Micro Teaching #1: MOOCs
Assess content and learning needs of different learners/Pre-assessment tools
For this lesson, Susan and I use prior knowledge we had of student interests based on previous class discussions about various topics. We took this knowledge to create a lesson about MOOCs and use examples of MOOCs that would directly relate to our audience.
To assess learning needs at the beginning of the lesson, Susan asked everyone who had heard of or participated in a MOOC before. Narmada was able to share with everyone her experiences, and we realized that many did not have much of a reference in regards to MOOCs.
Use a variety of instructional formats and group students based on need
Since this lesson was a micro teaching experience there was not a lot of time to diversify our groups and content. We decided to use a PowerPoint to allow for visual cues for our audience. Within the PowerPoint, we linked to a video about MOOCs to provide a visual introduction to MOOCs since many participants had not heard of them or experienced them. Additionally, we created breakout rooms. Instead of randomly placing participants, we selected who would go into each group. We placed more participants in the group that we thought would need additional assistance with the activity of coming up with pros and cons of MOOCs.
Help students develop individual and group learning goals
Since many participants did not have a context for MOOCs, our main goal for everyone was to develop an understanding of MOOCs and how they work. We created a group activity to create smaller goals. One groups goal was to come up with as many advantages of MOOCs, while the other group’s goal was to come up with as many disadvantages of MOOCs. We also hope that throughout the lesson and activities we cultivated an interest in students clicking on the MOOC example links and exploring MOOCs further in their own interest areas.
Provide feedback to students
This became more of a challenge for this lesson because of the short amount of time we had to present it. We had each of the two groups share their lists of pros and cons of MOOCs to the rest of the class. After each list, Susan and I were able to respond to their list and affirm important points they made in their group. While not specific to individuals, it was specific to a small group of the class.
Content Curation Facilitation
Use of pre-assessment and diagnostic tools
At the beginning of my lesson, I asked everyone who had heard of content curation by a show of hands, two of four went up. This then made me realize that I would need to describe the process and explain what it was further, or relate it to the participants who had never heard of it. To achieve this, I first asked those who had heard of it, what they did or used to do it. Narmada and Dr. Voithofer responded describing their process of finding educational resources and contextualizing them for their specific purposes. Secondly, I looked at Carla and Liz and asked if they had ever used Pinterest. I saw that “ah-ha” expression and they both said they had. Now, I was ready to proceed into my topic knowing everyone had an experience and some prior knowledge to draw from.
Use of variety of instructional formats, grouping students based on needs
Through the lesson, Carla shared that she uses Pinterest mostly for crafts and DIY projects. Jamie interjected that he had been pondering what he could use as a means to show a variety of authors and how they relate to each other. Having these ideas in mind, I put Jamie with Carla, when he arrived, because she was working on Pearltrees which is a content curation tool that resembles a web or mind map visually. I think this was great for him to see and got his thoughts going on how he might be able to use it to solve his problem.
Develop group learning goals, and giving feedback
In addition to Pearltrees, we discussed Storify and Scoop.it! as two other tools for content curation. We compared what each of these tools may be useful for, and I tried to related them back to our original discussion on Pinterest being good for DIY to have a comparison that everyone was familiar with. While students were working individually or in groups I was able to walk around and see what they were doing, have discussions with them about their findings, answer questions, and provide them with other ideas or places to search for information.
Use of variety of instructional strategies to meet student needs
Throughout the lesson, I incorporated the use of PowerPoint to have visual cues for students and to help with retention of ideas and concepts. I used a google doc and partner activity to provide a more collaborative learning environment for students as well as the opportunity for them to work interactively with aspects of the material. Additionally, I used a video that was graphics heavy to provide an additional point of view to the topic. Finally, I created a final activity that involved the participants to fully engage the content and become curators. Because of time, we were not able to get to the activity in class, but the activity is available for participants to use independently.
Micro Teaching #2: Apps & Education
For this lesson, Liz and I intend to use prior knowledge we have gained about our class to incorporate apps that would be of use to the interests and professions of our participants. We plan on asking students what types of apps they use regularly in a class setting and how they feel those apps help or hinder their learning process. We will be using a PowerPoint as well as creating a video to help diversify formats of instruction to our students so they can have a richer context to experience apps. Additionally, we will be providing iPads so students can work in groups to guided have hands-on creative practice of a variety of apps. We would like the groups to present their creations, and we will provide feedback on their projects immediately after. We will also be providing additional applications for students to explore independently since we will be working with a shortened time period.