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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