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

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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":
  • 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 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

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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: -- 

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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/viewing: Annotated bibliography on stereotype threat.

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Wk 12 - 11/22 - Team D | Team F

Team D Required Readings: The 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: -- 

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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

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Wk 13 - 12/06- Team B

Resource material Team B: Inquiry-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.

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