||Short Topic Description
||Tim and Aaron
||Does Active Learning Work? A Review of the Research
||tba and tba
||Marina, Antonio and Ana
||High Impact Practices
||Sunny and Emily
||Differentiated Instruction in Postsecondary Environments
Suggested Main Preparation Steps:
- Select a few topics of interest either not discussed in class before or “closely” related to a topic discussed earlier in class. Previous years projects can be found here: 2011 schedule page and 2010 micro-teaching project page.
- Share your ideas with classmates at the Blog your Micro-Teaching Ideas page. This will help with team formation.
- Get familiar with educational databases and other electronic resources:
- Library database: Education Full Text and ERIC;
- Resources providing lists of education-related Journals can be found on the "T&L Journals (SoTL)" page of this site.
- Review the literature and select one article (or at the most two short articles) or other electronic resources that you will assign to the rest of us as a pre-class assignment prior to your micro-teaching.
- Submission deadlines: Email a pdf of the selected article(s) to your course instructor at least one week before your scheduled micro-teaching date.
- Try to identify a few (at the most two or three) main messages or BIG IDEA(S) that you believe everybody should take away from your micro-teaching unit in order to gain knowledge or higher-order of thinking skills that may enhance effective instruction in a global college classroom;
- Design a 40-45 min. class “discussion” time to reach your pedagogical objectives. This time may be structured in anyway you see fit to maximize effectiveness of your discussion-based teaching in order to help your students (i.e., your classmates) gain new insights and come out of the session with clear take-home messages. The following list includes examples of what you may elect to do during the "in-class" portion of your micro-teaching to complement the material covered in the pre-class assignment:
- A handout highlighting micro-teaching unit goal and class activities in a way to engage your students in a meaningful discussion of the subject;
- View or review electronic resources (web-pages, You-Tube videos, etc.) as an introduction to class discussion;
- Plan for individual, pair, small groups or whole-class discussion activities;
- Invite a panel of guests to provide a "real-life" perspective of the subject of discussion.
Suggested Implementation Steps:
Each team will conduct the discussion facilitation for one hour with in steps described below
- The class will review the material on the course schedule page and submit your blog entries (as expected for a regular class) with the usual deadline (Thursday 9:00 pm).
- The day of the microteaching, the time allocated to each team facilitation will be as follows:
- 5-8 min.: Each student completes a short questionnaire to highlight their views on the topic (based on pre-assigned reading) prior to the discussion;
- 40-45 min.: The team conducts the facilitation of the topic to be (un)covered in class in a "discussion" format;
- 5-8 min.: Each student provides written comments on new insights and perspectives gained throughout the discussion.
- Students' post-discussion insights and newly gained perspectives will be posted afterward on the website.