he/she wants to see or observe as the focus of the microteaching activity so long as the students are inform at the beginning of the class. Common components that I, as a teacher look into are: the written plan (pre-microteaching activity); strategy, instructional materials used, delivery of the student-teacher (how confident and compose s/he is); class management; and assessment. As for the assessment tool, we used an observation checklist specifying the components and the indicators of the component and the degree at which indicators are carried out. I also ask and assign students to observe(different student per session) the microteaching of their classmates. Then, feedbacking follows after the microteaching... In this stage student-observers are asked to give their observation, recognition for the good points, comments and suggestions on the weak points and how it may help. Then, on the final note, I (the teacher) will also give my comments.
Хорошая методика. Подобную использую, добавляю коллективный поиск решения задач.
Micro-teaching is a teacher training and faculty development technique whereby the teacher reviews a recording of a teaching session, in order to get constructive feedback from peers and/or students about what has worked and what improvements can be made to their teaching technique. Micro-teaching was invented in the mid-1960s at Stanford University by Dwight W. Allen, and has subsequently been used to develop educators in all forms of education.
Best regards
Опыт микротестирования - контроль образцов материалов, технологических операций, слоев микроэлементов ИС с помощью оптической микроскопии, различных режимов РЭМ, ОЖЕ спектроскопии и др., контроль с помощью различных электрофизических методик таких как ВАХ, DLTS и другие.
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