Agusiobo, Hilda Chineze Ph. D.
COURSE OUTLINE ON EDU 213 - MICRO-TEACHING - THEORY
GODFREY OKOYE UNIVERSITY
UGWUOMU-NIKE, ENUGU STATE
P.M.B. 01014, THINKER’S CORNER, ENUGU, NIGERIA
Website: www.gouni.edu.ng
COURSE OUTLINE
Semester: First (2024/2025 Academic Session)
Faculty: EDUCATION
Department: EDUCATIONAL FOUNDATIONS
CLASS NCE
Course: EDU 213: MICRO-TEACHING-THEORY
Credit: 1 Credit Hour
Venue: Lecture Hall
Meetings: Wednesdays 2- 3pm
Lecturer: Dr (Mrs) Hilda Chineze Agusiobo
E-mail Address: hildagusiobo@gmail.com & agusiobohilda@gouni.edu.ng
Office Hours: On Appointment!
Agusiobo, Hilda Chineze Ph. D.
COURSE OUTLINE ON EDU 213 - MICRO-TEACHING - THEORY
Purpose
The purpose of this course is to help teachers and student educators develop and refine their teaching skills in a controlled, low-stakes environment. It involves teaching a short lesson or segment (usually around 5-10 minutes) to a small group, often made up of peers or mentors, who then provides feedback
Expected learning outcomes
By the end of this course the students should be able to:
1. Discuss the concept and process of micro-teaching
2. Describe the relevance of micro-teaching to teacher education
3. Explain the micro-teaching practicum with emphasis on teach/re-teach cycles
4. Examine the skills involved in micro-teaching
5. Explain the merits and demerits of micro-teaching
Course content
This training module spans 14 weeks, with each week focusing on a specific aspect of micro-teaching. Each week includes objectives, content, activities, assessments, and detailed learning outcomes.
|
Class Schedule |
Contents (modules and objectives) |
Teaching & learning Activities |
Assessment |
Skills to be Acquired & Remarks |
|
Week 1 |
Introduction to Micro-Teaching - Define micro-teaching and explain its significance in teacher training. - Identify personal teaching experiences that relate to micro-teaching.
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- Group discussion on prior teaching experiences. - Read and summarize articles on micro-teaching.
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- Reflection paper on the significance of micro-teaching in personal teaching practice.
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-Analytical Skills -Creative Thinking Skills
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Week 2 |
The Micro-Teaching Process - Describe the steps involved in the micro-teaching process. - Create a coherent lesson plan for a micro-teaching session.
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- Create a sample lesson plan for a micro-teaching session. - Pair up to practice teaching a 5-minute lesson.
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- Submit a lesson plan and receive peer feedback.
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-Innovation and Creativity Skills
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Week 3 |
Identifying Teaching Skills - List essential teaching skills necessary for effective teaching. - Develop strategies to enhance personal teaching skills.
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- Self-assessment of teaching skills. - Discussion on areas for improvement.
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- Submit a personal development plan for enhancing teaching skills.
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- Innovation and creativity skills |
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Week 4 |
- State the process of micro-teaching practicum - Explain the concept of teach/re-teach cycles and their importance. - Apply feedback to improve teaching practices |
- Role-play sessions to practice providing constructive feedback. - Simulate re-teaching based on peer feedback.
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- Document and reflect on the teach/re-teach cycle experienced during practice.
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Problem solving skills Create in the students an Entrepreneurial mindset that will enable them to become effective home teachers. |
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Week 5 |
Key Components of Effective Teaching - Identify key components of effective teaching and their applications. - Integrate essential teaching strategies into lesson plans.
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- Develop a mini-lesson incorporating all key components. - Peer review and discuss strategies used.
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- Present the mini-lesson and receive feedback.
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Innovation skills and creativity skills. |
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Week 6 |
Non-Verbal Communication and Questioning Techniques - Analyze the impact of non-verbal communication in teaching. - Formulate effective questioning techniques to enhance student engagement.
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- Observe peers’ teaching and note non-verbal cues. - Create a list of effective questions for different teaching scenarios.
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- Conduct a short teaching demonstration focusing on non-verbal cues and questioning techniques.
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Analytical skills |
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Week 7 |
Mid - semester All course content from week 1 to week 6 |
-Creation of an environment conducive for examination. |
-Question papers. |
The lecturer needs to be available during the examination in order to provide all the necessary support. |
|
Week 8 |
Reinforcement skill and classroom management Techniques: Analyze the Reinforcement Skills - Develop classroom management strategies to foster a positive learning environment.
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- Develop a classroom management plan for a hypothetical class. - Role-play scenarios to practice management strategies.
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- Present the classroom management plan to peers for feedback.
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-Analytical skills. -creative thinking skills that will enable students set up their own schools. |
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Week 9 |
Closure and Evaluation Techniques - Identify effective closure techniques to summarize lessons. - Discuss evaluation techniques
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- Develop a closure strategy for a lesson. - Practice evaluating a peer’s presentation using a rubric.
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- Submit a closure strategy and a peer evaluation form. - Socratic method |
Creative skills |
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Week 10 |
Merits and Demerits of Micro-Teaching - Analyze the advantages and disadvantages of micro-teaching.
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- Group debate on the merits versus demerits of micro-teaching. - Case studies to analyze different micro-teaching scenarios.
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- Write a balanced essay discussing the merits and demerits of micro-teaching.
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- Analytical skills. |
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Week 11 |
Seminar
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- Final presentations where each participant delivers a 5 minute paper on research carried out. - Group reflection on the experiences and learning outcomes.
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- Peer and instructor evaluation of the final presentation. - Submission of a reflective essay on the micro-teaching experience.
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-Evaluation instrument development skills. |
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Week 12 |
All areas in the course content |
Class discussion note taking. |
Socratic method |
Review reading materials |
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Week 13 |
All Areas in the course content. |
Directed reading Library research. |
Socratic method |
Review reading materials |
|
Week 14 |
End of semester examination |
Creation of an environment conducive for examination. |
Question papers |
The lecturer needs to be around to invigilate and render necessary support. |
Teaching Methodologies
Lectures, class and group discussions, debate, dialogue, seminars, creative thinking and sharing
of personal experiences, storytelling, simulations, case studies, tutorials, Library research,
Directed reading, Practical demonstrations, Internet, Modules, and Presentations.
Instructional Materials and Equipment
Human resources, textbooks, newspaper cuttings, charts, computers and computer software,
Whiteboard, Smartboard, Laptop, LCD projector, Slides, PowerPoint presentation, Internet
Course Assessment
Student performance
Observations, quizzes, semester paper, sit-in-tests, questions and answers, end of semester
examinations
Academic Staff Performance
Students’ evaluation, self-evaluation
Grading System
Attendance………………………………5%
Project (Assignment)…………………..10%
Mid-Semester Examination…………….15%
End of Semester Examination.................70%
Total.......................................................100%
Letter Grades
A = 70 – 100
B = 60 - 69
C = 50 - 59
D = 45 - 49
F = 0 - 44
The pass mark is 45%
Policy on Attendance
Attendance at lectures, tutorials, seminars, practical and examinations is compulsory. No
student will be allowed to take an examination for any course in which his/her attendance is
less than 75%.
Examination Regulations
A student who misses the semester examination due to sickness or accident must inform the
Head of Department in writing, copied to the lecturer. The student shall produce evidence of
the reasons for missing the examination and proof that he or she registered for the examination
in question.
Academic Discipline
A student at Godfrey Okoye University shall avoid any behaviour that could be understood,
interpreted or construed as academically unethical. A student commits an offense if he or she
cheats in an examination. That is, when he or she copies answers, uses unauthorised material, or intentionally shares answers with others during continuous assessment tests or other
examinations. Furthermore, if he or she plagiarises (Plagiarism occurs when the work of another person, or persons, is used and presented as one’s own unless the source of each
quotation or piece of borrowed material is acknowledged with an appropriate citation), bribes
or attempts to bribe a Lecturer for academic favours either by cash or kind.
NB. All students are expected to display high levels of discipline and commitment. Lateness,
use of cell phones in class, eating of gum in the class, unwillingness to work with others,
and delay in submission of assignments will be perceived as acts of indiscipline.
References
1. O’Flaherty, J., Lenihan, R., Young, A. M., & McCormack, O. (2024). Developing Micro-Teaching with a Focus on Core Practices: The Use of Approximations of Practice. Education Sciences, 14(1), 35. This article discusses the application of micro-teaching in teacher preparation programs, emphasizing the integration of core practices and approximations of real classroom scenarios.
2. Zhou, G., & Xu, J. (2005). Using Micro-teaching for Teacher Development in Science Methods Classes. This study explores how micro-teaching helps pre-service teachers practice and reflect on their instructional methods, offering insights into its effectiveness in enhancing teaching
- Aguokogbuo, C. N., (2002) Microteaching: Theory and Practice Mike Social Press Nigeria
- Akubuilo D.U (2019) Curriculum Implementation Issues In General Teaching Methods Count Global Services Nigeria
- Onyia M. N., (2012) Microteaching: A practical guide Count Int’l Publising press Nigeria
- Lecturer : Hilda Agusiobo