Micro-teaching is about delivering a short session, usually to your peer group if you are working towards a teaching qualification. It's the opportunity to demonstrate skills, knowledge and understanding in a non-threatening environment.
A point to remember is that the session is not about you – it’s about the learning taking place. Time will go quickly so it’s best to rehearse the session in advance.
The following text is adapted from the book in the picture.
Think carefully about the topic you will deliver and have a realistic aim which can be achieved within the time allocated. You can see me talking about the micro-teach session in the video.
Prepare a session plan which shows the teaching, learning and assessment activities to be used (along with timings for each) and the resources you will use. An example of a completed session plan is available for purchase towards the end of this page - Ref M9055 at £2.
There are lots of things you will need to consider and find out in advance, such as:
A handout regarding ideas for a micro teach session, and questions to ask is available for purchase towards the end of this page - Ref M9054B at £1.
Your session should have a beginning (the introduction), a middle section (the development) and an ending (the summary/conclusion) which should lead to a logical progression of learning. You should not be speaking for the majority of the session and your learners should be more active than passive.
Having a rationale will help you when structuring your session. An example of a completed one is available for purchase towards the end of this page - Ref M9056 at £2.
You may feel nervous which is quite normal. If you can, try to imagine you are acting a role and this should help to boost your confidence and calm your nerves.
You are the teacher in this situation; you will need to stay focused, be in control and not let any personal issues affect your performance.
A handout with over 40 tips is available for purchase towards the end of this page - Ref M9054A at £1.50.
The timing of activities needs to be followed carefully; if you are only delivering a 15-minute session you may not have time for group activities. If you do use activities, think what you will be doing while your learners are working, i.e. moving around them and observing or asking questions shows you are in control. Longer sessions benefit from a mixture of teaching and learning approaches and different assessment activities. If you have delivered a practical task, you will need to observe that your learners have the skill to demonstrate it, and have the required understanding to explain why they are doing it that way.
At some point during your session, you will need to assess that learning has taken place by each learner.
Assessment should take place at key points, for example, by asking open questions to check knowledge as the session progresses (ones that begin with who, what, when, where, why and how).
Closed questions will only give a yes or no response, which doesn't show the learning which has taken place.
Try to use the PPP (Pose, Pause, Pick) method when asking questions. Pose a question, pause for a second or two, then pick a learner to answer. This allows everyone to think of an answer, rather than refraining from listening because you mentioned the name of a particular learner beforehand. If you have a small group, you could plan to ask one open question to each learner. You might like to plan what questions you will ask in advance and have a list of names you can cross off when asked.
If you are assessing group activities, you will need to determine what each individual has achieved.
Once you have assessed that learning has taken place, you can give feedback to your learners in a constructive way. If you don’t, they won’t know if they have been successful or not. Assessment should not be in isolation from teaching and learning and feedback should not demoralise your learners.
If you are unsure of how to end your session, you can repeat your aim (which should have been achieved) and then say Thank you, I’ve enjoyed my session with you today. This will indicate to your group you have finished. Make sure you tidy the area afterwards. Try and refrain from saying things like 'I'm glad that's over'. Just remember you are a professional and, as such, you should end your session in a professional way.
Information leaflets and handouts regarding assessment can be located on this page.
Evaluating your session is an important aspect of your own learning and development. You might think you have done really well, but you might have received some helpful feedback afterwards, from your tutor and your peers, which could help you improve further. Listen carefully and ask questions to clarify any points you are unsure of. Try not to interrupt or become defensive, and don’t take anything personally.
When evaluating yourself and your session, consider:
An example of a completed evaluation form is available for purchase towards the end of this page - Ref M9057 at £2.
If you are required to give feedback to others who have delivered a micro-teach session, an example of a completed peer feedback form is available for purchase towards the end of this page - Ref M9059 at £2.
Micro-teach resources available for immediate download
Information leaflet - Delivering a Micro-teach Session (£1.50)
7 pages covering• What is a micro-teach session? • Questions to ask in advance • Planning • Preparing • Delivering (the beginning, middle and ending sections) • What makes a good session? • Evaluating • Reading list • Website list
Handout - Micro-teach Ideas and Questions (£1.00)
1 page listing approximately 36 ideas for a micro teach session, along with approximately 20 questions to ask beforehand to be fully organised
Handout - Micro-teach Tips (£1.50)
3 pages of information detailing over 40 micro-teaching tips for a successful micro-teach session i.e. what to do before, during and afterwards
Template - Rationale for a Micro-teach Session (in Word) (£1.00)
3 page template with approximately 18 questions to help write a rationale for the micro-teach session. See below for a completed example: Ref M9056
Completed Example of a Rationale for a Micro-teach Session (£2.00)
6 page rationale consisting of completed questions from the above template (Ref AT011) along with a 750 word written rationale. This is linked to the completed example of a micro-teach session plan (Ref M9055) which is available to purchase separately in this section below.
Template - Session Plan (in Word) (£1.00)
1 page pro-forma with relevant headings and boxes to help structure the content of a session plan. Ideal for any type of session i.e. a micro teach session to peers or a teaching session to learners. Can easily be adapted to suit your own requirements. See below for a completed example: Ref M9055
Completed Example of a Session Plan (£2.00)
2 page example of a completed micro teach session plan for a 30 minute delivery based on ‘non-verbal communication skills’. Includes the use of SMART objectives, appropriate timings, resources, teaching, learning and assessment activities. A blank version in Word is available above: Ref AT007
Template - Micro-teach Self Evaluation Form (in Word) (£1.00)
1 page template in Word with approximately 15 questions to aid the self evaluation process after delivering a micro teach session. Can easily be adapted to suit your own requirements. See below for a completed example: Ref M9057
Completed Example of a Micro-teach Self Evaluation Form (£2.00)
3 page completed example of a self evaluation form for the micro-teach session – based on the rationale (Ref M9056) and session plan (Ref M9055) for a 30 minute delivery based on ‘non-verbal communication skills’. A blank version in Word is available above: Ref AT009
Template - Micro-teach Peer Feedback Form (in Word) (£1.00)
1 page template in Word with approximately 15 questions to aid the peer feedback process. Can easily be adapted to suit your own requirements. See below for a completed example: Ref M9059
Completed Example of a Micro-teach Peer Feedback Form (£2.00)
3 page completed example of a peer feedback for an observed micro-teach session. A blank version in Word is available above: Ref AT010