2018 Microteaching Project Guidelines
Learning Objectives of this Project: This end-of-semester project has been designed to provide you with an opportunity to engage in the process of preparing and delivering a discussion-based class on a topic of your interest.
Short Description: The topic of the class shall be a classroom teaching and learning topic that we have covered in class or a closely related topic that you would like to explore further. You will identify topics, search for relevant educational material, develop a lesson plan (which means define the learning objectives, educational materials, classroom activities, and (optional) mode of assessment) and implement your lesson plan in a 35 minute class. You and your teammate(s) will be the course instructor(s) whereas your classmates (and your course instructor) will be your students.
2016 Teams and Topics:
|Team||Date||Team Members||Short Topic Description|
|Team A||11/30||- & -||- Topic tbd -|
|Team B||11/30||- & -||- Topic tbd -|
|Team C||11/30||- & -||- Topic tbd -|
|Team D||12/07||- & -||- Topic tbd -|
|Team E||12/07||- & -||- Topic tbd -|
|Team F||12/07||- & -||- Topic tbd -|
Project Timeline and Deadlines: Below are the three main steps of the project with their own deadlines.
- Step 1 - Topics selection and team formation: Deadline Fri. Nov 16, 10:00 am
- Brainstorm for one or more topics of interest. For ideas, see previous years microteaching projects : 2017, 2016, 2015, 2013, 2012, and 2010.
- Do an initial library database search for relevant literature and/or educational material (optional; see below for details);
- Share at least one micro-teaching project idea with your classmates and instructor using the Blog your Micro-teaching ideas page.
- Step 2 - Design a lesson plan for a 35-min. class: Deadlines are as follows: Monday Nov. 26 for micro-teaching presentations of Nov. 30 and Monday Dec. 3 for micro-teaching presentations of Dec. 07.
- This is an iterative process between identifying a learning objective and selecting educational (resource) material. To engage in this process, get familiar with educational databases and other electronic resources; read paper(s), view online materials and decide what would be relevant as pre-class assignment for your students:
- Use the educational Library database. I would recommend "Education Full Text" and "ERIC" databases;
- See also "T&L Journals (SoTL)" page of this site;
- Manage your time so that you search these resources in multiple sessions using different databases and different keywords or descriptors;
- Select the educational material for the pre-class assignment. 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. What pre-class assignement educational material will help you (and your students) get there? Please select short and concise pre-class assignment materials because most students will have to prepare for multiple micro teaching sessions the day of your presentation;
- Write a short set of instructions describing what exactly you want your students to do before class;
- Email pre-class assignment materials (pdf, ppt, excel, etc.) and specific instructions (written as a word document) to your instructor so the material can be posted on the course website giving the rest of the class at least 4-5 days to complete the pre-class assignment before class.
- Step 3 - Prepare for the 35-min. classroom interaction with your students: Friday Nov. 30 10:00 am (Teams A, B, and C) and Friday Dec. 07 10:00 am (Teams D, E, and F)
- What will you do in class to reach your pedagogical objectives? What will you do in class to complement the pre-class assignment? Classroom time should be structured in anyway you see fit to maximize effectiveness of your discussion-based teaching. Examples of what you may elect to do include:
- A handout highlighting micro-teaching unit goal(s) and instruction(s) for class activities;
- 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 (feel free to review the best practices in facilitating a discussion);
- Invite a panel of guests to provide a "real-life" perspective of the subject of discussion.
- The class will review your pre-class assignement materials and follow your instructions (unless specified otherwise, the default will be the usual blog entries with the usual Thursday 9:00 pm deadline).
Schedule and Materials
|Pd||Date||Modules and Topics||Class Blogs|
|11||F. 11/30||Microteaching: Team A||Pre A||Post A|
|Microteaching: Team B||Pre B||Post B|
|Microteaching: Team C||Pre C||Post C|
|12||F. 12/07||Microteaching: Team D||Pre D||Post D|
|Microteaching: Team E||Pre E||Post E|
|Microteaching: Team F||Pre F||Post F|
Wk 11 - 11/30 - Team A | Team B | Team C
Team A Required Reading: tba | Instructions: tba.Optional readings: tbd
Team B Required Reading: tba | Instructions: tba.Optional reading: tbd
Team C Required Readings: tba | Instructions: tba.Optional reading:
Wk 12 - 12/07 - Team D | Team E | Team F
Resource material Team D : tba | Instructions: tba.Optional:
Resource material Team E: tba | Instructions: tbaOptional reading: tba
Resource material Team F: tba Instructions: tbaOptional: