I designed my session to make it more learner-focused. In my micro-teaching session, I utilise various pedagogical methods, including collaborative group learning, task-based learning, and peer review. The learning in my sessions is meant to be an interpersonal and philosophical learning experience.
In the session, I started with reading out loud a paragraph from the book – The Farewell Waltz by Milan Kundera. I have pulled out a blue tablet from my breast pocket, exactly like what the character does in the book. Based on the book, I explained how the blue tablet, serving as a symbolic meaning, represents life and death. The blue tablet, as a tangible object, was then placed on a platform where everyone could see. The participates were then asked to create a symbol/ object that represents life and death and write a short narrative about it in 5 minutes. Afterwards, we spent the rest of the time of the session to share and discuss about the narrations one by one.
- Creating a Learning Environment
Before the beginning of my teaching, the students were arranged to sit in a circle. This arrangement set up the tone and characteristics of the expected teamwork and student focused approaches; as opposite to an information-transmissions and teacher-focused approach. First, the way they sat endeavoured to make them see themselves as a group. Second, because everyone could see each other and stay closer to each other, it enabled a more effective collaborative group learning. Third, it could make the students more supportive and empathetic.
I believe it is important to pay attention to the creation of environment and context. Some teachers might merely focused on the teaching material, but a climate for good teaching and learning is an important part of a teaching strategy.
- Clear Aims and Objectives
The alignment between the learning objectives, learning activities, and learning assessment is of value. At the beginning of the session, I made it clear to the students about what the activities (a lecturer, a quick group discussion, a writing exercise, and then a presentation with discussion) are and what they have to learn. From the very beginning, the students were well informed about the activities and the learning outcomes.
This is very similar to my usual teaching practice. I hand out student handbooks, which includes the curriculums, at the beginning of every term. The handbooks clearly outline the activities, outcomes, and assessment criteria.
Upon all micro-teaching sessions, I reckoned the students tend to learn more effectively when the goals and structure of a session were made very clear to them. In constructive alignment, learning objectives, learning activities, and learning assessment are fully aligned.[1]
- Task-Based Learning
I asked each of them to spend 5 minutes creating a symbol/ object that represents life and death and writing a short narrative about it. Moreover, they were also asked to present their narratives after the writing exercise. This writing experimentation (along with presentations) enables a deeper conceptual change and development.
During their writing exercise, I have been walking around and observing them. I was ready to provide guidance if needed (the students were really engaged so not much guidance or engagement was needed).
In my usual teaching practice, I also incorporate group discussion in my teaching, knowing that group activities of reflection, sharing, and discussion ‘can be extremely effective and successful for engaging students.’[2] Group discussion and showcase allow them to practice critical thinking and analysis. Boud points out that ‘students learn a great deal by explaining their ideas to others and by participating in activities in which they can learn from their peers.’[3] My role in group discussions was very much that of facilitator.
It is important that they knew they have to present their imagined symbols/ story/ object after the writing task, because then they could keep in mind that the writing has to be performative and presentable. The task-based learning was well facilitated because, to be presentable, the artwork had to be complete and polished to a certain degree, along with the development of the strategy of presentation in the writing exercise.
Students can learn a lot about creative development by developing substantial and relevant presentations in art and design. This is also a way to ensure and manage the learning outcomes this is consistent with the principle of the objectives and activities.
- Providing Feedback/ Further Reading
They were asked to share their narratives in a group discussion setting after the writing exercise. After each presentation, they received formal verbal feedback with a wealth of literature references. In the group discussion (feedback session) after the micro-teaching session, most participants agreed that my feedbacks to them in the presentations were full of references and precise sources. When I mentioned a theory or a piece of knowledge, I also mentioned the books and the authors of the theories and ideas.
I was able to give spontaneous feedbacks to everyone regarding each presentation. It links together the presented ideas with the potential way of understanding more for the development of conceptualisation. The opportunity for a follow-up reading maps the route for progression and enables students to go through them at their own pace.[4]
It fosters accountability on both sides. On my side, because of the showcase of my precise references, the solid foundation of theories and knowledges is evidenced. Students can hold me accountable. On the students’ side, and students are more accustomed to independent learning. The passion drives the learning, especially with the landscape of knowledge shown to them.
As I was told in the feedback, I was also fully engaged in the presentations which is in the manner of group discussion. I was able to monitor the progress and demonstrate positive attitudes towards students.
- Keeping time
In the feedback session, I was told that I was good at keeping time.
I wanted to put together materials that are good enough for a 20-minute session; and still enable a rich body of learning experience. However, I do agree that, due to the time limitation, I was not able to give them a longer period of time for writing exercise. Luckily, in the written feedback, the participants mentioned that they enjoy having to put together a narrative within that short window of time.
If I were to have a longer period of time of the whole micro-teaching session, I wish I could spend more time on the writing exercise and the group discussion.
- The Performative Aspect and Energy
Some participants in the feedback session said that only I could pull this off. They mentioned they enjoyed the philosophical depth and challenge of writing about life and death. I also received compliments about how energetic I was. I really appreciate the feedback; and the energy of teaching is definitely something I want to maintain for the rest of my teaching career.
I have received some very important and valuable feedbacks and suggestions regarding my teaching strategy.
- Trigger alert
As a part of the feedback I received, people think that I should have given a trigger alert/ warning before the session, as the subject matter of life and death is at the core of my teaching; and it could potentially trigger emotional responses.
In order to engage a deeper conceptual teaching and learning, I think it’s important and certainly necessary to talk about critical subject matters like life and death, fear and brutality, and more. I will say these subject matters are important in higher education. Certainly, it’s important that these subject matters are handled carefully in a humane, caring, fair, and inclusive way. I am certainly going to be more aware of giving trigger warnings in my teaching.
- A Broader Conversation
In the micro-teaching session, the students were from a wide variety of ethnicity, gender, class, sexuality, and social identities.
The fairy broad context of culture is definitely beneficial to our teaching. However, due to the time restriction and limitation, the students are not given enough time for giving feedbacks to each other and develop a deeper group conversation. The group discussion ended up being more like a back-and-forth conversation between each student and me. I should have opened that the conversation up to everyone more and allowed the landscape of a broader cultural context play a more important role.
[1] Light, G., Cox, R., and Calkins, S., 2009, Learning and Teaching in Higher Education: The Reflective Professional (2009 ed.). London: Sage, p,81.
[2] Light, G., Cox, R., and Calkins, S., 2009, Learning and Teaching in Higher Education: The Reflective Professional (2009 ed.). London: Sage, p,116.
[3] Boud, D., Cohen, R., and Sampson, J., 2001, Peer Learning in Higher Education: Learning From & With Each Other (2013 ed.). London: Routledge, p.3.
[4] Light, G., Cox, R., and Calkins, S., 2009, Learning and Teaching in Higher Education: The Reflective Professional (2009 ed.). London: Sage, p,103.
It was a lovely micro-teaching session, and it is great to see that you are taking the feedback you received on board. 🙂