PLO 2: Microteaching-Explicit Instruction
Submitting Authors: Stephen D. Kroeger and Kate Doyle from the University of Cincinnati
Description of this activity: This microteaching Professional Learning Opportunity (PLO) helps candidates learn about explicit instruction early in the preparation program. The candidate uses explicit instruction to teach one to two peers at an instructional reading level that would be appropriate for the students they are playing. The microteaching process consists of three phases: Planning, Implementation (with video recording), and Reflection/Assessment. See Resource A for videos that describe the phases of this microteaching activity. See below for more information about the phases.
Phase 1—Planning Phase. The instructor describes microteaching, models a microteaching lesson that includes reflection/assessment lasting about 15 minutes, and provides in-class guided practice as candidates plan the lesson they will deliver.
Phase 2—Implementation Phase. Small groups of candidates work collaboratively as one candidate implements the planned lesson, another candidate video records the lesson, and the remaining one to two candidates play the students.
Phase 3—Reflection/Assessment Phase. The implementing candidate reviews the video recording to complete a running record of the lesson, completes meta-cognitive reflections[1]/comments on the running record (see Resource C), selects a five-to-seven minute segment of his or her micro-teaching video to share with a peer, and completes a collaborative assessment log (see Resource D). The candidate then submits the running record, meta-cognitive comments, and collaborative assessment log to the instructor for review and feedback.
This microteaching PLO primarily addresses the second and fourth components of McDonald and colleagues’ (2013) enactment cycle as candidates prepare for and rehearse the activity with peers (Component 2) and engage in reflection/assessment using the video of the lesson (Component 4). This practice would be appropriate for educator preparation providers supporting teacher candidates or for professional
Context: This PLO occurs early in the preparation program, after candidates have sufficient knowledge related to explicit instruction and lesson planning from previous coursework. The PLO is part of a course on reading instruction, and candidates use the knowledge they have gained about explicit instruction and combine it with what they are learning about planning and implementing instructional reading strategies (e.g., decoding, vocabulary, reciprocal teaching) to plan and implement the microteaching lesson.
Step 4: Collaborative Assessment Log
Step 4.1 Prerequisite candidate knowledge
Candidates should know how to do the following:
*Construct and/or implement data collection tools
*Interpret data for decision making
*Define instructional outcomes for the target lesson
*Analyze data to determine whether students reached
Step 4.2 Implementation guidance needed to use practice
*Identify a note-taker who becomes the facilitator of the session so the teacher is free to reflect.
*Results in a portfolio for a single micro-teaching experience
*Establish a follow up learning goal and activity for candidate (e.g., self-directed learning, coaching).
Step 4.3 Materials/Resources needed to implement
*Collaborative Assessment Protocol (Resource D, Resource A: Kaltura link of instructors modeling how to complete the collaborative assessment log)
Step 4.4 Questions other faculty/PD providers might have when implementing this practice
*Used to determine the level of transfer of the skill (i.e., were the identified next steps evident in the subsequent instruction?)
