Teaching Module 3:  MICRO-TEACHING

Dr. Charles J. Rop,  University of Toledo

Welcome to Micro-Teaching, a module designed in collaboration with NCREL and the Learning with Technology in Higher Education Focus Group


This module will give participants experience planning, teaching and evaluating two short, constructivist and hands-on lessons in a classroom laboratory setting. It is designed primarily for TE classes which do not have required field components. The second experience should apply lessons learned in the first. Although optional for the first lesson, participants will be expected to enhance their second lesson with appropriate use of technology. Participants should test a variety of strategies used by practicing teachers that are designed to lead to engaged and meaningful student learning.


Micro-teaching provides a safe and valuable set of experiences for anyone thinking about teaching children. There are certain basic assumptions that justify micro-teaching in teacher education courses. One assumption is that teachers and pre-service teachers can learn from presenting lessons to peers and observing others in practice. Watching others teach can provide a springboard for discussion about what is best practice.

This also allows us to be consistent with a constructivist philosophy. A learner constructs knowledge experientially--we learn by actively doing and not merely listening and reporting. Consequently, learning to teach should involve active, engaged learning experiences. For example, we can best learn if our planning is effective when we try to teach others while following our own lesson plans. What we learn will also depend on careful self evaluation, peer feedback as well as evaluation from teacher educators.

Another assumption is that since we learn from experience, we should have repeated experiences. What the participant learns from the first micro-teaching experience should be reflected in the second. The second experience should also extend the first. Since technology is a current trend and issue in education, one way to learn to think about this is to incorporate or infuse technology into lesson plans and lesson delivery. This will challenge participants to explore ways to enhance and extend lessons in ways that would otherwise be more difficult or even impossible without technology.

A third assumption is that teaching should be a reflective practice. As we teach, we should constantly evaluate our own practice, learn from experience and try to improve. Self evaluation is important but so is observing peers and giving and receiving constructive criticism. Therefore, this module includes being observed, observing others, and giving and receiving constructive feedback.


This module is designed for subject matter methods or instructional strategies courses for pre-service teachers or in-service teachers. Teachers plan two mini-lessons and teach them to their peers. The first mini-lesson should be taught during the third week of the semester, and the other significantly later. The main goal of this module is that participants critically examine their own conceptions of what is good teaching is and then be able to apply what they learn in their own teaching practice. Our focus will be on creative teaching strategies that integrate technology and will result in engaged student learning.

The Tools and Resources Needed

Module Learning Goals

Students will:

  • Become critical consumers of alternative strategies including electronic strategies
  • Learn to critically analyze peer planning and teaching
  • Learn to critically analyze their own planning and teaching
  • Become more familiar with using information technology
  • Examine and discuss their own philosophy of education
  • Decide which teaching strategies best fit their personal philosophy of education and practice using them
  • Discuss relevance of different teaching strategies to different social, cultural and ethnic situations
  • Critically examine different strategies for potential student learning outcomes and construction of knowledge

Module Learning Objectives:

Students will be able to:

  • Plan and deliver two short, age appropriate, constructivist teaching lessons
  • Observe peers teaching lessons and give appropriate and constructive criticism
  • Argue for or against the modeled integration of technology
  • Evaluate other's lessons and predict potential for engaged learning
  • Write and revise a personal philosophy of education

Learning Activities and Instructions

Plan and teach two brief lessons on a science topic of your choice. Plan your lessons using the Lesson Plan Format Lesson Planning Form.

Please use the long form for the first Micro-teaching experience. You may choose which of the two forms you would like to use for your second Micro-teaching experience. Teach your micro-teaching lesson to our class according the the schedule announced in class.   Give and receive written feedback.

Review and study the Unit Planning Form. Decide how your lessons might fit a larger proto-type teaching unit.

Complete the Lesson Planning Activity

Micro-Teaching #1

  • Planning the lesson
  • Teaching the lesson
  • Evaluating the lesson
  • Peer feedback

Micro-Teaching #2

  • Planning the lesson
  • Teaching the lesson
  • Evaluating the lesson
  • Peer feedback


The assessment of the quality of your participation in this module is based on participant learning outcomes. Your grade for this module will depend on your completion of the Micro-Teaching Assessment Tool, your lesson plans, your lesson delivery, the quality of feedback you give your peers, and on your thoughtful participation in class discussions. You will receive a letter grade according to the University policy on grading and evaluation. Although the instructor has the responsibility of assigning a final grade, you will be given the opportunity to provide written feedback about your own performance and learning of module goals and objectives. To complete your self assessment of performance, click on the electronic Learning Assessment Feedback Tool, fill it out honestly and carefully, and submit it to your instructor following the instructions on the bottom of the page.

 Micro-Teaching Feedback Tool


Micro-Teaching Feedback Tool

Charles J. Rop, Ph.D.

Please click on this link to view the Micro-Teaching Feedback Tool

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