Participants may complete 2 microteaching sessions (either online or in-person) to satisfy the practical component of the AUTP certificate. If participants choose to complete two microteaching sessions, their teaching presentations for each session must be different.

Please read the Microteaching Policies prior to registration.

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A microteaching session involves a small group of peer instructors teaching short lessons in front of each other in order to gain feedback on their teaching. The lessons are recorded for later viewing and discussion. Microteaching enables instructors to:

• focus on practicing teaching skills in a confidential, non-threatening environment;
• receive feedback on their teaching from multiple perspectives;
• receive supportive feedback from peers.

While it is normal to feel somewhat nervous before a microteaching session, many graduate students and faculty members report microteaching to be one of the most valuable and important steps in their development as instructors. It is also a lot of fun!

Only students enrolled in the AUTP program may register for Microteaching sessions.

What do I Need to do to Prepare for Microteaching?

You must come prepared to your microteaching session with either a 10 minute lesson. This time limit includes questions from the “students”, your peer observers. In order to make sure everyone has equal time to participate and receive feedback, the time limits for microteaching lessons will be strictly enforced. We strongly suggest that you practice and time yourself before your session. Your lesson can be either “high-tech”, involving presentation software, video or sound clips, etc.or it can be “low-tech”, using only paper handouts and chalk on the blackboard. (If you are running a presentation using PowerPoint we ask that you bring a USB key to the session. Mac laptop users are encouraged to bring their own laptops and adapters.) The choice is yours. The TATP office can provide a laptop (PC) and data projector, a flip chart and whiteboard with markers, an overhead projector and chalk. Use what you are most comfortable using—or, use the teaching aids about which you would like to receive feedback.

What Should I Teach?

Benefits of Microteaching

Participants in microteaching sessions will be able to hone their skills in the following areas:

• oral presentation skills (voice modulation and articulation, enthusiasm, gestures, non-verbal cues, clarity of explanations and examples)
• organization skills (structure of lesson, strong opening and closing, good transitions between sections, clear learning objectives, effective use of time, good pacing)
• relating to the student (speaker engages audience, material is audience-appropriate, effective questioning, use of relatable examples)
• effective use of teaching aids (handouts, blackboard, presentation software, overhead transparencies, props, charts, etc.)

 

Microteaching Online

• Review the Participant Information Document for Online Microteaching
• Download the Peer Feedback Form

Each in-person Microteaching session will involve 5 graduate student participants and 2 TATP facilitators. Participants will take turns acting as instructors by taking their students (i.e., other participants and TATP facilitators) through a 10 (ten) minute lesson over in a live classroom environment. Following their lesson and a brief reflection, each instructor will provide a brief, verbal self-assessment, stating what they thought worked well in the presentation and what could be improved. The instructor will then receive verbal comments from each peer in the session and final comments from the TATP facilitator. The instructor will then end their session with a final self-assessment in light of the comments just received. All participants will be given time to fill out a feedback form for each instructor. Hard copies will be collected by the TATP facilitators and distribute each peer feedback form to the respective instructor at the end of the session.

Prior to the session, please:

Registration: tatp.eve.utoronto.ca