A microteaching session involves a small group of peer instructors teaching short lessons in front of each other in order to gain feedback on their teaching. The lessons are recorded for later viewing and discussion. Microteaching enables instructors to:
- focus on practicing teaching skills in a confidential, non-threatening environment;
- receive feedback on their teaching from multiple perspectives;
- receive supportive feedback from peers.
While it is normal to feel somewhat nervous before a microteaching session, many graduate students and faculty members report microteaching to be one of the most valuable and important steps in their development as instructors. It is also a lot of fun!
Only students enrolled in the AUTP program may register for Microteaching sessions.
What do I Need to do to Prepare for Microteaching?
You must come prepared to your microteaching session with either a 5-minute lesson (Microteaching I) or a 15-minute lesson (Microteaching II). This time limit includes questions from the “students”, your peer observers. In order to make sure everyone has equal time to participate and receive feedback, the time limits for microteaching lessons will be strictly enforced. We strongly suggest that you practice and time yourself before your session.Your lesson can be either “high-tech”, involving presentation software, video or sound clips, etc.or it can be “low-tech”, using only paper handouts and chalk on the blackboard. (If you are running a presentation using PowerPoint we ask that you bring a USB key to the session. Mac laptop users are encouraged to bring their own laptops and adapters.) The choice is yours. The TATP office can provide a laptop (PC) and data projector, a flip chart and whiteboard with markers, an overhead projector and chalk. Use what youare most comfortable using—or, use the teaching aids about which you would like to receive feedback.
Benefits of Microteaching
Participants in microteaching sessions will be able to hone their skills in the following areas:
- oral presentation skills (voice modulation and articulation, enthusiasm, gestures, non-verbal cues, clarity of explanations and examples)
- organization skills (structure of lesson, strong opening and closing, good transitions between sections, clear learning objectives, effective use of time, good pacing)
- relating to the student (speaker engages audience, material is audience-appropriate, effective questioning, use of relatable examples)
- effective use of teaching aids (handouts, blackboard, presentation software, overhead transparencies, props, charts, etc.)