{"id":874,"date":"2022-03-27T23:30:19","date_gmt":"2022-03-28T03:30:19","guid":{"rendered":"https:\/\/blog.richmond.edu\/elemscisoc\/?page_id=874"},"modified":"2025-11-17T00:04:24","modified_gmt":"2025-11-17T05:04:24","slug":"microteaching","status":"publish","type":"page","link":"https:\/\/blog.richmond.edu\/elemscisoc\/microteaching\/","title":{"rendered":"Microteaching"},"content":{"rendered":"<p><span style=\"font-weight: inherit; font-style: inherit;\">Microteaching workshops allow educators to practice their content area teaching skills and build greater reflective teaching in a comfortable environment.\u00a0 The purpose of this assignment is to encourage participants to think more specifically about the goals of their content area teaching <em>in terms of how students will learn the information presented<\/em>. Microteaching involves thinking about teaching style as well as content.\u00a0<\/span><span style=\"font-weight: inherit; font-style: inherit;\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: inherit; font-style: inherit;\"><b><strong>Step 1<\/strong><\/b>&#8211; Select a topic (a specific SOL\/standard) from a grade level that you are interested in teaching.<\/span><\/p>\n<p><span style=\"font-weight: inherit; font-style: inherit;\"><b><strong>Step 2<\/strong><\/b>&#8211; Choose an activity that would be appropriate for exploring your selected SOL. Here are some resources for activities.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"https:\/\/www.pacificsciencecenter.org\/events-programs\/curiosity-at-home\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Curiosity at Home<\/span><\/a><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"https:\/\/blog.richmond.edu\/elemscisoc\/class-9-life-science-module\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Exploratorium: Tools for Teaching and Learning<\/span><\/a><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"https:\/\/www.amnh.org\/explore\/ology\/hands-on\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Ology Hands-On<\/span><\/a><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"https:\/\/www.stevespanglerscience.com\/lab\/experiment-library\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Steve Spangler Experiment Library<\/span><\/a><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"https:\/\/www.sciencebuddies.org\/stem-activities\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">STEM Activities for Kids<\/span><\/a><\/li>\n<\/ul>\n<p><span style=\"font-weight: inherit; font-style: inherit;\">Think about how you will incorporate this into a lesson. <\/span><span style=\"font-weight: inherit; font-style: inherit;\">While your entire lesson does not need to be direct instruction,\u00a0<u>there should be some direct instruction used when you explain the science behind the phenomenon you are investigating.<\/u><\/span><\/p>\n<p><span style=\"font-weight: inherit; font-style: inherit;\"><b><strong>Step 3<\/strong><\/b>&#8211; Create a step-by-step lesson plan of what you plan to teach, including handouts or visuals.\u00a0 Follow the complete UR Lesson Plan format.\u00a0 You should design your lesson for a full 45-minute lesson, but know <u>you will teach only 15-20 minutes of your lesson plan.<\/u><\/span><\/p>\n<p><span style=\"font-weight: inherit; font-style: inherit;\"><b><strong>Step 4<\/strong><\/b>\u00a0\u2013\u00a0<u>Come to class with all materials<\/u> prepared to teach the hands-on activity in your lesson.\u00a0 Prior to coming to class, be sure to submit an electronic copy of your plan as well as any supplementary materials.\u00a0 You may want to create a special folder for these documents.\u00a0 <\/span><span style=\"font-weight: inherit; font-style: inherit;\">Use the following outline to guide your time:<\/span><\/p>\n<ul>\n<li><span style=\"font-weight: inherit; font-style: inherit;\"><b><strong>Context (2 minutes)<\/strong> &#8211; <\/b><\/span><span style=\"font-weight: inherit; font-style: inherit;\">Briefly describe the teaching context. Who are your students? What grade are they in? What topics have they studied? What is their prior knowledge and preparation for this lesson?\u00a0<\/span><\/li>\n<li><b style=\"font-style: inherit;\"><strong>Lesson Delivery\u00a0 (15-20\u00a0 minutes)<\/strong> &#8211; <\/b>Lead your group through the hands-on activity and teach the science behind the activity. This is where you enter &#8220;teacher mode&#8221; and instruct your group as if they were elementary students.<\/li>\n<li><b style=\"font-style: inherit;\"><strong>Closing Comments\u00a0 (2-3\u00a0 minutes)<\/strong> &#8211; <\/b>Close the activity and answer any participants\u2019 questions.<\/li>\n<li><strong>Reflective Feedback (10 minutes)<\/strong> &#8211; Engage in group discussion of the lesson.<\/li>\n<\/ul>\n<p><b><\/b><span style=\"font-weight: inherit; font-style: inherit;\">This is meant to be a low-risk, highly supportive environment in which you can test your science teaching and obtain useful feedback from your peers.<\/span><\/p>\n<p><span style=\"font-weight: inherit; font-style: inherit;\"><b><strong>Group Process<br \/>\n<\/strong><\/b><\/span><span style=\"font-weight: inherit; font-style: inherit;\">Once your group has gathered, introduce yourselves and decide the order in which you will teach.<\/span><\/p>\n<p><span style=\"font-weight: inherit; font-style: inherit;\">\u00a0<\/span><span style=\"font-weight: inherit; font-style: inherit;\">Students watching and participating as students during the microteaching session will complete a microteaching critical analysis form. In completing this form, it is essential to consider these guidelines for giving effective feedback:<\/span><\/p>\n<ul style=\"font-weight: inherit; font-style: inherit;\">\n<li style=\"font-weight: inherit; font-style: inherit;\"><span style=\"font-weight: inherit; font-style: inherit;\">Start with at least one piece of positive feedback to reinforce effective elements.<\/span><\/li>\n<li style=\"font-weight: inherit; font-style: inherit;\"><span style=\"font-weight: inherit; font-style: inherit;\">Be specific and identify a moment or feature that worked well or poorly for you as a learner. If you can, explain why it was effective or not.<\/span><\/li>\n<li style=\"font-weight: inherit; font-style: inherit;\"><span style=\"font-weight: inherit; font-style: inherit;\">If you don\u2019t notice anything in particular, look to the performance criteria on the back of the microteaching form to help you focus on individual components of the teaching.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: inherit; font-style: inherit;\">The person who conducted the microteaching should begin the oral evaluation process by offering a self-evaluation, noting areas that appeared to be effective and ineffective. The remaining time should be devoted to a group discussion of the microteaching experience. Upon completion of the discussion, microteaching forms should be handed to the presenter.<\/span><\/p>\n<p><strong>Personal Reflection<\/strong><br \/>\nUpon completion of microteaching, you will reflect on the experience. Consider these questions as you construct your response.<\/p>\n<ul>\n<li>How did you prepare for this experience? (Choosing an activity, preparing for the delivery, etc.)<\/li>\n<li>In what ways did you adapt materials and resources for your microteaching?<\/li>\n<li>What was the most challenging part of this assignment? Why?<\/li>\n<li>Which part(s) of the microteaching went well, and which part(s) did not?<\/li>\n<li>What could you have done differently? Or what would you like to have tried instead?<\/li>\n<li>Summarize the feedback you received.\u00a0 Which was most helpful and why?<\/li>\n<li>What did you learn about your own teaching in this experience?<\/li>\n<li>What is the most important idea you are taking away from this experience?<\/li>\n<\/ul>\n<p><strong>What to Submit<br \/>\n<\/strong>Upload your lesson plan, teaching notes, and reflection to your science folder in Google Drive.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Microteaching workshops allow educators to practice their content area teaching skills and build greater reflective teaching in a comfortable environment.\u00a0 The purpose of this assignment is to encourage participants to think more specifically about the goals of their content area &#8230; <a class=\"more-link\" href=\"https:\/\/blog.richmond.edu\/elemscisoc\/microteaching\/\">Read More &raquo;<\/a><\/p>\n","protected":false},"author":270,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-874","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blog.richmond.edu\/elemscisoc\/wp-json\/wp\/v2\/pages\/874","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.richmond.edu\/elemscisoc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blog.richmond.edu\/elemscisoc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blog.richmond.edu\/elemscisoc\/wp-json\/wp\/v2\/users\/270"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.richmond.edu\/elemscisoc\/wp-json\/wp\/v2\/comments?post=874"}],"version-history":[{"count":14,"href":"https:\/\/blog.richmond.edu\/elemscisoc\/wp-json\/wp\/v2\/pages\/874\/revisions"}],"predecessor-version":[{"id":1545,"href":"https:\/\/blog.richmond.edu\/elemscisoc\/wp-json\/wp\/v2\/pages\/874\/revisions\/1545"}],"wp:attachment":[{"href":"https:\/\/blog.richmond.edu\/elemscisoc\/wp-json\/wp\/v2\/media?parent=874"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}