Online micro teaching class
COURSE PLAN OF MICRO TEACHING
MEETIN MATERIAL
G
1 Course Overview,
Portfolio Assessment
(awalan pakai zoom)
2 8 Basic Skills in Teaching
3-4 8 Basic Skills in Teaching
Planning Competence
5-6 8 Basic Skills in Teaching
7 8 Basic Skills in Teaching
8-9 Methods of Teaching
NOTE
- Course introduction
- Pre-test identifying pre-service teachers’ preparedness
- Kinds of document must be put in the individual portfolio
- Listing target of learning and the strategic plan to reach the target
- CV completion as supporting help to identify the pre-service teachers’ preparedness
Learning the implementation of 8 basic skills in teaching: Questioning, Reinforcing, Varying , Explaining,
Opening & Closing, Guiding Small-Group Discussion, Organizing/Managing the Class, Teaching Small Group or
Individual
- Learn the shared materials
- Access to … watch a teaching video
- Identify the 8 basic skills used in the video: which parts, how appropriate are they, why are they
in/appropriate
- Discuss and peer correct the findings
- Share and discuss the corrected findings with the class
Planning the implementation of 8 basic skills in teaching
- Arrange a complete lesson plan through using scientific instruction, project-based learning, inquiry learning,
problem-based learning for varied levels of Junior and Senior High School students
- Check the lesson plan using the indicators of planning competence
- Peer check the lesson plan using the same instrument
- Share and discuss the lesson plan with the class
Implementing 8 basic skills in teaching
- Make an individual teaching video within 15’ duration demonstrating 8 basic skills based on the prepared
lesson plan
- Self-check the teaching demonstration by identifying 8 basic skills used in the teaching demonstration: which
parts, how appropriate are they, why are they in/appropriate
- Peer-check the teaching demonstration by identifying 8 basic skills used in the teaching demonstration: which
parts, how appropriate are they, why are they in/appropriate
- Discuss the findings with the class
- Watch the students’ teaching videos implementing scientific instruction, project-based learning, inquiry
learning, problem-based learning
- Individually identifying the appropriacy of the implementation of each method : are all the stages
implemented, how are they implemented
- Peer-check the individual findings
 - Discuss the findings with the class
10 Implementing - Watch the provided teaching video
Competence - Individually identify the stages of learning based on the indicators of implementing competence
- Peer-check the individual findings
- Discuss the findings with the class
11 Assessing and evaluating - Learn student self lesson plan focusing on assessment
competence - Check the planed assessment based on the indicators of Assessing and evaluating competence
- Peer-check the individual findings
- Discuss the findings with the class
12-13 Material Development - In pairs, write a learning modul for one basic competence of Junior or Senior High School fulfilling the criteria:
a) self-intructional package-can be used without a teacher, b) considering individual learning differences. c).
having specific learning aims, d) scaffolded systematically,e) maximizing the use of communication media, f)
focusing on active participation of users. g) scaffolded learning evaluation.
- Peer-check the pair work based on the modul criteria
- Discuss the findings with the class
14-15 Tutorial Video for online - Access to … watch a tutorial video for online class
class - Make a tutorial video by using the following considerations: 1. Keep pace with lecture progress, Tutorials
typically follow up on a lecture. Try to attend lectures yourself (seek the instructor's consent first).
Alternatively, arrange for students to share with you a copy of their notes, so that you have a better picture of
what they have learned, 2. Make connections between the tutorial and the course. Help students visualize the
"big picture" and integrate the tutorial with the rest of their experiences in the course. Make statements like,
“remember when we learned how to calculate x earlier in the term?” or “later on in the term, you will learn
about…” Ask students to make such links., 3. Use relevant examples. Illustrate points with examples taken
from the field under study. When possible, share personal, research, or real-world experiences to help students
visualize practical applications of concepts, 4. Engage your students. When on campus, maintain eye contact
during your tutorials so you can see raised hands and develop rapport with your students. Speak loud enough
and with enthusiasm to keep students’ attention. Circulating around the room when students are engaged in
individual or group work allows them to ask questions easily, 5.Avoid speaking to your visuals. Whether you
use the blackboard or a screen, you may be tempted to look at and speak to your visuals. Remember to point
your toes to the back of the room before you speak so that students can hear and see you and so that you can
see their responses to your teaching
16 Wrapping up - Post course CV
- Individual reflection (identifying lesson learnt and the achievement of learning targets)
- Identify pre-service teachers’ preparedness
- Class reflection
- Complete individual portfolio