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    Micro Teaching 1 Directions and Assessment

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    aznaria
    This document outlines the requirements for a microteaching assignment in an education course. Students will: [1] Prepare a complete 50-minute lesson plan on their subject area. [2] Incorporate elements of effective lesson design into their plan. [3] Teach the beginning 10 minutes of the lesson and briefly outline the rest. [4] Receive peer and instructor feedback on a evaluation form focusing on lesson preparation, presentation, instructional strategies, and communication skills. The assignment is worth 25 points.

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    Micro Teaching 1 Directions and Assessment

    Uploaded by

    aznaria
    94 views3 pages
    This document outlines the requirements for a microteaching assignment in an education course. Students will: [1] Prepare a complete 50-minute lesson plan on their subject area. [2] Incorporate elements of effective lesson design into their plan. [3] Teach the beginning 10 minutes of the lesson and briefly outline the rest. [4] Receive peer and instructor feedback on a evaluation form focusing on lesson preparation, presentation, instructional strategies, and communication skills. The assignment is worth 25 points.

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    Micro Teaching 1 Directions and Assessment

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    This document outlines the requirements for a microteaching assignment in an education course. Students will: [1] Prepare a complete 50-minute lesson plan on their subject area. [2] Incorporate elements of effective lesson design into their plan. [3] Teach the beginning 10 minutes of the lesson and briefly outline the rest. [4] Receive peer and instructor feedback on a evaluation form focusing on lesson preparation, presentation, instructional strategies, and communication skills. The assignment is worth 25 points.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    94 views3 pages

    Micro Teaching 1 Directions and Assessment

    Uploaded by

    aznaria
    This document outlines the requirements for a microteaching assignment in an education course. Students will: [1] Prepare a complete 50-minute lesson plan on their subject area. [2] Incorporate elements of effective lesson design into their plan. [3] Teach the beginning 10 minutes of the lesson and briefly outline the rest. [4] Receive peer and instructor feedback on a evaluation form focusing on lesson preparation, presentation, instructional strategies, and communication skills. The assignment is worth 25 points.

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    Ed 330

    Microteaching I

    The purpose of this first microteaching experience is to introduce you to what it feels like to
    teach a class and to practice what you are learning about lesson design. To keep this experience
    as non-threatening as possible, it will be short (only 10 minutes) and it will take place during our
    class periods as indicated on the syllabus.

    Specific requirements:

    1. Prepare a complete lesson (50 minutes) on a subject from your discipline. You may assume
    that class members are the audience you intend (7th graders, 11th graders, etc.).

    2. Think about and incorporate elements of effective lesson design into your plan
    (“backward” design, essential question tied to objective, attention-getting opening,
    student engagement/activity, linking to student background/experience, closure,
    assessment, etc.).

    3. Prepare a formal, word-processed lesson plan to hand in. The plan must follow the
    department’s SIOP template. Submit your lesson plan on Moodle no later than 7:00 a.m.
    on the day you microteach. The SIOP template is on Moodle under Day Seven.

    4. Teach the beginning (10 minutes) of the lesson.

    5. I will give you a 1-minute warning—hand waive. When time is up, I’ll give you the “time-
    out” sign. Then you can very briefly tell us what you would do in the rest of the lesson.

    6. Finally, everyone, including microteacher, will complete a hand-written evaluation form


    (provided). Give yours to me. Peers will share their feedback with you directly, orally and
    in writing (the form).

    This assignment is worth 25 points.


    Micro Teaching I Evaluation

    Key: no mark = fine; * = focus area; + = particularly strong

    Lesson Preparation and Design _____ of 13


    ____ Written lesson follows assigned SIOP format
    ____ Class features clearly identified: grade level, special needs, etc.
    ____ Lesson focuses on specific behavioral (measurable) objectives that are
    shared with students
    ____ Lesson starts with an Essential Question and attention-getting device
    ____ MN state standard you are addressing clearly identified
    ____ Lesson includes a specific content objective (1 or 2) based on
    identified standard; CO shared with class during launch
    ____ Lesson includes key vocabulary list: posted, numerated
    ____ Lesson includes identified academic function and corresponding language structure
    objectives
    ____ Activities are spelled out in detail
    ____ Activities are clearly connected to objectives
    ____ Activities are well-sequenced
    ____ Assessment is clearly connected to the lesson objectives
    ____ Lesson concludes with a firm sense of closure

    Presentation and Instructional Strategies ______of 8

    ____Lesson is briefly contextualizing (grade, subject, point in the year or unit)


    ____Essential Questions are specifically introduced
    ____Content and Language Objectives (vocabulary + language structures) are
    introduced.
    ____ Lesson captures students’ attention
    ____ Provides ways for students to be actively engaged in the lesson
    ____ Encourages and supports learners
    ____ Teacher is clearly prepared: lesson moves forward without major gaps, all materials in
    order, transitions are smooth
    ____ Teacher engages in specific formative assessment tied to learning objectives

    Communication Skills _______ of 5

    ____ Uses effective verbal communication skills (clear, well-projected voice; appropriate
    vocabulary, pacing, etc.)
    ____ Uses effective nonverbal communication skills (gestures, facial expression, eye contact)
    ____ Conveys enthusiasm/appears to enjoy teaching; Creates good climate—friendly, positive,
    affirming, serious about learning

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