Teacher Practical Guidance:
Micro-Teaching
Category: Assessment & Planning
Rank Order
13
Effect Size
0.88
Achievement Gain %
31
How-To Strategies
Micro-Teaching: Perplexity (2024)
- Involves delivering a mini-lesson, typically lasting between 5 to 20 minutes, to a small group of peers or students who may not be the teacher’s regular class. The session is often recorded, allowing the teacher to review their performance later. This process includes:
- Preparation: The teacher selects a specific skill or topic to focus on.
- Teaching: The lesson is delivered to a small group.
- Feedback: After the session, peers and mentors provide constructive feedback based on observations and the recorded video
Objectives and Benefits
The primary goals of micro-teaching are to enhance teaching effectiveness and build confidence among educators. Key benefits include:
- Focused Skill Development: Teachers can concentrate on specific teaching techniques in a low-pressure environment.
- Immediate Feedback: Participants receive real-time critiques that help identify strengths and areas for improvement
- Safe Learning Environment: Educators can experiment with new strategies without the risks associated with full classroom settings
- Reflection: The process encourages critical thinking about teaching practices, fostering continuous improvement
Techniques:
Micro-teaching can involve various methodologies, including:
- Modeling: Demonstrating effective teaching strategies.
- Peer Review: Engaging colleagues in providing feedback.
- Video Analysis: Reviewing recorded sessions for self-assessment. Perplexity (2024)
How-To Resources
References
Abendroth, Mark; Golzy, John B.; O’Connor, Eileen A. (1 December 2011). “Self-Created Youtube Recordings of Microteachings: Their Effects upon Candidates’ Readiness for Teaching and Instructors’ Assessment”. Journal of Educational Technology Systems. 40 (2): 141–159. doi:10.2190/ET.40.2.e. S2CID 56612007.
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Micro-Teaching
DEFINITION
Micro-teaching is a focused teacher training technique that allows educators to refine their teaching skills through short, controlled practice sessions. Developed in the early 1960s by Dwight W. Allen at Stanford University, this method has become a staple in teacher education programs worldwide.
Micro-teaching involves delivering a mini-lesson, typically lasting between 5 to 20 minutes, to a small group of peers or students who may not be the teacher’s regular class. The session is often recorded, allowing the teacher to review their performance later. This process includes:
-
Preparation: The teacher selects a specific skill or topic to focus on.
-
Teaching: The lesson is delivered to a small group.
-
Feedback: After the session, peers and mentors provide constructive feedback based on observations and the recorded video. Perplexity (2024)
DATA
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1 meta-analysis
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10 research studies
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920 students in studies
Hattie (2023) p. 393