Microteaching and its value

Microteaching is an organized method of practice teaching which involves a small group of preceptors/instructors who observe each other teach, provide feedback and discuss with one another the strengths of their presentations and potential areas for improvement.

Advantages of microteaching

• It focuses on honing teaching skills through participation and observation
• It promotes analysis of behaviour of the teacher
• It empowers teachers with diverse teaching methods
• It is an effective way of instilling confidence in the teacher in planning and implementation of the lesson plan
• It helps create a conducive ambience in the classroom
• It improves the ability to provide an imperative feedback 

Guidelines for microteaching presentation
Participants of the microteaching session prepare a ‘microlesson’ for 5 minutes to be addressed to a ‘microclass’ comprising of a small group of peers and a facilitator.

The participants can choose to have their session videotaped for evaluation by self, peers and the facilitator.

A structured feedback form enables the peers to suggest a well intentioned and focused feedback which furthers the professional development of the preceptor/ instructor ‘under the microscope’.

Goal of the session

• To plan a 5 minute lesson of your choice, present it before a small group of peers who will role play the students in your class and then give you feedback on your presentation with the intention of improving your presentation and teaching skills.
• To observe other participants do their presentations and provide them with a feedback.

Objectives
At the end of the session, you will have:

• Reflected on how best you can teach
• Perceived your strengths
• Enhanced your understanding of various effective teaching styles
• Identified areas for improvement
• Improved your ability to provide and receive effective feedback

  Presentation Technique 

• Structure your presentation:  Give an introduction to the topic, mention the key points and summarize the topic at the end of the presentation
• Encourage audience participation: Ask questions and create ways for interaction with the audience
• Translate enthusiasm for the topic: Grab the audience’s attention at the beginning of the topic by opening with quotes/ important statistics/ clinical findings etc., pause and emphasize important points
• Use props: OHPs, Powerpoint or the board can be used to organize your presentation, include illustrations and emphasize the main points
• Practice your presentation prior to the workshop: Practice in front of the mirror or a colleague , practice aloud and notice your body language, gestures and facial expressions, rehearse your presentation to fit in the 5 minute slot
• Review the microteaching feedback form: The criteria your peers will be using in their feedback will help you perfect your delivery technique. Keep your voice loud and clear, maintain eye contact with the audience, pace an unhurried presentation

Feedback 

• Listen to feedback given during your session: Listen to and acknowledge the positive feedback that you receive so as to focus on your strengths and work on the weaknesses
• Develop the skill to give an effective feedback: Be respectful, give a specific but detailed comment, start on a positive note, do not be judgmental, maintain collegiality, listen and speak in turn, so that everyone can hear all the comments, complete the Microteaching Feedback Form

Reflection
The microteaching workshop is designed to improve your teaching skills. So please take some time off to reflect on the experience following the session along the following lines:

• Did you identify your strengths? How do you plan to build on them?
• Are you aware of the deficiencies? Have you come up with possible solutions? If not, take some time to come up with an action plan to address the areas of concern
• What was your reaction to a constructive criticism? Have you learnt to give one?

References
Allen, D. W. 1966. Microteaching: A Description. Stanford University, School of Education
Ananthakrishnan. N. Microteaching as a vehicle of teacher training—its advantages and disadvantages. J Postgrad Med 1993; 39:142
www.ualberta.ca/uts