2019 Microteaching Project Guidelines

Objectives | Short Description | Teams and Topics | Timelines and Deadlines | Schedule and Materials.


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. 

Teams and Topics
Team Date Team Members Short Topic Description
Team E 11/15 - Ben & Jordan - - Low risk assessments (to prepare for major projects) -
Team A 11/15 - Kirby &  Cameron - - Stereotype Threat -
Team D 11/22 - Michael & Eunice - - Self-motivation ... what do students want from classes?-
Team F 12/22 - Neil & MaryGrace-  - Effective course syllabi  -
Team B 12/06 - Ashley & Jonathan - - Designing/converting courses for inquiry-based learning  -


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. 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;
      • 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 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.

Schedule and Materials
Pd Date Microteaching Module Class Blogs
11 F. 11/15  Team E  (Ben and Jordan) Pre E Post E
 Team A (Cameron and Kirby) Pre A Post A
12 F. 11/22 Team D (Eunice and Michael) Pre D Post D
Team F (Neil and MaryGrace) Pre F Post F
13 F. 12/06 Team B (Ashley and Jonathan) Pre B Post B
Top

Wk 11 - 11/15 - Team E | Team A

Team E Required Reading: Formative and Shared Assessment ... (Lopez-Pastor and Sicila-Camacho, 2016) | It's Not for a Grade: The Rewards and Risks of .... (Duhart,2015)

Instructions: 

  1. Read the following sections from Lopez-Pastor (2016): “Introduction” and “Formative and Shared Assessment in Higher Education”
  2. Read the following sections from Duhart (2015): “Introduction,” “Summative vs. formative assessment,” “Practice Makes Perfect,” and “Is This for a Grade?”
  3. Write a 2-3 sentence pre-blog about what stood out to you in these papers before Thursday 11/14 at 7pm.
  4. 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!

Optional readings/viewing: -- 

Team A Required Reading From Stereotype Threat to ... (Shapiro and Neuberg, 2007)

Instructions: 

  1. 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;
  2. Complete the pre-class blog (as usual; see link above);
  3. Select a passage that stood out to you, to be discussed in class.

Optional readings/viewingAnnotated bibliography on stereotype threat.

Wk 12 - 11/22 - Team D | Team F

Team D Required ReadingsThe Toxin Puzzle (Kavka,1893) |  A Social Inequality of Motivation? The Relationship between .... (Smith and Skrbis, 2017) 

Instructions: 
  1. Read: Kavak (1983) The Toxin Puzzle;
  2. Watch: Pink (2009) Ted Talk on Motivation;
  3. Skim: Smith & Skrbiš (2017). A social inequality of motivation? The relationship between beliefs about academic success and young people's educational attainment.
  4. 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: 

  1. Read the “How to Create a Syllabus: Advice Guide” from the Chronicle of Higher Education;
  2. Write the usual pre-blog to share highlights or insights that you had while reading;
  3. 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.

Optional readings/viewing: None



Wk 13 - 12/06- Team B

Resource material Team BInquiry-Based Course Inquiry in Higher Education: Reflections and Directions on Course Design and Teaching Methods (Justice et al. 2007) 

Instructions: 

  1. Watch Shelley Wright's Ted Talk on the power of student-driven learning.
  2. Read Justice et al. (2007) article posted above
  3. Use the Pre-blog to write down 2-3 sentences about a definition and/or elements of inquiry that interest you.
  4. 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   Doc ID:94235
Owner:Michel W.Group:DS 875 (EPD 690) College Classroom ISIF
Created:2019-08-31 03:37 CSTUpdated:2020-08-31 15:14 CST
Sites:DS 875 (EPD 690) College Classroom ISIF
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