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 40 minute class. You and your teammate(s) will be the course instructor(s) whereas your classmates (and your course instructor) will be your students.
Step 1 - Topics selection and team formation: Deadline Fri. November 01, 10:00 am
Brainstorm for one or more topics of interest. For ideas, see previous years microteaching projects : 2018, 2017, 2016, 2015, 2013, 2012, and 2010.
Do an initial library database search for relevant literature and/or educational material (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 - Planning the project (identification and repartition of tasks among team members):
Please download and complete part I of the Team Planning and Evaluation document. Submit in the course drop box by the deadline: Tuesday November 5, 5:00 pm
Step 3 - Design a lesson plan for a 40-min. class: Deadline is one week (class time) before the implementation of your micro-teaching project in class (see Table above).
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":
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 micro-teaching session;
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 one week to complete the pre-class assignment before class.
Step 4 - Prepare for the 40-min. classroom interaction with your students: Deadline is class time the day of implementation of your micro-teaching (see Table above)
What will you do in class to reach the learning 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, Youtube videos, etc.) as an introduction to class 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 7:00 pm deadline).
Step 5 - Evaluation of the project (self evaluation and evaluation of team members):
Please complete part II of the team planning and evaluation document (see step 2 above). Submit in the course drop box by the deadline: 7:00 PM the day of implementation of your micro teaching project.
Read the following sections from Lopez-Pastor (2016): “Introduction” and “Formative and Shared Assessment in Higher Education”
Read the following sections from Duhart (2015): “Introduction,” “Summative vs. formative assessment,” “Practice Makes Perfect,” and “Is This for a Grade?”
Write a 2-3 sentence pre-blog about what stood out to you in these papers before Thursday 11/14 at 7pm.
Start brainstorming a potential formative assessment technique that you can utilize when you are TAing a current class or teaching as a professor someday. This will be a very open-ended activity – be creative!
Please read the Shapiro and Neuberg paper. We appreciate that this is a fairly lengthy piece, so do not feel obligated to read it in its entirety. Pages 114-119 and 122-123 in particular can be skimmed without losing the key points of this paper;
Complete the pre-class blog (as usual; see link above);
Select a passage that stood out to you, to be discussed in class.
Skim: Smith & Skrbiš (2017). A social inequality of motivation? The relationship between beliefs about academic success and young people's educational attainment.
Upload: Pre-blog (due Thursday, November 21 7:00 pm)
Optional readings/viewing: --
Resource material Team F : How To Create a Syllabus (Chronicle of Higher Education, Advise Guide, 2019)
Instructions:
Read the “How to Create a Syllabus: Advice Guide” from the Chronicle of Higher Education;
Write the usual pre-blog to share highlights or insights that you had while reading;
Think about syllabi from previous courses you’ve taken or taught – do any stand out as being particularly “good” or “bad”? What were they like? Be prepared to share/discuss in class.
Use the Pre-blog to write down 2-3 sentences about a definition and/or elements of inquiry that interest you.
Bring to class a lesson plan or unit from a class you've taken, taught, or TA'ed to use in class (Examples: a unit on photosynthesis, a lab on nitrate reductase activity, etc.)
Optional readings/viewing: None.
Resource material Team C: To be posted | Instructions: To be posted
Optional readings/viewing: To be posted
Keywords:
Microteaching Project Guidelines
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Doc ID:
94235
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Michel W. in Effective Teaching | Internationally Diverse CC