Delivering an effective micro teach session

Hello my name’s Ann Gravells and this is
a short video about the micro-teach session. A micro-teach session is a short session that you will deliver to learners. It’s usually about 15 or 30 minutes long and
it’s a great opportunity for you to put your newfound skills and knowledge into
practice it’s usually with your peer group the people that you’ve been
learning with on the course if you’re taking a qualification it’s part of the
assessment criteria to achieve the qualification and you will be observed
doing this either with your own learner’s which is called in-service if
you’re currently teaching or with your peer group that you’ve been learning
with called pre-service you probably find that your own peers if you deliver
a session to them are quite helpful and supportive when you delivering your
session that’s a very good question one I always get asked as a teacher of the
course and that is what should I deliver if I haven’t got very long to do it does
it have to be my own subject that I want a teacher I’m going to teach and
probably not it depends where you’re taking the qualification you might have
to teach the subject that you do want to deliver to learners in the future or you
could actually use a hobby or an interest that you have as a topic I put
a textbook together called passing assessments for the award and there is a
whole chapter at the back of the book for micro teaching which you might like
to read and what I’ve actually done in that chapter is put the table of
examples of topics that some of my emmalin’s in the past have used when
they did their micro teach and I’ll just read you a couple of examples of though
for example aromatherapy creative writing dog grooming I even had to learn
to bring in her own dog which was really interesting
poetry origami we’re using a digital camera so it can usually be absolutely
anything that you choose and feel confidence at deliver oh yes quite a few
I think first of all you need to have what we call a rationale that’s the who
what when where why and town often known as the five W’s and an age so you need
to really think about who you’re delivering to who your learner’s are do
they have any particular needs that you have to address during the session for
example if a learner has dyslexia or perhaps is diabetic it might be to go
out to take insulin all things you need to take into account so you need to know
about whom you’re going to be delivering to you need to know the what that’s what
you’re going to deliver and it should be a subject you feel my confidence about
when is the next one when are you going to deliver it what time and where the
place where are you going to do it on what equipment and resources and
facilities or to you why are you doing it while
it’s usually because you want to achieve the qualification and the last wonder
how that’s where you’re going to break everything down and the best way to do
that is using a session plan called teaching and learning plan and again in
the book I’ve actually put an example of a session plan which shows all the time
it was a preservative minute session and your aim and objectives and the
activities you plan to use to deliver and assess your learners so I think
having a plan is really important having a structure to your session think of it
rather like an agenda if you’re going into a meeting you have to have a
structure and a plan of what you’re going to do once you’ve got your plan I
would definitely say rehearse rehearse in advance in front of friends or family
or colleagues just to see how your timing goes and also to see what
questions they might ask you or if something goes wrong what contingency
plan you’ve got in place to put it right for example if you’re over running your
time you might need to cut down on something so what could you remove from
your plan if necessary or if you’re short of time what could you add in I
got an extract see or some questions you could use
great questioning method is what we call the PPP approach and that stands for
pose pause pounds or more recently pose pause and pick and that actually means
pose a question pause a few seconds and then pick a learner who you want to
answer the reason you pose a question first is so that everybody in your group
is thinking of an answer if you use the learners name first for example Amy and
ask the question then everybody was switched off because they know amy is
the one being asked so do it the reverse way so if you haven’t got a very large
group the PPP method is a great way of filling in some time and it’s also a
good assessment method to check that learning has taken place keep relaxed
keep focused stick to your plan where you can but make sure you’ve got a
beginning a middle and an end back to the structure again have a four
months of followed the beginning will be where you introduce yourself and you can
simply say hello my name is and then you can introduce your topic make sure you
find out if your learners know anything already about the subject you’re going
to be talking about you don’t want to be telling them what they
Deno and if you’ve got learners in your group that do have something drawn that
experience and involve them then move on to the main section of your delivery
where learning should take place remember it’s not about you as a teacher
it’s about the learners and what they are actually learning so keep things
active not passive the session isn’t about you talking for fifteen or thirty
minutes it’s about what learning is taking place
and you can do that through various activities for example and activities
discussions roleplay group quizzes little bit of you talking or
demonstrating something and then your learners having a go so keep them active
and also remember what you’re doing while they’re doing something you don’t
just want to be at the front reading something or observing what’s going on
you need to be in with your learners looking at what they’re doing asking
them questions going around the groups and keeping active with them make sure
learning is going on by asking questions by observing practice and then when it
comes to the end of the session you can recap your aim what is being learned and
then if you’re not sure how to finish your session has a lot of my learners
have often said I don’t know what to do when I finish do I just say well that’s
it just simply say thank you and then everybody
finished and then afterwards make sure you pack away everything that you’ve
used and if you’re getting feedback from your peers or your Assessor listen to
what they have to say because how they see things might be a little bit
different to how you see them but above all I would say relax and enjoy the
experience it’s a great way in a safe place to put your newfound skills into
practice so good luck with your magazine session thank you you

Author: Stephen Pender

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