EDPT 2220 Ė Learning & Teaching

Micro-Teaching Reflection Task

Micro-Teaching Reflection Task

13:40 Ė



Description of the lesson (2 mins).

Instead of asking students for open comments why not give them a list of teacher roles and ask them to put a name besides each role for each stage. As in all student tasks, think how you can guide them to give you the feedback you need.

There are many ways to have this feedback from our colleagues. The first type I can think of is handing out a sheet with a table like this:

Teacher role




Remarks & Advices to improve it?













Class leaders
















































Silent partner










































Other role






The teacher will list all the roles he will perform in his lesson so the students will find it easy to provide him with a good feedback. There are many different ways to know the students feedback about the teachersí roles in the lesson such as whole class discussion, journal entry and also we can ask them to write on a small paper the best role they liked.

Brilliant answer and I like the table. Shows a lot of thought went into this response J


The only thing Iíd like to add here, Is it really important for the students to know their teachersí roles in details? I think there is a much more important thing for the students to know than knowing the teacher role which is their own role in each stage. For example: If a teacher is giving an instruction to his students to start a new task. I donít think it is important for the students to know that the teacherís roles are: instruction provider, instruction designer and task clarifier. The most important thing is the studentsí understanding of their own role which is to be good listeners.

I agree, but a student should be aware that at that point the teacher is in a front role which we could call Ďgeneralí and they have to listen, and at other times the teacher role is Ďlistenerí or Ďcorrectorí and it is their role to speak freely. I donít think it is important for students to be able to name roles but they must be aware of what the teacher expects from them at any given time. Very often we, as teachers, indicate this to students through non-verbal signals (e.g. where and how we sit or stand).


13:42 STAGE 2

1007 Radar PowerPoint Presentation (8 mins)

Nice animation on PowerPoint and good clear description.

Should the students have a task to do while they are listening? Why not? Why?

You could give students a list of titles for each PowerPoint Slide. You could print out the PowerPoint in Notes format with 3 Slides per page and then ask the students to match the title to the slide. A simple example but a focusing task is there.

First of all, the animation you saw in my presentation wasnít a PowerPoint slide. It was a mixture between Macromedia Flash & multimedia builder show.

Sorry Ö. Shows my ignorance J

 In this show, as you saw I have a simulator of a radar screen. This screen, a simulator, has targets on it and the students can operate as if it was a real radar screen. In my lesson in the navy base I had the students to come to the front and operate the radar screen while they were explaining what was there. In this stage I was clarifying the 11 scale ranges which are available in the 1007 radar. The students came to the front and scaled the ranges with their hands.

Excellent J

 By the way, this was done because I never used simulations in my past teachings. This was issued in Ruthís lesson and she was the one who suggested me to create this kind of material. The reason behind not doing the presentation as it should be in the mini-teaching was the group timing. They wanted to do a whole group presentation and I didnít want to be against their wish. 

Thatís fine. A shame I didnít see the students using it though J


Some nice concept checking. Could this role have been taken by another?

Sure it could be, but while the teacher is explaining and clarifying he can tell from the reaction of the students how they are receiving the new information. When the teacher figures out that some of the students are not able to understand a specific point he stops and clarifies it again to them. When I realized that the students didnít understand the term Kilowatt, I stopped and clarified it. I could ask Salem or Saif to clarify it instead of me. Imagine if I did and they were not able to clarify it or didnít know the meaning of it. What was their situation going to be? This type of circumstances might lead one of my colleagues to be in an embarrassing situation which I really donít like to put them in. To ask them to clarify can only be interchangeable when we know the words in advance while planning the lesson so my colleagues will be ready for it in the lesson.

Good point and well taken. In this case, I agree you must be the clarifier to avoid landing someone else in trouble J



Khalid = Presenter. Concept Checker.

Saif = Silent Sitter

Salem = Silent Sitter

Do you agree?

Could the Silent Sitters take on a silent monitoring role? Did you do this? If yes, what did you note / monitor about the students?

Yes I agree I was presenter, concept checker, elicitator and clarifier.


13:50 STAGE 3

SCOUT Radar (4 mins)

Nice PowerPoint. The dark blue was difficult to read against the grey background.

Did you focus too much on the back three of Jamal, Sultan and Aziz?

Salem M = asleep, Saleh = drawing, Saeed = needs to talk to Saleh but controlling himself. Could these types of comments be noted by the Ďsilent sittersí taking on a silent but active role of Ďmonitorsí?

Is there too much presentation here?

Yes and it will be clarified latter in this entry.

Already understood J


How does this stage and stage 2 fit into the workshop work?

You handled the last question well by deferring it to Salemís next stage.


Khalid = Silent Sitter

Saif = Presenter and Clarifier.

Salem = Silent Sitter

Do you agree?

Yes, I agree. This was the way we planned our lesson. I think you are pushing us toward trilateral teaching method. Is it a new technique we are going to learn? If yes, Iím sure that we will enjoy it, but I have a request which is to observe some real lessons where this kind of teaching method is used. As you know it will be easier for us to see some professional teachers performing this technique.

No, itís not a specific technique and unfortunately resources here donít permit us to use three teachers in a class L. The approach you have taken as a team seems to have evolved naturally and is, in my opinion, working superbly. I am trying to push you towards the realization of a Ďprofessional teacherísí approach to roles and lesson flow with a focus on the student J


13:54 STAGE 4

ARPA (6 mins)

Another presentation. Is this overkill?

These three presentations were created so each one of us will have his own time as a presenter and to give the two other teachers a silent break. This silent break was planned because last mini-teaching the only one who had 14 was Saif who was listener most of the time. We thought being silent for while will increase our grades, but sadly it worked completely in the opposite way. L

Because the interpretation of what I said was incorrect. The idea was to have a clear awareness of roles and build that into the lesson, not convert the lesson into three mini-lessons and disrupt the flow.


Even if Salem finishes in 5 minutes, can you have 17 minutes in presentation mode without overloading students?

If this is revision work, is PowerPoint the best medium?

Did you see how students struggled with the difference between the two radars? So, how could they have been involved in the staging of the lesson so that they slowly but surely DISCOVERED the difference.

This was corrected in the Navy base lesson. I had a practice stage where the students stood up and came to the simulator on the projector and started to work by themselves. Saif had his presentation stage as it was in the mini-teaching. Salem was the clarifier of the Kilowatt, FMCW, LPI and ARPA these terms were in Saifís presentation and my practice and we asked Salem to takeover to clarify them.

Excellent and understood J



Khalid = Silent Sitter

Saif = Silent Sitter

Salem = Presenter and Elicitator.

Do you agree?

Yes, I agree.


I am not convinced that this is the best way to avoid confusing roles. I liked the way you worked together last week but just worried about unclear roles. I donít think the answer is to have two silent sitters. I think the answer is to have clear ACTIVE roles. So you can have an elicitator, presenter and clarifier working together. Can we discuss this in the planning stage next Sunday and try the THREE ACTIVE ROLES at every stage next week? What do you think?

As I said before, the best thing to do is to observe some lessons where this technique is taking place. Our group is going to observe some lessons on the coming Tuesday at the ADMC. Why not observing this kind of lessons?

As noted above

14:00 STAGE 5

Circle discussion in / about the workshop J (10 mins)


Answers to the planning cycle teacher procedure questions:


What activities will help the learners achieve the lesson objectives?

Too much teacher-fronted presentation time I would suggest.

This was corrected at the Navy base.

Excellent J


How will the activities link together to make a whole lesson?

Difficult to say as most of the lesson will be in the workshop. Do you have too much input before you go to the radar room?

Yes, we have to clarify two types of radars and their specification and the differences between them.


How long will each activity last?

Too long a presentation before so much work I would suggest.

Yes it was.


Final = 12 for each of you / 15

This is probably a bit tough since it was not your true lesson but you can counter this by giving yourselves full marks J

I donít think that Salemís was a PRACTICE STAGE because the students were not doing anything except for responding. They had NO task.

So, at the moment, it is Presentation, Presentation, Presentation with no Practice before going to Production. That in itself is not a problem because we could suggest that the workshop is a PRACTICE and no production is possible until they are working on ship. You could also quite legitimately have the Production in the Workshop and a Practice follow-up to reinforce J


I realized that you kept talking about the effectiveness of the practice stage during your vocal feedback after our mini-teaching and you advised me to change my presentation into a practice stage. I did what you asked me. In the lesson I noticed how the students were interacting and enjoying my stage. So I thought I will give a small part of this journal about the effectiveness of the practice stage.

Excellent news and a good idea J


Teachers should make use of the practice stages in their lessons. Planning their lessons with well organized practice stages will provide them with powerful aspects which will reflect positively on their lessons. These aspects are: activity, expectation, cooperation, interaction and responsibilities. Good practices can be provided for any kind of students. The only important thing to consider is to know the studentsí abilities. It is important to practice what is taught. It is as important as the way it is taught. There are some principles to bear in mind in order to have good practice in lessons. These principles are:


       The contact between students and teacher encouragement.

Teacher/students contact in & out of the classroom a very important aspect to consider in studentsí motivation as well as involvement. This motivation and involvement will encourage the students in their practices.

       Improve studentsí cooperation.

Learning is more powerful when it is team work than when itís a personal effort. Learning must be collaborative and social not competitive and isolated. When students work in teams, it usually increases the learnersí involvement. Sharing ideas with others will develop the studentsí thinking and will lead them to deep understanding.

       Active learning encouragement.

Learning is not only receiving. Students do not learn only by sitting in the classroom listening to teachers, memorizing the material, assignments, giving out their answers. They must have the opportunity to discuss what they learned, write about it, connected with past experiences and apply it in their lives. They have to make what they learn part of their personal life.


Students need an easy way to understand feedback so they will have the best benefit from their courses. Students are in need to receive suggestions and advise for their improvement. They also need to reflect what they learned, what they need to know and how to evaluate their work.  So, the feedback becomes even more powerful when it is interactive as these journals are J

       The importance of tasksí time

One of the teacher duties is to teach his students time management. Time management is connected with effective learning for students as well as effective teaching for teachers.

       High expectations

Teacher should expect more from their students to get more than what they expected. (TO RISK IS TO GROW) Yes J

       Respect studentsí learning ways & talents

There are so many different ways for people to learn. Most of the students will bring their own ways which they learned from their societies, schools, colleges and even created by themselves. Teachers must respect each way and try to polish the wrong ones to improve their studentsí ability. Teachers should give the opportunity to their students to show their talents and learn in the way that will suit them. Then they can be pushed to learn in a better, new way.


A brilliant description --- sounds as though I could have written it J


My self assessment is 15/15 for two reasons:

1.    You said that we deserve a full mark above.

2.    My material, which I spend 5 hours creating, using flash and media builder and at the end you said it was PowerPoint L

Thatís because I donít know any betterÖ.



Thank you so much for you positive critical criticism which really helped us presenting a good lesson at the navy base.


Thanks for a great entry Khalid


Phil J