MICROTEACHING

JULY 2014P.E.M.I.

MARIA ELENA ALVAREZ

The goal of each microteaching activity is

to provide you an opportunity to design and facilitate a lesson using a

specific method of instruction covered in

class.

The microteaching activities offer an arena for

demonstration of your organizational skills, communication skills,

application of educational theory and your

understanding of the standards that makeup the

program`s conceptual framework.

OBJECTIVE

Apply understanding of

essential theory and principles to guide classroom decision

making.

Implement the stages of planning concepts to generalization, and

performance objectives to instructional strategies and

to incorporate advanced technology skills into these

plans.

Design and implement lesson

plans that correlate to

standard course study.

Plan and implement a variety of effective

instructional strategies appropriate to diverse

cultural groups and inficidual learning styles

and abilities.

Assess field experiences through the use of reflective

portolio and investigate teacher thinking through a series of teacher interviews and

research.

Demonstrate and reflect on the growth made as a

teacher through the design of a portfolio.

Demonstrate the use of technology to assess student work through written lesson

plans and microteaching.

Generate and categorize examples of work which begin

to fulfill the technology

requirements.

WHAT IS MICROTEACH

ING?

Is a teaching laboratory in which groups of student

teachers explore the processes of teaching and learning by

alternately teaching and responding as

learners.

o We learn: from feedback on our own teaching

o from being “students” while others teach, and

o from the conversations about these experiencies.

The basic premise of microteaching is that

there are many different ways to be an

effective teacher and that we can expand

our effectiveness by observing other

teaching styles and strategies and by

discussing shared issues of teaching and

learning, no matter our discipline, unique

style, or years of experience.

We try to make sure that each small group has a

wide diversity. In a sense, microteaching is a way of getting a mini-liberal arts

education.

PROCESS

Each person teaches

the indicated minute

segment of a class,

others respond as

“STUDENTS”.

You might think on bringing: slides, overhead transparency, painting, cartoon,, chart, graph, etc. or a short text (half page or less) that has the power to evoke or illustrate a key concept.

IN SHORT THOUGH, BE YOURSELF

If you are using a handout bring

enough for everyone.

Do whatever it is you normally do in

your classroom.

Treat other participants as your

regular students.

Think of the minute segment as a “slice”

of a whole class.

We hope that you will experiment with your teaching during this

semester.

REMEMBER: Those not presenting will listen and participate as students, and, when the teaching segment is finished, they will offer constructive feedback.

Facilitators will enforce time limits strictly, so that everyone has en equal chance to teach and to receive feedback.

And finally,

Our evaluations tell us that participants leave microteaching with a clearer and more positive sense of their teaching, with a greater appreciation for the teaching styles of others, and with an enlarged sense of the possibilities offered by the classroom.

MICROTEACHING

Topics will be assigned. Lesson plan with written

reflection will be submitted under no exception the following Saturday.

This lesson will be done alone and requires a six point lesson plan. (Based on competencies)

(??) minute lesson plan.

MICROTEACHING

You will be given a format for this.

EVALUATION CRITERIA

EVALUATION……

Each microteaching is evaluated on the following criteria:

Design of the lesson.Development of the lesson

Implementation

Evaluation of learning as a result of the lesson.

Integration of media and technology into teaching and learning.

Reflection.

EVALUATION ….

Teacher will complete an evaluation on eachstudent`s performance with emphasis on effort, communications, responsibility, …….

Students are urged to be considerate and thorough in communications with teachers and to prompt and reliable in making and keeping appointments.

Dress appropriately and show appreciation to the teachers and colleagues.

PROFESSIONALISM AND EVALUATION

Course Defense REQUIREMENTS

During this course of this semester you are being asked

to assemble a 5 minute Reflective Micro Teaching

Video as final project.

This video will demonstrate your growth as a professional

school educator.

You must give examplesof the work.

Educational philosophy,

Lesson plans,

Materials developed such as units of instructions,

Student samples (behavior, learning, etc.)

Experience when writing Teacher journals,

Pictures of your successes,

Talk about tests or assessments,

Segments of video tapes of classroom lessons, etc.

PORTFOLIO - FOR EACH PIECE OF WORK INCLUDED,

YOUARE TO:

Choose reflective language that examines your choice critically and

demonstrates your professional knowledge of

pedagogy.

A reflection that explains why you

chose that particular selection and how it

represents your growth as a teacher as

well as your understanding of the

grades learner.

Also include a brief introduction to your

portfolio reflecting on your future needs for

development as a teacher.

COURSEREQUIREMENTS

Attendance is required.

No excuses will be accepted. (depends on

case)

Excessive absenteeism

may result in a lower grade.

The final grade will be reduced for

each absence exceeding two.

Late assignments submitted after due date will result in a

grade penalty of two (2) points per day.

Participation in class activities is fully expected.

You must behave as real

students.

All papers should be typed. (Lesson plans, journals, etc.)

Finalizing your microteaching practice all work must be spiralized.

WHAT TO AVOID

TICS

CATCHPHRASESSUPERFLUOUS

LANGUAGE/ JARGON

GESTURES OR EXPRESSIONS THAY MY BE MISINTERPRETED

FEEL MORE THAN

WELCOMED!!!!