What is Microteaching?
Microteaching is a form of instructional training where small groups of peers videotape and observe each
other teaching, provide feedback, and engage in discussion with the goal of improving one another’s
instructional abilities. Microteaching provides an opportunity to develop your instructional skills in a
positive, learner-centered environment.
The University of Guelph’s microteaching sessions are designed to:
• strengthen your approach to teaching;
• identify your personal strengths and areas for improvement;
• encourage an empathic understanding of students as learners;
• enhance your understanding for a variety of effective teaching styles; and
• improve your ability to provide and receive effective feedback.
Instructions
You will be teaching a lesson of your choosing for 5 minutes, watching the videotape playback, giving
yourself feedback and listening to the feedback provided by your peers. You will have a strict 5 minute
time line. Visual aids such as flipcharts, overheads and handouts may be used and are encouraged. Due
to the short time-line, PowerPoint and other electronic media are not permitted in the microteaching
sessions.
Consider the following questions:
1. Which concept or skill will you choose to teach to your peers? Will you pick a lesson that is
simple or complex? Ensure that you pick a topic that you are familiar with, whether it is related
to academics or another co-curricular activity.
2. What are the learning objectives for the brief lesson? What will a learner be able to do as a result
of your presentation?
3. Will you plan your lesson for your actual audience or will you plan for an imagined audience of
undergraduate students? Please let your audience know in advance such that the feedback will
reflect this intention.
4. How will you engage your audience? Encourage participation. Ask questions and create ways to
engage your audience.
Giving Effective Feedback
During your microteaching session your peers will be completing the Microteaching Feedback Form (see
below). Following each session we will have an opportunity to review the videotaped recordings as a
group, and provide further comments (during this time you will also be encouraged to complete a
feedback form for your own presentation). Take the opportunity to think about something you
specifically want to improve upon and get feedback on. Remember that the intent of these sessions is to
enhance your instructional skills and abilities and to build self-confidence.
Feedback ensures that we move forward efficiently and enhance our knowledge, skills, abilities and
relationship with others. Use this session to develop your skills in giving and receiving feedback
effectively. This is a skill that you will be certain to apply in the future. The best feedback is specific,
detailed, timely, and respectful.
• Rather than providing general comments, give and receive feedback that will provide tools for
improvement. What exactly worked or requires improvement? Focus on a few specific items.
• Be certain to begin with a positive comment. Pointing out personal strengths is an admirable skill
that is very important to building each other’s confidence.
• Ensure that your comments are positive and non-judgemental. Replace “You” with “I”. For
example, “I did not understand the relationship between X and Y.” Focus on the design and
delivery of the lesson rather than on the personal attributes of the presenter.
• Effective feedback is immediate and frequent. It is specifically tied to the event being evaluated
and given often.
• Listen closely to the feedback given to you during the session. It is often easy to be consumed by
suggestions for improvement (constructive criticism). Be sure to listen to, acknowledge and
record the positive feedback that you received. It is just as important to focus on your strengths
as it is to enhance your areas for improvement.
Questions for Reflection
This exercise is designed to enhance your teaching and learning skills. You are encouraged to take some
personal time to reflect on the experience. Following your session, take 15-30 minutes to sit peacefully
and reflect upon your experience in a learning journal.
• What were your reactions to receiving and giving feedback?
• What themes emerged in the feedback about your teaching? Anything surprising?
• What were your strengths? How can you build upon them?
• What are some specific areas for improvement? Take the time to identify 4 specific action
steps for addressing these areas.
• The microteaching session and your reflections on this experience are certainly an items to be
added to your Teaching Portfolio. Take the opportunity to summarize the main components of
this exercise, including what you will take away from this experience, and add this summary to
your dossier.
Additional Resources:
The TA Survival Guide (http://www.uoguelph.ca/tss/id/ta/TAsurvguide08.pdf)
The TA Handbook (http://www.tss.uoguelph.ca/id/ta/tahb/tahindex.html)
MICROTEACHING AND LIVE TEACHING EXPERIENCE FEEDBACK FORM
Name of Presenter:
___________________________________
Date: _______________________________________________
Session Title: _________________________________________
Feedback is most effective when:
• It is specific, descriptive and detailed.
• It focuses on observable behavior.
• It contains both positive feedback and identifies areas for improvement (constructive criticism).
1. Overall, how do you think the session went? Why?
2. Did the participant communicate the key learning objectives and key concepts/content
effectively?
3. Were the learners engaged throughout the session?
4. Do you have any specific comments on the following:
Pace and Voice:
Movement:
Presentation Structure and Content:
Eye Contact:
Visual Aids:
5. What worked well in this session?
6. What suggestions for improvement do you have for the instructor?