The purpose of Assignment 3 was to critically reflect on the planning, delivery and evaluative aspects of my teaching practice. The assignment is a reflective review of a micro-teach; a 10-15 minute taught session that each PGCHE student delivered to the rest of the cohort earlier in the module. The brief for the micro-teach was to plan, deliver and evaluate a short taught session that gave participants an insight into our teaching practice and subject specialism. Drawing on feedback from peers and tutors, self evaluation, and disciplinary and pedagogic literature I have critically reflected on my practice and identify any modifications I plan to make to my teaching.
I felt Assignment 3 went more smoothly that Assignments 1 & 2. There was a lot more ‘stuff’ to write about; it was difficult to keep within the wordcount.
For more initial reflections on the microteach itself please see an earlier blog post Micro-teach initial relfections.
The feedback, both verbal and written, was largley positive and encouraging. Therefore there wasn’t much to work with in terms of improvements and modifications to my practice. Instead I had to be more critically evaluative of my Micro-teach and drawing on critical reflections from previous assignments, and teaching observations to consider chnages to my teaching.
A major limitation of the micro-teach was the strict time frame. This restricted the amount of student participation – only one student was able to have a go at the glass cutting process that I was teaching. This scenario is not unique to the micro-teach, it is not uncommon to be pushed for time within my everyday teaching practice. It made me consider how I could ‘find time’ for more student participation during taught demonstrations. The answer; flipped classroom! Here is a blog post from ealier in EDU110 that summarise the pedagocial model, Flipped Classroom and Group Work. If the teacher led instructional part of a practical workshop could be delivered online prior to a taught session in the form of video demonstrations then more contact time could be devoted to student participation. Hence more opportunity for students to experience the skill, conceptualise and critcally refelect and ultimately get better – Kolb’s experiential learing cycle.
The process of receiving feedback from students, peers and tutors has proved invaluable – even if it is prodominantly positive. Feedback helps me determine the strengths and weaknesses of my teaching practice and identifying potential areas for improvement. This has made me consider how I might collect more immediate and relevant feedback from my students, specifically about my own teaching practice and interactions with students…
Here is the assignment and preparatory notes.