#micro teach

[bonjourkatiestudies]

04/12 - planning my microteach this morning! quick update, I've been offered a place to study my PGCE at the university of leicester in september and I have accepted! over the moon ☺️✨

[kirstiebishoprickpgce-blog]

Evaluation of Micro Teach

Participation and deliverance of a 15-minute micro teach session is a key area of assessment whilst studying the PgCE. After delivering my own short session it has opened me up to some of the areas in which I need to focus on within my own teaching.

The main strengths within my own micro teach were: Having a clear and effective plan which was very detailed and well structured, having a clear aim between the introduction aims and practise, having a good range of resources to support the activity and clear communication skills.

By having excellent planning and preparation, this allowed better performance in the session. To help with my planning I regularly referred to Ann Gravels teaching and learning cycle (Gravells, 2014. P. 3) to relate parts of my lesson back to the learners and my own assessment and to make sure that my planning reflected back on my learners needs.

Use of Blooms taxonomy was also included in my lesson plan as I thought it helped structure the lesson and provide a wider variety of learning outcomes and objectives for learners. Blooms six levels of learning (Gravells. 2014. P. 73) illustrates the stages in which various learners will need to identify with in order to meet the success criteria in most educational establishments.

The session may have been a success, but as this was my first time presenting a full lesson plan and delivering a session, I have identified some areas for improvement.

A bell work activity was used at the start of the lesson but in my opinion it as not used to the full effect. This activity being a mind map of ‘What is fashion illustration?’ was merely used to keep students busy just in case there was a problem with set up. Although the power point did provide a few links back to the activity it was not utilised to its full potential. In future it is possible to link the bell work into the introduction of the topic, pin pointing a few points to highlight its relevance to the lesson.

One of the main areas for improvement over a longer period of time is to move around more in the classroom and not use the computer as a base where I would reside for the full duration of the lesson. Moving about more and engaging with the learners more might promote a more positive learning environment for the learners. According to Gravells (2014. P. 23)

“you could encourage peer support by using the buddy approach. This enables the learners to pair up with someone they feel comfortable with. They can keep in touch between sessions to discuss the topics and this approach is particularly useful if one leaner misses a session for any reason and need to catch up”.

I used a varying strategy of this method by letting the learners chose their own seating arrangements and be with people they felt most comfortable and getting my learners to upload their outcomes to social media as it acted as a viewing platform for their peers and also for myself to assess their learning.

[kirstiebishoprickpgce-blog]

Peer Micro Teach Evaluation 1

Student A facilitated a micro teach session that lasted approximately fifteen minutes. The aims of the session were clearly stated on the board and objectives were announced to all students. Communication was clear and concise. The aim of the session was to learn to tie a head scarf.

The objectives and outcomes were appropriate to the lesson and effectively shared with the class so all learners were aware of what the expectations were.

Good subject knowledge was demonstrated and was shown through own personal style. Presentation content was relevant and reflected on the history and famous people who are connected to the scarf. The teaching method selected for the session was mainly presentation with a short demonstration and practical session. The presentation section of the session ran over too long and learners lost interest slightly.

The demonstration of the tying of the scarf was accompanied with a hand out that was photocopied from a book. Personally I would have liked to have seen the information from the hand out adapted so that it was the own teachers work. This would have shown that the teacher actually understood the instructions as the instructions, although beautifully illustrated caused some confusion when preforming the task. Effective classroom management was not used as the class where already seated in their desired seats and by that time of the day, students were fed up and lost concentration easily. A more engaging topic of session should have been used to ensure that students were engaged fully into the session.

Most learners made progress during the lesson but some got easily confused and needed 1:1 support to complete the task. The teacher helped some of the students understand the technique but found it difficult to get around all of the struggling learners.

The pace of the session was quite fast due to the time restriction but was handled with ease. The presentation section of the session was quite long but the practical session did not demand a great deal of time. Overall the strengths of the session were the presentation. It was well structured and aims and outcomes were clearly shared with the learners. The weaknesses of the session were the resources. They were not adapted at all, just simply copied from a book to help the learners understand the process. This method did not allow other learners with a more visual style of learning to fully understand the process of tying the scarf.

Overall thoughts on the session were that it was enjoyable but more clarity should have been made with the instructions on how to tie the scarf as some learners got confused and lost all interest in the task at hand.

[kirstiebishoprickpgce-blog]

Advice from Ann Gravells