Microteaching presentation
Transcript of Microteaching presentation
MICROTEACHING
JULY 2014P.E.M.I.
MARIA ELENA ALVAREZ
The goal of each microteaching activity is
to provide you an opportunity to design and facilitate a lesson using a
specific method of instruction covered in
class.
The microteaching activities offer an arena for
demonstration of your organizational skills, communication skills,
application of educational theory and your
understanding of the standards that makeup the
program`s conceptual framework.
OBJECTIVE
Apply understanding of
essential theory and principles to guide classroom decision
making.
Implement the stages of planning concepts to generalization, and
performance objectives to instructional strategies and
to incorporate advanced technology skills into these
plans.
Design and implement lesson
plans that correlate to
standard course study.
Plan and implement a variety of effective
instructional strategies appropriate to diverse
cultural groups and inficidual learning styles
and abilities.
Assess field experiences through the use of reflective
portolio and investigate teacher thinking through a series of teacher interviews and
research.
Demonstrate and reflect on the growth made as a
teacher through the design of a portfolio.
Demonstrate the use of technology to assess student work through written lesson
plans and microteaching.
Generate and categorize examples of work which begin
to fulfill the technology
requirements.
WHAT IS MICROTEACH
ING?
Is a teaching laboratory in which groups of student
teachers explore the processes of teaching and learning by
alternately teaching and responding as
learners.
o We learn: from feedback on our own teaching
o from being “students” while others teach, and
o from the conversations about these experiencies.
The basic premise of microteaching is that
there are many different ways to be an
effective teacher and that we can expand
our effectiveness by observing other
teaching styles and strategies and by
discussing shared issues of teaching and
learning, no matter our discipline, unique
style, or years of experience.
We try to make sure that each small group has a
wide diversity. In a sense, microteaching is a way of getting a mini-liberal arts
education.
PROCESS
Each person teaches
the indicated minute
segment of a class,
others respond as
“STUDENTS”.
You might think on bringing: slides, overhead transparency, painting, cartoon,, chart, graph, etc. or a short text (half page or less) that has the power to evoke or illustrate a key concept.
IN SHORT THOUGH, BE YOURSELF
If you are using a handout bring
enough for everyone.
Do whatever it is you normally do in
your classroom.
Treat other participants as your
regular students.
Think of the minute segment as a “slice”
of a whole class.
We hope that you will experiment with your teaching during this
semester.
REMEMBER: Those not presenting will listen and participate as students, and, when the teaching segment is finished, they will offer constructive feedback.
Facilitators will enforce time limits strictly, so that everyone has en equal chance to teach and to receive feedback.
And finally,
Our evaluations tell us that participants leave microteaching with a clearer and more positive sense of their teaching, with a greater appreciation for the teaching styles of others, and with an enlarged sense of the possibilities offered by the classroom.
MICROTEACHING
Topics will be assigned. Lesson plan with written
reflection will be submitted under no exception the following Saturday.
This lesson will be done alone and requires a six point lesson plan. (Based on competencies)
(??) minute lesson plan.
MICROTEACHING
You will be given a format for this.
EVALUATION CRITERIA
EVALUATION……
Each microteaching is evaluated on the following criteria:
Design of the lesson.Development of the lesson
Implementation
Evaluation of learning as a result of the lesson.
Integration of media and technology into teaching and learning.
Reflection.
EVALUATION ….
Teacher will complete an evaluation on eachstudent`s performance with emphasis on effort, communications, responsibility, …….
Students are urged to be considerate and thorough in communications with teachers and to prompt and reliable in making and keeping appointments.
Dress appropriately and show appreciation to the teachers and colleagues.
PROFESSIONALISM AND EVALUATION
Course Defense REQUIREMENTS
During this course of this semester you are being asked
to assemble a 5 minute Reflective Micro Teaching
Video as final project.
This video will demonstrate your growth as a professional
school educator.
You must give examplesof the work.
Educational philosophy,
Lesson plans,
Materials developed such as units of instructions,
Student samples (behavior, learning, etc.)
Experience when writing Teacher journals,
Pictures of your successes,
Talk about tests or assessments,
Segments of video tapes of classroom lessons, etc.
PORTFOLIO - FOR EACH PIECE OF WORK INCLUDED,
YOUARE TO:
Choose reflective language that examines your choice critically and
demonstrates your professional knowledge of
pedagogy.
A reflection that explains why you
chose that particular selection and how it
represents your growth as a teacher as
well as your understanding of the
grades learner.
Also include a brief introduction to your
portfolio reflecting on your future needs for
development as a teacher.
COURSEREQUIREMENTS
Attendance is required.
No excuses will be accepted. (depends on
case)
Excessive absenteeism
may result in a lower grade.
The final grade will be reduced for
each absence exceeding two.
Late assignments submitted after due date will result in a
grade penalty of two (2) points per day.
Participation in class activities is fully expected.
You must behave as real
students.
All papers should be typed. (Lesson plans, journals, etc.)
Finalizing your microteaching practice all work must be spiralized.
WHAT TO AVOID
TICS
CATCHPHRASESSUPERFLUOUS
LANGUAGE/ JARGON
GESTURES OR EXPRESSIONS THAY MY BE MISINTERPRETED
FEEL MORE THAN
WELCOMED!!!!