(36 hours, equivalent to 2 units)
“Microteaching” is a longstanding approach to practicing teaching. This method has been used across the United States and in other countries. Participants are asked to learn and demonstrate certain basic elements of presenting a lesson. Short lessons are presented to other members of a small group of participants and the lesson is videoed. The presenter receives feedback from the participants and he or she views the video at a later time. This process is repeated through a series of lessons as new teaching challenges are explored.
The learning that occurs is highly experiential. The “lesson basics” are at the core of the course, but the learning that occurs is individualized and dependent upon the unique experience of each learner. Learning is also influenced by the dynamics of the group. The members of the group are dependent upon each other for the most valuable commodity provided by the microteaching process: feedback. A bond of commitment between the group members enhances the group learning process. The group is committed to help each member, in a thoughtful and caring fashion, to understand their teaching strengths and weaknesses.
Facilitators are an important part of the process. Facilitators initiate and monitor the learning process, but are not the primary source of the learning that occurs. While facilitators have responsibility for providing a structured, substantive, and caring learning environment, each participant is ultimately responsible for his or her own experience within the process and, consequently, his or her own learning.
The course also includes a series of large-group discussions about teaching. These discussions relate to various teaching challenges or to other ideas that are fundamental to teaching. In addition, participants will be asked to complete assignments online using a course discussion board.
Student Learning Outcomes
By the end of the course, participants will be able to:
Describe three basic principles of effective teaching and explain the importance of each one with specific reference to the college classroom.
Using a written lesson plan, design lessons that include all of the “lesson basics” and analyze their effectiveness.
Evaluate the instructional effectiveness of lesson presentations and apply appropriate feedback techniques.
Implement good time management practices during lesson presentations.
Shifting from Teaching to Learning
Basic Principles of Teaching
Experiential & Active Learning
Participants are asked to engage in frequent discussions, to give and to observe short lessons, and to provide effective feedback to others. A minimal amount of work is done online, but very little technical expertise is needed.
The class is 2 units and normally meets 3 hours per week for 11 weeks.