Microteaching

with Lunch Debrief in small groups

Date and Time: Thursday, May 17, 2018

10:15 – 1:15
Breakout rooms (pick up lunches starting at 12:15 in the TMEC Atrium 2nd floor)
1:15 Break & return to Rotunda
1:30 – 1:45 Microteaching Wrap in Rotunda

Overview: As in the January micro-teaching sessions, each Scholar will have the opportunity to both present a
5-10 minute teaching segment to a small consultation group, and to be part of the small consultation group
that seeks to offer helpful input to fellow Scholars. Each of the teaching segments will be video-recorded and
you will have a chance to view your video as part of the sessions.

A. Preparation: Please take some time prior to the session to plan your 5-10 minute teaching segment and
“pre-brief” (see outline below). The teaching segment can be a continuation from January, or a
completely new segment (didactic, on-the-fly teaching, small group interactive, “elevator talk”, etc.).
The purpose of the micro-teaching sessions are to support your learning/teaching, so you might want to
begin by considering what would be most helpful for you to gain from the session. We encourage you to
view the exercise as an opportunity to run a brief experiment in teaching with colleagues you trust, who
will offer constructive insights based on your questions.

Pre-brief outline:
Ø Background:
o What type of presentation is it? (didactic, small group, bedside teaching, “elevator talk”,
etc.)
o Who are the students and/or audience?
o What are the principles that guide your teaching in this segment?
o If possible, why did you choose this segment?
Ø What are 2-3 ideas, techniques, or questions that you would like the microteaching group to
provide feedback on? Please be specific.

B. A Reminder on Roles during the session:

• Educator/Teacher for the “micro-teach”:
The subject of your teaching segment may be anything you choose from within the health care
professions; it may be a piece of teaching with which you are very familiar or new unfamiliar material. The
students or audience (played by your small-group colleagues) may be anyone you choose. The teaching
context may be anything you choose. The 5-10 minute segment you teach may represent the beginning,
middle, or end of some bigger session, or a stand-alone piece of teaching/communicating. These "design"
decisions are up to you and will be described to the group in your “pre-brief”. Remember to include details of
what ideas about teaching and/or learning you use to guide your teaching in this segment (is it "principle-
driven" and "format-driven"?). Note that even the most innovative format - if unconnected to the teacher's
ideas about teaching and learning - will take on a different shape than a principle-driven session.








• Peer Consultant for the “feedback”:
You will serve as a consultant for the “micro-teaching” of other Scholars in your group. This offers an
opportunity to consider what types of interactive solo and group feedback you provide at your home
institution, and what you might want to experience, refine, or modify in your practices. As a consultant group,
you will adopt the guiding principle/s of the Educator/Teacher and consider the teaching with this context. A
teaching principle might be, "learning is maximized when the ideas/questions/talk are generated more by the
students than the teachers;" or "learning is maximized when the student's attention is keenest, and it is
keenest when they are constantly at risk of being put on the spot;" or any other guiding idea. As a consultant,
make sure that you consider the Educator/Teacher’s views of connections between his/her ideas and practice
in the 5-10 minute micro-teaching segment as you offer input for feedback. Each Scholar will also provide
feedback to the consultants for their segment, and as a group at the end of the session.

C. Closing the session: Please take a few minutes at the end of the microteaching session to offer closing
thoughts and feedback to your facilitators. Was the session helpful to you? What did you observe? What
would you suggest for future microteaching sessions at Macy?