Methodology Practicum of Teaching English to Young Learners

Methodology Practicum of Teaching English to Young Learners 2017/2018 (16 April 2018) Lecturer: Vera Savic, Ph. D Faculty of Education in Jagodina, University of Kragujevac verasavic 035@gmail. com

Using Microteaching in Initial EFL Young Learner Teacher Education Vera Savić, Ph. D. & Prof. Emina Kopas. Vukašinović, Ph. D. Project: Assumptions and opportunities for developing innovative models of teaching for achieving transparency in university education and raising competitiveness on domestic and foreign knowledge markets – bilateral project of Slovenia (University of Primorska, Koper, Slovenia) and Serbia (University of Kragujevac, Serbia), 2017 -2019

Lesson 1 Overview • Introduction into microteaching – definition & objectives • Reflective teaching • Microteaching cycle • Developing a microlesson – group work • Developing evaluation criteria – group work

Microteaching • developed at Stanford University in the 1960 s, used extensively in teacher education throughout the world • experimental teacher education programme Definition: • the technique that allows teachers (student teachers) to apply clearly defined teaching skills to carefully prepared (micro) lessons with a small group of students (peers), often with an opportunity to observe the results on videotape and to get immediate (peer and supervisor) feedback (Allen, 1967). Key features?

Microteaching Objectives: • to develop reflective practice within initial teacher education: using video recordings, analysing and reflecting on one’s own and peer practice; using video as a learning tool • reflection - a cornerstone of teacher education programmes; can be enhanced with support and guidance • to enable teacher trainees to master a number of teaching skills – from simple to complex • to enable teacher trainees to gain confidence in teaching (Allen & Ryan, 1969)

Microteaching Objectives: • a teaching skill is a behaviour of the teacher which facilitates pupils’ learning directly or indirectly; in microteaching we identify specific teaching behaviours which could be observed and measured; Examples? • ASKING QUESTIONS, ELICITING VOCABULARY, GIVING INSTRUCTIONS • the development and testing of evaluation instruments to measure attainment of these skills; Scale? • NOT APPROPRIATE – FULLY APPROPRIATE (1 -5)

Student teacher’s plan sheet for microlesson 1. Skill to be practised (the skill you want to observe) 2. Time required (10 minutes) 3. Content or topic (lesson section) 4. Plan of action (criteria) (Duminy et al. 2006, p. 100)

Microteaching steps/cycle 1. 2. 3. 4. 5. 6. 7. 8. Planning Teaching Observation Evaluation (Replanning) (Reteaching) (Reobservation) (Reevaluation)

Microteaching steps/cycle 1. Planning – SELECTING THE TOPIC; SELECTING THE CONTENT IN WHICH THE SKILL CAN BE PRACTISED EASILY THROUGH DIFFERENT ACTIVITIES; COLLABORATIVE GROUP WORK 2. Teaching - IN CONTROLLED CONDITIONS; SHORT MICROLESSON WITH PEERS 3. Observation – VIEWING THE VIDEO; FOCUSING ON ONE SKILL; GIVING MARKS 4. Evaluation – FEEDBACK; GIVING INFORMATION ABOUT PERFORMANCE: POINTS OF STRENGTH AND WEAKNESS; REFLECTION AND SELF-EVALUATION.

GROUP WORK: Plan a microlesson TASK: 1. Skill to be practised: Giving instructions 2. Time required: 10 minutes 3. Content or topic: playing Bingo game for practising vocabulary (zoo animals) 4. Plan of action and evaluation scale What criteria should effective instructions meet? THEY SHOULD BE CLEAR, APPROPRIATE AND WELLSEQUENCED

Evaluation scale TASK: Decide about the scale for each of the three aspects. Clarity of instructions (1 - 5; not clear at all – fully clear) Appropriacy of instructions (1 - 5; not appropriate at all – fully appropriate) Sequence of instructions (1 -2; not sequenced well – sequenced very well)

Plan sheet for a microlesson Student teacher: _____________ Date: ______ Skill to be practised Time required Giving instructions 10 minutes Content or topic playing Bingo game for practising vocabulary (zoo animals) Plan of action Clarity of instructions 1 ----------------- 5 Appropriacy of instructions Sequence of instructions 1 ----------------- 5 no - yes

Lesson 2 Overview • • • ‘Teaching’ and recording a microlesson Viewing video recordings Reflecting on and evaluating ‘teaching’ Group discussion Discussing the benefits of microteaching

How useful was microteaching in supporting your development as a language teacher? 1. learning about a particular aspect of practice (giving instructions) – we learned - how much planning it takes to develop a 10 minute activity - what a lesson plan involves – type of interaction; different ways of eliciting vocabulary; - how to use the voice and body language – how to write effectively on the board; how to determine the sequence of items;

How useful was microteaching in supporting your development as a language teacher? 2. learning from peers – in lesson planning (sharing ideas, aspects of practice – timing, pace) - in evaluating video recording - in designing an evaluation instrument - in determining the evaluation scale - from observing practice (seeing how other presented) - getting feedback from peers - getting support from peers

How useful was microteaching in supporting your development as a language teacher? 3. watching the video recording It allowed us - to see ourselves from pupils’ perspective - to see ourselves interacting with the class - to see ourselves moving and using body language - to hear ourselves speak English (too quickly/ slowly; too loudly/ softly) - to see ourselves managing the class and organising activities

How useful was microteaching in supporting your development as a language teacher? 4. increasing confidence from: - getting positive feedback (peers & supervisor) - seeing all good things in our practice - we learned to reflect objectively on the practice

Suggest changes to microteaching protocol • Increasing the period of time – duration of mini lessons – how long? • Deciding about the topic/focus of microteaching – alone or as a group? • Creating video portfolio – for reviewing • Getting written feedback – for reviewing

References • Allen, D. (1967). Microteaching: A Description. California: U. S. Department of Health, Education and Welfare Office of Education • Allen, D. W , Ryan, K. A. (1969). Micro-teaching Reading Mass. Addison Wesley. • Duminy, P. A, Mac. Larty, A. H. & Maasdorp, N. (2006). Teaching practice (7 th imp. ). Cape Town: Maskew Miller Longman. • Mc. Cullagh, J. & Murphy, C. (2015). From Microteaching to Microlearning: The Final Report on the Video In STEM Teacher Assessment (VISTA) Project. Stranmillis University Belfast: SCo. TENS.

Thank you!