Essays Micro Teaching

Essays Micro Teaching-71
For example, the instructions for the discussion leader are: When guiding the discussion, be certain that the group focuses initially on the two specific skills the instructor wants feedback on.Keep the tone positive and constructive, perhaps asking questions such as, ‘How can we provide X with the most help?The Mentor TA (or Workshop Leader) and the TA mini-presenter run the tape while discussing the presentation.

For example, the instructions for the discussion leader are: When guiding the discussion, be certain that the group focuses initially on the two specific skills the instructor wants feedback on.Keep the tone positive and constructive, perhaps asking questions such as, ‘How can we provide X with the most help?The Mentor TA (or Workshop Leader) and the TA mini-presenter run the tape while discussing the presentation.

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The top portion contains information about the student and his/her topic and one area in which s/he wants feedback. The bottom half of this sheet provides a space for feedback in response to the following questions and prompts: What did you like most about the presentation?

What constructive suggestions can you make about the designated area of feedback? Give examples of the speaker’s interactions with the class.

Describe the speaker’s use of the blackboard and other visual aids.

Do you have any suggestions about how to make the lesson more effective or understandable?

’ The TA presenter then receives constructive feedback from the two subgroups.

The Mentor TA facilitates this feedback session by calling on the spokespersons in the two groups to offer constructive criticism in at least three areas: the feedback requested by the presenter, the positive aspects of the presentation, and the areas that need improvement.

Selecting and Training the Mentor TAs Each semester ETP selects new Mentor TAs from exemplary GRAD 701 students who exhibit strong interpersonal and teaching skills.

During an hour-and-a-half training session, the Mentor TAs learn how to give constructive feedback to peer instructors and to assemble and run the equipment.

Additionally, on the first day, everyone participates in a 45-minute interactive planning module, which emphasizes the importance of active learning and visual aids.

Assessment We use two types of assessment instruments.

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