Micro teaching log

In this blog post, I reflect on my experience with Online Microteaching, focusing on the successes and challenges of teaching in a virtual environment. I review how well my lesson met its objectives, the ICT tools I used, and the strategies I employed to keep students engaged. I also discuss how feedback from peers and my mentor helped me improve the lesson, and what I’ve learned that will enhance my teaching in both online and traditional classroom settings.

One of the key successes of my online microteaching lesson was the engagement level of my students. I made sure to incorporate interactive elements like quizzes and live polls throughout the lesson to maintain interest and ensure participation. These tools not only made the lesson more dynamic but also allowed for instant feedback from the learners. Another positive aspect was my clarity of instruction, despite the virtual setting, I made sure to explain concepts step by step, pausing to check for understanding regularly. This approach ensured that students could follow along with minimal confusion.

The most significant challenge I encountered was technical difficulties. During the session, some learners had connectivity issues, which caused them to miss parts of the lesson. This was frustrating, but I addressed it by providing a downloadable resource at the end of the lesson, so those who faced technical problems could catch up on their own time. I also scheduled a follow-up Q&A session to ensure that no one fell behind due to connectivity issues.

I believe that my lesson successfully met the learning objectives I had set out to achieve. The main goal of the lesson was to introduce a new concept and ensure that learners could apply it in a real-world context. By the end of the session, most students demonstrated understanding through the activities and assessments I provided. Based on the feedback from peers and the performance of learners during the live polls, it was clear that the lesson objectives were achieved.

I made a conscious effort to select appropriate ICT tools for this online lesson, opting for tools that were both user-friendly and conducive to learning. I used Google Slides for visual aids and to structure the lesson and Zoom for live video interaction. These tools were effective because they enhanced both engagement and learning. Google Slides allowed me to organize the content clearly. Zoom, with its breakout room feature, allowed for small group discussions, mimicking a classroom setup.

These tools were suitable because they catered to the digital environment while keeping the lesson interactive. The learners responded well to the use of these tools, and I felt that they facilitated the learning process by adding variety to the teaching methods.

This online microteaching experience highlighted the importance of flexibility and adaptability in teaching. One key takeaway is the need to have backup plans in case of technical issues, such as having offline resources or alternative platforms ready. In the future, I plan to incorporate more contingency options into my lesson planning, even for traditional classroom settings, as unforeseen interruptions can happen anywhere.

Peer feedback played an essential role in refining my online microteaching lesson. After reviewing my peers' comments, I realized that some instructions could have been clearer, especially during transitions between activities. For my next lesson, I made sure to simplify instructions and repeat them in different ways to ensure understanding. This not only improved time management but also helped learners stay focused and aware of time constraints.

My mentor also provided valuable feedback regarding lesson differentiation. They suggested that I include more varied activities to cater to different learning styles. In response, I diversified my lesson by incorporating more visual aids and tactile activities, such as drag-and-drop exercises for kinesthetic learners. This made the lesson more inclusive and accessible to all learners.