Yesterday we got together for our first microteaching session. Our task was to deliver a 20-minute teaching session using an artifact to demonstrate our ability to use object-based learning. I chose to make a short presentation with a basic demonstration of how to use a light meter (see photo) for exposing a video camera.
I was originally planning to bring only the light meter itself to the session (see photo) when, during planning I encountered an obstacle. What was the best way to show the fundamentals of exposing a camera to someone who had possibly never taken a photo or video manually before? We use a light meter to measure light on objects and people in a scene to ensure that what we capture in front of the camera is within our sensor’s dynamic range. After trying to express this without any visual stimulus, I decided to change my plan.
I think the upside of this, on reflection from the feedback, was that the ideas I was presenting were structured and supported by good live examples explaining the concepts. However, in adding this in and concentrating so heavily on my explanations of what we are measuring and why, I ended up defaulting to a transmissive teaching approach, where knowledge is delivered from teacher to student without active engagement (Loughran & Russell, 2007). This was not how I had originally intended to deliver this session. Due to the nature of the subject and my own experience, I leant on visual aids instead of thinking about how to use a more varied approach to impart this information. Prior to this, I have always tried to avoid relying purely on transmission in my workshops, instead aiming to break up sessions with as much hands-on learning as possible. Unfortunately, in this observed environment, I felt pressure to ensure I had correctly covered the concept of why a light meter is used, instead of allowing my colleagues to explore this for themselves.
Learning from Others
There were four other microteaching sessions delivered during yesterday’s session. My observations from each are below:
Jade
- Immediately created a relaxed atmosphere in her introduction, clearly stating the session’s outcomes and boundaries.
- Engaged actively with participants, moving around the room to provide support and respond to individual needs.
- Used examples from her own practice, incorporating industry terminology and references.
Jade effectively leveraged her industry knowledge to contextualize the session, aligning with Shreeve’s (2008) teaching strategy. By linking each garment she showcased to industry practices, she established credibility and trust in the learning process.
Adam
- Opened with a check-in, focusing our attention and creating a mindful presence within the space.
- Provided a quote related to the session’s theme, giving us insight into the key ideas he wanted us to consider.
- Encouraged peer-to-peer discussion, prompting us to explore the given objects.
- Despite creating a calm and safe learning environment, the specific aim of the session was unclear.
Adam’s check-in was particularly effective in shifting the energy in the room. His decision to encourage participants to reflect on their emotions and intentions for the session fostered engagement. After this, he relied heavily on dialogue exchange between students, guiding discussion rather than leading it directly.
Dereck
- Encouraged movement and hands-on exploration of objects without needing much prompting.
- Created a safe and welcoming environment, fostering participation with ease.
- Clearly defined the tasks and seamlessly incorporated his industry knowledge, delivering key insights while we worked on the task.
- The session was ambitious, leading to some cognitive overload toward the end. However, he adapted well, refocusing our attention on a specific aspect of the task.
Charlie
- Provided historical context for the technique she demonstrated, incorporating diverse references in her introduction.
- Gave clear and concise instructions, using positive reinforcement to build learners’ confidence.
- Was encouraging and patient, highlighting areas for improvement while remaining available for support.
- Adapted well when she realized she had not printed enough copies of the instructions, demonstrating her ability to adjust to unexpected situations.
Implementation and Practice
Reflecting on this session and my colleagues’ microteaching has highlighted some gaps in my current teaching approach. Under pressure, I tend to revert to a basic transmissive strategy. While transmissive teaching is not inherently ineffective, my goal in this course is to critically assess my teaching methods so that I can refine and expand them. Rather than defaulting to familiar techniques, I want to explore new ways of engaging learners throughout my time on the PgCert.
Refs
Loughran, J. & Russell, T. (2007). Beginning to Understand Teaching as a Discipline. Studying Teacher Education, 3(2), 217-227. https://doi.org/10.1080/17425960701656524
Shreeve, A. (2008) ‘Transitions: variation in the experience of practice and teaching relations in art and design’, PhD thesis, Lancaster University.