COURSE CONTENTS 2014

Room T516 7:00 a.m.

COURSE DESCRIPTION
This course of MICROTEACHING is oriented to provide you an opportunity to design
and facilitate a lesson using a specific method (s) of instruction covered in class. The
microteaching activities offer an arena for demonstration of your organizational skills,
communication skills, application of educational theory and your understanding of the
standards that makeup the programs conceptual framework.
Microteaching is a teaching laboratory in which groups of student teachers explore the
processes of teaching and learning by alternately teaching and responding as learners.
They learn from feedback on own teaching from being students while others teach,
and from the conversations about these experiences.
The basic premise of microteaching is that there are many different ways to be an
effective teacher and that we can expand our effectiveness by observing other
teaching styles and strategies and by discussing shared issues of teaching and
learning, no matter our discipline, unique style, or years of experience.

OBJECTIVES
1. Apply understanding of essential theory and principles to guide classroom
decision making.
2. Implement the stages of planning concepts to generalization, and performance
objectives to instructional strategies and to incorporate advanced technology
skills into these plans.
3. Design and implement lesson plans that correlate to standard course study of
different subjects.
4. Plan and implement a variety of effective instructional strategies appropriate to
diverse cultural groups and individual learning styles and abilities.
5. Assess field experiences through the use of reflective portfolio and investigate
teacher thinking through a series of teacher interviews and research.
6. Demonstrate and reflect the use of technology to assess student work through
written lesson plans and microteaching.
7. Generate and categorize examples of work which begin to fulfill the technology
requirements.
8. Demonstrate and reflect on the growth made as a teacher through the design of
a portfolio.

PROCESS
Each person teaches the indicated segment of a class, others respond as
students.

Student-Teacher brings slides, overhead transparency, painting, cartoon, charts,

graphs, exercises, etc. or a short text (half page or less) that has the power to
evoke or illustrate a key concept.
Bring enough handouts for everybody when necessary.
Do whatever it is you normally would do in your classroom.
Treat other participants as your regular students.
Think of the minute segment as a slice of a whole class.
Facilitators will enforce time limits strictly, so that everyone has en equal chance
to teach and to receive feedback.
Topics will be assigned as per subjects: Grammar, Social Studies, Science, and
Reading.
Lessons will be done alone and requires a six point lesson plan ( Based on
competencies )
Time will be given in its opportunity. (Depends on the amount of participants).
Formats and schedule will be sent via Dropbox.

EVALUATION CRITERIA
Evaluation criteria depend on the amount of students we have in class and
distribution.
Weekly 30 min. Module presentation and evaluation. (Faculty)
Each Microteaching is evaluated on the following criteria:
a. Design of the lesson,
b. Development of the lesson,
c. Implementation,
d. Evaluation of learning as a result of the lesson,
e. Integration of media and technology into teaching and learning.
f. Reflection. to be handed in the following class day.
Teacher will complete an evaluation on each students performance with
emphasis on effort, communications, responsibility ..
Students are urged to be considerate and thorough in communications with
teachers and to prompt and reliable in making and keeping appointments.
Dress appropriately and show appreciation to the teachers and colleagues.

EVALUATION

Lesson plan and execution/PO. 10%

Peer observation .. 5%
TOTAL .. 15% (4 microteachings)

Portfolio ... 5%
Microteaching Projects 20%
Module quizzes .. 5%
Microteaching Defense ... 10% (Nov. 29)
TOTAL . 100%

COURSE REQUIREMENTS

Full attendance is required. No excuses will be accepted as it affects your

colleagues.
Presentations must be given on the assigned dates. NO EXTRA CHANGES
WILL BE GIVEN UNLESS ON EXTRAORDINARY SITUATIONS.
Functionality is extremely important. Class starts sharp on time 7:00 a.m.
No interruptions will be accepted when being late to class. You can not come
in.
The final grade will be reduced if absent.
Participation in class activities is fully expected.
Plans must be sent latest on Wednesdays midnight.

MICROTEACHING GUIDELINES

10th.
9th.
8th.
7th.

Grade Social Studies

Grade Science
Grade Reading
Grade Grammar

Type of school:

Type
Type
Type
Type

A Private school (projector, internet, tablets, smart board, labs)

B Public school ( white board, CD recorder )
C Village public school ( black board and chalk )
D Village public school ( null resources )

Others:

4 microteaching per student;

4/5 presenters each Saturday;
15 minute microteaching
STARTING August 02 first group after Module presentation (see program).
Class starts with Module presentation.
Class must be video-taped.

Day of teaching requirements:

Must hand in to your master teacher a folder which includes: lesson

plan previously checked by your teacher and class observation format.
To your peers/audience: student class observation format and all workouts,
evaluation material used in class. ( a copy to each one )
Following Saturday: student teacher reflection and journal.
You have coffee break time to prepare yourselves and avoid waste of
time.
Class must be arranged in half moon, rows, etc. as desired prior
starting class time.
Student teacher presents topic and grade according as indicated in
the.

All students must act as if in a normal class day

Timed with a chronometer.
Will be warned when student teacher has 3 minutes (yellow sign) left and
when to stop (red sign).

Module Content
Module
Module 1
Module 2
Module 3
Module 4
Module 5

Module 6
Module 7

Module 8
Module 9
Module 10

Date
Peer observation
Reflective Teaching
Authentic Materials
Pairwork/Groupwork
Critical and Creative
Thinking
Learner Feedback
Contextualizing
Language
Integrating Skills
Alternative Assessment
Individual Learner
Differences

Microteaching Program Presented Nov. 22

PORTFOLIO REQUIREMENTS

Introduction;
Index;
Educational Philosophy;
Lesson plans;
Self-evaluation;
Peer observations;
Teachers observations and Teacher`s evaluation
Reflection after each class;
Materials developed per level and subject (must be divided per grade and
subject);
Teacher journals;
Students samples;
Pictures of your successes;
Tests or assessments;
Video-tape of classroom lessons, etc.;
Video analysis.

Dividers must be used;

Use official cover page;
Spiralized;
Transparent plastic cover as front page;
Plastic, blue color back page;

Microteaching Defense Nov. 29, 2014

Guideline will be sent via Dropbox.