If you are looking for micro teach ideas to improve your lectures, teaching, discussions or demonstrations, you are at the right place.
Micro teaching or micro teach is a term that is used to describe a videotaped practice teaching session. New, existing and potential teachers use this teaching method to get feedback from administrators and fellow teachers as well as to assess their techniques.

Ideas for Micro Teaching

First of all, this type of teaching is done in scaled down sessions with smaller class size and time. For instance, five to ten students would be in class that is held for five to ten minutes. These teaching tasks can include the mastering and practicing of certain teaching skill, such as questioning, lecturing, making a presentation or leading a debate or discussion.

You might be looking for ideas to do a presentation for a PTLLS or Preparing to teach in the lifelong Learning Sector course. When reviewing the PTLLS micro teach ideas, you might discover that the most difficult task is to decide on a topic. A good recommendation is to choose a really simple topic or subject that will not get you flustered and one that everyone is able to participate in.

Choose pretend students who are close to the age of the persons you will encounter in full time, real-life scenarios. This technique will allow critiquing administrators and teachers to evaluate your delivery methods and give more accurate reactions.

One of the other effective ideas for micro teach would be to use peer teachers instead of students. The peer teachers should be encouraged to ask questions and respond to the lessons and questions just like how a student would respond at that age. This technique will give you helpful criticism and feedback. The peer teachers can also give suggestions for improved response techniques or give examples of an acceptable behavior.

Whether students or teachers are used in your teaching sessions, you can use different times for the teaching practice. You could begin one, 5-minute micro teach session to lecture and present a single concept and have one, 10- or 15-minute session to teach an entire lesson. The longer approach will highlight speaking skills, capabilities for starting and ending classes, abilities for topic transitions, organization skills and different learning style.

For 10 minute micro teach ideas, you should select an introductory topic within your discipline. Rather than using a sophisticated content, you would focus more on helping the audience to acquire foundational skills, processes and knowledge. Use different techniques to ensure that students participate actively in the mini-lesson. Decide if you want to do an interactive lecture, a demonstration, a hands-on activity, a role play activity and so on. Bear in mind that PowerPoints and other types of computer technology will be allowed when necessary.

Hopefully these ideas for micro teach will help you to fine tune your lessons for optimal practice teaching. Be sure to take advantage of the video recordings for your private viewing and evaluation.

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Micro Teach Lesson Plan

Micro-teaching is an organized form of practice teaching. This is a proven and efficient method that is providing a fun and quick way for teachers to get started. Instructors or teachers use this method to test their skills and knowledge in order to get feedback and support from colleagues and students as well as to gain confidence. Ideally, teachers would design their micro teach lesson plan to use during practice sessions prior to the first day of class. The sessions are videotaped and reviewed later.
The micro teach method is based on a simple principle which involves a short lesson that will last for about five to ten minutes, a pupil teacher, a small group as well as administrators and peer teachers. After the short session, the pupil teacher will get feedback and suggestions from colleagues and supervisors to make improvements to their lesson plan for future use.

Tips To Prepare Micro Teach Lesson Plan

When planning a micro teaching lesson plan, you should remember that six or more teachers from similar courses can take part in a single practice session..

You need to create a micro-teach lesson plan with three main parts: the introductory section, the middle and the ending. As with all assessing/teaching practice, the beginning must outline an objective and an aim. At the end, you will re-visit that section to see if persons learn from the lesson.

Ensure that you choose engaging, creative and interesting micro teach topics. The unique ones usually give better results. If the topic relates to something that you are interested in professionally or personally, your enthusiasm can shine through brilliantly during the delivery.
Sample Micro Teach Lesson Plan

It’s always a good idea to practice the lesson plan topic over and over to ensure that the presentation will flow really well within the allotted time. This practice will also give you more confidence and help you to enjoy the micro teaching experience. Just be sure to use a limited amount of slides if your lesson plan includes a PowerPoint presentation. The content must only cover the main points and each slide should have five to six bullet points. This will ensure that your audience is making eye contact and listening to you instead of rushing to catch the slides or focusing entirely on a screen.

When you are using an effective micro teaching technique, the students will learn how to mingle, participate and interact socially. Therefore, your micro teach lesson plan must include topics that will help you to identify the strengths and weaknesses of each individual. In the end, you can plan lessons according to the requirements of students at different levels of intelligence.

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PTLLS Assignment 2 is about  preparing a lesson plan for your micro teach session. You normally would be given a template of the format the training organisation uses. In most cases the following are included in most organisation lesson plan format

Aims -What you plan to achieve in the teaching session

Objective-how you intend to achieve the aims

The learning outcome-what learners would learn and understand at the end of the teaching sessions.

Teacher activities- what the teacher hope to be doing at various times of the teaching session

Resources-The resources to  be used at each session of the teaching.e.g flip chart, posters, etc

Assessments-The assessment  that would be carried out at each session to justify knowledge gained

Timing -the time spent on each session normally  in mins

PTLLS Assignment 2 maybe different in some awarding bodies and could be the contents are normally worded  the same

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PTLLS Assignment 1 for level 4 is about reviewing your role, responsibilities and boundaries as a teacher/assessor in terms of the teaching or training cycle.In level 3 the “review” becomes summarise . PTLLS Assignment 1  answers can take the form below

According to Gravells, (2012:18) , the primary role of an assessor is to help learners achieve their chosen programme . She went further to explain that this can be achieved by using various teaching and learning methods whilst taking into account learners individual needs.

As a health and social care Assessor, to be able to assess learners very well, I will carry out an initial assessment with them. During the initial meeting, I will try to identify each student needs. There are several ways I can do this; I will give them application forms and paper questionnaires to complete. In the form, I will ask questions that might help me spot out individual needs such as, Dyslexia, English language needs, study skills, computer skills and any particular audio needs.  If the questionnaire does not suit a leaner, I will review the method used by my organization and adapt it to suit the leaner. For students who have computer assess and are capable of using a computer I will ask them to complete an online questionnaire at www.vark-learn.com to know if learner are visual, aural, read/write or kinesthetic (VARK).

Read More of PTLLS Assignment 1 here

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PTTLS Micro Teach Examples

Having  PTLLS  Micro Teach Examples to practice with is no doubt one way of excelling in your micro teach session. This is   because you  now have access to sample presentations to help you prepare your own. Apart from that you can amend the samples  to prepare your own micro teach sessions if it suits your own topic .

whilst preparing your micro teach notes and lesson plan you should focus on topics that are of interest to you or that matches your areas of specialisation. Take for example, if you want to become a health and Social care assessor or tutor, you can focus on topics such as ,how to wear hand gloves, how to wear a patient catheter, etc .Although it is not mandatory that you microteach on topics that relates to your area of specialisation but it just help you get a start as you start applying your training to your profession.

It is also important that you design activities, get useful handouts, good resources and make a nice presentation. Check the entire material, look for the mistakes if there are any, and check the grammar, spellings, punctuation because error in your presentation can cost you your credibility. Using videos is also an effective method to illustrate things but as the time is very limited so make sure that your video isn’t long because it will waste your time as this does not counts in your skills and this definitely does not comes under your personal skills. Have a trial run and check the time in which you’ll cover all the material you have prepared to deliver the lecture. In this trial you might come to know that the lecture which you thought will take 30mins ended only in 20mins and you might be asked a lot of questions to keep that in mind to while covering your lecture. You should be having all the required stationary and equipments ready and also keep the watch or clock in the visible position to keep the track of time. Never rely solely on one thing try to have a contingency plan e.g You should be having a hardcopy of your presentation in case there is some error in the equipment.

You can download some of our PTTLS Micro Teach Examples  and ideas to help you get started now

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The unit  Unit 22 LD 201 Understand the Context of Supporting Individuals with Learning Disabilities, explores the meaning of learning disability and discusses other  issues linked with learning disability care and support. It includes an awareness of how the attitudes and beliefs of others affect individuals who have learning disabilities. The unit  Understand the Context of Supporting Individuals with Learning  introduces themes of inclusion, human rights, advocacy, empowerment and active participation, and also considers the central place of communication in working with individuals who have learning disabilities

Unit 22 LD 201 Understand the Context of Supporting Individuals with Learning Disabilities was  developed by Skills for Care and Development in Partnership with Awarding Organisations. It is  considered  relevant to the needs of employers and relates to national occupational standards developed by Skills for Care and Development.

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Unit 24 LD 305 Understand Positive Risk Taking for Individuals with Disabilities aim to  promotes a positive, person-centred approach to risk-taking for individuals with disabilities and emphasises the importance of working in partnership to support individuals to take risks. It provides the opportunity to reflect on difficulties and dilemmas commonly encountered when addressing issues of risk, in the context of the legal and policy frameworks.

 Unit 24 LD 305 Understand Positive Risk Taking for Individuals with Disabilities  is assessed in line with the Skills for Care and Development QCF Assessment Principles

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DEM 302 ,How to Understand and Meet the Nutritional Requirements of Individuals with Dementia  is about understanding that individuals may have specific nutritional needs because of their experience of dementia. Learners will develop their knowledge and skills in meeting these nutritional requirements and be able to provide evidence of their competence to enable individuals with dementia to eat and drink well.

DEM 302 How to Understand and Meet the Nutritional Requirements of Individuals with Dementia provide evidence for the following national occupational standards in health and social care developed by Skills for Care and Development

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