Reporter: Rica Jorolan

CONCEPT AND CHARACTERISTICS OF MICROTEACHING

Micro-teaching is a teacher training and faculty development technique whereby the teacher reviews a
recording of a teaching session, in order to get constructive feedback from peers and/or students about what
has worked and what improvements can be made to their teaching technique. The concept of micro teaching
was originated by Dwight Allen at Stanford University in 1963. Micro teaching is now a teaching training
technique that is currently practiced worldwide, and provides teachers an opportunity to perk up their
teaching skills by improving the various simple tasks called teaching skills. It in fact helps to promote real-time
teaching experience. The core skills of micro teaching such as presentation and reinforcement skills help the
novice teachers to learn the art of teaching at ease and to maximum extent.

1. What is the purpose of Micro-Teaching?

Micro teaching is now a teaching training technique that is currently practiced worldwide, and provides
teachers an opportunity to perk up their teaching skills by improving the various simple tasks called
teaching skills. It in fact helps to promote real-time teaching experience. The core skills of micro teaching
such as presentation and reinforcement skills help the novice teachers to learn the art of teaching at ease
and to maximum extent.

2. What are the components of micro-teaching?

 A teacher
 The pupils(usually5-7)
 A brief lesson
 The objectives of the specific micro teaching occasion
 Feedback by the supervisor or by using audio tape recordings, video tape recordings or closed-
circuit television.

3. How does Micro-teaching work?

Microteaching involves a process of:

1. Planning (micro lesson plan — may take 2 hours)

2. Teaching (teach approx. 5-6 minutes)
3. Feedback (feedback session approx 5-6 minutes)
4. Re-planning (approx. 10 minutes)
5. Re-Teaching (approx.. 5 -6 minutes)
6. Re-feedback (approx. 5 minutes)

Concept:

Real-form of teaching but with the minimum concept – the lesson is usually scale down into a lesson that
ranges from 5 – 6 minutes.

Focusing on basic teaching skills and using feedback for improvement – microteaching is focused on
improving skills for teaching such as classroom management and skills of explanation.

Monitoring Micro-teaching Exercises - the discussion or teaching part of microteaching is monitored with the
use of technology and the session is observed by facilitators or supervisors.

Characteristics:

1. Short Duration - A session of microteaching usually last along 5-20 minutes. This allowsfro focused
practice on a specific skill without overwhelming the participant.

2. Focused Objective - The objective of micro teaching is all about the improvement of skills sa usa ka
teacher. It is focused objective in a sense that in one session of micro teaching, it caters on a particular
skill. If the skill that you want to improve is the skill of reinforcement, then that will be focus of the
session, and the objective is clearly defined beforehand to guide the teaching practice.

3. Small Group Setting – the students in a microteaching session is usually around 5 to 7 students.

4. Constructive Feedback – it is given after the teaching session so that the teacher will know on the areas
that she needs to improve.
 5. Video Recording – the use of video recording is relevant in microteaching because in this way, the
teachers can evaluate themselves and observe if they did well during the teaching session.

6. Iterative Process – microteaching is a repetitive process because one can’t improve their skills in just a
one-time trial. It is a process of constantly improving oneself if mastery of skills isn’t achieved.

7. Safe Environment – a microteaching session is a safe space for teachers to experiment and make
mistakes.

Summary:

1. A micro-teaching session focuses on enhancing one specific skill of the teacher.

2. The student-teacher conducts a short session with a small group of people.

3. One session may host three to five students or peers and last from five to 20 minutes.

4. Every session is recorded or supervised (or both), so that the student-teacher can get feedback on their
strengths and weaknesses. This helps the teacher self-evaluate, measure their performance, and work
on their skills accordingly.

Advantages and Disadvantages of Microteaching

Advantages:

1. PRACTICE ELASTICITY

Micro-teaching aids in the development of a variety of abilities in both trainees and current teaching
personnel. It aids in the development of a teacher’s handling abilities. One of the advantages of microteaching
is practice elasticity, which means that teachers can practice a particular skill or technique multiple times in a
short period. This allows them to receive feedback and make adjustments quickly, which leads to more
effective teaching. In other words, microteaching allows teachers to practice and experiment with different
teaching strategies until they find the ones that work best for them and their students.

2. PERSONALITY ENHANCER

Micro-teaching is also a confidence booster. Micro-teaching entails a variety of activities and practices
that increase a teacher’s confidence significantly. One of the advantages of microteaching is that it can be a
confidence booster for teachers. Through microteaching, teachers have the opportunity to practice their
teaching skills in a controlled environment with their peers, which can help them build confidence and reduce
anxiety. With each practice session, teachers receive feedback and guidance from their peers, which can help
them identify their strengths and weaknesses and make improvements. As teachers become more confident in
their abilities, they are better equipped to handle challenges and unexpected situations in the classroom, which
can ultimately lead to better outcomes for their students.

3. COST-EFFECTIVE

Let's break down why microteaching is cost-effective:

1. Fewer Resources: Microteaching involves a small group of students, which means less space and fewer
materials are needed compared to traditional teaching methods. This reduces the overall cost of resources.

2. Quick Feedback and Improvement: In microteaching, feedback is immediate, allowing teachers to quickly
refine their skills and teaching methods. This rapid improvement process saves time, which is a valuable
resource.

3. Location Flexibility: Microteaching sessions can be conducted in various settings, not necessarily in a
traditional classroom. This flexibility eliminates the cost of maintaining or renting specific venues for teaching.

4. Reduced Transportation Costs: As microteaching involves fewer participants, it's cheaper to transport a
small group of teachers to a training location than transporting a large number of students.

In summary, the structure and methodology of microteaching lead to significant cost savings, making it a cost-
effective approach to teacher training.

4. FOCUS IN LEARNING
 The micro-teaching method is limited to three-four students at a time. As a result, you will be able to
gain more teaching experience. It also reduces the likelihood of errors. Micro-teaching is a method involving a
small group of students, allowing for personalized teaching and more interaction. It provides a safe
environment for teachers to refine their techniques, understand individual learning styles, and quickly correct
errors, leading to better learning outcomes.

5. POSITIVE ATTITUDE

Having a positive attitude helps you achieve better results. As a result, one of the goals of this program
is to help trainees develop a positive attitude toward criticism. This is an important advantage of micro-
teaching. Micro-teaching aims to foster a positive attitude in trainees, particularly towards criticism. A positive
attitude can enhance performance and results. By learning to view criticism constructively, trainees can
improve their teaching skills, a key benefit of micro-teaching.

6. ENCOURAGES SYSTEMATIC LESSON PLAN PREPARATION

One of the skills that a teacher must acquire is lesson planning. Within a specific curriculum, a micro-
teaching program assists the trainee in developing methodical lesson plans.

Disadvantages:

1. THE TRAINING PROGRAM IS TIME-CONSUMING AND CAN BE COSTLY AT TIMES

In the context of microteaching, the training program can be quite intensive, requiring a significant
commitment of time from the participants. In the context of microteaching, the training program can be quite
intensive, requiring a significant commitment of time from the participants. This could involve numerous
sessions of practice teaching, feedback, and revision of techniques. Additionally, there may be costs associated
with the program, such as fees for the trainers, materials, or facilities. These factors can make microteaching
training both time-consuming and potentially expensive.

2. THE FORMAT OF MICROTEACH CAN BE REPETITIVE AND BORING FOR BOTH TEACHERS AND
STUDENTS.

• Limited Variety

• Lack of real classrooms dynamics

• Repetitive Content

The format of microteaching can indeed become repetitive and potentially boring for both teachers and
students if not properly managed. Here’s why:

1. Limited Variety: Microteaching often focuses on a specific teaching skill or technique. If the same
technique is used repeatedly without variation, it can become monotonous1.
2. Lack of Real Classroom Dynamics: Microteaching involves a small group of students, which may not
fully represent the dynamics of a full classroom3. This might limit the scope of teaching strategies that
can be practiced.
3. Repetitive Content: If the same content is used for practicing different teaching techniques, it can
become repetitive and boring for the students.

3. IT CAN BE DIFFICULT TO CREATE REALISTIC TEACHING SCENARIOS.

Microteaching can be difficult to replicate in a real-world classroom setting. This is because

microteaching often occurs in a controlled environment with few distractions. In a regular classroom, there are
many more variables that can impact the success of a lesson. What works in a microteaching setting may not
necessarily work in a traditional classroom.

REPORTER: CASAS, JAPHET C.

3 Alternative Teaching Delivery mode in Microteaching

1. Tutorial Teaching
2. Remedial Teaching
3. Enhancement Teaching

Remedial Teaching

Remedial Teaching a mode of microteaching where the teacher identifies the student's difficulties. From here,
he/she will interpret, explain, and demonstrate the relevant points. This is applied to slow learners.

Characteristics of Remedial Teaching

1. Focused on Basic Skills - Remedial teaching usually focuses on basic literacy and numeracy skills to
reach standardized benchmarks for typical students of a certain age.
2. Individual Attention - Students who have difficulty grasping lessons in a classroom are provided with
different educational strategies like more or refined practice, clarification, repetition of content, and in
some cases, individual attention is given so that the concept gets picked up by the student.
3. Flexible Learning - Remedial instruction should not be carried out during activities that the student
loves. This often involves some sacrifice and flexibility from the instructor.
4. Respectful of Students - We should never embarrass our students. The older a student the more
embarrassing it is for them to be signaled out to their peers as being “behind.” Efforts must be made to
destigmatize the intervention and sometimes the locale.
5. Frequent Sessions - Remedial activities should take place once a day or more with a minimum of three
times per week.
6. Preparation - Teachers and tutors must have the time and take the time to prepare.
7. Student Cooperation - Students must be rested and cooperative.

Remember, the goal of remedial teaching is to help students improve their understanding and skills in a
supportive environment.

Tutorial Teaching

Tutorial Teaching is a mode of microteaching that applies appropriate tutoring skills such as
explaining, demonstrating, questioning, giving feedback and checking understanding. This applies to slow
and average learners.

Characteristics of Tutorial Teaching.

1. Interactive Learning - Tutorials are more interactive and specific than a book or a lecture, seeking to
teach by example and supply the information to complete a certain task
2. Focused Content - Tutorials usually have a presentation of the view, often explaining and showing the
user interface
3. Demonstration of Process - Tutorials often include a demonstration of a process, using examples to
show how a workflow or process is completed. These are often broken up into discrete modules or
sections.
4. Review and Reinforcement - Tutorials typically include some method of review that reinforces or tests
understanding of the content in the related module or section.
5. Active Participation - The best way to avoid tutorials turning into ‘mini-lectures’ is to plan in
opportunities for students to actively contribute to discussions.
6. Student Diversity - Actively recognizing student diversity is important. This can be achieved in
numerous ways, for example, by providing different ways for students to engage in tutorial
discussions
7. Resource Planning - Include in your plan any details of resources that will be needed to support the
tutorial.

Remember, the goal of tutorial teaching is to help students improve their understanding and skills in a
supportive environment.
Enhancement Teaching

Enhancement Teaching a mode of microteaching where the teacher demonstrates a particular strategy in
presenting a lesson. This is applied to average and fast learners.

Characteristics of Enhancement Teaching

1. Differentiated Instruction - Instruction is tailored to meet the individual needs of learners, taking into
account their abilities and learning styles.
2. Advanced Content - More complex topics are introduced to challenge fast learners.
3. Interactive Learning - Active learning techniques are used to engage learners as active participants.
4. Real-word Connections - Lessons are often tied to real-world applications, helping students see the
relevance of their learning.
5. Critical Thinking - Activities are designed to promote critical thinking and problem-solving skills.
6. Self-paced Learning - Fast learners are often allowed to work at their own pace, moving ahead as they
master new content.
7. Peer Learning - Opportunities for peer learning are provided, allowing average and fast learners to
learn from each other.
8. Use of Technology - Technology-based activities are used to broaden students' self-learning and review
what they have learned in class.

Remember, the goal of enhancement teaching is to help all students reach their full potential by providing an
enriched learning environment that promotes growth and learning.

Unit V: ALTERNATIVE TEACHING MODE

(Japhet's Group) M' Antone's subject

REPORTER: GUTIERREZ, RICALYN TAYROS

MICRO-TEACHING

The Micro-Teaching Cycle

Micro teaching is a training technique whereby teachers, both seasoned and inexperienced, are given the
opportunity to develop and elevate their teaching skills.

Skills Of Micro Teaching

There are eight broad skills that can be developed through the micro teaching technique. It’s prudent to note
that in a micro teaching cycle, only one skill is developed at a time. Once a certain skill has been mastered to
the fullest, only then can the trainee teacher move on to improving other skills.

1. Introduction Skill - It’s crucial to establish the structure of a lesson at the introduction stage. Giving a brief
yet thorough introduction of the topic before getting into the lesson prepares the students for what to expect
from the lesson.

2. Skill Of Explanation- The skill of explanation involves answering the ‘how’, ‘why’ and ‘what’ of the
concept being taught. This is done in an interactive and engaging manner, preferably with the use of relatable
examples. These examples often relate to the lives and surroundings of the students.

3. Skill Of Probing Questions- The skill of probing questions gives a teacher more control over the discipline
of the classroom. Students are more attentive, knowing that they may be called upon to answer questions
during the lesson. Additionally, probing questions generate curiosity and encourage more in-depth thinking
by the students, leading to further research into the topic taught.

4. Skill Of Demonstration- Demonstration is one of the most effective and useful skills for a teacher. This is
done with the help of specimens, props or laboratory experiments for a more profound understanding of the
lesson.
5. Skill Of Reinforcement- Reinforcing the lesson in the students’ minds through repetition, demonstration or
detailed explanation is beneficial to both the student and the teacher because it ensures the lesson taught has
been properly understood and can be recalled instantly.

6. Skill Of Stimulus Variation- Introducing variations into the manner of teaching, such as voice modulations,
visual cues or teaching gestures, is an effective technique to maintain the students’ attention for prolonged
periods of time.

7. Skill Of Blackboard Writing- This skill involves the use of a blackboard to draw diagrams, charts and
images related to a lesson.

8. Skill Of Achieving Closure- It’s important to end a lesson systematically and not leave students confused.
Once a lesson is complete, students must be given a summary of the lesson taught to reinforce what has been
taught.

Building these skills is essential for the development of an

effective pedagogy.

What Is Micro Teaching Cycle?

The method of micro teaching is a cyclical process.

In this training technique, teachers are given the
opportunity to polish their teaching skills through repeated
rounds of teaching and immediate feedback by their peers
and supervisors.

1. Planning

The first step of micro teaching cycle is planning. In

the planning stage, you first explain micro teaching cycle to the teacher trainee. They’re given a brief about the
micro teaching process, the skill to be practiced as part of the micro teaching session and the strategies and
requirements to adopt these techniques. The purpose and components of the skill are also explained, usually
with the help of suitable examples.

2. Teaching- Upon completion of the first step of micro teaching cycle, a teacher then goes on to deliver the
lesson and demonstrate the skill.

3. Feedback -The outcome of the micro teaching cycle largely depends on the feedback received from peers
and supervisors. Once a lesson has been delivered and the necessary skill adequately displayed, the
supervisors give detailed feedback on the trainee teacher’s strengths and weaknesses.

4. Replan- Upon receiving constructive comments from the class, the trainee can revisit their lesson plan and
incorporate the necessary changes based on the comments received. In the replanning stage, the trainee may
either edit or add to the existing lesson plan or replace it entirely with a fresh plan.

5. Reteach- Once the changes have been made to the lesson plan, the trainee is assigned a fresh batch of peer
students. The teacher will once again demonstrate the same skill to this new group.

6. Re-Feedback- Upon completion of the lesson, the trainee once again receives feedback with the same
amount of detail and precision. It’s the responsibility of the supervisor to ensure that the trainee receives
adequate and constructive re-feedback. If there are certain aspects that need to be reworked, the micro
teaching cycle is restarted from the planning stage.

 The micro teaching cycle is repeated multiple times until the trainee achieves mastery of the necessary
skill. A micro teaching cycle with time will help the trainee gain expertise on the skill being demonstrated.
Once the necessary skill has been mastered, the trainee can move on to developing a different skill.

The principles or characteristics that underlie the concept of micro teaching are as follows:

 Micro teaching involves the development of a particular well-defined skill. The focus is on achieving
mastery of one skill rather than juggling multiple skills at a time.
 Instant and detailed feedback largely determines the success of a particular micro teaching session.
Feedback also helps a trainee identify their strengths and weaknesses.
  Micro teaching is done on a smaller scale and in a shorter period of time, giving a trainee better control
of the teaching conditions and reducing the logistical and administrative issues that arise in an
ordinary classroom setting.
 Micro teaching develops and improves skills in a controlled setting. Such a setting also gives a trainee
the ability to replan, reteach and re-evaluate their lesson.
 Micro teaching involves planning and strategizing to improve the overall performance of a teacher

Conclusion

The cycle of micro teaching involves multiple rounds, with the objective of ensuring that a teacher is
well-equipped and fully capable of executing the skills required outside the controlled environment of the
micro teaching process. Micro teaching cycle with time also teaches the trainee new skills and helps them
develop the confidence required to deliver a particular lesson. It also helps determine whether a trainee
teacher is well-groomed and competent enough to take up the challenging responsibility of shaping the
country’s future.

However, the cycle of micro teaching must not be restricted only to newcomers in the field. It’s a
technique that encourages continuous growth and must be implemented across all levels of experienced
teachers.

Made by: Ricalyn Gutierrez

BSED ENLIGH 3

Reporter: Joden Pepito

Microteaching Steps

Microteaching is a teaching method that is often used in teacher training programs. It involves giving a brief
lesson to a small group of people, usually students or other teachers. The goal of microteaching is to help
teachers become more comfortable with teaching and to help them learn how to plan and deliver lessons.

There are four main components of microteaching: planning, execution, self-reflection, and feedback.

Microteach Planning

The first step is planning. This involves choosing a lesson to teach and designing an instructional plan. It is
important to identify the objective or goal of the lesson and to include a list of materials that will be needed.

Microteach Execution

The second step is execution. This is where you will put your plan into action and teach the lesson to your
students. But first you should rehearse the lesson and make any necessary adjustments. Make sure to use the
proper teaching techniques so that your students can learn effectively. It is usual practice to videotape the class
for subsequent review.

Microteach Self-reflection

The third step is self-reflection. This may involve watching a recording of the session and noting any areas
where you could improve. Such analysis is a key component of effective teaching.

Microteach Feedback

The fourth and final step is feedback. This involves debriefing with colleagues and perhaps an instructor. It
allows you to get real-time feedback from your peers and tutors. This feedback can help you improve your
teaching techniques and strategies.

Knowledge acquisition (pre-active phase)

This is the primary stage where trainee teachers acquire knowledge for teaching skills. The trainees are
presented with lectures, presentations, and demonstrations about teaching.

Skill acquisition (interactive phase)

This is the six-step process discussed above. In this stage, the trainee has to exercise all the skills gained. The
trainee plans a small lesson to exercise one skill with a supervisor in a small class.

Transferring phase (post-active phase).

In this stage, the trainee can teach a class full of students without a supervisor. This stage is crucial, as the
teacher can demonstrate their microteaching skills and insights to the students.

Reporters: Judith Balignot

CREATE YOUR COURSE

How to Make a Microteaching Lesson Plan

by Althea Storm on March 24, 202316 min read

The most important goal for good educators is to improve their teaching skills, and maximize student
engagement and learning. However, it can be difficult to do this when teaching dozens of students at a time.

That’s where microteaching comes in.

Microteaching enables teachers to experiment with different teaching methods and take the necessary steps to
upskill. This process works conjointly with the use of a well-designed microteaching lesson plan that keeps the
teacher focused on the lesson and the points they’re trying to pass across to students.

Read on to find out what microteaching is, the necessary microteaching skills teachers should have, and how
to create an effective microteaching lesson plan.

Skip ahead:

• What is microteaching? o Identify the learning objectives

• Examples of microteaching styles o Specify the learning activities

o Mini-lessons o Figure out how to assess student

understanding
o One-minute lessons
o Sequence your lesson in an engaging
o Role-playing
manner
o Simulation
o Close the lesson
o Case studies
• 8 microteaching skills that teachers should
o Video recording have

• What is a microteaching lesson plan? • Improve your teaching skills with

microteaching
• How to write a microteaching lesson plan

What is microteaching?

Microteaching is a teaching technique where a teacher conducts a class for a small group of students at a given
time. This approach allows the teacher to focus on honing a specific teaching skill/technique, identify areas
where they need to improve, and receive feedback on their performance in real-time. It also allows teachers to
demonstrate the depth of their knowledge and understanding of the subject matter in a low-stress
environment.

Unlike regular lessons, microteaching sessions usually last between 15 and 30 minutes. During the lesson, the
teacher presents a specific topic and uses different teaching methods, such as demonstrations, peer group
discussions, and even simulations, to explain the topic. The teacher may also use audiovisual aids to illustrate
key points. Most microteaching sessions have a class instructor or supervisor who gives feedback to the
teacher on the clarity of their presentation and the effectiveness of their teaching style.

Microteaching can be valuable to teachers at all stages of their careers — from teachers who are new to the
profession to experienced teachers who want to improve their skills or learn new teaching styles.

Examples of microteaching styles

If you want to host a microteaching session, here are some styles you could use:

1. Mini-lessons
Mini-lessons are the most popular form of microteaching. It involves presenting a brief, focused lesson on a
specific topic or skill to a small group of students — it could even be just one student. This method allows you
to practice your delivery skills and assess how well the student(s) understood the topic based on the
presentation. You can also ask each individual student as well as the class supervisor (if there’s one) for
feedback on the lesson.

2. One-minute lessons

This method is exactly what the name implies — a lesson delivered in just 60 seconds. One-minute lessons are
usually used as a way to train educators on how to plan and deliver a value-packed lesson in a dynamic and
high-pressure environment.

To use this method, you’ll select a sub-topic of a specific subject that you can explain in a short amount of time.
This could be explaining a new concept or demonstrating a particular technique. Then, you need to pool
together resources such as diagrams, illustrations, charts, and graphs that can help you deliver information in
a clear and concise manner.

3. Role-playing

There are certain topics or skills that students may understand better if they get actively involved, such as
acting out a play. If you’re trying to explain a topic like this to students should try getting the students to
assume different roles that are integral to the lesson.

This gives you a way to interact with the students and practice your delivery skills. It also allows the students
to assimilate information better because they’re an active part of the lesson — as opposed to being passive
listeners.

4. Simulation

A great way that you can get your students involved in your lessons is to give them an immersive experience
through virtual reality (VR).

With VR headsets, you can transport your students to a simulated scenario where they can interact virtually
with the components of the lesson. As students operate in the virtual space, you can explain these lesson
components to them and respond to their questions.

Simulation is a great way to teach students skills that are dangerous or require expensive equipment that you
don’t have access to at the time. You can also use this method to teach history and take your students to
different countries (and even show them what these countries looked like centuries ago) without ever having
to go there physically.

5. Case studies

This microteaching method involves using real or fictional case studies to teach a lesson. It is commonly used
in teacher training and development programs to give teachers the chance to show their ability to apply
hypothetical and theoretical concepts and ideas to real-life situations.

If you decide to take this approach, you may ask your students to analyze a case study and discuss possible
approaches or solutions to a problem. You can also use case studies to explore important notions and
hypotheses.

6. Video recording

Video recordings can be used in two ways: when there are no students available or when the teacher is
conducting lessons for e-learners. In the case where there are no students available, you may present a lesson
in an empty classroom while being recorded on video.

When you’re done, the class supervisor can review the video and offer feedback about your performance,
including the quality of your lesson material, the pacing, your tone of voice, and your body language. This
way, you can hone your delivery and presentation skills, as well as your ability to craft concise, yet
explanatory, lesson materials.

If you’re conducting lessons for e-learners, you can share the video with them and ask them for feedback on
your teaching style.

What is a microteaching lesson plan?

A microteaching lesson plan is simply a smaller version of a regular (or macro) lesson plan. It includes all the
same elements you can find in a regular lesson plan, but on a much smaller scale.

Read more: Best Microlearning Platforms of 2023

Unlike macro lesson plans that encompass an entire semester or academic year, micro lesson plans contain
information on the specific lesson or subject the teacher plans to present on a given day. This means that
teachers draw up individual micro lesson plans every day that focuses on brief subjects or topics that students
can understand quickly.

How to write a microteaching lesson plan

Writing a micro lesson plan is very similar to writing a regular lesson plan. But to make the process easier, you
may benefit from following certain frameworks.

Below’s a 5-step framework for writing a microteaching lesson plan.

1. Identify the learning objectives

Before planning your lesson, you need to stipulate everything you want your students to know by the end of
your presentation. These learning objectives should be written in a clear and concise manner that students can
easily understand.

For example, Dr. Angela Yu has a web development bootcamp course on Udemy. On the sales page of the
course, Dr. Yu clearly explains the learning objectives for the course.

This gives potential students an idea of what they’ll be able to do by the time they finish the course.

2. Specify the learning activities

When mapping out your microteaching lesson plan, you should consider the specific learning activities your
students will engage in to develop the skills required to demonstrate an adequate understanding of the
lesson/course. These activities should relate to the learning objectives of your lesson, and enable students to
practice and receive feedback on their progress.

For example, if you’re a literature teacher that wants to explain the nuances and motivations of the characters
in Williams Shakespeare’s Othello, you could have your students assume the roles of these characters and act
out the play in class. Since they’re stepping into different roles, your students will be more likely to explain the
reasons for their characters’ actions through their own unique perspectives.

As you map out your specific learning activities, indicate how much time you will spend on each. Also factor
in some time for explanation or class discussions. Keep in mind that you’ll need to cover the topic in 30
minutes (maximum) so be careful not to assign too much time to each activity.

As you design the learning activities, ask yourself:

• What can I do to explain the topic?

• How can I get my students actively involved in this lesson?

• What are some relevant analogies, examples, and situations that can help my students understand the
topic?

• What can my students do to better assimilate the topic?

Examples of learning activities that students can engage in include:

• Plays • Concept mapping

• Debates • Reflection journals

• Discussions • Quizzes

• Games • Drills and practice

• Simulations • Real-world projects

3. Figure out how to assess student understanding

At the end of your lesson, you’ll need to give your students tests, assignments, and problems that will
determine just how well they understood the topic. These methods of assessment give students the
opportunity to demonstrate the knowledge and skills they learned during the lesson and get feedback from
their teacher.

Planning for assessment involves making decisions about:

• the type(s) and number of assessment tasks that will enable your students to demonstrate that they’ve
achieved the learning objectives for the lesson

• the criteria with which you’ll make an assessment (e.g. rubrics)

• whether students will be involved in the assessment process or not (e.g. peer assessment)

• the method by which the results of individual tasks will be combined into a final/overall grade

• how you’ll provide feedback to your students

4. Sequence your lesson in an engaging manner

It is helpful to draw up a timeline of the sequence of your lessons. This allows you to keep to time and present
your lesson in a smooth and engaging manner.

In 1965, Robert Gagne, a prominent American educational psychologist proposed what he called the events of
instruction, which is a nine-step framework for presenting a lesson or course.

• Gain students’ attention: At the beginning of your presentation, you’ll need to present a scenario or
stimulus to gain your students’ attention. You could:

 Ask thought-provoking questions to students

 Tell a story or present a problem to be solved

 Use icebreaker activities, case studies, current news, events, etc. to introduce the topic

• Inform students of learning objectives: Here, you’ll break down the learning objectives of the lesson.
This gives them a good understanding of what they’re expected to learn and do during and after the lesson.
Here are some ways you can do that:

 Outline your learning objectives in the syllabus, presentation slides, and in instructions for papers and
projects

 Describe the performance you require from your students

 Describe the criteria for peak performance

• Prior learning: If your lesson is a continuation of a previous lesson or if it’s related to something that
your students have learned about in the past, connect the dots. When students recall prior learning, they’ll be
able to make better sense of the new information you’ll impart. Here are different ways to recall previous
topics:

 Ask students questions about their understanding of previous concepts

 Relate previous course information to the topic you’re presenting

 Give students the opportunity to incorporate ideas from prior learning into the current lesson

• Present the content: The next step is to present the topic in its entirety. The key to doing this effectively
is to organize content in a meaningful way, offer demonstrations, and explain new concepts and ideas. Here
are some ways to present the lesson content:
•

 Use different media to present the same content (e.g. physical lecture, video, illustration,
demonstration, podcast, group work, reading, etc.)

 Use a blackboard to give students access to lesson content outside the class

 Use active learning strategies to keep your students engaged

• Provide learning guidance: To ensure that your students understand your topic, inform them of
additional content and resources they can use to learn more. Here are some methods you can use:

 Support your students by giving them cues, hints, and prompts that can be removed as the student
learns the task

 Use different learning strategies to help students memorize information (e.g. role-playing, mnemonics,
visualizing, concept mapping, etc.)

 Use analogies, case studies, and metaphors to provide real-world applications and help students
connect with new concepts

• Practice: The next step is to have your students apply what they learned to confirm that they correctly
understand the topic. Here are a few methods to use:

 Give students assessment opportunities (e.g. individual or group projects, written assignments,
presentations, etc.)

 Design quizzes and tests for students

• Provide feedback: Once your students turn in their projects and assignments, give them feedback on
how they performed. Also give suggestions on how they can improve their performance. Consider
implementing self-evaluation and peer feedback to help students identify learning gaps and low performance
in their own — and their peers’ — work.

• Assess performance: To gauge how effective your lesson has been, give your students tests and exams.
This way, you’ll be able to check for the progression of competency in knowledge and skills. Don’t forget to
use different assessment methods to do this, including quizzes, oral questioning, rubrics, and projects.

• Enhance retention and transfer: The final step is to help learners internalize new knowledge by giving
them more opportunities to apply course concepts to real-world situations.

When you put Gagne’s events of instructions into play, be sure to consider how much time you have to
present the class. Here are some time management strategies you can employ:

• Estimate how much time each step will take and then add some extra time for it

• In your lesson plan, indicate how much time each class activity will take

• Make some extra time at the end of the class to sum up key points and answer students’ questions

• Plan an extra activity or learning question in case you have more time left at the end of the class

• Make your timeline flexible enough for you to adjust your lesson plan to students’ needs

5. Close the lesson

When you’re done presenting your lesson, you’ll need to close it. There are a few ways you can close a lesson.
Here are some of them:

• Emphasize key information

• Correct students’ mistakes

• Preview future topics

• Ask a student to summarize the lesson

Lesson closure helps students internalize important information, link lesson ideas to other concepts, and
transfer ideas to new situations.

8 microteaching skills that teachers should have

Microteaching can only be successful when the teacher has the necessary teaching skills that facilitate learning.
Since Dwight W. Allen developed microteaching in 1961, nearly 40 teaching skills have been identified. But
here are the eight most important ones:

1. Introduction

The typical attention span of a student for a 60-minute class is 10-15 minutes. So if you’re going to keep the
attention of your students, you’ll need to know how to introduce your topic in a way that will interest them.

Stories, analogies, hard-hitting facts, and deep questions are great ways to introduce a topic and get students
hooked from the jump. Because of time, try not to make your introduction verbose or disjointed.

2. Explanation

When you get to the main part of the lesson, you’ll have to rely on your ability to break down complex
concepts in a way that’s easily digestible for your students. This involves speaking with clarity, using
examples to depict the relationships between different ideas, and crafting strong concluding statements that
summarize the key points in the lesson.

3. Questioning

During and after a lesson, you’ll want to occasionally check in with your students to ensure that they’re
correctly assimilating the information you’re passing across to them. The best way to do this is by asking them
questions. For the questions to be effective, however, they have to be clear, meaningful, precise, relevant, and
specific.

Questions that meet these criteria can help you gauge your students’ knowledge and determine if they have an
adequate understanding of the topic.

4. Stimulus variation

In teaching, stimulus variation refers to the periodic changing of instructional elements and styles to keep
students attentive and maintain their motivation. Since stimulus, according to science, incites a functional
reaction in an organ or tissue, changing them occasionally activates students’ brains and keeps them alert.

Stimulation variation skills, in education, include:

• Change in speech pattern

• Change in interaction style

• Change in movement

• Change in gestures

• Oral-visual switching

• Pausing

5. Positive reinforcement

This involves using words or gestures to positively influence your students’ behavior and encourage them to
participate in class. These reinforcers let your students know that you care about how much they enjoy and
understand your lessons.

You can positively reinforce your lessons by responding to correct answers with a smile, praising a good
student, and encouraging a slow learner. This approach yields much better results than scolding or punishing
students, or making insulting/sarcastic remarks.

6. Illustration
When an explanation doesn’t work or isn’t enough to help students understand a topic, you’ll need to
integrate illustrations into the lesson. Through interesting illustrations — diagrams, images, cartoons, graphs,
flow charts, and more — you can help your students visualize concepts and grasp them better. You can also
use examples and non-examples to illustrate a topic for better understanding.

7. Blackboard writing

If you’re microteaching in a traditional classroom setting, you may use a blackboard to write some notes, draw
diagrams, and solve problems/calculations during a lesson. This grabs students’ attention, and highlights
important concepts and terms.

If you decide to use blackboards in your class, ensure that your writing is clear and legible. There should be
enough spacing between the letters, and an obvious distinction between words and sentences.

8. Closure

Just like you need to know how to introduce a topic to your students, you also need to know how to close the
lesson. This can be a bit more tricky than introducing because you have to be sure that your students
understand everything you’ve explained to them.

To close your class successfully, you can ask a student(s) to give you a recap of the lesson or you can give them
assignments to do. This gives you a clear of whether or not your students understand the topic and are able to
apply it in the real world.

Improve your teaching skills with microteaching

Microteaching is an invaluable teaching technique for newbies and experienced teachers alike, as it provides
an avenue for them to practice and learn new teaching skills without the pressure that a full class brings.

In addition, teachers are able to receive constructive feedback from both students and class instructors. This
way, they can improve their skills, increase their confidence and achieve their teaching-learning goals.

Reporter: Jovelyn Gonzagon

Lesson planning man guro ni

Teacher: Gonzagon, Jovelyn T. Topic: Types of sentences

Subject: English Duration: 15 minutes

Grade level: Grade 7 Date: 03/23/2024

Objectives:

Analyze the structure and function of each type of sentence

Recognize the value of diverse sentence types in expressing emotions, commands, assertation and questions
effectively.

Practice constructing sentences of various types accurately and fluently.

Materials:

Textbooks

Websites

Workbooks and Worksheets

Timings Topic Teacher Activity Learners Activity Learning

knowledge Checks?
skills
1 minute Welcome  Explain the  Listening If the
classroom and teacher had
rules. contributin anything to
 Provide an g add.
 opportunity
for learners to
agree to them
or add
anything else
if there is
necessary..
5 minutes Introduction I will open a new Listening to the None at this
topic and ask some discussion and point.
question about the answer some
new topic. questions:
For example;

1. In English
what does
called? Alphabets
2. Group of
alphabets is
called? Words
3. When words
are joined
together what
does it?
Sentences
6 minutes Main Activity I will give them a In groups/pairs, Walk around
jumbled letters the learners will need to check the
students arrange the to letters. groups if
jumbled letters and they work
paste their answer on collaborativel
the board. y.
3 minutes Plenary I will request one Learners will be Ask some
each group or pairs. presenting their question
To read or present answers.. like; Is this
their works. the correct
answer?

Self – evaluation of micro – lesson

Issues arising…