Micro-Teaching (Video Review of Lessons)

BENEFITS

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• Micro-teaching lets teachers practice discrete skills such as questioning, classroom management, explanation, and use of audiovisual aids in short, targeted segments.

 

• Sessions typically include peer and supervisor feedback plus video review, giving concrete, specific evidence of strengths and growth areas.

 

• The “teach–critique–re-teach” cycle promotes reflective practice and sustained improvement rather than one-off evaluation.

 

• Studies report increases in self-confidence and willingness to try innovative methods after several micro-teaching sessions.

 

• Improved instructional techniques that in turn enhance student engagement and learning outcomes. link

 

 

HOW TO

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• Involves delivering a mini-lesson, typically lasting between 5 to 20 minutes, to a small group of peers or students who may not be the teacher’s regular class. The session is often recorded, allowing the teacher to review their performance later. This process includes:

 

• Preparation: The teacher selects a specific skill or topic to focus on.

 

• Teaching: The lesson is delivered to a small group.

 

• Feedback: After the session, peers and mentors provide constructive feedback based on observations and the recorded video.

 

• Reflection: The process encourages critical thinking about teaching practices, fostering continuous improvement.  link

 

 

RECORDING HINTS

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Software:

• IMovie app on IPad

 

•  ShowMe app on IPad – which is interactive whiteboard app

 

•  Adobe View app to create cross between slide show, music and video

 

•  Recording software such as Panopto (often used in Univ settings) Link

 

•  Screen casting software  such as Explain Everything (to put on digital whiteboard) Link

 

• When making instructional videos – chunk instruction (6 minutes long) in short bursts…too long students will not stay engaged

 

• When using video to self-assess, review with prepared rubric to provide focus to assessment

 

• Video portfolios are frequently used for teacher development purposes, for hiring, licensing, and certification purposes. link

 

 

CHALLENGES

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• Artificial environment: Sessions occur in highly controlled, small-group settings that lack the complexity, diversity, and unpredictability of real classrooms.

 

• Narrow skill focus: Emphasis on isolated skills (e.g., questioning, reinforcement) can fragment practice and under prepare teachers for integrating multiple skills simultaneously.

 

• Short time frames: Very brief lessons make it difficult to develop, sustain, and assess learning sequences.

 

• Performance anxiety: Being observed and evaluated by peers and supervisors can heighten stress, leading to forgotten steps.

 

• Lesson planning and clarity: Common issues include unclear or overloaded objectives, mismatched activities and outcomes.

 

• Time-intensive structure: Effective micro-teaching requires cycles of planning, teaching, video review, feedback, and reteaching, which are difficult to schedule.

 

• Limited opportunities for re-teaching.

 

• Need for experts and supervisors.

 

• Cost and logistics: Video recording, dedicated micro-teaching rooms, and technology.  link

 

 

 

WHAT NOT TO DO

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• Do not start without explicit objectives for the trainee (what skill they are practicing) and for the session (what success looks like).

 

• Do not overload the schedule; cramming in too many micro-lessons leaves no time for debrief.

 

• Do not “wing it” as an observer; arriving without a clear observation lens or tool leads to vague, unhelpful feedback.

 

• Do not interrupt to correct every misstep in real time.

 

• Do not jump straight to judgement (“good/bad lesson”) before asking the candidate to self-assess.

 

• Do not give generic praise or criticism like “great job” or “not engaging” without concrete evidence and next steps.

 

• Do not skip or rush the debrief.

 

• Do not compare candidates publicly. link