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Practical assignment 3

P3 – Deliver the session, identifying, adapting and using relevant approaches to engage and motivate learners. You need to communicate effectively with learners (total 30 minutes of delivery)

Mortar board iconTask Notes: This task is assessed by the observed delivery of your microteach session.

Your will deliver your microteach to other learners on the course and it will be observed by a member of the teaching team.

The portfolio evidence you require for this task is a copy of the observation form and your course materials/resources (if appropriate).

Before you complete the session plan in P2 you will need to select a topic. This should be something you are interested in and have some knowledge about, but not necessarily related to a subject you have already taught.

The best idea is to keep it simple. You only have 30 minutes so make sure your topic is something you are really confident with and don’t try to achieve too much.

Try to choose a topic where learners can be actively involved and make sure you can provide all the resources/materials that are required for the group.

Remember that you are teaching your peers – you are not teaching your learners and this is not role play, it is a real teaching session - so you may not be aware of each group member’s current knowledge level or previous experience so make sure you consider how you could differentiate, if necessary.

Delivering a microteach

You are not expected to deliver a ‘perfect’ session (every session has room for improvement) but you will be able to deliver a good or satisfactory microteach if you think about the following elements, which include some of the things the observer and your peers will be looking for:

The session had been effectively planned with clear objectives

The objectives were communicated at the start of the session

All the necessary learning materials were available

All the learning materials were produced to a high standard

There was a logical structure to the session

The session was reviewed at the end with a recap of the learning objectives

The ideas and experiences of others were drawn on

There were a variety of activities (at least 2)

The questioning techniques were varied and questions were appropriately challenging

All instructions and explanations were clear and specific

All learners were involved, listened to and responded to appropriately

Positive feedback was given

Appropriate differentiation strategies were used

Everyone was engaged throughout the session and made some progress

The session was paced effectively to suit the learners

Evidence of subject knowledge was demonstrated

The subject material was appropriate for the length of the session and the type of delivery

The subject was made interesting and relevant for the learners

The time was used effectively to achieve the learning outcomes

The delivery was confident and all learner questions could be answered

Questions you should be asking yourself during the microteach

Communication:

You need to monitor your communication throughout the microteach. This includes factors like:

  • Am I speaking clearly? Make sure the learners can hear your voice and can understand any accent.
  • Is my speech well paced? Too fast can make it hard for learners to grasp what you are saying; too slow can lead to lack of concentration and learner de-motivation.
  • Is my body language appropriate? Do you appear confident, interested, supportive, relaxed etc?
  • Am I using suitable vocabulary? Can they all understand the meaning of what you are saying? Be careful about technical expressions, jargon, acronyms, cultural differences etc. Think about rephrasing difficult vocabulary in another way to aid understanding and to reinforce your learning points.
  • Are my questions appropriate and/or challenging? Think about whether you are tending to use open or closed questions – closed questions can check knowledge but open questions are often better for expanding knowledge or promoting discussion. If you are interested in reading more about questioning skills have a look at the workbook on this link (you don’t need to complete the workbook but it includes a great deal of relevant information): http://teachingandlearning.qia.org.uk.
  • Are you responding with positive feedback to learners’ contributions? Lack of feedback can be very de-motivating and may leave learners unsure of their achievements.

Teaching and Learning Approaches:

During your microteach you also need to consider whether the methods and resources you planned in P2 were effective. Ask yourself questions like:

  • Am I succeeding in engaging the learners?
  • Are they all able to participate?
  • Do they know what they are expected to achieve?
  • Are there any differentiation strategies I should be using?
  • Are these activities appropriate for the learner group?
  • Am I using a good variety of activities?
  • Are the learners working effectively either individually or in groups/pairs?
  • Is this the best way to deliver this topic?
  • Have I got enough resources?
  • Are these resources effective in promoting learning?
  • Is there any reason why I should change my planned teaching activities or resources?
  • Am I allowing too much (or too little) time for any activity?
  • What would I do differently next time?

Asking yourself these questions while you are delivering will be the start of the evaluations you need to do for P4 and P5.

PowerPoint Icon View Teaching Methods PowerPoint file before moving on. You may also want to try the associated Teaching methods interactive

References:

Effective teaching and learning – effective questioning toolkit online at http://teachingandlearning.qia.org.uk

Brain IconTopics to research/review:

You now need to consider the following through research and further reading:

  • Microteaching.
  • Communication skills.
  • Body language.
  • Questioning skills.
  • Teaching methods and resources.
  • Differentiation.
  • Evaluation.
  • Feedback.

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