ANALYSIS OF A MICROTEACHING SESSION
ANALYSIS OF A MICROTEACHING SESSION.
This essay aims to critically analyse a microteaching session based upon my chosen topic which I presented to my peers and my lecturer in the university setting with the intend of reflecting on my preparation, planning, implementation, presentation and evaluation of the session. This essay will examine what I have learnt from this process mentioning my strengths as well as areas of future development. The reflective model I have chosen to use is Gibbs model (Gibbs 1988). Reflection can be depicted as a cycle (Gibbs, 1988). First an experience must take place, this is sometimes referred to as a critical incident in this context, new feelings about the event must be acknowledged and the outcome evaluated, recognising both the good and the bad. This is then thought about and understanding sought. Consideration is given to other possible course(s) of action and finally consideration needs to be given to what you would do in similar circumstances on a subsequent occasion next time a similar event happens,). Stewart et al (2000) suggest that the learning outcome to be desired from every student in higher education is that of a reflective practitioner, equipped with skills of lifelong learning. Microteaching refers to a “scaled-down teaching encounter designed to develop new skills and refine old ones” (Trott 1976 cited in Sana, 2007). It involves a simulated teaching session where students practice-teach in a laboratory that involves a faculty supervisor, the demonstrating teacher, peers, a, video supervisor, video recorder and player, and a television monitor. The gains in microteaching depend on how the teacher demonstrators reflect and improve on their skills after formal evaluation and personal introspection (Sana, 2007, 2007). Boyer (1990) cited in Judith Peacock, 2001) describes teaching as a dynamic endeavor which serves to build bridges between the teacher's understanding and the
This essay aims to critically analyse a microteaching session based upon my chosen topic which I presented to my peers and my lecturer in the university setting with the intend of reflecting on my preparation, planning, implementation, presentation and evaluation of the session. This essay will examine what I have learnt from this process mentioning my strengths as well as areas of future development. The reflective model I have chosen to use is Gibbs model (Gibbs 1988). Reflection can be depicted as a cycle (Gibbs, 1988). First an experience must take place, this is sometimes referred to as a critical incident in this context, new feelings about the event must be acknowledged and the outcome evaluated, recognising both the good and the bad. This is then thought about and understanding sought. Consideration is given to other possible course(s) of action and finally consideration needs to be given to what you would do in similar circumstances on a subsequent occasion next time a similar event happens,). Stewart et al (2000) suggest that the learning outcome to be desired from every student in higher education is that of a reflective practitioner, equipped with skills of lifelong learning. Microteaching refers to a “scaled-down teaching encounter designed to develop new skills and refine old ones” (Trott 1976 cited in Sana, 2007). It involves a simulated teaching session where students practice-teach in a laboratory that involves a faculty supervisor, the demonstrating teacher, peers, a, video supervisor, video recorder and player, and a television monitor. The gains in microteaching depend on how the teacher demonstrators reflect and improve on their skills after formal evaluation and personal introspection (Sana, 2007, 2007). Boyer (1990) cited in Judith Peacock, 2001) describes teaching as a dynamic endeavor which serves to build bridges between the teacher's understanding and the